text stringlengths 151 7.24k | token_count_qwen3 int64 54 2.05k | token_count_original int64 512 2.05k | meta dict |
|---|---|---|---|
Guest Talk
'COW ECONOMY'
On 17 th March, 2017, a short talk on 'Importance of Cow in the Economy' by Dr. Sheela Taori was scheduled at our institute. Dr. Sheela is one of the well known Educationists and Academicians of India. She has also written few books after a thorough study of our Indian Literature which includes four Vedas, Puranas, etc.
She started the talk by asking a simple question that how many of us do eat Beef. Few students answered that they don't mind eating it as they don't believe in any religion. To this answer, Sheela Mam replied that consuming or not consuming beef has nothing to do with any religion, we just have to think rationally about how important it to conserve our Cows for a better economy and world.
She then explained that how Cows serves the society with various products having immense qualities and why we call her "Mother Cow" in India. First of all, the cow serves us with 'Milk' which is very important for healthy living. Secondly, other cow products like cow dung have pesticidal qualities and thus can be used in Agricultural activities without any harmful side effects.
Coming back to the discussion on beef consumption, she said that beef is scientifically proven to be harmful for our intestinal system, while the vegetarian food is proved to be the best food for human body. She said that, the movement of 'saying no to beef' is catching up fast in the western culture, while in India, where we consider cow as mother, we still don't understand its importance. She also informed us that India is the No.1 exporter of beef in the world.
Dr. Sheela said that, to overcome big socio-economic problem of poverty in India, we need to focus on two things: 1) Village and Agro Development of which 'cow' is an important part and 2) Health for all, not doctors for all. She focused on these two points because, India being an agrarian economy can employ maximum population if villages are properly developed and also the use of cow products in agriculture can ensure healthy living.
She concluded the session by saying that whatever we are consuming right now is borrowed from our next generation, we must stop doing this and adopt sustainable development by conserving our biodiversity and nature.
The session was really worth attending and made the students think on why we call Cow as "Gow Mata (Mother Cow)"!
Picture Courtesy: Shreyansh Raval (Batch VII) | 970 | 515 | {
"id": "<urn:uuid:4a827e9d-9e50-4941-870f-1fc9bca9bc9f>",
"dump": "CC-MAIN-2020-45",
"url": "https://www.cksvim.edu.in/wp-content/uploads/2020/07/Cow-Economy_-by-Sheela-Taori.pdf",
"date": "2020-10-21T07:25:09",
"file_path": "crawl-data/CC-MAIN-2020-45/segments/1603107876136.24/warc/CC-MAIN-20201021064154-20201021094154-00456.warc.gz",
"offset": 658760076,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988096058368683,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988086223602295,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1125,
2414
],
"fw_edu_scores": [
2.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Grade 7 EMS Worksheet
Assessment Task: Economic Development and Apartheid
Complete a timeline on the history of apartheid (Individual activity)
Read the information on the history of apartheid below and do the exercise that follows.
The history of apartheid
Early apartheid laws passed by the first Union governments – 1910 to 1945
South Africa became a Union (a self-governing member of the British Empire) in 1910. The new government passed a number of laws that discriminated against black people.
Skilled jobs on the mines were reserved for whites only in terms of the Mines and Works Act of 1911.
The Land Act was passed in 1913. In terms of this law the land was divided into „White areas‟ (in which the 20% of the population who were white could live) and „Black areas‟ (where the rest of the population could live). The problem was that the „White areas‟ took up 93,5% of the land surface of the country. The Black majority had to share the remaining 7,5% of land, which was made into reserves for them to live in. The Black people were not allowed to own „White‟ land.
The Natives Act created townships in 1923. Black people who worked in towns were not allowed to live in „white‟ suburbs. They had to live in these townships.
An economic depression after the end of the First World War in 1918 caused poverty among white people. Several laws were passed to uplift poor whites at the expense of „non-whites‟.
In 1924, the Industrial Conciliation Act was passed. This Act made it illegal for black workers to belong to trade unions.
The Representation of Voters Act was passed in 1936. This law further weakened the political rights of blacks in some regions. Blacks were only allowed to vote for white representatives.
The main „pass law‟ was passed in 1937. It was called the Native Laws Amendment Act. Blacks were now not allowed to go into towns if they did not work there. Black people had to carry a pass to get into towns.
Attempts at resistance – 1910 to 1945
The ANC (African National Congress) was formed in 1912 to fight for civil rights. There was no equality in South Africa and black people could not vote.
In 1946 over 75 000 Africans went on strike in support of higher wages. African mine workers were paid twelve times less than their white counterparts. They were also forced to do the most dangerous jobs. Police used violence to force the workers to return to their jobs. Over 1 000 workers were injured or killed.
Grade 7 EMS Worksheet
Apartheid policies – 1948 to 1994
The National Party came into power in South Africa during 1948. In 1950 the Population Registration Act was passed in terms of which people were divided into three racial groups: white, colored (mixed race or Asian), and native (African/black). The aim of this act was to maintain racial purity by making marriages between people from different races against the law.
In 1951 the Group Areas Act was passed. This law determined specific areas for the different races to live in. The largest and best parts of the land were reserved for whites and the non-whites were placed in „reserves‟. Families of mixed race were broken up and forced to live in separate areas.
In 1951 the Bantu Homelands Act was passed. In terms of this act the areas where black Africans lived were declared independent nations. Millions of blacks now became citizens of their new homelands and lost their South African citizenship. South Africa was controlled by whites and blacks were considered foreigners, who had to have passports to enter South Africa. They were also only allowed to do menial jobs for whites.
In 1953 the Preservation of Separate Amenities Act was passed. This act established separate beaches, parks, post offices, hospitals and other public places for whites and nonwhites. These places were "separate but not necessarily equal" in terms of this law. In this same year the Bantu Education Act was passed. In terms of this law schools for blacks were supervised by the white government, who forced schools to condition blacks to accept white domination. Only whites were allowed to attend white universities.
By 1959 the Promotion of Bantu Self-Government Act came into effect and it followed the homeland policy until 1994.
During the 1960s forced removals took place. All non-whites were moved off the land they lived on to the "homelands" in Transkei, Venda, Bophuthatswana and Ciskei. This also happened to non-whites in cities, who were moved out of the city centres where they worked, to residential areas on the outskirts of the cities. The white suburb Triomf came about after one such forced removal of the residents of Sophiatown.
Complete the timeline below. You need to identify and record all the significant events. An example has been done to assist you.
Grade 7 EMS Worksheet
Grade 7 EMS Worksheet
Suggested Solutions | 1,967 | 1,070 | {
"id": "<urn:uuid:d8cd047f-f9cf-48f5-8e61-d388447b6252>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.edupstairs.org/wp-content/uploads/2021/08/Economic-Development-and-Apartheid.pdf",
"date": "2024-08-05T08:47:50",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640436802.18/warc/CC-MAIN-20240805083255-20240805113255-00222.warc.gz",
"offset": 591060444,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.999456137418747,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994179010391235,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2459,
4792,
4815,
4859
],
"fw_edu_scores": [
4.5
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
-
UTW- As scientists we will …
- Walk around the school environment (around school/ school field) During the walk, we will talk about how the environment has changed throughout the years (seasonal changes).
- Explore the farm yard tuff tray & gardening tuff tray.
UTW- As geographers, we will …
- plant our very own sunflower seeds and watch them grow. We will discuss what a plant needs to grow and we will complete our own research together. We will read the story Albee and the big seed and hunt around school for missing sunflower petals!
Using our computing skills, we will be …
- Using the class interactive whiteboard, taking photographs and using the school ipads.
In phonics we will be learning…
- Phase 2 - following the Bug Club Phonics Scheme.
In Physical Development we will be …
- Using one-handed tools and equipment
- Autumn Term- Exploring agility, space and movement
- Spring Term- Dance
- Summer Term- Ball skills (following the Striver scheme).
Literacy- As writers we will be …
- Writing: labels, captions, stories, (talk for writing and associated language), letters, phonics- identifying initial sounds.
- Continuing to develop our ability to write our names by tracing initially to develop control and become familiar with the letters/formation.
- Continuing to give meaning to the marks we make. Quality Texts: Albee and the big seed, The Tiny Seed, The Very Hungry Caterpillar, Sun, My butterfly.
Our Big Learning Questions;
- How do plants/flowers grow?
- Can you name parts of the flower?
- Why are bees important?
- Which seasonal changes have you noticed?
Maths- As mathematicians we will be learning ….
-Mass & Capacity
-Sequencing & Positional language
-More than/fewer than
-2D shape revisit
-3D shape revisit
Following the White Rose Scheme
EA&D- As artists and designers we will be …
- Creating our own flowers. We will display a bunch of sunflowers and flower pictures to encourage the children to create their own flowers using the media of their choice including large paper plate sunflowers.
- The children will enjoy painting different fruits and vegetables for our farm shop.
- They will also enjoy creating their own caterpillars, bees and other insects/mini beats of their choice.
In RE we will be discovering…
-
Different festivals and finding out how people celebrate.
PSED- In Life Skills/ Think Equal lessons we will be…
- Recognising that everyone has feelings
- Recognising that feelings change
- Demonstrating self regulation
C&L-As readers we will be reading …
- Albie and the big seed, The very hungry caterpillar, Sunflowers (non fiction), Bees (non-fiction)
- We will re-tell the stories as a class and discuss what is happening using vocabulary from the story. We will add key vocabulary to our class magpie book and we will also enjoy our '3 a day' stories.
Our Role Play Area this half term will be…
- We will be discussing… the five key concepts about print:
- - print has meaning
- - print can have different purposes
- - we read English text from left to right and from top to bottom
- - the names of the different parts of a book
- - page sequencing
A farm shop. | 1,364 | 695 | {
"id": "<urn:uuid:91cd2367-3466-4399-8e68-c70a3e3562c2>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.whittakermoss.rochdale.sch.uk/attachments/download.asp?file=1575&type=pdf",
"date": "2024-08-05T09:21:33",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640436802.18/warc/CC-MAIN-20240805083255-20240805113255-00221.warc.gz",
"offset": 840755975,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976028800010681,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976028800010681,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3153
],
"fw_edu_scores": [
4.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Mental health problems
Alcohol is a significant risk factor for poor mental health and mental illness.
People sometimes wrongly use alcohol as a way of coping with difficulties in their life.
Alcohol can cause and increase anxiety and depression. This is partly because it uses up our stores of the natural brain chemicals that calm us and lift our mood.
People who drink a lot have more problems with their mental health. Continued excessive drinking can cause memory loss and alcohol related brain damage.
Try to adopt healthier ways to cope, like walking, playing sport, learning to relax and talking through your worries.
Stroke
A 20 year study of 6000 Scottish men, found those drinking more than the recommended weekly limit were more likely to die of a
stroke (those consuming 35 units a week were twice as likely to do so compared with non-drinkers).
Fertility and Pregnancy
Alcohol lowers sperm count in men and fertility in women. If you're pregnant or trying for a baby avoid alcohol completely.
Sex
Alcohol numbs our sex organs and can make it hard to reach orgasm. It also makes us clumsier and that can result in unsatisfying and unsafe sex. Unsafe sex can lead to unplanned pregnancy and also sexually transmitted diseases, including HIV and AIDS.
Blood Pressure
Drinking to excess is linked with a rise in blood pressure. Raised blood pressure increases the risk of heart disease and stroke.
Essential safety information
Never leave a drunk person on their own, especially if they appear sleepy.
Turn them onto their side (recovery position) so that if they're sick, they won't choke.
If you can't wake them and it is causing you great concern dial 999.
Keep them warm and stay with them until help arrives.
Tips for sensible drinking
Stick to sensible limits Find out why and what they are inside this leaflet.
Eat before and while you drink Food makes the body absorb alcohol more slowly so limits how quickly it gets into the bloodstream.
Use soft-drink 'spacers'
Alternate between alcoholic and soft drinks. That way you make your night last longer. It'll stop you getting dehydrated and lessen the effects of a hangover too.
Don't drink every day
Drinking too much alcohol damages the liver. It may repair itself but you have to give it a chance. Have at least two alcohol-free days every week.
Check the strength, cut the quantity Drink strengths vary widely between brands. Why not choose a lower alcohol option and consider cutting back?
Worried about your drinking?
Call DRINKLINE free on 0800 7 314 314 at any time.
For more tips and information about alcohol, visit www.infoscotland.com/alcohol
We all need at least 2 days a week without alcohol.
Alcohol
Alcohol is so widely used that we sometimes forget the harm it can cause to our physical and mental health.
So how can we enjoy our drink and stay healthy?
Sensible limits
Men:
No more than 3-4 units a day and no more than 21 units in one week.
Women:
No more than 2-3 units a day and no more than 14 units a week.
We all need at least 2 days a week without alcohol.
Doctors agree that drinking more than the sensible limit damages health in the short and long-term.
Hang on! What's a unit?
A unit equals 10ml of pure alcohol. That's how much the body can safely get rid of in an hour.
How many units in a drink?
What happens to the alcohol we drink?
The units above are average levels – the strength of drinks varies by brand. Many display their unit content on the label to help you drink at a sensible level.
Some is absorbed in the stomach, most through the intestines. It then travels to all parts of the body in the blood including the brain.
It's the liver's job to get rid of the alcohol. When it becomes overworked by large
quantities of alcohol it doesn't work so well.
What happens when we drink more than the sensible limit?
Weight gain
Alcoholic drinks contain more calories than you think. If you're concerned about weight gain you should consider cutting down your alcohol intake.
Dehydration
Alcohol dehydrates the body. This is partly what causes 'hangover' symptoms. If you've been drinking alcohol, drink plenty of water before going to bed.
Make your night last longer, use soft-drink 'spacers' between alcoholic drinks.
Early ageing
Dehydration and lack of proper sleep wrecks skin and hair. It expands blood vessels, causing thread veins and other physical symptoms.
Sleep problems
It can help us nod off but even small amounts prevent the deep sleep that we need to feel alert and refreshed.
Cancer
Drinking is the second biggest risk factor for cancers of the mouth and throat after smoking. Drinking too much could increase your risk of developing breast cancer.
Liver disease
Alcohol turns some liver cells into fat and damages others. Because the liver has no 'feeling' in it, people often don't realise it's suffering until it's too late. Repeated heavy drinking scars the liver ('liver cirrhosis') and causes permanent damage which can cause death. | 2,042 | 1,070 | {
"id": "<urn:uuid:554143ef-eedc-47e6-a216-aa9f1ae98df9>",
"dump": "CC-MAIN-2024-33",
"url": "http://www.yokermedicalcentre.com/index_files/Sensible_Drinking.pdf",
"date": "2024-08-05T09:38:11",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640436802.18/warc/CC-MAIN-20240805083255-20240805113255-00233.warc.gz",
"offset": 60033855,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990181922912598,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990618824958801,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2650,
5023
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Band Course Materials
Facilities and teaching methods: Students will experience instrumental music through various modes of learning including playing, singing, chanting, moving, reading, and lecture. Solo and small group assessments will be employed to help facilitate individualized learning. The use of SmartBoard, recording devices, and smartphones will help students better understand and reflect upon their performances.
Canvas: Students are expected to use Canvas throughout the semester for a variety of resources. Homework, part recordings, etc. will be delivered through Canvas. Students will upload recordings of themselves playing on Canvas. Please be sure to actively use Canvas for the class.
Required materials:
* Pencils, 1" Black Binder, Sheet Protectors, Loose Leaf Paper.
* Instrument: Students who do not have their own instruments are encouraged to rent or buy an instrument. If you do not have an instrument of your own, there is a possibility of checking out a school instrument. We have a limited supply of school instruments, but will try to accommodate as many students as possible. Students who check out a school instrument are expected to keep it in working condition and are responsible for any repairs needed. See Mr. Dickens for more information on checking out or renting an instrument.
* Woodwind students: If you play a woodwind, you are responsible for buying your own reeds. You should have at least 5 reeds in your case at all times, and they should be no lower than #3. It is nice for woodwind players to have a small set of screwdrivers for needed maintenance on their instruments.
* Brass students: You should own your own bottle of valve oil and slide grease, mask for their instrument. You should also own a straight mute and cup mute for your instrument (trombones should have a "plunger" also). It is also recommended that you purchase your own mouthpiece. See the website thsbluecrew.com for more information about what mouthpiece to purchase.
* Drum & Drum Set students: Please have your OWN pair of drumsticks and mallets.
* 1 SmartMusic subscription $10. This should be purchased in the first week of school.
* Attire: Black Dress shoes, White dress shirt (for Concerts, NO polo shirts in concerts) Black dress pants (NO jeans or sweatpants) Black tie,
FEES:
Randolph County Schools assess a $5.00 band fee per semester. Students should turn this in to Mr. Dickens during the first week of each semester.
Provided materials: The teacher will provide music and other music literacy materials. Students are expected to keep them neat and orderly in their notebooks. Notebook checks will be performed for a grade. | 1,068 | 544 | {
"id": "<urn:uuid:adaa241a-3b45-425c-936e-84cb93e812c7>",
"dump": "CC-MAIN-2024-18",
"url": "https://content.schoolinsites.com/api/documents/6bbfa4e331264e34b3605274cff76dbe.pdf",
"date": "2024-04-16T01:22:13",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296817036.4/warc/CC-MAIN-20240416000407-20240416030407-00253.warc.gz",
"offset": 165643874,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989285469055176,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989285469055176,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2674
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
W hittaker Moss Primary School
Nursery Newsletter
Spring Term 1 2024
Starry Night
This project explores the differences in the world at night compared to during the day. It teaches children about the importance of a good night's sleep, and helps them to discover what is happening in the world while they are sleeping, including finding out about nocturnal animals.
By Cornerstones
Messages
Morning Activities
Every morning (from 8:45am—9am). Parents/carers are welcome to join their child/children in Nursery to help them settle in and enjoy different activities with them in the classroom. This is also a great opportunity to speak to the class teacher/ teaching assistant about Nursery and have a look at your child's classroom.
Stay and Play
We have stay and play sessions throughout the year where parents/carers or family members can join us in Nursery. These will be morning and afternoon sessions. More information to follow soon.
Water bottles, Bookbags and School Uniform
In Nursery the children have access to water all day. School water bottles can be bought from the school office or you can bring a water bottle from home. If you wish to buy a school book bag or uniform (optional) these can be bought from Moses and Ziggys in Rochdale. You can also order online with Ziggys-
https://ziggysschoolwearrochdale.co.uk .
Bookbags are very useful for sending home important letters and the children's work.
-If you scroll down, click - shop by school, then primary schools, then Whittaker Moss you will find what you need. The children do not need a PE kit for nursery as we have physical development embedded throughout our curriculum so we develop these skills daily. You may wish to buy a P.E bag for your child's spare clothes.
Nursery Entrances
We use two entrances to drop off and pick up at nursery. Please see the times below.
Nursery Entrance -Morning drop off at 8:45am and afternoon pick up at 3:45pm.
School Main Entrance- Morning pick up at 11:45am, Lunch time drop off at 11:30am (for lunch) or 12:45pm for the afternoon session and afternoon pick up at 2:45pm.
The school main entrance is also used to drop off and pick up for dragons den (our before and after school club). The door to dragons den is located to the left inside the main entrance.
Nursery Rewards
Every week we celebrate the children's work and achievements during our 'Celebration time'. Children's photos will be displayed on the proud wall if they win a certificate and we will choose class helpers every day to help us around the classroom. Children receive certificates for being Nursery Superstars (achieved for being an independent learner and applying their skills around the classroom), Star of the Week (whole school reward) and for being the Dojo winner (whole school reward). The staff at lunch time also choose a lunchtime superstar for the week.
Dojo Points
Nursery will be joining the rest of the school and collecting dojo points throughout the week. The child who receives the most dojo points each week will receive a certificate. There are many ways to achieve dojo points including; sharing, working hard, trying your best, being a good friend, listening on the carpet, helping others and many more ways.
Donations to Nursery's extra-curricular activities
It would be very much appreciated if you could give your extra-curricular donations to the school office on a termly basis. The money will contribute towards a range of activities including baking and festival food. There is an in depth list on the letter in your nursery pack. A suggested donation would be £8.00 each term or £24.00 for the year. We would be grateful if donations could be paid on the first day of each term in September, January and April. This can be paid at the school office.
Tapestry
Please log in to Tapestry to see your child learning. Please feel free to comment and 'like' on tapestry as well as share any observations from home.
We regularly share observations from home with the children in Nursery and they love explaining and recounting their experiences from home.
Spare clothes
Please can you send your child to Nursery with a bag of spare clothes, including socks, in case your child needs changing due to a toileting accident, playing in the messy play or through playing outdoors. This can be left in Nursery on your child's peg. This can be any bag including a school P.E bag if you wish.
Thank you.
School Website
Have a look at our class pages on the school website to see the children learning and for resources.
www.whittakermoss.rochdale.sch.uk | 1,793 | 982 | {
"id": "<urn:uuid:08bd14f1-2baa-473b-ac6c-05fb7a0e5435>",
"dump": "CC-MAIN-2024-33",
"url": "https://www.whittakermoss.rochdale.sch.uk/attachments/download.asp?file=1531&type=pdf",
"date": "2024-08-05T09:39:00",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640436802.18/warc/CC-MAIN-20240805083255-20240805113255-00233.warc.gz",
"offset": 838158455,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988833069801331,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988856911659241,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
386,
3239,
4588
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Difference Between Principal & Interest and Interest Only Loan Repayments
When someone takes out a loan, particularly a home loan, they usually consider 2 repayment options:
* principal and interest, or
* interest only
- Principal & Interest Loan (P/I)
Example: $500,000 home loan, borrowed to help fund the purchase of $800,000 property. When calculating the loan repayments on a P&I loan, a lender and borrower have to agree on 3 variables:
1. principal - in this case $500,000 (also called principal borrowing, borrowed capital, the "loan")
2. loan term
3. interest rate
P&I loans are amortised, or repaid over a specified timeframe. The most common timeframe for residential loans is 30 years, but it can vary by negotiation.
To illustrate P&I repayments for this example, the variables are:
1. $500,000 principal or capital amount
2. 30-year term
3. 5% per annum (pa)
Repayment: $2,684.11 per month
If the borrower only paid $2684.11 per month over the next 30 years, at an interest rate of 5% pa, the original $500,000 would be repaid. You can find these financial calculators on my website.
The interest repaid over the total 30-year loan term would have been $466,278.92. Sounds significant I know. The only way to minimise the interest bill is to focus on paying off the principal more quickly.
- Interest Only (I/O)
The key point: an obligation to make I/O repayments meets the borrower's commitment to the lender, but it does not reduce the principal, or loan amount.
©
www.argentum.com.au
****As with any financial decisions, it is important that you speak to a financial professional. The information presented here is not financial advice and is for general education purposes only.****
Example:
1. $500,000 principal
2. loan terms are much shorter, usually 3 to 10 years (but not relevant when calculating repayments).
3. 5% pa
Repayment: $2,684.11 per month (a difference of $601 when compared to P/I repayment).
Summary:
- P&I loan - the borrower would pay $2,684/mth, chipping away at the principal over the years.
- I/O loan – the borrower has a lower commitment, $2,083/mth, but at the end of I/O term, the borrower still has a debt of $500,000 to repay.
- Each type of loan repayment has its advantages and plays its roll.
©
www.argentum.com.au | 1,069 | 568 | {
"id": "<urn:uuid:7ef292e1-f35e-4fa2-955d-dbd0ca710288>",
"dump": "CC-MAIN-2024-18",
"url": "https://argentumfinance.com.au/wp-content/uploads/2019/12/INFORMATION-SHEET-Principal-and-Interest-Interest-Only-Loans.pdf",
"date": "2024-04-16T01:21:42",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296817036.4/warc/CC-MAIN-20240416000407-20240416030407-00261.warc.gz",
"offset": 87542569,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9961198568344116,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968153238296509,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1724,
2296
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Molecular genetics
with Associate Professor Dr Lynn Kee and Dr Anil Challa
Talking points
Activities
Knowledge & Comprehension
2. What is the difference between an organism's genotype and phenotype?
1. What is gene editing?
3. How does CRISPR-Cas9 technology work?
4. Why is CRISPR revolutionising the field of molecular genetics?
Application
6. What ethical considerations do you think Anil and Lynn take into account when performing experiments on model organisms?
5. Rapid technological and scientific advances are often exciting. To what extent do you think such advances come with risks and downsides? Use CRISPR as a first example, and another rapidly advancing technology or field that you know of as a second example.
Analysis
7. Why do you think Anil and Lynn chose to use different model organisms? What do you think are some advantages of using zebrafish over butterflies, and vice versa?
Evaluation
9. Think about the bioethics of gene editing in humans. At the moment, clinical trials are using gene editing technologies to cure harmful diseases. It is theoretically possible to use these technologies to also change other traits – perhaps gene editing could reduce a person's vulnerability to diseases such as diabetes or obesity, or even improve traits like intelligence or athleticism. Where do you think we should draw the line, and why? How could this be regulated or enforced?
8. Many of the undergraduates in Anil's and Lynn's classes will choose careers that do not include working with gene editing technologies, and some will choose careers that do not involve lab-based work at all. To what extent do you think the CRISPR courses remain useful for them? What sorts of lessons might they learn that are beneficial within other career paths?
More resources
* Visit the CRISPR in the Classroom Network's website: www.qubeshub.org/community/groups/crispr_classroom_network
* DNA From the Beginning introduces the fundamental concepts and history behind modern genetics through digestible articles, animations, videos and other resources: www.dnaftb.org
* The Innovative Genomics Institute provides many educational resources,
Discuss
In pairs or small groups, discuss:
* How CRISPR-Cas9 works
* The potential applications of CRISPR technology and the key benefits of CRISPR technology mentioned in the article
* The ethical concerns surrounding CRISPR gene editing and the real world examples mentioned in the article
* Your thoughts about the topic, including any ethical considerations
Join another pair or larger group and discuss these points further. Ask questions, challenge each other's viewpoints, and explore the complexity of CRISPR technology and its implications.
Reflect
* What did you know about CRISPR technology before reading Anil and Challa's article?
* What do you find most interesting about the work they are doing?
* What interests you the most about the concept of CRISPR technology?
* If you were a student in one of Anil or Lynn's classes, what would you like to study? How would you like to use CRISPR technology?
* Having read the article and discussed the topic, what have you learnt about CRISPR that you did not know before?
* What issues related to CRISPR technology would you like to learn more about?
Design a scientific poster that explores one of the following:
* The key points raised in your class discussion
* The history of the science of gene editing
* How CRISPR-Cas9 technology works at the molecular level
* The lab-based techniques involved in doing a CRISPR-based experiment
* Current and possible future uses of CRISPR in society
including plenty of information, videos and games exploring CRISPR technology: www.innovativegenomics.org
* iBiology contains over 500 videos, talks and animations exploring biological concepts and advances (such as CRISPR) at a typically more advanced – but still accessible – level: www.ibiology.org/explore
* Anil recommends this article about recent CRISPR news: www.fiercebiotech.com/biotech/landmark-approval-vertexs-crispr-drugtwo-steps-closer-after-trial-wins-pdufa-date-granted | 1,854 | 860 | {
"id": "<urn:uuid:9e70389c-aa26-4777-955f-44d93ffbfcc8>",
"dump": "CC-MAIN-2024-18",
"url": "https://futurumcareers.com/Lynn-Kee-Anil-Challa-Activity-Sheet.pdf",
"date": "2024-04-16T00:22:52",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296817036.4/warc/CC-MAIN-20240416000407-20240416030407-00265.warc.gz",
"offset": 253097076,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.996826708316803,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.996826708316803,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4105
],
"fw_edu_scores": [
3.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Health Tips from BKs for Bks
Are you walking enough?
As BKs, we spend a lot of time sitting. Of course, we have very good reasons for doing so: Amrit Vela, murli time, classes, bhatthis. Also service including computer work, driving etc...
We may also spend time standing on the same spot when cooking or delivering a lecture or workshop. We think that we are "active" but in fact, it is not the type of activity the body needs to maintain good health.
No time to "exercise"? The best and simplest of all is ...walking! Walking can easily be adapted to our personal level of fitness, here are a few examples: young and healthy? Do half an hour of brisk walking a day. Not so young and not so healthy? Twenty minutes of normal pace walking three times a week. Elderly and frail? Holding on to a wall or a chair, walk "on the spot" for a few minutes increasing the time progressively as you can.
Listed hereafter are some of the many benefits of walking: helps general blood and lymph circulation, increases oxygenation of all cells including the all important brain, gives a push to the digestion, helps liver function, strengthens the lungs, increases overall fitness level therefore decreasing the risk of heart disease, high blood pressure, diabetes, cancer, osteoporosis. Walking helps lose weight, enhances mental alertness, overall energy level, promotes good sleep, helps with depression, stress and anxiety as well as benefits the overall emotional and mental health.
Not convinced yet? OK, here is more....! Acupressure studies and text books show that all the organs of the body are represented on the sole of our feet. Massaging them stimulates the function of these organs. By simply walking, we press all these points in turn in a natural way. See diagram 1:
About NHS Health Watch
The service we once knew as PALS (the Patient Advice and Liaison Service) is no more. The government has re-allocated the service to a combination of:
* Health Watch an agency that monitors the NHS, is available in some hospitals, but doesn't deal with complaints and advice. Telephone: 0300 683 333
* GPs who are now formed into Clinical Commissioning Groups, fulfil the majority of PALS' functions.
If you need help regarding
* health enquiries or concerns;
* talking to someone/raising awareness on how the NHS is dealing with you or your family;
* the NHS complaints procedure and how to get independent help or how to make a complaint;
* support groups and agencies working with the NHS;
* dealing with NHS management of resources (via patient groups);
* or you require more information...
Your GP is now your first port of call for the majority of your NHS needs.
The Amazing Benefits of Bananas
Type 2 diabetics wanting to control their blood sugar need to AVOID bananas (unless they are completely green) and ripe plantain as they cause a blood sugar spike and stress the pancreas.
About Vitamin D
Vitamins are essential for vital health. Vitamin D functions as a hormone regulating calcium use and influencing many bodily functions including blood pressure, heart health and the immune system, including helping inhibit cancer. Human skin can make vitamin D when exposed to enough sunlight – if you have darker skin or are indoors a lot of the time, you may need a vitamin D supplement. A lack of D can cause rickets in a child or osteoporosis in an adult.
Vitamin D is present in oily foods, vegetarian sources include: cow and goat's milks, fats such as butter and margarine, cheese; breakfast cereals and mushrooms (particularly shiitake).
Canada Health provide the following advice regarding vitamin D intake - eat foods rich in D and take a supplement of 400iu (10µg) per day - their recommendations are as follows:
Children 0 - 12 months: 400 iu(10µg) per day
Children 1 - 8 years: 600 iu(15µg) per day
Children and Adults 9 - 70 years: 600 iu(15µg) per day Adults 70+ years: 800 iu (20µg) per day.
Note: µg means microgram. Some advice may seem irrelevant but, we have families, too. | 1,765 | 899 | {
"id": "<urn:uuid:4d0977bf-69b7-425f-8688-ddfdaaf73d4a>",
"dump": "CC-MAIN-2018-05",
"url": "http://onelink.brahmakumaris.org/documents/19/219884/Health%20Tips%20from%20BKs%20for%20BKs%20-%20Issue%201.pdf",
"date": "2018-01-21T20:00:43",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084890874.84/warc/CC-MAIN-20180121195145-20180121215145-00222.warc.gz",
"offset": 261637290,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9966309368610382,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981057047843933,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2678,
4018
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Japanese Beetles Are BAACK
By: Cliff Sadof, firstname.lastname@example.org
After over a decade of low numbers, Japanese beetles have once again become one of the more important problems in Indiana landscapes. Although the reasons for this resurgence is unclear, part of the story is that for the past few years there has been enough moisture in the soil during the mid summer egg laying period to allow most of the beetle eggs to hatch into grubs. These grubs flourished and grew into the adult beetles that emerged the following year. Over the past few weeks, the warm wet weather has created ideal conditions for last year's grubs to become adult beetles and crawl out of the ground. By now, you should be seeing damage from Japanese beetles if they are going to cause a problem this year.
Japanese beetles rarely if ever uniformly infest a landscape. There are always areas with heavy damage and areas with light or no damage at all. You can determine if Japanese beetle will be a problem in your area by inspecting their favorite plants, like roses, grapes, elms, crabapples and flowering plums to see if they are in your area.
Japanese beetles feeding on flowers of rose- Click picture to play video
Your first sightings are likely to be on the flower or a susceptible plant. If no flowers are available the beetles will start feeding on plant tops.
Japanese beetles defoliate plants from the top down- Click picture to play video
If adult beetles emerge from the soil, why do they defoliate plants from the top down?
Adult beetles will usually fly after they leave the soil to look for leaves and flowers of host plants. When close to an attractive plant they land on the tops of the plant and begin feeding and eventually work their way to the bottom leaves. Other beetles in the area are attracted to the scent of a feeding beetle. This causes beetles to feed in groups. In Indiana, the peak flight lasts for about 6 weeks.
What to do about Japanese beetles?
There are quite a few insecticides that can be used to protect plants against Japanese beetle adults. It can be difficult to kill the beetles without harming pollinators that visit flowers because most insecticides that kill beetles will also kill pollinators. One of the best ways to protect pollinators and your flowers is reduce the number of times you spray your flowers. Rather than apply an insecticide when you see the first beetle, wait until you see some beetles starting to feed. Then wait until more enough beetles arrive before you apply your second spray. This should reduce then number sprays during the spray period. For more details please see our Japanese Beetles in the Urban Landscape.
1 of 2
Issue: 18-10
July 3, 2018
It is the policy of the Purdue University that all persons have equal opportunity and access to its educational programs, services, activities, and facilities without regard to race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability or status as a veteran. Purdue is an Affirmative Action Institution. This material may be available in alternative formats. 1-888-EXT-INFO Disclaimer: Reference to products in this publication is not intended to be an endorsement to the exclusion of others which may have similar uses. Any person using products listed in this publication assumes full responsibility for their use in accordance with current directions of the manufacturer.
Purdue Landscape Report © Purdue University - www.purduelandscapereport.org
2 of 2 | 1,411 | 742 | {
"id": "<urn:uuid:80f9cc3b-081d-40d8-b858-fcdd2ddd238b>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.purduelandscapereport.org/wp-content/uploads/2018/06/Japanese-Beetles-Are-BAACK.pdf",
"date": "2024-04-16T01:01:31",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296817036.4/warc/CC-MAIN-20240416000407-20240416030407-00266.warc.gz",
"offset": 883875063,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9898090660572052,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981734156608582,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2708,
3537
],
"fw_edu_scores": [
2.96875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Battle of Brandy Station June 9, 1863
By Clark B. Hall
Resources
If you can read only one book
Books and Articles
Organizations
Web Resources
Other Sources
Scholars
Topic Précis
Brandy Station is best understood when viewed as the opening combat action concurrent with the Confederate advance to Pennsylvania following the Chancellorsville Campaign. Some twelve years after the Civil War, Colonel Frederic Cushman Newhall, a Federal staff officer during the Battle of Brandy Station, boldly asserted, "The Gettysburg campaign was opened actively in Virginia, when General (Alfred) Pleasonton's command crossed the Rappahannock River on the morning of the 9 th of June, 1863, at Kelly's and Beverly's Fords, and engaged the command of General J.E.B. Stuart. The influence of that day's encounter on the great campaign which it inaugurated, has never been fully understood or appreciated by the public." Jeb Stuart assembled a cavalry force of nearly 10,000 troopers and conducted a Grand Review on June 5. On July 8, Robert E. Lee arrived to inspect the force. Stuart was ordered by Lee to cover and screen the movement of General Richard Ewell's Second Corps as it advanced into the Shenandoah Valley on June 9. Meanwhile on the other side of the Rappahannock, General John Buford reported to General Joseph Hooker that all available Confederate cavalry was concentrated in Culpeper County. Hooker ordered General Alfred Pleasonton to take his Union cavalry force of about 10,000 troopers to "disperse and destroy" the Confederate cavalry before they could carry out their intentions. At 4:30 a.m. on June 9, 1863, the 8 th New York Cavalry charged across at Beverly's Ford, opening the Battle of Brandy Station, the largest and most significant cavalry battle in American history. Surprised, Stuart nevertheless led a spirited defense and by nightfall Union forces retreated. Suffering 500 dead and wounded to the Union force's 900, Stuart lost officers, men and horses which at that stage of the war could not be properly replaced. But it was the loss of the ascendency of Confederate cavalry, a loss of prestige, which was the worse result for Stuart, because Union cavalry finally proved themselves the equal of Confederate cavalry, which before Brandy Station had proved itself consistently superior to Union cavalry. Pleasonton did not disperse and destroy Stuart's force as ordered. Nor did he obtain any intelligence on the Confederate forces then planning to advance into Pennsylvania. But, on the morning of June 9, 1863, Jeb Stuart's cavalry was unquestionably perched at its combat zenith. And on the evening of the same day, Stuart's command suffered the beginning of a plunging, rapid decline in assets, which inexorably degenerated their combat effectiveness for the succeeding twenty-two months of the war. The days of shining success for Confederate cavalry were forever over. 1 st Maine Cavalry veteran Brevet Brigadier General Charles Henry Smith wrote in 1885, "A higher value attaches to Brandy Station...than has ever been sounded in praises...The rebel cavalry had been in the ascendancy...but Brandy Station broke its spirit...It lost its prestige
there and never regained it afterwards.... It was the beginning of the end of the war."
**** | 1,391 | 711 | {
"id": "<urn:uuid:fccf7dad-22c5-4376-98b8-7c281dff9aa1>",
"dump": "CC-MAIN-2018-05",
"url": "http://www.essentialcivilwarcurriculum.com/assets/files/pdf/ECWC%20TOPIC%20Brandy%20Station%20Resources.pdf",
"date": "2018-01-21T20:07:51",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084890874.84/warc/CC-MAIN-20180121195145-20180121215145-00219.warc.gz",
"offset": 439355395,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975335995356241,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984937310218811,
"per_page_languages": [
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
121,
136,
166,
3185,
3280
],
"fw_edu_scores": [
2.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
E30-L2
Objectives
Upon completion of this lesson students will be able to:
1. Demonstrate an understanding of the term commitment.
2. Demonstrate commitment to an organization by participating in Montana Career Association activities through committee membership or leadership, or chapter office.
3. Prepare for all team CDC events
1. Sometimes it is easier to recognize commitment than it is to define it. Read the following situations and respond to the questions.
Notes
Situation #1. Keisha works as a cashier in a convenience store. Last week another cashier asked Keisha to fill in for her on Saturday so that she could attend a family wedding. Keisha agreed. On Saturday morning, however, Keisha's friend arrived unexpectedly from out of town and wanted to spend the day with her. Keisha called her co-worker and told her she was sorry, but she couldn't substitute for her after all. Did Keisha show commitment to her employer? Her co-worker? If not, could you suggest other, better ways for Keisha to have handled the situation?
Situation #2. Carl really enjoys his job at the local supermarket, including stocking shelves, boxing groceries, and providing customer service. The one job duty that he dislikes is cleaning up the bottle return area. He usually finds an "excuse" to be busy so that his co-workers have to do this job. Is Carl showing commitment? Why/why not?
2. Present Simple Truths video on teamwork: www.powerofteamworkmovie.com Follow up with discussion of making commitment to a team and ask the class what the video meant to them. It shows that the opportunity we have is perfect as long as the team is on the same page and working together.
3. Present E30L2ACT1 The Paper Chain Gang and E30L2ACT2 Helium Roll.
4. Hold group discussions after each exercise. Monitor progress of the students to ensure that the competency has been achieved. Additional assistance may be necessary for students who are having problems demonstrating commitment to an organization.
5. Encourage your students to compete in the Chapter Manual event at MCA.
6. Encourage your class to keep track of the hours they spend performing community service projects as a chapter and then compete in the Chapter Web Event for the MCA competition. If you are not an expert of Web Design Microsoft Office Publisher 2007 has a template for creating web pages. Unfortunately they did not continue this template in MSO 2010.
7. Encourage the class to brainstorm and determine a talent that they could perform as a group for the MCA Group Talent Event. | 1,057 | 543 | {
"id": "<urn:uuid:fbc75a5b-87d3-4599-9abe-b0a13fbbd5b0>",
"dump": "CC-MAIN-2019-18",
"url": "http://jmg.mt.gov/Portals/123/Documents/Curriculum/ECompetencies/E30/E30L2/E30L2LessonPlan.pdf?ver=2016-04-29-164220-910",
"date": "2019-04-22T05:11:55",
"file_path": "crawl-data/CC-MAIN-2019-18/segments/1555578534596.13/warc/CC-MAIN-20190422035654-20190422061545-00009.warc.gz",
"offset": 88223789,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9919688105583191,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989256858825684,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
334,
2007,
2562
],
"fw_edu_scores": [
3.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Elevator pitch
UNSW research has developed the science to burn waste from animal poo and leftover crops to create biochars, a rich, soil fertiliser that makes arid soil farmable and can help to reclaim degraded land in developing countries where rising populations are pressuring food supplies.
The Challenge: How can we turn lacklustre soil into crop-producing soil?
Soils in developing countries, like Nepal and Vietnam, often lack fertility. Over-farming, high rainfall, and drought are common causes of soil degradation. Populations in these countries are expanding, increasing the pressure on food supply. More farming land is required but poor soil quality limits options for farmers.
Using traditional farming techniques, some native famers burn waste from crops or plants to create carbonlike ash that is then seeped into soil to increase its fertility. These techniques typically create a lot of smoke and produce varying degrees of fertility, depending on the cooking techniques used and the kind of waste burned.
At the same time, farmers are often faced with large amounts of waste from animals or crops. Waste is often heavy with water, making it costly to transport and difficult to manage. It is usually left on the land or moved to a part of the farm out of the way to slowly erode.
UNSW's solution: Create biochars out of natural waste that fertilises soil for up to 100 years
Inspired by age-old fertilising techniques and its potential for arid soils around the world, Stephen founded the biochar research field in 2002. Given the type of waste being burnt determines the quality of the biochar, Stephen teamed up with Paul in 2007, an expert in electron microscopy, and the two developed a process to test and improve biochar quality in new countries where different kinds of waste and materials are available.
To create a biochar waste, such as animal poo, bamboo, rice husks, tea clippings and algae, is cooked in a stove, or pyrolysis chamber, at 400-500 degrees without oxygen for two hours. The result is a mineral-rich form of charcoal called a biochar.
When placed in the soil, biochars are an effective form of carbon sequestration that enrich soil for the next cropping soil and potentially the next 100 years. Minerals, such as iron oxide or calcium-rich clays, can be added to the heating process to create supercharged biochars and super crops.
The Impact: Improve soil fertility anywhere, restore and reclaim degraded land
Biochars not only produce better crops and reduce waste on the land, they can restore degraded land and provide incentives for reforestation in developing countries. When applied to soil in China laden with heavy metals at dangerous levels, biochars produced by Paul and Stephen reduced the presence of lead and other harmful elements, making the soil healthy to farm.
Because a broad range of waste can be used in the pyrolysis process, the biochar technique can be used anywhere in the world. Once setup, Paul and Stephen can modify and add properties to maximise the quality of the biochars. Established contacts with key organisations, like the World Bank and NGOs, enable them to quickly identify areas that need the most help and get small-scale projects up and running.
Researchers
Professor Paul Munroe is Head of the School of Materials Science & Engineering and former Director of the UNSW Electron Microscope Unit. While Paul prefers to stay close to home, Professor Stephen Joseph enjoys being out in the field working directly with disadvantaged communities and the NGOs and organisations supporting them. Stephen has a BE in Metallurgy and is PhD graduate from UNSW's Built Environment faculty. He received an Order of Australia medal in 2017 and has been visiting academic at UNSW since 2007.
Ben Falkenmire 11.09.17 | 1,582 | 771 | {
"id": "<urn:uuid:773a4574-9139-48a0-bfc4-479b52ef799c>",
"dump": "CC-MAIN-2019-18",
"url": "https://www.international.unsw.edu.au/sites/default/files/munroe_sci_asia_biochars_in_nepal_and_vietnam.pdf",
"date": "2019-04-22T05:25:43",
"file_path": "crawl-data/CC-MAIN-2019-18/segments/1555578534596.13/warc/CC-MAIN-20190422035654-20190422061545-00053.warc.gz",
"offset": 717499062,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997923731803894,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977913498878479,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1027,
3803
],
"fw_edu_scores": [
2.96875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Not All Yogurts Are Created Equal
Yogurt Nutrition Comparison
As with all EN comparisons, this is only a sampling of what's available. Products are listed alphabetically.
= EN's Picks. Yogurt picks contain no more than 120 calories (6% DV ), 3 grams (g) fat (5% DV ), 1 g saturated fat (5% DV), 5 g protein (10% DV), and 16 g sugar.
I n the not so distant past, yogurt came in one flavor—plain—and only certain people would venture into health food stores to buy it. These days, almost anyone between the ages of eight months and 80 years eats yogurt. And it's no longer relegated to special stores; grocery stores have shelves of it in flavors ranging from apple turnover to white chocolate strawberry.
The newest yogurt flying off supermarket shelves is Greek yogurt. It's a thicker and creamier yogurt with a higher protein content because the yogurt is strained during production, which reduces its liquid content.
Yogurt can be an incredibly nutritious food. It contains calcium, vitamin D and protein, and many brands contain probiotics. Probiotics are "good" bacteria that are similar to those already in your body. They provide health benefits by helping to prevent the growth of "bad" bacteria in your gut and encouraging a healthy digestive system. Some types of probiotics are linked with particular benefits, such as immune support or relief from irritable bowel syndrome symptoms.
Helpful hints. Follow our tips to choose the cream of the crop.
It's alive! To obtain probiotic benefits, ensure you're eating yogurt with an adequate amount of live and active cultures, such as Lactobacillus bulgaricus and Streptococcus thermophilus. The National Yogurt Association created a Live & Active Cultures seal to help identify yogurts containing ample amounts of these cultures. ●
Watch the sugar. Yogurt, like the milk it's made from, contains natural sugar. However, many brands also add a tremendous amount of sugar. Look for those containing the least amount. For comparison, a serving of unsweetened yogurt contains about 12 grams (g) of naturally occurring sugar. Beyond that, the grams of sugar on the label probably come from added sugars. Our picks contain 16 g of sugar or less (about one teaspoon of added sugar.) ●
Check for protein. Protein helps keep you feeling fuller longer. So, choose yogurt with at least five g of protein per serving. ●
— Heidi McIndoo, M.S., R.D.
Don't let them fool you. Watch out for crunchy mix-ins like chocolate and granola that can boost your calorie levels in lieu of nutrients. ●
June 2011
5 | 1,137 | 561 | {
"id": "<urn:uuid:22da7156-716d-46ff-a090-9cfd70fa35cb>",
"dump": "CC-MAIN-2019-18",
"url": "http://appleadaynutrition.net/downloads/EnvironmentalNutrition2011-06.pdf",
"date": "2019-04-22T04:35:39",
"file_path": "crawl-data/CC-MAIN-2019-18/segments/1555578534596.13/warc/CC-MAIN-20190422035654-20190422061545-00079.warc.gz",
"offset": 11929497,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980166554450989,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980166554450989,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2553
],
"fw_edu_scores": [
2.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Peninsula Diary Mayo Hayes O'Donnell
September 18, 1963
Admission Day
This month, Sept. 9, California was admitted to the Union 117 years ago, but it was not until Oct. 18 that Californians knew about this great event.
Intelligence of the admission reached San Francisco on the October date when the steamer Oregon entered the harbor flying all her bunting and signaling the good news. Business was suspended, courts were adjourned, and the whole population, frenzied with delight, congregated on Portsmouth Square, to congratulate each other. Newspapers containing the intelligence from Washington sold for $5 each, according to Bancroft's report.
"The shipping in the harbor were gaily dressed in flags, guns boomed from the heights, bonfires blazed at night, processions were formed, bands played, and the people in every way expressed their joy."
Bancroft wrote in his history: "Mounting his box behind six fiery mustangs lashed at high speed, the driver of Crandall's stage cried the glad news all the way to San Jose: California is admitted.''
On the 29th there was a formal celebration of the event, when a new star was added to the Flag which floated from the mast in the center of the plaza, and every species of amusement and parade was made to attest the satisfaction of the citizens of the first American state on the Pacific Coast.
A flag had been made in New York and forwarded by the Cherokee to be given to Capt. Patterson of the Oregon on this side and another was made on board the Oregon, on which was inscribed, "California is a State." The Pioneer Society in San Francisco now is in possession of these flags presented by Captains Phelps and Cox.
Bancroft describes the procession at the celebration in San Francisco on Oct. 29 which celebrated the admission of California on Sept. 9, as "considering the youth of city, quite a remarkable parade.
"It was divided into seven parts, in charge of four marshals, each wearing crimson scarves, with gold trimmings. . . The several societies and associations had their marshals in variously colored scarves, all mounted on caparisoned horses. After the grand marshals were four buglers, then the three marshals, mounted by native Californians bearing a banner with 31 stars on a blue-satin ground, with the inscription in gold letters, "California, E. Pluribus Unum."
Next came the California Pioneers with a banner on which was represented a New Englander in the act of stepping ashore and facing a native Californian with lasso and serape. In the center the state seal and the inscription, "Far West, Eureka, 1846. California Pioneers, Organized August 1850.".
Then came the Army officers and soldiers, the Navy and Marines, the veterans of the Mexican War, the consuls and representatives of foreign governments. Then came the Chinese in native costumes under their own marshal. In the triumphal car which followed were 30 boys in white trousers and white shirts, representing the 30 states. In the center of the group was a young girl robed in white, with gold and silver gauze floating about her, and supporting a breast plate upon which was inscribed "California the Union, it must and shall be preserved."
Municipal officers, the fire department, and a company of watermen with a boat on wheels, were followed by the benevolent and secret societies.
At the plaza, the ceremonies consisted of prayers, music and oration by Judge Bennett and an original ode by Mrs. Wills of Louisiana.
Jacks of San Francisco manufactured a medal which was designed to commemorate the admission of the state. It was 2 1/2 inches in diameter, weighing over 2 ounces. On the upper edge was engraved, 'California, admitted September 9, 1850, on the lower edge, "City of San Francisco, October 29, 1850." | 1,528 | 835 | {
"id": "<urn:uuid:25b0b4ed-f85b-4a6f-affd-3b64da5a0aa3>",
"dump": "CC-MAIN-2024-51",
"url": "https://indexes.montereyhistory.org/sites/default/files/peninsula-diary/1963/9-18-1963.pdf",
"date": "2024-12-14T04:07:52",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066120473.54/warc/CC-MAIN-20241214024212-20241214054212-00250.warc.gz",
"offset": 275988829,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998808741569519,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998808741569519,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3769
],
"fw_edu_scores": [
2.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
How you can help your child to read at home.
At Upton Cross ACE Academy, we truly value the importance of reading. Placing it at the heart of our curriculum enables our children to be able to access all other areas of learning in school and life.
Within EYFS and KS1 we begin the journey of teaching reading with a systematic synthetics phonics programme called Read Write Inc.
In KS2, regular time is allocated to guided reading sessions where children immerse themselves in a book and deepen their understanding and comprehension of a shared text.
We also give all our children the opportunity to read in school every single day with books that are matched to their reading ability. The children change their books every few days and bring them home to show off their reading skills to you. We have a school library where the children can access many different books of different genres. In addition to this, we embrace and encourage reading with trophies, sponsored reads, book weeks, book character dressing up, phonic forums and much, much more!
However, reading must not just happen in school. It is vital that children read at home and parents encourage this and role model this as frequently as possible.
Evidence suggests that children who read for enjoyment every day, not only perform better in reading tests than those who don't, but also develop a broader vocabulary, increased general knowledge and a better understanding of the world in which they live. In fact, there's strong evidence to suggest that reading for pleasure is more likely to determine whether a child does well in life than their social or economic background.
We need parents to fully understand the important role they have in helping to keep their child interested in books, finding out what interests them and helping them to find the books that will capture their child's imagination and transport them to worlds they have never been to.
The hard facts:
Please help us to give every child the very best opportunities during their Primary years of school. Here are some top tips:
- Read with your child every day – and that is all children of all ages.
- Turn off the television and put devices away. Your aim is for children to be as interested in books as they are technology!
- Ask them questions about their book. Ensure they can decode fluently as well as understand and enjoy the story/text.
- Be an inspiration and discuss with your child the books you enjoy and are currently reading.
- Join your local library to access a whole range of books to read at home. Don't forget about the micro-library in Upton Cross Parish Hall.
- Read for enjoyment. This includes fiction, non-fiction, comics, novels, magazines, leaflets etc.
- Read whenever you get the chance! Have a book or magazine available when you go to appointments and have to wait.
- Don't forget rhyme, repetition and poetry. These can really engage children of all ages.
- Above all, make it fun!
We will teach them the skills and all you need to do is practice them at home.
You can make a difference! | 1,117 | 609 | {
"id": "<urn:uuid:3c196205-2fe6-422a-8841-5eb480d372ed>",
"dump": "CC-MAIN-2024-51",
"url": "https://uptoncross.kernowlearning.co.uk/_site/data/files/pdfs/D318624F9D6DD6806E2B1894433756F1.pdf",
"date": "2024-12-14T04:13:20",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066120473.54/warc/CC-MAIN-20241214024212-20241214054212-00252.warc.gz",
"offset": 542360071,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988983273506165,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989210367202759,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1931,
3069
],
"fw_edu_scores": [
2.890625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
After the Storm
Essential Steps for Preservation and Recovery of Artwork and Collectables
After a storm, when artworks are exposed to flooding or water intrusion, it becomes highly vulnerable to mold, water damage, and staining if not addressed immediately. Different materials react differently to environmental changes, and knowing how to handle each type can help you preserve your artwork and collectables.
1. Identify the Materials
Different materials require different responses:
What is the artwork made of?
* Most Vulnerable Materials (Organic):
o Wood: Wood expands and contracts with moisture changes, causing warping, splitting, or cracking. It is also prone to mold and insect damage when damp.
o Works on Paper (Prints, Drawings, Photographs): Paper absorbs moisture readily, leading to warping, cockling, and mold growth. Ink and photographic emulsions can bleed or distort.
o Textile: Natural fibers like cotton, linen, silk, and wool can weaken, deform, and develop mold. Dyes may also bleed when exposed to water.
* More Stable Materials (Inorganic):
o Canvas: Canvas fibers swell and shrink with moisture changes, which can lead to cracks in the paint layer, deformation, or delamination.
o Metal: Metals are more stable but can corrode, especially if salt is present. Clean metal surfaces carefully to avoid rust or corrosion.
2. Steps for Drying Out the Artwork
o Glass: Glass is less affected by moisture but should still be cleaned and dried. If possible, use distilled water to avoid introducing contaminants.
* Circulate the Air: Dry the artwork by circulating air around it. Use dehumidifiers and fans to help
* Slow and Controlled Drying:
reduce moisture.
Remove as much water as possible slowly to prevent further damage. Air dry the artwork in a climate-controlled environment—air conditioning can help pull moisture out of the air. Use dehumidifiers to speed up drying, and fans to circulate the air. It may take a week or longer for the artwork to fully dry and acclimate to normal conditions.
If the artwork is framed, carefully remove it from the frame to allow it to dry. The frame may be salvageable but preventing mold growth is the priority.
* If Framed, Unframe Carefully:
* Avoid Sunlight: Do not place artwork in direct sunlight, as it can cause further damage, such as warping or fading.
Have the following supplies ready if possible:
3. Understand Your Resources
* Fans: To help circulate air.
* Archival Supplies: For safe storage and to prevent additional damage.
* Dehumidifier: To reduce moisture levels.
* Safe Storage: Ensure you have a dry, climate-controlled area for storing artwork during the drying process.
If the artwork is severely damaged, it's best to consult a conservation professional. Attempting to repair damaged items without expertise can lead to further deterioration.
4. When to Call a Professional
The information was provided by Ashley Burke, Burke & Co. Fine Art Consultants. They are a St. Petersburg based business specializing in documentation, preservation and valuation of Fine and Decorative Arts. Any further questions or any additional information requests can be sent to firstname.lastname@example.org. | 1,367 | 667 | {
"id": "<urn:uuid:7a7944ba-2603-4040-96f7-8d374d55a4e8>",
"dump": "CC-MAIN-2024-51",
"url": "https://stpeteartsalliance.org/images/news/After_the_Storm_v2.pdf",
"date": "2024-12-14T04:21:04",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066120473.54/warc/CC-MAIN-20241214024212-20241214054212-00247.warc.gz",
"offset": 492608423,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.993983656167984,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9951950907707214,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2212,
3183
],
"fw_edu_scores": [
3.5
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Get More Done – Productivity Hacks
Time is a precious commodity. Each year there seems to be more tasks that need to be completed in our work in schools, in the same amount of time. The start of the year is the ideal time to make sure that we are being as efficient as possible and using our time well. These productivity hacks can help get more done in less time.
Focus – Multi-tasking is NOT the Answer
Schools are such busy places, we often have many tasks on the go at one time. The ability to multi-task or "juggle many balls in the air" at one time is held in high esteem. However, research indicates that we aren't actually multi-tasking, we are in fact task switching. We endeavor to progress a number of tasks at the one time by alternating between each of the activities. It takes time and intellectual capacity to constantly work out where we are up to in a particular task and then decide and action what the next step is to progress that task. Wherever possible we should aim to focus on a particular task to complete the task or at least reach a significant stage or milestone.
Control Your "Spotlight" – manage your attention
The hunter who chases two rabbits, catches none.
Confucious
It is vital that we are judicious in managing our attention and direct our mental energy. According to Herbert Alexander Simon, a Nobel Prize winning researcher on human decision-making, "A wealth of information creates a poverty of attention". Through technology we are more connected and have more access to information than ever before. However, this access can be overwhelming and distracting. To achieve more we need to manage our attention and minimize distractions. There are always lots of things we 'could' be doing with any time we have available. The challenge is to avoid distraction and focus on the task we 'should' be doing.
Reward Yourself
If there is a particular task that you have been avoiding, set up a 'carrot' as a reward for staying focused and completing the task. "Once I have…..then I'll……." My reward is good coffee! At the beginning of the day I often identify the toughest challenge or task for that particular day and only allow myself to have my coffee reward once that task is completed.
Capture Ideas – Use a Notepad to Brain Dump
Our minds are incredible. Whilst we can be focused and endeavouring to concentrate on our work, our subconscious mind can capture our attention with great ideas and alerts that also need our attention. When something comes to mind that requires your attention, write it down. This allows you to come back to the idea at some later stage and quickly return to the task at hand.
Having a notepad and pen beside my bed, allows me to quickly jot down the thought that wakes me in the middle of the night and return to sleep. I found it impossible to get back to sleep whilst trying to remind myself "Don't forget to ….tomorrow!" Writing it down is a brain dump that gives my subconscious permission to go back to sleep. Whilst I confess that I don't turn a light on whilst scribbling the note and sometimes struggle to read my own handwriting when I wake up, most times I have deciphered the message before the first bell.
Efficiency
Key points
Productivity hacks help us get more done in less time
Multi-tasking is really task switching and takes time and intellectual capacity to work out what to do
A wealth of information creates a poverty of attention
Avoid distraction and focus on the task you 'should' be doing
Use a notepad to capture ideas and quickly return to the task at hand
Steve Francis MScM, BEd, DipT
www.SteveFrancis.net.au
Steve is an expert in school leadership and work-life satisfaction. Steve was a Principal for 20 years and is the author of four books, 'Time Management For Teachers', 'A Gr8 Life...Live it Now!','First Semester Can Make or Break You!' and 'Attitude is Everything'. Steve lives in Brisbane with his wife and family but works with school leaders and staff in schools across Australia and internationally.
www.happyschool.com.au
HappySchoolStaff firstname.lastname@example.org | 1,630 | 862 | {
"id": "<urn:uuid:b575eb30-a88b-4187-a31e-6b7dcbc2df54>",
"dump": "CC-MAIN-2024-51",
"url": "https://happyschool.com.au/wp-content/uploads/Get-More-Done-Productivity-Hacks.pdf",
"date": "2024-12-14T04:33:58",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066120473.54/warc/CC-MAIN-20241214024212-20241214054212-00256.warc.gz",
"offset": 259091744,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989116191864014,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989116191864014,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4096
],
"fw_edu_scores": [
2.765625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
NEW RESIDENTS & HURRICANE SEASON
Welcome to Florida! As you settle into your new home, it is important to be prepared for hurricane and tropical storm season which runs from June 1st to November 30th. To help in your preparations, here is a comprehensive guide to help you stay safe and informed:
Storms have different categories based on their characteristics. Topical Storms have wind speeds of 39-73 mph. A storm is classified as a hurricane at winds of 74 mph or more.
There are 5 categories for a hurricane, with each category being more intense than the former.
Both tropical storms and hurricanes exhibit extreme weather and have the possibility of negatively effecting both life and property. They should be taken seriously no matter th e how "strong" or "weak" they may appear.
Have an emergency kit in your home with supplies and important documents. See our checklist for a list of suggested items to keep in your emergency kit.
Consider some home preparations in advance of a storm, like securing outdoor furniture and other loose items, keeping trees and shrubs maintained to prevent debris, utilizin g storm shutters or boarding up windows, and checking your roof and gutter integrity. Al so photograph your home and car in case any damage occurs.
Know your evacuation plan. Knowing what evacuation zone your property is located in and being aware of your nearest shelter and how to get there (without using technology in th e case of an outage) can be life-saving. If you have pets at home, or someone with speci al medical equipment needs, there are different shelters that can accommodate. Be sure to know which shelters do, as not every shelter is the same.
Have a list of emergency contacts.
Stay informed through reliable sources like the National Hurricane Center (NHC) and your local news.
Keep a tank full of gas and cash on hand in case of any service disruptions.
Consider a battery-operated radio to keep updated in case of a power outage and cellular service disruption.
Keep important documents in a safe place.
Heed the warnings of officials. Local government organization will be giving out directives during a storm. These can be from whether or not to evacuate, when to evacuate, when i t is safer to "shelter in place," or even "boil water" advisories after the fact.
After a storm passes, be mindful about hidden dangers. Flood waters can be contaminated with sewage or contain hidden debris that can be harmful. Downed power lines can hav e "live" wires hidden under debris. Some roads or bridges may not be safe to traverse. So me dangerous wildlife may be displaced and found in places not usually found.
Contact your homeowner's insurance provider or broker in case of damage. | 1,086 | 553 | {
"id": "<urn:uuid:71886e79-be13-47c1-bcc6-6d6ffb4b6cb8>",
"dump": "CC-MAIN-2024-51",
"url": "https://www.masontitle.com/wp-content/uploads/2024/06/MasonTitle-Hurricane-New-Residents.pdf",
"date": "2024-12-14T04:00:48",
"file_path": "crawl-data/CC-MAIN-2024-51/segments/1733066120473.54/warc/CC-MAIN-20241214024212-20241214054212-00257.warc.gz",
"offset": 781893470,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989491105079651,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989491105079651,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2716
],
"fw_edu_scores": [
2.484375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Anatomy of a Dog
The many terms that dog fanciers are familiar with:
*Occiput‐ the highest point of the skull at the back of the head; prominent on some dogs.
*Forehead‐ the portion of the head from the stop and eyebrows to the back point of the skull.
*Eyes‐ most often brown.
* Dogs haveeyebrows, or simply brows, just like humans.
*Whiskersprovide some sensory feeling.
*Flewsis just a fancy word for a dog's lips.
* A dog'scheekis the skin along the sides of themuzzle.
*Muzzle(foreface) is comprised of the upper and lower jaws.
*Throatis beneath the jaws.
*Stopis an indentation (sometimes nonexistent) between the muzzle and the forehead.
*Neck‐ runs from the head to the shoulders.
*Napeof the neck is where the neck joins the base of the skull in the back of the head.
*Creststarts at the nape and ends at thewithers.
*Withersare the top point of the shoulders; highest point along the dog's back.
*Shoulder‐ top section of the foreleg from thewithersto theelbow.
* The backruns from the point of the shoulders to end of the rib cage. The term back is sometimes used to describe the back and theloin.
*Prosternumis the top of the sternum, a bone that ties the rib cage together.
*Chestis the entire rib cage of the dog.
*Brisket‐ term used to refer to the sternum. In some breed term refers to the entire thorax.
*Loinis the back between the end of the rib cage and the beginning of the pelvic bone.
*Flankrefers to the side of the dog between the end of the chest and the rear leg.
* The upper arm on theforelegis right below the shoulder and is comprised of the humerus bone, which is similar to the one found in an upper arm. It ends at theelbow.
*Elbowis the first joint in the dog's leg located just below the chest on the back of the foreleg.
* The long bone that runs after theelbowon the foreleg is theforearm, comprised of the ulna and radius. The forearm may have feathering on the back.
* Thigh bone is connected to the pelvis at thehipjoint. Hip dysplasia is an abnormal formation of the hip socket that, in its more severe form, can eventually cause crippling lameness and painful arthritis of the joints.
* The upperthighis the part of the dog's leg situated above the knee on the hind leg.
*Stifleor knee is the joint that sits on the front of the hind leg in line with the abdomen.
*Abdomenis the underside of the dog from the end of its rib cage to its tail.
* Thewristis the lower joint below the elbow on the foreleg.
*Pasternis the foot of a dog. Sometimes called the carpals,pasternsare equivalent to the bones in your hands and feet —not counting fingers andtoes— and dogs have them in both forelegs and hind legs.
* A dog'stoesare equivalent to fingers and toes.
* The toenails orclawson the end of each toe are actually incorporated with part of the last bone of the toes.
* Dogs have a foot orpawat the end of each leg, called the forefoot or hind foot depending on whether it's front or back. The paw comes with nails (sometimes called claws), paw pads, and usually dewclaws.
*Dewclawsare vestiges of thumbs, more or less useless appendages.
* On the underside of the foot are severalpads, including one main pad (communal pad) and a pad under each toe, for a total of five pads. You can find stopper pads behind the wrist on a dog's forelegs.
* The lower thigh is the part of the hind leg beneath the knee to thehock‐ a joint like an ankle. Some dogs have feathering along the back of their lower thighs and hocks.
* The rump (orcroup) is the rear end; where the pelvis bone is.
www.pawsnreflect.com | 2,025 | 1,501 | {
"id": "<urn:uuid:62e899d0-64b3-4d33-a7e7-e12a2fda30b6>",
"dump": "CC-MAIN-2018-30",
"url": "http://www.pawsnreflect.com/Anatomy%20of%20a%20Dog.pdf",
"date": "2018-07-18T02:47:21",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590046.11/warc/CC-MAIN-20180718021906-20180718041906-00114.warc.gz",
"offset": 521700614,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990331530570984,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990037083625793,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
909,
3537,
3559
],
"fw_edu_scores": [
2.296875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Ennerdale
Tucked into the central far west of the Lake District, Ennerdale runs from east to west from the high central fells to the rolling hills and moorland of West Cumbria and the Irish Sea coastal plain. It is the only major Lake District valley to have no public road along it.
Although sparsely populated even today, there have been settlers in Ennerdale since prehistoric times with a concentration of evidence around Stockdale Moor and Town Bank, in the form of burial sites and farming settlements. Cairns and hut circles can be found where the River Calder and Whoap Beck meet. There are also remains of Romano-British farmsteads at Low Gillerthwaite and at Tongue How. Norse immigrants would have settled here in the 12th century. During medieval times, much land would have been under monastic influence and it was at this period that the mineral potential of the valley was realised with the mining and smelting of iron ore.
In the 1920s, the Forestry Commission purchased Ennerdale and created a blanket of commercial conifer forest. This had an effect on the tradition of farming Herdwick sheep. Up until then, Ennerdale held a vital place in the Herdwick story, but 2,000 sheep had to be removed from Gillerthwaite and Ennerdale Dale when the valley was forested. However, there are still 16 farms with fell-grazing livestock in the wider Ennerdale valley.
From a literary perspective, Ennerdale inspired Wordsworth's poem 'The Brothers' in 1800 after he and Coleridge visited the valley a year earlier, but perhaps the area's largest cultural impact has been on the sport of rock climbing. It was at Pillar Rock in Ennerdale that true rock climbing began. Previously thought unclimbable, local shepherd John Atkinson scaled Pillar in 1824 and kick-started a passion for this tricky piece of rock that climbers from all over the world share to this day.
Ennerdale has been an active place for the conservation movement. The fact that the valley has no railway today is down to strong opposition by Canon Rawnsley and the Lake District Defence Society to a line for transporting iron ore from the valley head. This was an important victory and the society went on to become The Friends of the Lake District. However, some infrastructure did arrive when Ennerdale Water was developed as a water supply for West Cumbria from 1864.
Today, the Wild Ennerdale Project continues the legacy of looking after the environment with a vision to "allow the evolution of Ennerdale as a wild valley for the benefit of people, relying more on the natural processes to shape its landscape and ecology".
Water extraction, farming and forestry have all played their part in shaping the landscape here, but it is really its striking natural features that give Ennerdale its overwhelming character of wildness and tranquillity.
Ennerdale valley ©Andrew Locking | 1,112 | 618 | {
"id": "<urn:uuid:d5613312-7584-4a08-915c-b10f689dad75>",
"dump": "CC-MAIN-2018-30",
"url": "http://lakesworldheritage.co.uk/media/1644/wh_-13-valley-aw-july-ennerdale.pdf",
"date": "2018-07-18T02:34:38",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590046.11/warc/CC-MAIN-20180718021906-20180718041906-00116.warc.gz",
"offset": 215627231,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998510479927063,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998510479927063,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2864
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
July 2, 2018
County Judges and Mayors:
Thank you for your continued efforts to safeguard your communities against Zika virus and other mosquito-borne illnesses like West Nile and dengue. With the ongoing risk posed by these illnesses, we are asking for your help to promote mosquito bite precautions and take action to reduce mosquito breeding grounds in your community.
The risk of these diseases increases with mosquito activity in Texas' warm weather. Pregnant women are particularly at risk of Zika, because the virus can cause birth defects in unborn infants.
Your role as a leader places you at the forefront of protecting your community. Please lead in organizing activities such as those listed below for your local community:
- Coordinate community clean-up of areas that collect water and allow mosquitos to breed around homes and public areas.
- Host, or have volunteers host, events for stakeholders to answer questions, demonstrate clean-up, and share educational materials.
- Coordinate neighborhood outreach about things people can do to protect themselves and their families from mosquito bites.
- Start or enhance mosquito surveillance and abatement efforts, including use of larvicide.
We are coordinating with local health departments across the state to plan for and respond to Zika and other mosquito-borne illnesses. You can help protect Texans by promoting important prevention messages.
TexasZika.org has free information and materials available in English and Spanish. The Zika communications toolkit found there has information you can use to educate your communities about preventing mosquito bites. Steps to prevent Zika also reduce the spread of other illnesses. The attached document lists measures to protect people against mosquito bites.
The Department of State Health Services has technical expertise to help your efforts to prevent mosquito-borne illnesses. You can contact the agency by writing to email@example.com. Thank you for your help with this important public health matter.
Sincerely,
Greg Abbott Governor
John Hellerstedt, M.D. Commissioner, DSHS
Zika Virus Protection and Prevention
Measures for Individuals to Protect Themselves from Mosquito Bites
- wear insect repellent,
- keep mosquitoes out with air conditioning or intact window screens, and
- cover up with long-sleeved shirts and long pants,
- limit outdoor activities during peak mosquito times.
Measures for Individuals to Prevent Mosquito Breeding
- At least weekly, carefully check the area around your home, school, or workplace for mosquito breeding areas:
o clear and empty gutters;
o empty or get rid of cans, buckets, old tires, pots, plant saucers, and other containers that hold water;
o remove standing water around structures and from flat roofs;
o change water in pet dishes daily;
o rinse and scrub vases and other indoor water containers weekly;
o change water in wading pools and bird baths several times a week;
o maintain backyard pools or hot tubs;
o cover trash containers;
o water lawns and gardens carefully so water does not stand for several days;
o screen rain barrels and openings to water tanks or cisterns; and
o treat front and back door areas of homes with residual insecticides if mosquitoes are abundant nearby.
- If mosquito problems persist, consider pesticide applications for vegetation around the home.
Measures to Protect Communities from Zika Virus
- conduct neighborhood outreach about active precautions individuals can take to protect themselves and their families from mosquito bites;
- initiate or enhance monitoring and surveillance of mosquito activity;
- develop a local contingency plan for mosquito abatement and surveillance, and plan for additional control measures if needed;
- keep public drains and ditches clear of weeds and trash so water will not collect;
- implement efforts to clean up illegal dump sites and collect heavy trash; and
- encourage people to report illegal dumpsites and standing water, and respond quickly to these complaints. | 1,704 | 769 | {
"id": "<urn:uuid:f8a56d08-526c-4a3e-b32e-01c537562fc4>",
"dump": "CC-MAIN-2018-30",
"url": "http://www.co.madison.tx.us/upload/page/0434/docs/Home/Zika%20Ltr%20-%20Mayors.Judges.pdf",
"date": "2018-07-18T02:26:50",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590046.11/warc/CC-MAIN-20180718021906-20180718041906-00116.warc.gz",
"offset": 433110871,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9914664626121521,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9955592155456543,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2117,
4039
],
"fw_edu_scores": [
2.703125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Tabular data Assignment
Tabular Data Assignment
In this Assignment, you will create different data visualizations of a public data set of your choice from the data.boston.gov website. After our introduction to R and ggplot2 using 311 data in class, you will explore the ggplot grammar of graphics further in this assignment.
1. Find a suitable data set from data.boston.gov and download it in the .csv format. You should pay attention to the structure of your data set, to make it useful for the following explorations. The data set should contain multiple variables including time/date variables, numerical variables (which are not just administrative codes), and (probably the most common) categorical variables.
2. Create a new Rstudio project, which will be the place for all R scripts you write and use during this course. Create a data subfolder in your studio project directory to help you organize your files. Copy the .csv file into this folder.
3. Import the file using the tidyverse read_csv() function (create a new R script). This function will automatically interpret the variable data structure and create an appropriate tibble data frame. Use ggplot2 to visualize structure of the dataset and its internal relationships. What do the different variables stand for? How does the city use these variables? How do you think the data set was generated, by whom?
4. Pay attention to picking appropriate chart types and color scales for your analysis. Use appropriate titles and labels. As you analyze your data set, you will also explore the features of ggplot2 - its different layout options (geom_), scales (e.g. linear or logarithmic), coordinate systems (e.g. cartesian or polar), and color mappings (also under scales, quantiative, qualitative etc.). You should also consider layout options such as facets, theme settings or placement of the legend.
5. Create a R-markup (.rmd) file that introduces the data set, explains your analysis, and presents your findings using the charts you created.
Submission
Turn in your paper as a knitted .html file (the result of a compiled .rmd) over blackboard, by Wednesday, February 27. Make sure that the html file includes all charts and visuals.
Grading
Your assignment will be graded on the basis of:
* Your choice of an appropriate data set that allows a variety of explorations, your understanding of its purpose and structure (demonstrated through your writeup in the .rmd file)
* Your acquired skills of using ggplot to produce well-formed plots with appropriately labeled axes and titles.
* Your understanding of visual variables | 1,110 | 531 | {
"id": "<urn:uuid:6a31916d-22f1-48ca-997e-3cd1fb7761e6>",
"dump": "CC-MAIN-2019-09",
"url": "http://bostonography.benschmidt.org/Assignments__Tabular_data_Assignment.pdf",
"date": "2019-02-18T09:14:34",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247484772.43/warc/CC-MAIN-20190218074121-20190218100121-00460.warc.gz",
"offset": 37454382,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9968547821044922,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968547821044922,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2598
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The 'Please Hear Me Out' card
a tool to maintain a positive relationship with your child
Building a strong, close relationship with your child is important now, and as he or she grows. Teens in Arlington tell us that fewer than 1 in 3 teens feel that they can talk to their parent or caregiver about difficult topics*.
Building the relationship, and the communication, start at any age and carries through a lifetime. We offer the Hear Me Out Card as a simple tool to help you and your family.
Hang the card on the fridge or other place where it is visible and invite your kids to hand it to you when they need you to listen. When they give it to you…
- Breathe. They are probably stressed, so keep things calm for both of you.
- Thank them for coming. This is exactly what you want: for your child to share their concerns and questions!
- Let them talk. Listen. Just listen. For every 5-minutes of conversation, you should talk less than 1 minute.
- Use Reflective Listening. Repeat back what they just said. It sends a clear message that you're listening AND gives you a moment to breathe and be mindful of your response.
- Ask neutral, open-ended questions. These open up the conversation!
o Can you say more? (easy to ask, non-judgmental)
o What do you think (or feel) about that?
o I wonder if there is another way to think about that? (this could be a way to move them towards a different way of thinking, without imposing it on them.)
- Suppress your surprise. If it is a topic that really makes you uncomfortable, do your best not to show it. Young people will test adult reactions to a particular topic. A calm response tells them it is safe to talk about this. Once a parent indicates that a topic is taboo, a child will not bring it up again. Ever.
The card is a reminder to…
Why this? Why now?
…Parents (and other adults) to listen and be supportive when your child or teen has a question, problem or issue.
…Teens
to talk to a trusted and caring adult
when you have concerns or questions about a difficult topic or issue.
One in three (29%) of Arlington teens (8 th , 10 th & 12 th graders)* feel comfortable talking to parents or caregivers about difficult topics (alcohol, dating, sexual activity, drugs etc.).
Parents and caregivers are THE primary sources of information for young people and the most powerful prevention measure.
As teens talk (and listen) to their parents, risky behaviors drop, and Developmental Assets ® rise! | 938 | 546 | {
"id": "<urn:uuid:0bd8a3b5-ed2d-4c26-9c7b-ea07d9c62247>",
"dump": "CC-MAIN-2018-30",
"url": "https://apcyf.arlingtonva.us/wp-content/uploads/sites/41/2017/09/HMO-coupon-feb-2018-for-web.pdf",
"date": "2018-07-18T03:14:42",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590046.11/warc/CC-MAIN-20180718021906-20180718041906-00122.warc.gz",
"offset": 586690056,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984553456306458,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984553456306458,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2461
],
"fw_edu_scores": [
3.609375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
"The Power of Water: Greensboro's Life Blood Yesterday and Today"
Sunday, March 6 th , 2 p.m. at Fellowship Hall
The brooks and rivers in town affected how the town was settled because the early residents needed running water to power their mills.
In the early 1800s, Greensboro boasted three sawmills, two grist mills, one oat mill, one shingle mill, one carding machine, and one fulling mill (for the thickening, cleaning and shrinking of cloth).
They were located in Greensboro Village, as well as in North Greensboro.
Greensboro Bend began when mill owners lured the builders of the railroad to make a 'bend' in the route with a bond of $18,000 posted by the town of Greensboro and private citizens. A steam mill was built in 1869 near the intersection of Route 16 and North Greensboro Road, just after the contract for the new railroad had been let out. Steam mills could be powered by burning scrap lumber and operate yearround.
A panel will discuss recent water distribution the villages. Where does it come from? Where does it go? John Mackin and Nat Smith will tell about the Village System (Greensboro Fire District # 1) and Ernest Machia will speak about the Greensboro Bend System (Bend Fire District # 2).
John is Chair and Water Operator of the Prudential Committee of Greensboro Fire District # 1, and Nat Smith is Clerk of the Prudential Committee. Ernest Machia is Chairman of the Greensboro Bend Prudential Board of Fire Districk # 2 .
The Village system was recently reconstructed, as everyone remembers when the traffic was slowed during the past two years as new pipes were laid. | 959 | 620 | {
"id": "<urn:uuid:c2df025b-1acb-415c-b386-1074c1d0eaa0>",
"dump": "CC-MAIN-2019-09",
"url": "http://greensborohistoricalsociety.org/images/CalendarPDFs/2016/WaterProgramPublicity.pdf",
"date": "2019-02-18T08:57:37",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247484772.43/warc/CC-MAIN-20190218074121-20190218100121-00463.warc.gz",
"offset": 112110925,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978460669517517,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978460669517517,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1616
],
"fw_edu_scores": [
2.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ST NICHOLAS COLLEGE HALF-YEARLY PRIMARY EXAMINATIONS February 2015
Year 6 English Listening Comprehension TIME: 30 mins
Student's Copy
Name: ___________________
Class: ______________
Total Marks
______
20
Task 1.
(8 marks)
Listen carefully. The Sunflower Exercise 1 Fill in each blank with ONE word.
(2 marks)
The sunflower is a _______________ plant with _______________
flowers.
Exercise 2
Fill in each blank with a NUMBER.
(2 marks)
a) There are more than ____________ different types of sunflowers.
b) The most common type of sunflower can grow between one to ____________ metres high.
c) The diameter of a sunflower's head can measure more than ____________ centimetres.
d) A sunflower head can produce ____________ seeds.
The Water Lily
Exercise 3
True (T), False (F) or No Information Given (NIG)
Tick () the correct box in the table below.
(4 marks)
Task 2.
Listen carefully.
Exercise 1
Tick () the best phrase.
(4 marks)
Number 1. The creature was
a) four times as tall as the tallest house.
b) four times as tall as the tallest tree.
c) four times as tall as the tallest human.
d) four times as tall as the tallest pole.
Number 2. Sophie failed to scream because:
a) she felt very excited when she saw the big creature.
b) her throat was paralysed with fear.
c) she felt her mouth frozen in that ice cold weather.
d) she was deaf and dumb.
Number 3. Sophie noticed that the tall black figure was
a) playing hide and seek with some kids.
b)
moving towards her by staying in the shadow of the
houses across the street.
c)
moving towards her by walking in the middle of the
street.
d) reaching her by walking and stopping in the moonlight.
Number 4. Sophie realised that the creature was
a) stopping in front of each house to peer through the upstairs window.
b) sliding his hand through the back door of each house.
c) calling the children inside to come out.
d) kicking the door of each house wide open.
Exercise 2
True (T), False (F) or No Information Given (NIG)
Tick () the correct box in the table below. (½ mark each x 8 = 4 marks)
Exercise 3
Fill in with one word to complete each sentence.
(3 marks)
a) It was so tall its __________________ was higher than the upstairs windows of the houses.
b) Looking at it carefully, she decided it had to be some kind of __________________.
c) In his hand he was holding a __________________. Answer this question. (1 mark)
d) What was the giant wearing?
_____________________________________________________ _____________________________________________________
End of Paper | 1,341 | 627 | {
"id": "<urn:uuid:aa9bd59b-62cc-4ad1-a7ec-812dd87fb4cd>",
"dump": "CC-MAIN-2019-09",
"url": "https://snc.attard.skola.edu.mt/wp-content/uploads/2014/01/Year-6-HY2015-English-Listening-Students-Copy.pdf",
"date": "2019-02-18T09:10:54",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247484772.43/warc/CC-MAIN-20190218074121-20190218100121-00461.warc.gz",
"offset": 698017197,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9445284903049469,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986593127250671,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
229,
900,
1984,
2613
],
"fw_edu_scores": [
4.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
National 5 Chemistry Snap Shot Progress Check 2
1 An atom has 26 protons, 26 electrons and 30 neutrons.
A atomic number 26, mass number 56
The atom has:
B atomic number 56, mass number 30
D atomic number 52, mass number 56
C atomic number 30, mass number 26
2 The purpose of the limestone in the blast furnace is:
B to remove the impurities
A to provide the energy for the process
C to reduce the iron ore to iron
D to oxidise the iron ore
3 Which of the following diagrams shows the apparatus which would allow a soluble gas to be removed from a mixture of gases?
4 Select the answer that shows the correct formula for iron(II)hydroxide.
B Fe2OH
A FeOH2
C Fe(OH)2
D Fe2(OH)
5 Which of the following is not a member of a homologous series with general formula CnH2n?
B propene
A propane
C cyclobutane
D
but-1-ene
6 0.25 mol of a gas has a metal oxide has a mass of 15.5g. The metal oxide is:
A Na2O
B MgO
D CuO
C Al2O3
7 The volume of 0.5moll -1 sodium hydroxide that would be neutralised by 20cm 3 of 1.0moll -1 sulphuric acid is:
B 40cm 3
A 80cm 3
C 10cm 3
D 20cm 3
8 Which compound would not be an isomer of hexane?
B 2,3-dimethylbutane
A 1-methylpentane
C 2,2-dimethylbutane
D 2-methylpentane
9 Fe2O3 + xCO yFe + 3CO2 This equation will be balanced when:
B x = 2 and y = 2
A x = 1 and y = 2
C x = 3 and y = 2
D x = 2 and y = 3
10 In the reaction between copper sulphate solution and zinc metal:
A the copper ion is oxidised and the zinc metal reduced
C the copper metal is reduced and the zinc metal is oxidised
B the copper metal is oxidised and the zinc metal reduced
D the copper ion is reduced and the zinc metal is oxidised
11 An acidic solution contains
B only hydroxide ions
A only hydrogen ions
C more hydrogen ions than hydroxide ions
D more hydroxide ions than hydrogen ions
12 Which of the following oxides, when shaken with water would give an alkaline solution?
A calcium oxide
B nickel oxide
D sulphur dioxide
C nitrogen oxide
13 Petrol is a mixture of hydrocarbons.
The tendency of a hydrocarbon to ignite spontaneously is measure by its octane number.
A student made the hypothesis that as the chain length of the hydrocarbon increases, the octane number decreases.
Which set of 3 hydrocarbons should have their octane numbers compared in order to test this hypothesis?
A
1,4,6
C 2,3,5
B 1,2,4
D 3,4,5
14 A reaction is endothermic if:
B heat is released during the reaction
A energy is required to start the reaction
C the temperature drops during the reaction
D the temperature rises during the reaction
15 Which metal can be extracted from its ore by heat alone
B zinc
A tin
C lead
D silver
16 The ion-electron equation for the oxidation and reduction steps in the reaction between sulphite ions and iron (III) ions are given below:
The redox equation for the overall reaction is:
17 The apparatus below was set up.
Which of the following pairs of metals would give the highest reading on the voltmeter?
Metal X
Metal Y
18 A section of a condensation polymer is shown below:
One of the monomers is:
The structural formula for the other monomer is: | 1,584 | 880 | {
"id": "<urn:uuid:d8e8934e-c39e-45e6-85f2-25c6cebd0692>",
"dump": "CC-MAIN-2019-09",
"url": "http://sgoillionacleit.org.uk/docs/facs/science/chemistry/N5%20Multichoice%20%20Pupil%20progress%20check%202.pdf",
"date": "2019-02-18T07:48:41",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247484772.43/warc/CC-MAIN-20190218074121-20190218100121-00462.warc.gz",
"offset": 247635069,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9532531350851059,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9756843447685242,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
817,
1798,
2630,
3096
],
"fw_edu_scores": [
3.359375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
PBIS at Timber Ridge Elementary
Positive Behavior Interventions and Supports (PBIS) is a tiered approach to student behavior support. Tier I represents a proactive, preventative foundation of expectations and procedures applicable to all students, staff, and settings. Tier II and Tier III include specific, progressive supports for students who need something extra in addition to the lower levels.
Tier I: Universal Interventions
In Tier I of the PBIS model, universal or primary supports that are preventative in nature are put into place. These supports are for all students, staff, and settings and include the development of schoolwide expectations, a behavior matrix, and reinforcement system to recognize expected behaviors. Throughout, outcomes, systems, data, and practices are continually evaluated. When effectively implemented and maintained, it is estimated that approximately 80-90% of students respond to Tier I supports. Below are Tier I Universal supports used at Timber Ridge Elementary School.
- School-Wide Expectations: Timber Ridge Wolves are taught the value of being Respectful, Responsible, and Safe.
- Common Voice Levels: Voice levels for common areas are posted throughout campus.
- Positive Recognition and Reinforcement: Positive student behaviors are reinforced and recognized verbally and through the use of Timber Tickets. Classes work together to reach a monthly Timber Ticket goals and participate in school-wide positive behavior events such as pajama day, flashlight read-ins, popcorn parties, ice cream parties, movies, extra recess and game days.
- Tracking Data: Student recognition data and referral data is tracked and reviewed. Referral data is tracked through two confidential web based reporting systems: School Wide Information System (SWIS) and Skyward. This data is used to identify building trends that may require additional student support.
- Tier II: Targeted Interventions
When a student is identified to benefit from Tier II interventions, a team problem-solving approach is used to create a plan which is supported and monitored by the Tier II team. Tier II interventions are matched to the function of behavior. The process to identify and match students to interventions may include:
Along with strengthening preventative aspects of our behavior management system, PBIS provides us with structures for students who may need additional support for behavior expectations beyond Tier I. The primary prerequisite for an effective Tier II Intervention system is a firmly established and internalized system of expectations and reinforcements (Tier I). Approximately 8-10% of students benefit from Tier II interventions.
- A social-emotional teacher survey, completed each fall and spring
- Referral data
- Staff observations
- Attendance concerns
Below is a list of some interventions we provide students:
- Alternative Recess
- Break Spot
- Sensory Tools
- Lunch Groups
- Attendance Contract
- Behavior Contract
- Check In Check Out (CICO)
- Small Group Social-Emotional or Counseling Groups
Tier III: Individualized Intensive Interventions
In Tier III, individualized interventions are provided for students who need supports beyond Tier I supports and Tier II interventions. Generally, 1-5% of the school population require these individualized intensive services.
Below are a few of the interventions that can be provided for our Tier III students:
- Check, Connect, and Expect
- Integrated Interventions (more than two Tier II interventions in place)
- Behavior Intervention Plan | 1,641 | 666 | {
"id": "<urn:uuid:031bb019-a353-4c08-8946-8dcd373243ec>",
"dump": "CC-MAIN-2019-09",
"url": "https://www.svsd410.org/cms/lib/WA01919490/Centricity/Domain/1336/PBIS%20at%20Timber%20Ridge%20Elementary.pdf",
"date": "2019-02-18T07:50:19",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247484772.43/warc/CC-MAIN-20190218074121-20190218100121-00464.warc.gz",
"offset": 951741298,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9650346636772156,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9921512603759766,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3056,
3552
],
"fw_edu_scores": [
2.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Staying Healthy, February 2019 February Observance: National Eating Disorders Week
What are eating disorders?
Eating disorders are conditions that affect both a person's emotional and physical health. Eating disorders are serious and can be life-threatening. They are associated with a wide range of harmful psychological, physical, and social consequences. A person with an eating disorder may start out just eating smaller or larger amounts of food. At some point, their urge to eat less or more will spiral out of control. Other signs of an eating disorder can be severe distress or concern about body weight or shape, or extreme efforts to manage weight or food intake.
Who is affected by eating disorders?
In the United States, 30 million people will be impacted by an eating disorder at some point in their lifetime. These conditions affect all kinds of people, regardless of race, age, sex, or size. Rates among women and girls are 2½ times greater than among men and boys. Eating disorders frequently appear during the teen years or young adulthood, but also may develop during childhood or later in life.
What are the health effects and consequences of eating disorders?
* Anorexia nervosa. During the cycle of self-starvation, the body is denied the essential nutrients it needs to function normally. This starvation forces the body to slow down all of its processes to conserve energy.
Eating disorders are not just a fad or a phase. They are real, complex, and devastating conditions that can have serious consequences for health, productivity, and relationships. Every eating disorder has unique health effects and consequences. Below are the most common eating disorders.
* Bulimia. The recurrent binge-and-purge cycles of bulimia can affect the entire digestive system. Binging and purging can lead to electrolyte and chemical imbalances in the body that affect the heart and other major organ functions.
* Binge-eating disorder. Binge eating often results in many of the same health risks associated with clinical obesity, such as high blood pressure and high cholesterol levels.
Mobile apps
* MindShift
* MyM3 Assessment
* Recovery Record
* Rise Up + Recover
Tips from our docs
This month, our healthy tip is brought to you by Duane Ross, MD, our Medical Director.
People with eating disorders need to seek professional help. Typical treatment goals include restoring adequate nutrition, bringing weight to a healthy level, reducing excessive exercise, and stopping binging and purging behaviors. Evidence also suggests that antidepressant medications approved by the U.S. Food and Drug Administration may help bulimia nervosa. Antidepressant medications also may be effective for treating co-occurring anxiety or depression for other eating disorders.
Treatment plans often are tailored to individual needs and may include one or more of the following:
* Medical care and monitoring
* Individual, group, or family psychotherapy
* Nutritional counseling
* Medications
Some patients also may need to be hospitalized to treat problems caused by malnutrition or to ensure they eat enough if they are very underweight. Complete recovery is possible. If you or someone you care about might be suffering from an eating disorder, it is important to educate yourself and seek professional guidance as soon as possible. Early intervention is key to successful recovery.
Additional resources
* National Eating Disorders Association
* Eating Disorders: About More Than Food | 1,492 | 675 | {
"id": "<urn:uuid:20a0cc74-4636-4554-a13a-1c770126653d>",
"dump": "CC-MAIN-2019-13",
"url": "https://mynmhc.org/uploads/files/Staying%20Healthy/tom_2019/nmhc_feb_2019_tom.pdf",
"date": "2019-03-21T03:13:37",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912202484.31/warc/CC-MAIN-20190321030925-20190321052925-00230.warc.gz",
"offset": 561128610,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974620938301086,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974620938301086,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3497
],
"fw_edu_scores": [
2.328125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Teaching Philosophy
My teaching philosophy is rooted in a love for learning, passion for music, and a desire to help people grow. These three aspects influenced me the most as a student and I now hope to impact my students in the same way.
Method
My approach to private lessons is remembering that I will always be a student myself. I will always strive to learn from my students and to find new and personal ways to teach them. With each student, I spend the first lesson going over the fundamental aspects of playing the clarinet or saxophone (tone, scales, technique, articulation, finger position, and posture) and then assign them exercises and something fun to learn for the next week. I use this method regardless of the student's ability and then tailor each lesson to the areas in which they can improve the most.
Private Lessons
A typical private lesson begins with a short warm up that consists of long tones and a few scales. I always play with my students to give them a solid concept of sound and air support that they should be using. After that, I usually will have them play either an etude or exercises that they were assigned the previous week. I like to give some verbal comments but I believe it is much more effective to demonstrate for the student and have them play it back to me. After this part of the lesson, I typically move on to repertoire (ranging from short fun pieces for beginners to major concertos for more advanced students). This format is a general outline, but it is certainly flexible depending on what the student needs the most help with.
Relationships
Every student is an individual and I desire to treat him or her that way. I love getting to know my students if time permits at the end of lessons and I believe that it is crucial for the student to view me as both a person and a teacher. I frequently ask my students questions and allow them to ask me anything they like within the bounds of what is appropriate.
Discipline
I believe that teachers must have a high standard for their students. I am not afraid to push them when needed and to be honest with them (depending on their age and level). My job as a teacher is to help my students grow as a musician and as a person, and having high standards of discipline is key to that growth. I encourage my students to practice a consistent amount every day, with a maximum of one day off per week, so that they can truly realize their potential as musicians and learn what it means to be disciplined with something you love doing.
Organization
If my students do not already have a practice chart, I will print them the practice schedule found on the Musician's Way website. Having a practice schedule makes the task of practicing much less daunting and allows students to work in practice time among time for school, homework, and fun activities. For younger students, it is helpful to have the parents involved in this process by having them sign off on the practice sheet, however, as they get older, I try to involve the parents less and encourage them to be more self-motivated in filling out and sticking to their practice chart. | 1,114 | 633 | {
"id": "<urn:uuid:544025ef-a109-45ee-a3a9-863ba10808c0>",
"dump": "CC-MAIN-2020-16",
"url": "http://www.josephbeverly.com/uploads/2/4/5/0/24500582/teaching_philosophy.pdf",
"date": "2020-03-30T10:13:05",
"file_path": "crawl-data/CC-MAIN-2020-16/segments/1585370496901.28/warc/CC-MAIN-20200330085157-20200330115157-00488.warc.gz",
"offset": 254800055,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988189935684204,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988189935684204,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3142
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Overview
Deer teeth can provide estimates of age in 2 ways. First, changes in tooth replacement and wear of lower jaw teeth are well-correlated with the age of the deer. Second, like many other animals, deer acquire annual rings in the cementum (cementum annuli) of their teeth that can be stained and counted under a microscope like tree rings. Aging by cementum annuli is a service available to hunters and biologists through commercial labs. Research shows that counting the cementum annuli is more accurate than tooth eruption and wear (called field aging) for deer more than 3½ years old, but field aging is more accurate for animals that are 3½ years of age or younger. The original work describing aging deer by tooth wear and replacement categorized deer into single-year age classes. More recent research shows that this method is not accurate enough to determine exact years in mature deer so it makes more sense to combine older age classes, which still allows us to look at the age structure of a population for management purposes. Here we combine age classes into 6 categories: fawn, yearling (1½), 2½, 3-5, 6-8, and 8+ years. This guide offers a simple way to age both white-tailed deer and mule deer into these categories.
Deer Teeth
Deer have 6 lower incisors which are pressed against a hard upper palate (there are no upper incisors) to bite off plant parts. The lower canines are next to these 6 teeth and look exactly like outer incisors. Upper canines are absent except in rare cases. Deer have 3 Premolars (P2, P3, P4) and 3 Molars (M1, M2, M3) on each side, top and bottom. There is no P1. All 8 lower incisor-like teeth and the premolars are replaced with adult teeth before the age of 2.5 years, but once the 3 molars erupt they are never replaced. The pattern of tooth replacement allows for very accurate aging through the 2½ year-old age class, but after all adult teeth are in, tooth wear on various teeth is used to estimate age.
Age Categories
1½ YEARS OLD
- 3rd tooth (P4) has 3 parts (cusps) and is well-worn.
- Last tooth (M3) not fully erupted out of the gums.
2½ YEARS OLD
- 3rd tooth (P4) has 2 cusps and less staining than molars.
- Last tooth (M3) fully erupted and has little or no wear on back cusp.
- 4th tooth (M1) not worn. Dentine (brown) narrower than enamel (white) on both sides of the dentine.
3-5 YEARS OLD
- Back cusp on last tooth (M3) shows obvious wear to the brown dentine (arrow). Usually a brown U-shaped line of dentine is present from enamel being worn away.
- Dentine (brown) wider than enamel (white) on 4th tooth (M1) but taller, tongue-side crests still prominent.
6-8 YEARS OLD
- 4th tooth (M1) worn completely smooth and flat on chewing surface with no evidence of the natural slots that are present in younger deer.
- No prominent tongue-side crests.
8+ YEARS OLD
- 4th tooth (M1) worn to the gumline or below. Some teeth may be missing.
More information on mule deer can be found at www.muledeerworkinggroup.com
A product of the Mule Deer Working Group - Sponsored by the Western Association of Fish & Wildlife Agencies. - Approved January 2020
Produced with support from the Mule Deer Foundation • www.muledeer.org | 1,425 | 792 | {
"id": "61941e33-c6d4-4dcf-b75c-0af40be97abc",
"dump": "CC-MAIN-2025-05",
"url": "https://wgfd.wyo.gov/media/31636/download?inline",
"date": "2025-01-13T21:31:49",
"file_path": "crawl-data/CC-MAIN-2025-05/segments/1736703362172.88/warc/CC-MAIN-20250113185921-20250113215921-00839.warc.gz",
"offset": 670560294,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9945049285888672,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981493949890137,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
2100,
3196
],
"fw_edu_scores": [
2.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Beautiful Indigenous Forest, this 681ha biodiversity hotspot sitting on Nairobi’s doorstep, and more specifically surrounded by Karen, OlKeri, Gataka, Bulbul & Merisho communities, is home to large numbers of indigenous trees, birds, and small wildlife.
- **OLOOLUA FOREST IS UNDER THREAT -**
Illegal logging is taking place, especially of the highly sought after hardwood Muhugu (Silver oak) and Mutamaiyu (Brown olive) trees.
Rivers in the forest are suffering from release of domestic and industrial waste upstream, which is a danger for communities using the water and animals in the forest.
Significant increase in dumping of domestic and construction waste in the forest.
Encroachment, overgrazing, soil erosion, insecurity, human wildlife conflict, and catchment destruction are major threats to the forest.
Recent expansion of the road network & SGR in and around the forest, has further fragmented the forest into 8 blocks.
A safe secure healthy forest will be a great asset to those living around Nairobi and the wider Karen and Ngong regions.
**What Does FoOF Do?**
**DOCUMENTS**
GIS Mapping of the forest, collection & analysis of data. Funding of Participatory Management Plan.
**REHABILITATES**
Supports the local Community Forest Association in conservation of the forest, its flora and fauna. Rehabilitation of denuded areas through tree planting projects and support of local community nurseries.
**CONNECTS**
Encourages and supports connectivity of all 8 parts of the forest in order for the forest to thrive. Encourage local community awareness & participation in forest management.
**What Has FoOF Achieved so far?**
1. Provided funding for the commencement of the Independent Oloolua Forest Participatory Management Plan, Stages 1 & 2 have been completed.
2. Funded the Oloolua Forest Fencing Proposal by an independent consultant.
3. **GIS MAPPING**
Identified forest cover, user routes, walking and biking trails, water points.
4. **CAPACITY BUILDING WORKSHOPS**
FoOF has organised capacity building workshops for the CFA. This has led to the commencement of the Oloolua Forest independent Participatory Management Plan.
5. **UNIFORMS**
Successfully raised funds for 12 Community Scout uniforms. These Scouts will soon undergo training with KFS organised by our local CFA.
A HUGE thanks to all those who generously donated funds for the uniforms.
**How You Can Use the Forest?**
Currently Kenya Forest Service and Institute of Primate Research are the only organisations authorised to collect revenue from the forest. The Community Forest Association have applied for authority from KFS to manage and collect revenue from certain sections of the forest.
Once the CFA have permission to collect revenue and manage parts of the forest, this income will be used to fund the scout salaries and other forest projects. There are future plans to fence the entire forest, build a Visitors centre, manned gate posts and an office for the CFA management.
Currently the wider forest can be accessed from the Forest Line road, between Embulbul & Gataka. A small fee is to be paid to the KFS Ngong account. Institute of Primate Research have a manned gate where one can pay a fee to enter their section of forest off Karen Rd.
**Become A Member?**
**ANNUAL MEMBERSHIP COSTS**
- KSH 1,500 - Single
- KSH 2,500 - Family
- KSH 25,000 - Corporate
**BENEFITS OF BECOMING A MEMBER?**
- 4 newsletters per year
- 2 organised walks, ornithological and flora fauna. Dates and arrangements to be advised.
- Your membership fees are specifically directed to conservation projects for the forest.
**membership/donations**
ACCOUNT NAME - FRIENDS OF OLOOLUA FOREST CBO
I & M BANK - KAREN BRANCH
PAYBILL - 542542
ACCOUNT NUMBER - 00803172591450
get in touch
firstname.lastname@example.org
www.olooluaforest.com | 1,863 | 844 | {
"id": "ee5e449d-c3b7-46e5-bbad-8c761b8d01c9",
"dump": "CC-MAIN-2024-10",
"url": "http://www.olooluaforest.com/uploads/1/2/5/7/125795112/friends_of_oloolua_forest.pdf",
"date": "2024-02-23T12:50:14",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474412.46/warc/CC-MAIN-20240223121413-20240223151413-00481.warc.gz",
"offset": 55310382,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9903016686439514,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9903016686439514,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
3837
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Class Oak
Autumn 2015
Entering the Unknown
This term our theme will be ‘Entering the Unknown.’ Our visit to Kingswood will launch the theme as we reflect on the way we handled new situations. We will start by looking at what we can discover about ourselves, how we see ourselves and how God sees us. This will be supported by studying the text of ‘The Lion, the Witch and the Wardrobe,’ where the characters discover hidden depths and strengths in their characters when faced with challenges. Part two will look at exploring our world and exploring the ways we express ourselves through the arts supported by a visit to Southwell Minster. Our scientific discovery will involve an exploration of what happens when solids are dissolved in liquids.
In the second part of the term we will move beyond our earth into space, looking at the planets, phases of the moon, time zones and shadows. Later this term we are planning to visit the Space Centre in Leicester.
Underlying all our work this term will be the opportunity for the children to learn more about themselves and their responses to challenge and new situations; our aim is that they will acquire new strategies to help them deal with these. The majority of the work undertaken this term will support the theme.
In Art we will be:-
- looking at modelling techniques with clay and paper.
- exploring shape, form, space and decoration;
- comparing and discuss ideas, methods and ways of working in others' work;
- relating these to their own ideas; adapt and improve their work as it progresses.
In Design Technology we will be:-
- looking at specific recipes from different countries.
- creating moon buggies and Mars Rovers and exploring ways to power these.
In Geography we will be:-
- finding out about the different countries and continents;
- investigating different climatic zones.
In History we will be:-
- looking at how people past and present can influence us;
• finding out about the lives of famous astronauts.
In Science we will be:-
• exploring solids, liquids and gases.
• Investigating changes of state;
• planning and carrying out experiments;
• learning about the solar system;
• investigating shadows.
In ICT we will be:
• learning about safety.
In RE we will be:
• investigating what the Bible says about who we are and how God sees us,
• finding out about the life of Jesus and exploring his character;
• exploring how artists express their faith through the arts;
• learning about key heroes in the Bible (Abraham, Joshua and David).
In literacy we will be:
• reflecting on our experiences at Kingswood to write a recount
• looking at the book ‘The Lion, the Witch and the Wardrobe’,
• investigating the different language used in older literature,
• looking at powerful language used in poetry and writing our poems connected with emotions,
• writing autobiographies,
• writing newspaper reports connected with Space exploration,
• researching the different planets.
• reading and discussing some great books
In maths we will be:-
• investigating number sequences,
• exploring properties of 3D shapes;
• investigating length and weight;
• finding the mean, of a set of data;
• adding and subtraction numbers;
• investigating place value;
• developing our knowledge of fractions, decimals and percentages;
• exploring nets of 2D shapes and
• presenting grouped data on bar charts.
In PE we will be:
• improving our skills in basketball, hockey and football.
• creating gymnastic sequences involving changes of speed and direction.
• exploring emotions through dance. | 1,406 | 713 | {
"id": "<urn:uuid:5306ed64-071d-48de-b3b8-c3b5476f25c7>",
"dump": "CC-MAIN-2019-04",
"url": "http://www.linby.notts.sch.uk/wp-content/uploads/2013/11/Class-Oak-Autumn-2015-parent-and-child-overview.pdf",
"date": "2019-01-20T13:32:48",
"file_path": "crawl-data/CC-MAIN-2019-04/segments/1547583716358.66/warc/CC-MAIN-20190120123138-20190120145138-00412.warc.gz",
"offset": 338156796,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997073213259379,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986748695373535,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1933,
3166,
3559
],
"fw_edu_scores": [
3.765625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Meet Our New Naturalist!
By Andrea McCoy, Manager
During the past eight years, we have developed our educational programming and this year we were able to hire a part time naturalist who will be able to exclusively dedicate time to programming, outreach, and animal education. We are thrilled to have you meet our new addition, Mrs. Shelly Cox!
Shelly grew up in Northwest Missouri and has spent her whole life exploring and learning about the wild outdoors. Animals always drew her attention and she has a special fondness for all creatures, although her personal favorites are snakes, bats, spiders and insects.
She works extensively with youth in the region through her efforts with 4H, FFA, and her past job as a naturalist with the Missouri Department of Conservation. She enjoys introducing children to all the great local flora and fauna.
Shelly is a founding member and currently serves as secretary to the Pony Express Amphibian & Reptile Society that meets in St. Joseph. She created and manages an online blog entitled “MObugs,” designed to educate people of all ages on the importance of the “Smaller Majority.”
Shelly became a member of the Remington Nature Center team in February. She will be able to introduce live elements into programming at the nature center, and has several snakes, spiders and a tortoise to share with her groups. She has seven unique programs already developed for programming. We are thrilled to have her on board, and look forward to what she will continue to do for the Remington Nature Center!
Upcoming Craft Events
Saturday, March 12 1-3pm
Cave Drawings - You’ve seen the cave paintings in our “time tunnel.” Now is the time to make one yourself!
Saturday, March 26 1-3pm
Butterfly Life Cycle – Coming out of the cold, dark winter we welcome spring and new life by creating a Butterfly Life Cycle.
Saturday, April 30 1-3pm
Busy as a Bee - Use your fingerprints and cereal to create your own beehive picture to take home. Then, make a bee for the RNC Group Hive!
10:30am, EVERY Friday
Come help us cut up worms to feed the Missouri River fish who live in our 7,000 gallon aquarium. Their diet consists of minnows, worms, corn, and peas.
Let’s Talk Turkey!
By Barbara Russell, Administrative Technician
Spanish explorers discovered turkeys in Mexico in 1571. Explorers carried them back to Europe, so the Pilgrims were familiar with turkeys when they arrived in North America. In the early 1900s, there were only 30,000 wild turkeys in North America. Today, there are nearly 7 million. State and national wildlife groups have worked to protect the bird and its habitat. Here are some fun and interesting facts about turkeys:
- Wild turkeys can hear very well, although they don’t have any ears that stick out. They see well during the daytime, but not at night.
- Wild turkeys can fly as fast as 55 miles per hour for short distances. They can walk as fast as 20 miles per hour.
- Male turkeys are “toms” or “gobblers.” Females are “hens.” Babies are “poults.”
- Turkeys have from 5,000 to 6,000 feathers. When he wants to show off to attract a mate, a tom turkey spreads out his tail feathers and struts.
- Poults eat berries, seeds and insects. Adults eat acorns, insects and small reptiles.
- After a hen has mated, she starts looking for a place thick with plants so she can hide the shallow nest she scrapes out of the ground.
- Wild turkeys are on the ground during the day and roost in trees at night.
John James Audubon knew birds. He was one of the best artists ever to draw birds in natural, lifelike settings. It took him many years to create his “Birds of America” folio. In the folio were 435 watercolor images of 1,065 birds of 489 different species. The first bird in Audubon’s book was the wild turkey. Audubon wrote: “The great size and beauty of the wild turkey, its value as a delicate and prized article of food render it one of the most interesting birds in the United States.” | 1,605 | 913 | {
"id": "<urn:uuid:41526307-b968-486a-bdcb-9fb44b3afc7b>",
"dump": "CC-MAIN-2019-22",
"url": "http://www.stjoemo.info/DocumentCenter/View/4096/Nature-News---Spring-2016?bidId=",
"date": "2019-05-26T07:12:47",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232258862.99/warc/CC-MAIN-20190526065059-20190526091059-00292.warc.gz",
"offset": 360624731,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983656704425812,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985514879226685,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
2193,
3965
],
"fw_edu_scores": [
2.484375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
On June 19, 1865 — more than two years after President Abraham Lincoln signed the Emancipation Proclamation — enslaved African Americans in Texas were finally granted their freedom. The date became an annual celebration for formerly enslaved people in that state, and in 1980, Texas made Juneteenth a state holiday. Since then, all states except South Dakota have passed similar legislation. Last year, in the wake of civil unrest caused by the murder of George Floyd, Congress created a federal holiday called Juneteenth National Independence Day. It has also been known as Jubilee Day, Emancipation Day, Freedom Day, and Black Independence Day.
**Equity Heroes of Juneteenth**
**The Rev. Dr. Ronald V. Myers** is credited with spearheading the modern-day Juneteenth movement. He founded the original National Juneteenth Observance Foundation. According to activists, the Rev. Dr. Myers traveled to Washington, D.C., for 25 years, lobbying lawmakers and hosting events like a flag-raising ceremony at Howard University advocating for Juneteenth to be recognized nationwide.
**Opal Lee** is an activist who began advocating for Juneteenth to become a national holiday by walking from Fort Worth, Texas, to Washington, D.C., in 2016, at the age of 89. She continues to commemorate Juneteenth by participating in a 2.5 mile walk each year, signifying the two and a half years it took for enslaved people in Texas to be freed after the signing of the Emancipation Proclamation.
**Texas State Rep. Al Edwards**, also known as “Mr. Juneteenth,” introduced House Bill 1016 as a freshman state legislator. His efforts paved the way for Texas to become the first state to declare Juneteenth a state holiday in 1980. He died in 2020.
Illinois State Sen. Kimberly Lightford and Rep. Carol Ammons successfully sponsored an education omnibus bill that required the Illinois State Board of Education to update the Illinois Learning Standards for social science and created the Inclusive American History Commission. Updates to the standards, enacted in June 2021, ensure students have opportunities to learn about different perspectives and will prepare them to thrive in a diverse and global society.
**Ben Haith** and **Lisa Jeanne Graf** created the **first Juneteenth flag** in 1997. The flag was **flown for the first time** in 2000.
The star represents Texas, the Lone Star State, and freedom for Black Americans in all 50 states. The bursting outline around the star is inspired by a nova, representing a new beginning for Black Americans. The arc represents a new horizon, with new opportunities. The colors represent the American flag, a reminder that the enslaved people and their descendants were and are Americans.
**Keep the spirit of Juneteenth alive by:**
- Attending Juneteenth events
- Learning more about the history of Juneteenth
- Committing to fight anti-Black racism
- Supporting Black-owned businesses
- Participating in the **Juneteenth Yard Sign Campaign**
**Bringing Juneteenth into the Classrooms**
- 17 Ways to Celebrate Juneteenth with Kids
- Teaching Juneteenth
- Resources for Reflecting on Juneteenth
**Literature for Young Readers**
- What is Juneteenth by Kirsti Jewel
- Juneteenth for Mazie by Floyd Cooper
- The Juneteenth Story: Celebrating the end of Slavery in the United States by Alliah L. Agostini
**Resources**
- The National Museum of African American History and Culture
- The Met: Emancipation of the Negroes
- Juneteenth.com
If you have a suggestion for an Equity Hero theme, please email email@example.com.
Photos
Rev. Ronald V. Myers: Wikipedia | Opal Lee: Fort Worth Magazine | Texas State Rep. Al Edwards: Houston Chronicle | Juneteenth Flag: Wikipedia | 1,681 | 818 | {
"id": "cebffc71-a415-4ac8-83b0-43e38efe253e",
"dump": "CC-MAIN-2024-26",
"url": "https://www.isbe.net/Documents/Juneteenth-June2022.pdf",
"date": "2024-06-24T04:38:49",
"file_path": "crawl-data/CC-MAIN-2024-26/segments/1718198864986.57/warc/CC-MAIN-20240624021134-20240624051134-00846.warc.gz",
"offset": 725678291,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9939432740211487,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9957002997398376,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1728,
3701
],
"fw_edu_scores": [
3.59375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
KEEPING YOUR HOME AND FAMILY HEALTHY
Reduce your exposure to HARMFUL CHEMICALS IN SELF-CARE PRODUCTS
To request an ADA accommodation, contact Ecology by phone at 360-407-6700 or email at email@example.com. For Washington Relay Service or TTY call 711 or 877-833-6341.
Manufacturers use toxic chemicals in self-care products in multiple ways, like preventing bacteria from growing and making scents last longer. Some examples of care products that can contain harmful chemicals include:
- Fragrances and perfumes
- Lotions and creams
- Hair products
- Nail polish
- Cosmetics and makeup
Self-care and personal care products are anything you put on your hair or body—whether you leave it on or wash it off—to beautify, cleanse, or care for yourself. The toxic chemicals in some of these products can:
- Legally be made by companies and sold to you
- Build up in our bodies and cause negative health effects
- Escape into the environment and harm wildlife
- Expose women, especially women of color, more frequently or at a higher level
HOW COULD I BE EXPOSED?
When we use products and as they degrade, toxic chemicals can be released. What goes on our skin or hair in personal care products can end up in our bodies. After being released, these chemicals can build up in our homes or escape into the environment.
HOW COULD SOME OF THESE CHEMICALS AFFECT ME?
- Pregnancy difficulties
- Changes in how children develop
- Changes to hormone systems
- Harm to brain development
- Increased cancer risk
1. https://www.c2ccertified.org/products/registry
2. https://www.epa.gov/saferchoice/products
3. https://www.ewg.org/skindeep/
WHAT CAN I DO TO PREVENT EXPOSURE?
Here are some steps you can take to reduce your exposure to harmful chemicals in self-care products and other consumer products:
Reduce exposure to harmful chemicals at home with a few practices.
- Use a vacuum with a HEPA filter and dust your home frequently. Toxic chemicals can gather in dust and carpet. This is especially important to protect children and pets who spend more time on the floor.
- Leave your shoes at the door. We can track toxic chemicals into our homes on our shoes.
Avoid fragrances with unknown ingredients.
- Look for the word “fragrance” or “parfum” on ingredient lists—these ingredients can include thousands of different unknown chemicals.
- Choose fragrance-free products or products with clearly labeled fragrance ingredients.
- Shop for personal care products labeled phthalate-free.
Search for products without harmful chemicals.
- Look for Cradle to Cradle certified products.\(^1\)
- Buy EPA Safer Choice certified products.\(^2\)
- Use the Environmental Working Group’s Skindeep database\(^3\) to learn which ingredients are in your care products.
@ firstname.lastname@example.org
@ email@example.com
@ firstname.lastname@example.org
ecology.wa.gov/ToxicFreeTips | 1,423 | 650 | {
"id": "c0383494-b6a3-426e-8ff6-e08d00f1cb32",
"dump": "CC-MAIN-2025-05",
"url": "https://apps.ecology.wa.gov/publications/documents/2204038.pdf",
"date": "2025-01-22T04:50:12",
"file_path": "crawl-data/CC-MAIN-2025-05/segments/1736703363373.23/warc/CC-MAIN-20250122031110-20250122061110-00267.warc.gz",
"offset": 87403289,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9558627605438232,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9871335029602051,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
271,
1040,
1634,
2873
],
"fw_edu_scores": [
2.734375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
A short history of Filby Chapel
The Norfolk Archaeological Trust manages a small meadow in the village of Filby, near Caister on Sea in East Norfolk. Here a Unitarian chapel stood before it was demolished after severe bomb damage in the Second World War. Visitors can see the foundations of two superimposed chapels, along with some fine 18th-century grave slabs set in the grass.
Dissatisfaction with the practices and rituals of the Church of England grew during the 16th and 17th centuries, with many people believing that the English church founded at the Reformation by the Tudor kings and queens was not radical or Protestant enough. This led to groups of ‘dissenters’ (or nonconformists) meeting to worship independently. Quakers, Baptists, Independents – later called Congregationalists – and Presbyterians were numerous in Norfolk, especially in Yarmouth and Norwich.
For decades these groups’ meetings were restricted by law, and often took place in secret. With the Declaration of Indulgence in 1672, however, nonconformist meetings were no longer illegal and more groups sprang up, mainly in the towns. Once the Act of Toleration had been passed in 1689 they could build chapels. 1693 saw the opening of the Old Meeting House in Norwich, one of the oldest nonconformist places of worship in England. After the 1844 Dissenters’ Chapels Act, nonconformist groups could own their own chapels.
The first chapel on this site was licensed as a Meeting House for ‘Protestant Dissenters’ on 11 July 1706. It was founded in 1705 by Henry Dallel, its first minister. At the early age of 23, along with five other Dissenters, he started work on the chapel. It was completed in 1709, two years before his death. Dallel’s grave slab survives. The chapel, built of brick and flint, was designed to seat about 200 people. By 1723 it was described as a ‘Congregational Church’. About a century later, it became one of only six Unitarian chapels in the county.
The symbol of a flaming chalice on the gate into the site is the universal sign of the Unitarian Church. It represents the flame of the living truth within the chalice of shared faith. The Unitarians have three main principles, Freedom, Reason and Tolerance. While they accept many traditional church teachings, they believe that no doctrine is too sacred to be questioned. Their faith is a religion of questions and not answers. The Unitarians reject the concept of the Trinity (the Father, Son and Holy Ghost) and instead stress the unity or ‘oneness’ of God. They believed that the divine spirit is in every individual who should follow the dictates of his, or her, own reason and conscience.
Dallel’s chapel was replaced shortly before 1900 by a smaller brick building, standing on the area now marked in gravel. This was badly damaged by a bomb in 1940, making the structure so unsafe that it had to be demolished. The site then became overgrown until 1990 when it was rediscovered and cleared of debris by the Filby Society, assisted by an Employment Action Team led by Eric Vaughan of the Great Yarmouth Old Meeting House congregation, who exposed the foundations and the grave slabs as you see them all today.
Seven fine 18th-century grave slabs survive, including that of the founder Henricus (Henry) Dallel. They are in their original positions, except for the one nearest the path, to Thomas Deverson, ‘30 years Collector of Salt Duties, Yarmouth’ (1786), which was probably moved to form a central feature within the later chapel. When the first chapel was demolished, it is said that its walls were retained at a height of five feet to form an enclosure around the burial ground for these burials adjacent to the new building.
Excavations and research
No excavation has been carried out at the site
Norfolk Archaeological Trust management
NAT manages this site on behalf of the owners, the Great Yarmouth Old Meeting House Trust.
Location:
Filby Chapel, Unitarian Heritage Site, Thrigby Rd, Great Yarmouth, NR29 3HJ | 1,644 | 897 | {
"id": "<urn:uuid:fc09f191-6a2c-4db8-bb52-c62f1c1f796a>",
"dump": "CC-MAIN-2019-26",
"url": "https://www.norfarchtrust.org.uk/wp-content/uploads/2019/05/Filby-Chapel-Guide.pdf",
"date": "2019-06-24T22:30:55",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627999740.32/warc/CC-MAIN-20190624211359-20190624233359-00252.warc.gz",
"offset": 840904706,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9846647083759308,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984943270683289,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
3702,
3994
],
"fw_edu_scores": [
2.265625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
SORT is good, REDUCE is better!
SORTING GUIDE TO KEEP
WWW.SIMER86.FR
SORT IS GOOD, REDUCE IS BETTER !
Asking for a doggy bag at the restaurant, buying a compost bin with 15 € refund, using washable diapers for the baby...
Everyone can choose easy ways to reduce its waste! What about you?
1 basket = 1000 plastic bags
Stop food waste
Drink tapwater!
Save paper
Repair!
Compost!
Smart shopping
Borrow, donate, sale!
Say no to junkmail
Washable diapers
Textile bins
No matter its condition, even old and used, you can sort your textile in a white bin. Textile have to be clean and dry, deposited in a bag. Shoes have to be tied by pair.
Textile, linen, leather goods and shoes deposited in the bin are sorted for reuse or recycling.
Find textile bins: www.lafibredutri.fr/carto
Give your objects a second life
Second hand shop, flea market, specialized web site, or donation (local associations, friends, neighbours). Find « ESPACES DONS » for your objects on our recycling centers (Chauvigny, Lussac-les-Châteaux, Millac, Montmorillon, Verrières, Usson-du-Poitou).
After reparation or cleaning by Corbeau Blanc and ADECL employees, these objects will be sold at low cost in Queaux* and Lussac-les-châteaux.
*English spoken
Recyclable packagings and papers
- all papers
- plastic packagings with a cap
- plastic pots, punnets and trays, stretchable plastic packagings
- food cartons, small cardboard packagings
- metallic packagings
NOT SURE?
Visit our website www.simer86.fr
Recyclable glass packagings
Glass is recyclable infinitely
pots
jars
bottles
without lid, cap or cover
Organic waste
you can also compost paper and paper towel
garden waste
peelings, coffee filters, teabags...
Buy your compost bin, SIMER refunds you 15 €
How it works?
- Access is reserved to inhabitants who pays its waste bill to SIMER.
- Come, at least 15 min before the close.
- For large drop-off (more than 5 m³), please contact your recycling center before coming.
- On site, ask an agent and respect sorting rules.
- Recycling center agents are present to guide you and keep the site safe.
1. Organise your trunk or trailer
2. A doubt? Ask an agent
3. With a smile, it's better!
Unauthorized waste
- Garbage (black bags),
- Medical waste,
- Asbestos,
- Agricultural tyres,
- Cars pieces,
- Explosive product, radioactive waste,
- Organic waste, except garden waste.
Accepted waste*
Non recyclable waste will be buried in a landfill, others will be recycled.
*accepted waste can vary from a recycling center to another
OPENING HOURS:
WWW.SIMER86.FR
My collection days
Black bag
- Monday
- Tuesday
- Wednesday
- Thursday
- Friday
White bag
- Monday
- Tuesday
- Wednesday
- Thursday
- Friday
For morning collection, remind to put away your bags on the evening. Before noon, for an afternoon collection.
I get my bags on the recycling center with my card.
Contact
Public waste department
Eco-Pôle - La Poudrerie
86320 SILLARS
Opening hours:
Monday to Friday
8h30 - 12h
13h30 - 17h
email@example.com
WWW.SIMER86.FR | 1,568 | 782 | {
"id": "<urn:uuid:516d0f79-6d0e-4e1d-ab21-b0efd4d721b0>",
"dump": "CC-MAIN-2019-09",
"url": "https://www.simer86.fr/files/mediatheque/sorting_guide_simer_2018_0.pdf",
"date": "2019-02-18T15:23:15",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247486936.35/warc/CC-MAIN-20190218135032-20190218161032-00182.warc.gz",
"offset": 944888792,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9357595667243004,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9930025339126587,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
70,
465,
1244,
1499,
1763,
2387,
2573,
3046
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The cliff exposures along the Dorset and East Devon coast provide an almost continuous sequence of rock formations spanning the Mesozoic Era, or some 185 million years of the earth's history. The area's important fossil sites and classic coastal geomorphologic features have contributed to the study of earth sciences for over 300 years.
**Outstanding Universal Value**
**Brief synthesis**
The Dorset and East Devon Coast has an outstanding combination of globally significant geological and geomorphological features. The property comprises eight sections along 155km of largely undeveloped coast. The property's geology displays approximately 185 million years of the Earth's history, including a number of internationally important fossil localities. The property also contains a range of outstanding examples of coastal geomorphological features, landforms and processes, and
is renowned for its contribution to earth science investigations for over 300 years, helping to foster major contributions to many aspects of geology, palaeontology and geomorphology. This coast is considered by geologists and geomorphologists to be one of the most significant teaching and research sites in the world.
Criterion (viii): The coastal exposures along the Dorset and East Devon coast provide an almost continuous sequence of Triassic, Jurassic and Cretaceous rock formations spanning the Mesozoic Era and document approximately 185 million years of Earth's history. The property includes a range of globally significant fossil localities - both vertebrate and invertebrate, marine and terrestrial - which have produced well preserved and diverse evidence of life during Mesozoic times. It also contains textbook exemplars of coastal geomorphological features, landforms and processes. Renowned for its contribution to Earth science investigations for over 300 years, the Dorset and East Devon coast has helped foster major contributions to many aspects of geology, palaeontology and geomorphology and has continuing significance as a high quality teaching, training and research resource for the Earth sciences.
Integrity
The property contains all the key, interdependent elements of geological succession exposed on the coastline. It includes a series of coastal landforms whose processes and evolutionary conditions are little impacted by human activity, and the high rate of erosion and mass movement in the area creates a very dynamic coastline which maintains both rock exposures and geomorphological features, and also the productivity of the coastline for fossil discoveries. The property comprises eight sections in a near-continuous 155km of coastline with its boundaries defined by natural phenomena: on the seaward side the property extends to the mean low water mark and on the landward side to the cliff top or back of the beach. This is also in general consistent with the boundaries of the nationally and internationally designated areas that protect the property and much of its setting. Due to the high rate of erosion and mass movement, it is important to periodically monitor the boundaries of the properties to ensure that significant changes to the shoreline are registered.
Protection and management requirements
The property has strong legal protection, a clear management framework and the strong involvement of all stakeholders with responsibilities for the property and its setting. A single management plan has been prepared and is coordinated by the Dorset and Devon County Councils. There is no defined buffer zone as the wider setting of the property is well protected through the existing designations and national and local planning policies. In addition to its geological, paleontological and geomorphological significance, the property includes areas of European importance for their habitats and species which are an additional priority for protection and management. The main management issues with respect to the property include: coastal protection schemes and inappropriate management of visitors to an area that has a long history of tourism; and the management of ongoing fossil collection research, acquisition and conservation. The key requirement for the management of this property lies in continued strong and adequately resourced coordination and partnership arrangements focused on the World Heritage property. | 1,768 | 771 | {
"id": "<urn:uuid:cf636abb-3682-4b91-9f28-74dd5f4e1624>",
"dump": "CC-MAIN-2018-13",
"url": "https://jurassiccoast.org/wp-content/uploads/2015/12/Statement-of-Outstanding-Universal-Value.pdf",
"date": "2018-03-21T20:43:23",
"file_path": "crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00041.warc.gz",
"offset": 642838913,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9961597323417664,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9966192245483398,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
882,
4361
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Once there was a magical fairy who had the gift of granting wishes. Every half moon she granted one wish to one elf.
Lately, however, it was hard to decide whose wish to grant. It wasn't that there were so many elves who deserved to have a wish come true. It was that there were so many who didn't deserve it at all.
"Good day, good friend. I seem to have lost my way," she said in a raspy voice. "Could you please help me get home?"
"Why me?" The elf blew steam from his mug. "There are lots of other elves around."
"Okay," said the beggar. "I'll find someone else."
She soon came upon a second elf polishing stones.
"Good day, good friend." The beggar sighed. "I'm a little bit lost. I don't suppose you could help guide me home?"
"Why now?" said the elf. "I'm busy. Can't you see?"
"Never mind." The beggar shook her head.
The third elf she came upon was napping under a mushroom. The beggar tapped his shoulder with her cane. "Good day, good friend. I seem to be lost. Could
you help me find my way home?"
"Why bother?" The elf yawned. "I'd rather take a nap." He rolled over and went back to sleep.
The beggar sighed. Then she sat down to think.
Soon she heard a trumpet toot. She looked up to find an elf riding a pony. He wore a paper crown and a purple cape like a prince.
"Silly elf," the beggar muttered. "He thinks he's someone special."
"What's troubling you, my
"But there's something you should know," the prince said, as he helped the beggar up on his pony. "I'm not really a prince. I'm an ordinary elf with extraordinary dreams. That's why I dress this way."
"Well, there's something you should know, too. I'm not really a lost and lonely beggar. I'm really a magical fairy."
The elf turned around, and sure enough, a fairy was sitting behind him. Her cane had become a magic wand and she waved it over his head.
"You are a prince," she said. "In more ways than one."
1. Why has it become difficult for the fairy to grant wishes?
a. There are so many elves who deserve to have a wish granted.
b. There are no elves who deserve to have a wish granted.
c. She broke her magic wand.
d. She lost her magic wand.
2. What does the fairy decide to do about her problem?
_______________________________________________________
4. When the fairy meets the last elf, what does she believe about him at first? How does he turn out to be different from the other elves?
_______________________________________________________
_______________________________________________________
5. Which lesson does this fable teach?
a. Always show appreciation for a gift.
b. Never give up during hard times.
c. Being kind has its rewards.
d. Being yourself is the best thing you can be.
The Most Wonderful Answer of All
by Neal Levin
Fill in the missing letters to form a vocabulary word from the story. Then write the full word on the line. Be sure you spell each word correctly.
1. w___r______y
hint: good; righteous; deserving of praise
2. d___n___e___
hint: put on a piece of clothing
3. m___h___o___m
hint: making the surface of something shiny and smooth by rubbing it
6. e___t______o___ ___in___r___
hint: incredible; unbelievable
8. ___e___l
hint: a piece of cloth that hides the face
1. Why has it become difficult for the fairy to grant wishes? b
a. There are so many elves who deserve to have a wish granted.
b. There are no elves who deserve to have a wish granted.
c. She broke her magic wand.
c. Being kind has its rewards.
d. Being yourself is the best thing you can be.
Fill in the missing letters to form a vocabulary word from the story. Then write the full word on the line. Be sure you spell each word correctly.
1. **w o r t h y**
worthy
hint: good; righteous; deserving of praise | 1,526 | 932 | {
"id": "607b467c-2615-4bea-9f7a-9115ec9d991f",
"dump": "CC-MAIN-2022-49",
"url": "https://www.superteacherworksheets.com/reading-comp/5th-the-most-wonderful-answer-of-all.pdf",
"date": "2022-12-01T20:39:09",
"file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710869.86/warc/CC-MAIN-20221201185801-20221201215801-00351.warc.gz",
"offset": 1081660360,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9995061854521433,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9999094009399414,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
987,
1903,
2736,
3264,
3569,
3796
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Project:
Pasture regeneration using holistic adaptive grazing methods with a small herd of wild horses and burros.
Location:
N Wolkau Rd, Seal Rock, OR
Timeline:
Aug, 2022 - Feb, 2023
Pasture regeneration using adaptive grazing with wild equines
Project:
Regenerating an overgrown and degraded pasture on a private property in Western Oregon, employing rotational adaptive grazing methods with a small herd of wild and domestic equines.
Timeline:
August 2022 - February 2023
Objective:
To demonstrate and document how wild horses and burros can restore and regenerate land through holistic land management practices, including adaptive grazing, for natural fertilization, native seed dispersal, removal of non-native vegetation; and to provide protection from the risk of wildfire through removal of combustible material, creating a wildfire break on the property.
Process:
A small herd of wild equines were rotated between two small pastures, approx. 1 acre each, for land restoration purposes. The herd had access to a small open barn and spruce and hemlock forest to provide shelter and shade. Wild forage included various native grasses and a variety of native and non-native plants, including: Canada thistle, Himalayan blackberry, Birdsfoot trefoil, Tansy Ragweed, and Western dock. Minerals including selenium, were given daily due to the depleted soils in Western Oregon. Fresh water was supplied from a well on the property.
The herd consumed many non-native plants prior to seed dispersal, as many native plants started to go to seed. This supported the spreading of a diversity of intact native seeds, coated in nutrient-rich manure for easy germination.
By consuming the dry grass and brush, the herd removed combustible material from the pasture, mitigating the risk of wildfire which is high in Oregon at this time of year. A well on the land supplied fresh water for drinking.
The herd continued to consume the dry grass and brush as they started to create a wildfire break on the property. Native seed was spread throughout the pastures in their droppings. The blackberry bushes were slowly stripped back.
The dry vegetation was eaten down to the bare soil which had been covered in nutrient rich manure “seed balls” ready to be activated by the fall rains. Piles of blackberry root-balls were dug up and discarded by the wild burros.
Manure packed with native seed was manually raked across the pastures and the herd naturally pressed it into the soil as they roamed. Their diet was supplemented with local grass hay as they continued to eat down non-native plants.
The herd were rotated off the pasture as the new grass began to sprout and take root with the fall rains. They were rotated back for short periods to stimulate and encourage fresh growth through the microbes in their saliva.
The blackberry bushes died back and the new grass was becoming well established. Short periods of light grazing continued to stimulate new growth through the herd’s saliva, and ongoing fertilization from their manure.
The pasture was almost completely free of non-native plants and the native grasses were growing abundantly despite no manual tilling or seeding. There was no new blackberry growth due to the burros removing the root-balls in the fall. | 1,300 | 659 | {
"id": "02666177-13eb-4ea2-b0b2-c6ba3827f6ce",
"dump": "CC-MAIN-2024-33",
"url": "https://www.wildpeacesanctuary.org/_files/ugd/3c0804_6969377984a84a3e98ef95f036bd79a0.pdf",
"date": "2024-08-11T08:57:40",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722640983659.65/warc/CC-MAIN-20240811075334-20240811105334-00819.warc.gz",
"offset": 832950655,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9949388623237609,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985033273696899,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
248,
1440,
1673,
1900,
2131,
2361,
2594,
2820,
3039,
3275
],
"fw_edu_scores": [
2.328125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
When do I need to quarantine?
- You had close contact with an infected person.
- You live with someone who has COVID-19.
- While in quarantine, you had additional close contact with an infected person.
- You live with someone who has the virus and you can’t avoid close contact.
- You’re awaiting COVID-19 test results.
What counts as close contact?
- You were within 6 feet of someone who has COVID-19 for a cumulative 15 minutes or more over a 24-hour period.
What if I need to quarantine?
- Stay in your home and away from others for at least 14 days.
- Watch for a fever, cough, or other common symptoms of COVID-19.
What should I do while I’m waiting for my test results?
- Self-isolate in your home.
- If you live with others, self-isolate in a private room and use a private bathroom, if possible.
- Whoever else lives in your household should also stay at home.
- Wear a mask when you enter general living areas.
What should I do if I test positive?
- Self-isolate until:
- Fever free and without infectious symptoms (cough most prominently) for at least 72 hours without use of anti-fever or other symptom-management medications and 10 days have passed since symptoms began.
- If your symptoms worsen, notify your healthcare provider immediately.
What should I do if I test negative?
- If your test is negative and you have no symptoms, you can stop quarantining.
- Verify with your healthcare provider that it is safe to end quarantining. There is a possibility you may need to be re-tested.
- If your test is negative but you still have symptoms, you may have contracted a different illness. Check with your healthcare provider for further instruction.
If you feel sick, stay home! Even if you haven’t tested positive, you should stay home from your work/school/day program, etc., if you notice symptoms.
Understanding Quarantine
Your last day of quarantine is 14 days from the date you had close contact with an infected person.
Source: CDC; Materials developed by CDC
If you have additional contact with an infected person, or a new household member gets sick, you will need to restart your quarantine.
Source: CDC; Materials developed by CDC
You may be unable to maintain a safe distance from someone with COVID-19. If so, avoid contact with people outside your home, and quarantine for 14 days after the person who has COVID-19 is no longer in isolation.
Source: CDC; Materials developed by CDC
Pennsylvania’s leading source of autism-related resources and information.
877-231-4244
The ASERT Collaborative is funded by the Office of Developmental Programs, PA Department of Human Services. | 1,152 | 568 | {
"id": "cfc41457-f0a4-42cb-be95-4b7bba42f8b0",
"dump": "CC-MAIN-2023-14",
"url": "https://paautism.org/wp-content/uploads/2020/11/Quarantine-10.23.20-min.pdf",
"date": "2023-03-28T11:17:57",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00086.warc.gz",
"offset": 512473304,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997312992811203,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988946318626404,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1825,
2625
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Hopeful news for the new year
As we enter the third year of a pandemic that has claimed around 17 million lives and affected billions more, it is a relief to hear experts say that 2022 will be the year that the COVID-19 pandemic will become endemic.
However, this year, as we bring transmission under control, much of the world will still need to continue with effective measures. This includes, for example, wearing well-fitting masks, hand hygiene and physical distancing.
Experts say that COVID will likely lose its “pandemic” status sometime in 2022 due largely to rising global vaccination rates and developments of antiviral COVID pills that could become more widespread this year.
Instead, the virus will likely become “endemic,” eventually fading in severity and folding into the backdrop of regular, everyday life. Various strains of influenza have followed a similar pattern over the past century or more, from the Spanish flu pandemic of 1918 to the swine flu pandemic in 2009.
Introducing ... Carolyn Phillips
Last November we were very pleased to have Carolyn Phillips join the LBBNC team as a Registered Nurse.
Carolyn previously worked at Ensay Bush Nursing Centre in Gippsland before moving to Ballarat. Earlier in her nursing career, she worked in Queensland, Saudi Arabia and Bendigo.
Carolyn has been kept busy here doing both District Nursing and Clinical Nursing and, like all the other nursing staff at the Centre, she is a fully qualified Remote Area Nurse.
PAG Christmas Lunch
Thursday, 16 December
PAG outings and lunches are back in full swing
It’s been wonderful to see Planned Activities Group outings recommence over the past couple of months, starting with a shopping trip in Ballarat and a picnic lunch in Dunkeld. November also offered a trip to Ararat for shopping, and an outing to Parupa Metal Art. In early December, a few of the PAG members enjoyed a trip to Port Fairy for fish and chips and ice creams. Then of course, there was the Christmas lunch on 16 December.
Surprising benefits of water
Did you know your body is made up of about 60 percent water? Drinking enough water keeps your body healthy and reduces the possibility of dehydration, which can cause a litany of problems. Here are some of the ways drinking the right amount of water can benefit your body.
Your brain functions better when hydrated
Mild dehydration, or fluid loss equal to 1-3 percent of body weight, can negatively impact how your brain works. Not drinking enough water can impair your mood, concentration, and memory. It can cause anxiety, fatigue, and also increase the frequency and longevity of headaches. Hydrating properly keeps your brain functioning in tip-top shape.
Drinking water maintains physical performance
Your physical performance can suffer due to dehydration, especially for athletes and those in manual labor jobs who work outdoors in hot temperatures. A change in body temperature, increased fatigue, reduced motivation, and the feeling that exercise becomes more difficult are all risks when you don’t drink enough water. Muscle is made up of about 80 percent water, which is why optimal hydration is essential when performing exercises or manual labor.
Water contributes to weight loss
Not only does water have zero calories; it can increase your metabolism (the amount of calories you burn while resting) and quench your thirst. Sugary drinks and alcohol have a high calorie content while making you more thirsty, which can lead to dehydration. Drinking water before meals can also reduce your appetite and help you consume fewer calories during the day.
It’s a preventive measure for hangovers
Hangovers occur after drinking an excessive amount of alcohol. Dehydration is one of the main causes of a hangover, which leads to symptoms like severe headaches, dry mouth, fatigue, and thirst. Staying hydrated helps prevent hangovers. Drinking a glass of water in between drinks and having a large glass of water right before bed is a great way to reduce the occurrence or severity of next-morning symptoms.
Water helps keep away kidney stones
Kidney stones are hard deposits of minerals and salt that form inside your kidneys. Passing a kidney stone is typically a painful experience but doesn’t leave permanent damage. Dehydration increases your risk of developing a kidney stone. Drinking more water causes more fluid to pass through the kidneys and break up mineral buildup that could otherwise crystallize and form clumps. | 1,824 | 888 | {
"id": "e1c7ece4-f7f6-4b3e-aee8-59bd395aad96",
"dump": "CC-MAIN-2022-27",
"url": "https://www.lbbnc.org.au/_files/ugd/7aa4e1_f341758d34164417837c8fb318c0a16a.pdf",
"date": "2022-06-27T13:58:56",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00728.warc.gz",
"offset": 910822984,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988472660382589,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988582134246826,
"per_page_languages": [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1488,
1532,
2015,
4489
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
1 Think, say and write.
| igh | ie | i_e | y |
|-----|----|----|---|
| | | | |
2 Talk Partners Work together to cross the river.
How do you spell pie?
P-I-E.
That’s right! We can move to the first step. Now it’s your turn to choose a word.
OK. How do you spell rice?
R-I-C-E.
1 Read and order the recipe.
a After that, mix a few chocolate chips with the chopped nuts in a bowl. □
b Then, pour a little raspberry sauce on the ice cream. □
c Next, add two scoops of chocolate ice cream and one scoop of vanilla ice cream to the dish. □
d Finally, add the cherries on top. □
e Then, add the cream. □
f First, break the biscuits into pieces. Put the biscuit pieces in the dish. □
g Next, sprinkle the nuts and chocolate chips on the ice cream. □
2 Read and answer the questions.
1 What’s the recipe for? A knickerbocker glory.
2 How many chocolate chips do we need?
3 How much raspberry sauce do we need?
4 What do we do first?
5 What do we add last?
3 Read and write. Ask and answer. Talk Partners
1 What’s your favourite dessert?
My ____________________________________________________________.
2 Can you name three different flavours of ice cream?
_______________________________________ ___________________________ ___________________________
3 Do you prefer sweet or savoury food?
I prefer ____________________________________________________________.
1 Listen and tick (✓).
1 What does Luke eat first?
a a pretzel
b a taco
c a Belgian waffle
2 What does Luke add to his taco?
a peppers
b cheese
c onions
3 What does Luke add to his waffle?
a cherries, cream and nuts
b strawberries, cream and nuts
c chocolate chips, strawberries and cream
4 What does Luke ask for with his falafel?
a vegetables
b rice
c salad
2 Explore the Internet with your teacher. Do the New York web quest.
1 What’s the state fruit of New York? ________________________________
2 What’s the name of the famous statue in New York? ________________________________
3 What’s the name of the river that runs through New York? ________________________________
4 How many people live in New York? ________________________________
5 What time is it in New York now? ________________________________
3 Find out more. Investigate museums in New York.
What’s the MoMA? What can you see there? ________________________________
1 Read and match. Listen and check. Repeat.
1 What equipment do we need?
We can add cherries and grapes.
2 What flavour ice cream can we have?
Yes. Let’s add chopped nuts and cream.
3 What fruit can we add?
We need an ice cream dish, a scoop and a spoon.
4 Do we need any other ingredients?
We can have lemon ice cream.
2 Listen and complete the notes. Which tip is the best?
Tips for working together in a team
1 _______Listen_______ to the other people in your team.
2 Make sure everyone has a turn to ________________.
3 Speak ________________.
4 Don’t ________________.
5 Be ________________!
Let’s write an ice cream sundae recipe!
3 Work in a group. Look at the questions and answers in Activity 1. Discuss and write your recipe.
Ice cream flavour: ______________________ Fruit: ______________________
Ingredients: _______________________________________________________
Instructions: _______________________________________________________
Equipment: _______________________________________________________ | 1,954 | 777 | {
"id": "45db9d6d-1164-4ec5-b54a-58f170ae1664",
"dump": "CC-MAIN-2023-23",
"url": "https://api.macmillanenglish.com/fileadmin/user_upload/Catalogue/Samples/Give_Me_Five/Give_Me_Five_Activity_Book_Level_4_Unit_1_pages_6-15.pdf",
"date": "2023-06-01T01:48:05",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00677.warc.gz",
"offset": 128666448,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981919527053833,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988105297088623,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
294,
1391,
2377,
3413
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Chapter 4. Once again Jesus began teaching by the lakeshore. A very large crowd soon gathered around him, so he got into a boat. Then he sat in the boat while all the people remained on the shore. Verse 2. He taught them by telling many stories in the form of parables, such as this one:
Verse 3. "Listen! A farmer went out to plant some seed. Verse 4. As he scattered it across his field, some of the seed fell on a footpath, and the birds came and ate it. Verse 5. Other seed fell on shallow soil with underlying rock."
The seed sprouted quickly because the soil was shallow. Verse 6. But the plant soon wilted under the hot sun, and since it didn’t have deep roots, it died. Verse 7. Other seed fell among thorns that grew up.
and choked out the tender plants so they produced no grain. Verse 8. Still other seeds fell on fertile soil, and they sprouted, grew, and produced a crop that was thirty, sixty, and even a hundred times as much as had been planted!" Verse 9. Then he said, "Anyone with ears to hear should listen and understand."
Verse 10. Later, when Jesus was alone with the twelve disciples and with the others who were gathered around, they asked him what the parables meant. Verse 11. He replied, "You are permitted to understand the secret of the Kingdom of God. But I use parables for everything I say to outsiders,"
Verse 12, so that the Scriptures might be fulfilled: 'When they see what I do, they will learn nothing. When they hear what I say, they will not understand. Otherwise, they will turn to me and be forgiven.'" Verse 13. Then Jesus said to them, "If you
can't understand the meaning of this parable, how will you understand all the other parables? Verse 14. The farmer plants seed by taking God's word to others. Verse 15. The seed that fell on the footpath represents those who hear the message, only to have Satan come at once and take it away.
Verse 16. The seed on the rocky soil represents those who hear the message and immediately receive it with joy. Verse 17. But since they don’t have deep roots, they don’t last long. They fall away as soon as they have problems or are persecuted for believing God’s word.
Verse 18. The seed that fell among the thorns represents others who hear God's word, Verse 19. but all too quickly the message is crowded out by the worries of this life, the lure of wealth, and the desire for other things, so no fruit is produced. Verse 20. And the seed that fell on good soil represents those who hear
and accept God's word and produce a harvest of thirty, sixty, or even a hundred times as much as had been planted!" Verse 21. Then Jesus asked them, "Would anyone light a lamp and then put it under a basket or under a bed? Of course not! A lamp is placed on a stand, where its light will shine. Verse 22. For everything that is hidden will eventually be brought into the open, and every secret will be brought to light.
NLT
Verse 23. Anyone with ears to hear should listen and understand.” Verse 24. Then he added, “Pay close attention to what you hear. The closer you listen, the more understanding you will be given -- and you will receive even more. Verse 25. To those who listen to my teaching, more understanding will be given.
But for those who are not listening, even what little understanding they have will be taken away from them." Verse 26. Jesus also said, "The Kingdom of God is like a farmer who scatters seed on the ground. Verse 27. Night and day, while he's asleep or awake, the seed
sprouts and grows, but he does not understand how it happens. Verse 28. The earth produces the crops on its own. First a leaf blade pushes through, then the heads of wheat are formed, and finally the grain ripens. Verse 29. And as soon as the grain is ready, the farmer comes and harvests it.
with a sickle, for the harvest time has come." Verse 30. Jesus said, "How can I describe the Kingdom of God? What story should I use to illustrate it? Verse 31. It is like a mustard seed planted in the ground. It is the smallest of all seeds,
Verse 32. but it becomes the largest of all garden plants; it grows long branches, and birds can make nests in its shade." Verse 33. Jesus used many similar stories and illustrations to teach the people as much as they could understand.
Verse 34. In fact, in his public ministry he never taught without using parables; but afterward, when he was alone with his disciples, he explained everything to them. Verse 35. As evening came, Jesus said to his disciples, "Let's cross to the other side of the lake." Verse 36. So they took Jesus in the boat and started out,
leaving the crowds behind (although other boats followed). Verse 37. But soon a fierce storm came up. High waves were breaking into the boat, and it began to fill with water. Verse 38. Jesus was sleeping at the back of the boat with his head on a cushion. The disciples woke him up, shouting, "Teacher, don't you care that we're going to drown?"
Verse 39. When Jesus woke up, he rebuked the wind and said to the water, "Silence! Be still!" Suddenly the wind stopped, and there was a great calm. Verse 40. Then he asked them, "Why are you afraid? Do you still have no faith?" Verse 41. The disciples were absolutely terrified. "Who is this man?" they asked each other.
"Even the wind and waves obey him!" | 1,805 | 1,246 | {
"id": "<urn:uuid:21fa01ef-89ae-4c90-8882-ec1483fe5e41>",
"dump": "CC-MAIN-2019-09",
"url": "http://www.signwriting.org/archive/docs11/sw1096_ASLBible_Mark_Ch4_NLT.pdf",
"date": "2019-02-18T16:00:36",
"file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247487595.4/warc/CC-MAIN-20190218155520-20190218181520-00323.warc.gz",
"offset": 420808499,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998435957564248,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9995074272155762,
"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",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
287,
522,
731,
1045,
1340,
1592,
1886,
2158,
2480,
2906,
3216,
3485,
3779,
4023,
4261,
4589,
4936,
5259,
5296
],
"fw_edu_scores": [
2.890625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Beetles live everywhere, from the tropics to the high latitudes. There are over 400,000 beetle species across the world, making this the largest of all orders, constituting nearly 40% of all described insects, and around 25% of all animal taxa.
Beetles occur in every conceivable shape, size and form. Many beetles are living jewels, with brightly coloured or iridescent exoskeletons that rival butterflies for their beauty.
Ranging from tiny species (less than 1 mm in length), to the 167 mm long Hercules beetles (the longest beetle in the world), the diversity of beetles is staggering.
In many beetle species, the males sport spectacular horns or pincers which they use to battle other males in dramatic miniature dramas.
Many people do not fully appreciate the amazing metamorphosis that beetles undergo. After hatching from eggs, all beetles spend months, even years, as grubs, usually buried underground or hidden inside the bark of logs or trees. Much like caterpillars, beetle grubs eventually pupate, only to emerge as a completely different form to begin a new life above ground as adults.
Image 1: Tropical stag beetles make fascinating and entertaining pets; Image 2: A spotted flower beetle, *Stephanorrhina guttata*; image 3: Several individuals of the spotted flower beetle, *Stephanorrhina guttata* and Derby’s flower beetle, *Dicronorrhina derbyana*, feeding on a slice of banana.
How to keep beetles
The following is a brief summary and does not include all of the information required to look after these exquisite creatures. If you are interested in keeping beetles, please refer to the fourteen page Beetles chapter in the *Weird and Wonderful Pets* book.
Beetles make colourful, interesting and unusual pets. To set up your beetle colony, you will need a suitable enclosure, such as a small fish tank made of glass or plastic, a large plastic jar or a terrarium. Part fill the enclosure with a layer of 10 - 15 cm of a rich woodland, leaf litter mould consisting of rotting leaves, bark and soft, decaying wood which the beetle grubs will consume.
Then put into the enclosure pieces of bark for the adult beetles to climb on, and slices of soft fresh fruit (such as bananas) or commercially produced punnets of beetle jelly for your adult beetles to eat.
When your set up is ready, purchase around ten adult beetles of the species you wish to rear. This quantity should give a mix of males and females, and within a few months, you should find larvae buried within the leaf mould.
There are dozens of commercially bred pet beetle species to choose from. Sun beetles (*Pachnoda* spp.) and spotted flower beetle (*Stephanorrhina guttata*) are easy to keep and colourful species that are recommended for first time beetle keepers.
Each species of beetle has its own specific temperature requirements, and so it may be necessary for you to provide warmth to your enclosure via a heat pad. Also, for most species, spray the inside of your enclosure lightly a few times a week to ensure that the substrate does not dry out, and consider installing lights at the top of your enclosure to really show off your beetles’ amazing colouration.
A successful beetle colony will provide hours of entertainment, as you observe the adult beetles foraging for food, and the grubs occasionally tugging leaves underground to consume.
For more information, see the *Weird and Wonderful Pets* book.
Image 4: A larva of a sun beetle, *Pachnoda marginata*;
Image 5: An adult sun beetle, *Pachnoda aemula*;
Image 6: Male rhinoceros beetles possess spectacular horns for grappling.
Buy the *Weird and Wonderful Pets* book to discover the biology, ecology, diversity and how to keep beetles
To order your copy visit: [www.weirdandwonderfulpets.com](http://www.weirdandwonderfulpets.com) | 1,535 | 847 | {
"id": "<urn:uuid:e36043df-e7a0-4dd9-a523-f5caa37a932e>",
"dump": "CC-MAIN-2018-51",
"url": "http://www.weirdandwonderfulpets.com/wp-content/uploads/2017/11/Beetles-Info-Sheet.pdf",
"date": "2018-12-16T05:25:57",
"file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376827281.64/warc/CC-MAIN-20181216051636-20181216073636-00316.warc.gz",
"offset": 506743686,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9947203993797302,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9958371520042419,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1403,
3799
],
"fw_edu_scores": [
3.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Story of Climate Change is aimed at primary school children. The book tells the story of our climate along a geological timeline. The global nonfiction narrative explores the climate’s initial formation to the creation of fossil fuels and the human-induced climate change today. The book focuses children’s attention on ways they can help slow this climate emergency. Applicable areas of the curriculum include Literacy and Numeracy, Humanities, Science, Digital Technology and Creative subjects. A number of STEAM projects can be delivered using the book as a stimulus.
Learning objectives
To understand the causes and effects of climate change. To learn how people all over the world can address the issues.
Discussion topics
1. The greenhouse effect and the Industrial Revolution
2. Farming & deforestation
3. Scientific enquiry
4. Migration
5. Food chains
6. Renewable energy
7. Activism and change
Essential questions
What are the causes of climate change?
How is climate change affecting our world?
What can we do to minimise the effects of climate change?
Topic-led ideas
Greenhouse effect and Industrial Revolution
Using the book as a stimulus, educators could discuss how the burning of fossil fuels from the Industrial Revolution has led to an increased greenhouse effect and human-induced climate change.
Farming and deforestation
Educators can explore how agriculture leads to deforestation and how trees remove carbon dioxide from the air. The nature of extinction and how loss of habitats can lead to extinction. Pupils could develop geography skills by exploring where in the world deforestation is greatest and develop literacy and IT skills by creating persuasive posters or leaflets on the reasons to conserve forests.
Scientific enquiry
Educators can discuss the importance of collecting evidence, notably about weather and climate. Pupils could develop numeracy skills by collecting weather information such as temperature, air pressure, cloud cover, and invent and construct a rain gauge to collect rainfall.
Migration
This is an opportunity to teach children about diversity and equality. Students could develop literacy skills by making a story board about how climate change can lead to migration and tell the story through the eyes of a migrating family or young child.
Food chains
Antarctic food chains and webs are diverse and fascinate pupils. Children could learn how the sun is the source of energy for the food chains and how energy passes up through the chain to the top predators. They could then use food webs to predict the impact of the loss of some species on other species to focus on interdependence.
Renewable and sustainable energy
Children could investigate the different types of renewable energy and invent their own renewable energy windmill or watermill. Simple electrical circuits can be made with educational solar panels.
Activism and change
Using the spreads on how children are protesting to protect the planet and how a green future may look, students could create a campaign to help achieve this goal. Songs, poems and plays could be written to support their ideas and persuade others to help protect the planet and slow climate change. | 1,283 | 601 | {
"id": "898ac854-0589-497b-bbb6-8d6c15121e50",
"dump": "CC-MAIN-2023-23",
"url": "https://www.quartoknows.com/public/dynamic/files/product_file/Story-of-Climate-Change4110.pdf",
"date": "2023-06-01T21:25:24",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224648209.30/warc/CC-MAIN-20230601211701-20230602001701-00406.warc.gz",
"offset": 1036255826,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971029758453369,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976622462272644,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1328,
3214
],
"fw_edu_scores": [
4.5625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Fires of Bolsover Church
Find out how Bolsover Parish Church miraculously survived two devastating fires.
BOLSOVER PARISH CHURCH
St Mary & St Laurence
Bolsover church has suffered two serious fires since Victorian times. The first fire was in 1897. Only the tower, the Cavendish Chapel and part of the north wall (near where the font stands today) remained.
“...on Sunday, Jan. 24th, 1897, a fire broke out in the vestry, which severely damaged the interior of the church as well as the clock and bells: the church has since been thoroughly restored at a cost of £10,000, including new seats, bells, clock and organ, and was reopened Sept. 21st, 1898: there are 850 sittings.”
— Kelly’s Directory of Derbyshire (1899)
Within 18 months, thanks to efforts of the townspeople, led by the Reverend Thomas Charles Hills, the church was rebuilt and consecrated by the Bishop of Southwell.
**What was the building like before 1897?**
The tower, including its west door, dates from the 12th century and the building born at this period developed over subsequent centuries, in many ways following the development of the castle.
In the 17th century the Cavendish Chapel was added to the south-east corner and this was originally enclosed.
We know there had been a restoration in 1773 and that in 1823 the church could seat 480 people and was generally in a good state. There were two galleries, one for the singers and another for residents and guests at the castle. Further alterations were carried out in 1834.
In 1877-8 there was another thorough restoration and the two galleries were removed. A large north aisle was added with a north porch, vestry and organ chamber, and new bells and a clock were installed in the tower. In just under 20 years most of the hard work was wiped out.
— Source: Philip Riden (2012)
A major change in the post-fire restoration was the construction of a pointed chancel arch; note the elaborate leaf carving on the left and right.
Chesterfield parish church donated the 14th century font and a marble mosaic floor was laid throughout the church, of which only the portion in the south aisle survived the fire of 1960.
The second fire was in 1960. Thankfully, again the tower and the Cavendish chapel were not destroyed.
It has been suggested that this fire might have been caused by the electrics in the organ.
These photographs from the church archive capture the devastation of the 1960 fire.
*Above and right: Parishioners survey the wreckage and begin the clean-up operation.*
During the course of restoration after the fire a new organ was erected at the west end of the church. New vestries were also added in the north-east corner; the choir stalls were moved into the nave and the former vestry was converted into a baptistery.
In the aftermath of the fire, services, and even weddings, were held in the south aisle (former the Cavendish chapel). A temporary altar was also erected in the Parish Rooms.
*Below: Installation of the pipes of the new organ.*
The Fire Window was installed in the early 1990s (around the time of the tower underpinning) in thanksgiving for the church having survived the two major fires and subsidence.
The window was donated by Miss Phyllis Bird of Carr Vale - a local schoolteacher and lifelong worshipper at St Winifred’s in Carr Vale and at Bolsover Parish Church.
The window was made by Philip Birch. He suggested the inclusion of an image of a bird in the upper part.
The then Vicar, the Revd John Easton, and churchwardens Jim Wright and Eric Mitchell each placed a piece of glass in the window and their initials are engraved on it.
*Right: This spectacular cope, to commemorate the fire was designed and made by the late Grace Hewitt.*
*Left: New roof spars in position ready for the new chancel roof.*
*Above: Repair work in progress on a window in the south wall of the chancel.*
*The black & white photographs on this page are mostly taken from an album compiled by R.A. Chambers and given to Bolsover Parish Church.*
After the fire of 1960 many changes were carried out as part of the rebuilding process. The roofs were rebuilt and dormer windows added making the church much lighter.
New vestries were built onto the north-east corner, their shape somewhat reminiscent of a medieval chapter house. The former vestry was converted into the baptistery and the font and nativity stone relocated there.
The choir stalls were moved forwards out of the chancel and into the first bay of the nave, the high altar also being brought forwards – nearer to the congregation – and the area behind it made into a Lady Chapel. An open screen partitions this area.
A new organ was acquired from Glasgow, refurbished by Willis & Sons and erected in a new location: the console positioned north of the choir stalls and the impressive pipes in a loft on the west wall.
In total the rebuilding and reordering were reported to have cost £70,000.
For more information please see www.bolsoverparishchurch.org
facebook.com/bolsoverparishchurch twitter.com/BolsoverParishC
this leaflet: second edition; August 2016 | 2,040 | 1,134 | {
"id": "0a165494-1938-4e35-8f89-37a23837531d",
"dump": "CC-MAIN-2022-49",
"url": "http://www.bolsoverparishchurch.org/uploads/4/8/6/8/48685303/5_fires_leaflet_laid_out_for_web.pdf",
"date": "2022-12-09T02:28:42",
"file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446711376.47/warc/CC-MAIN-20221209011720-20221209041720-00324.warc.gz",
"offset": 62901220,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.993047222495079,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993933439254761,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
156,
2159,
4023,
5107
],
"fw_edu_scores": [
2.09375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Name: __________________________
Pick 8 to do:
- page 1
- page 2
- page 3
- page 4
- page 5
- page 6
- page 7
- page 8
Skip 2 pages.
- page 9
- page 10
Challenge Math
Book 1
Start on the square. Draw exactly 3 lines without picking up your pencil to connect all the circles.
5 2 5 2 5 2 2 5 2 2 5 2
edHelper.com Welcome Back to School
Name: __________________________
Copy.
1 → 2 → 3 → 4 → 5 →
Find me!
How many?
3
edHelper.com
Welcome Back to School
Name: ____________________________
SORT THE SHAPES
MATCHING
Copy
edHelper.com Welcome Back to School
Name: __________________________
Follow the Alphabet
Starts With:
Back to School!
Add bones so each dog has ten:
Fill in the Missing Numbers
2 4
8 12
14 16
22 24
Name: ____________________________
I did page 4 I decided to skip this page
edHelper
Welcome Back to School
edHelper.com
Name: __________________________
10
8=
__+1= 10
__+2= 10
__+3= 10
Twenty
10 20 30 40
©edHelper.com
Name: ____________________________
Color by Code (Uppercase Alphabet)
A-E = blue F-I = gray J-M = green
N-Q = yellow R-U = brown V-Z = red
All blank areas are your choice.
©edHelper.com Welcome Back to School
Name: ____________________________
I did page 7 I decided to skip this page
10
11
9
edHelper.com Welcome Back to School
Name: ________________________________
I did page 8 I decided to skip this page
edHelper
11
10
12
Hexagon
Circle
Pentagon
Hexagon
Circle
Pentagon
Hexagon
Circle
Pentagon
Hexagon
Circle
Pentagon
Hexagon
Circle
Pentagon
Hexagon
Circle
Pentagon
Hexagon
Circle
Pentagon
Hexagon
Circle
Pentagon
edHelper.com
Welcome Back to School
Trace and Color
Snake
Snail
Seahorse
Swan
Sea lion
Shoes
Where can I get more of this great stuff?
More math!
More spelling!
It's NO PREP at edHelper.
More history!
edHelper.com!
New online math games!
More things for the classroom!
New ideas!
More science!
More puzzles!
Take The Boring Out Of Homework!
Weekly K-6 "Take It Home" Books
Kids want choices for homework. "Take It Home" books have fun graphics and challenging puzzles and problems for older kids.
Homework will never be the same!
edHelper.com | 1,363 | 650 | {
"id": "d8acd5aa-8647-43b5-b65e-c628fe7603e1",
"dump": "CC-MAIN-2021-43",
"url": "https://www.edhelper.com/back-to-school-math-practice-kindergarteners.pdf",
"date": "2021-10-20T00:18:49",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585290.83/warc/CC-MAIN-20211019233130-20211020023130-00242.warc.gz",
"offset": 899667295,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9068604618310928,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9736540913581848,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
341,
465,
572,
741,
868,
973,
1192,
1318,
1658,
1717,
1943,
2183
],
"fw_edu_scores": [
3.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
A day in Nursery
To be directly engaged with young children’s thinking is the highest form of interaction and sometimes it does not involve talking.
I say goodbye to my parent and hello to my teacher at the gate.
I hang up my bag and coat on my peg with my name on it.
Then I find my name and put it on the green leaf.
I sit on the carpet singing songs or doing some counting while the rest of my friends arrive.
We sing another song and then do a fun warm up altogether!
After that I go to my home group, stand on a spot and then find out what we’re doing today.
Sometimes we do some counting; sometimes we listen to different sounds we can hear.
Then it’s choosing time. I can go anywhere I want to! We say ‘Choose it, use it, put it away.’
Outside I can play in the sand pit with the dinosaurs or trucks. So that we all have fun, I don’t throw sand or take it out of the sand pit.
I can see what happens to the water when I pour it.
I can climb all over our amazing climbing frames.
I can make a chocolate pizza in the mud kitchen.
I can dig in our garden, or make up stories in our Wendy house.
I can make a pirate ship out of blocks, or use the woodwork table to make anything I like.
I can make a feast with the play dough, or relax in the swing chair with a friend.
When the tambourine rings, we all freeze! It’s time for snack.
We all wash our hands, ask politely for milk or water, count out the fruit, and munch happily while we listen to a story.
After we have tidied away our snack, it’s another choosing time!
I can make up a dance on the stage.
I can create a brilliant model on the Design and Making table or paint at the easels.
I can use the natural objects or light box to create a beautiful arrangement.
I can write on my tummy in the writing area, or use an envelope to send a letter to my friend.
I can use the blocks to make another world for the small animals.
I can play with the maths resources or strengthen my fingers with the fine motor activities.
I can use the role play area with my friends to go to imaginary places.
I can play with the technology equipment.
Then it’s tidy up time. We help put things away to make the Nursery look spick and span.
After all that fun it’s time for a lie down.
Then we line up, wash our hands ready for lunch and sing a song together.
I walk over to the lunch hall with my group and have lunch on special tables.
After lunch I go back to Nursery, and get ready to go out to Forest School!
The honey bees and bumblebees play in the Forest School, like building dens and going on bug hunts.
Then we come back into Nursery to relax a while, before our afternoon friends join us for more fun!
Once we have tidied up our afternoon games, we collect our bags and wait for our name to be called to go home.
Goodbye Nursery! I’ve already thought of what I’m going to do tomorrow!
With many thanks to Barnes KS2 Camera Club and Kirsti Labor (www.kirstenlabor.com) for photographing Nursery so beautifully | 1,010 | 691 | {
"id": "fe07e8e0-4044-4933-afc7-47a658500c95",
"dump": "CC-MAIN-2021-10",
"url": "https://barnesprimaryschool.co.uk/wp-content/uploads/2020/06/A-day-in-Nursery-2019.pdf",
"date": "2021-02-28T18:33:40",
"file_path": "crawl-data/CC-MAIN-2021-10/segments/1614178361723.15/warc/CC-MAIN-20210228175250-20210228205250-00617.warc.gz",
"offset": 216373703,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9837888956069947,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.99693363904953,
"per_page_languages": [
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
149,
214,
271,
322,
417,
477,
570,
655,
751,
893,
946,
997,
1047,
1112,
1204,
1288,
1352,
1475,
1578,
1665,
1744,
1840,
1907,
2001,
2074,
2117,
2207,
2253,
2328,
2407,
2484,
2585,
2686,
2798,
2871,
2996
],
"fw_edu_scores": [
3.5
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Instructions: 1) Answer all questions from Part - A. Each question carries 2 marks.
2) Answer one full question from each Module in Part - B. Each full question carries 20 marks.
3) Use of Design Data Handbook is permitted.
PART – A
1. Explain stick-slip phenomenon in friction.
2. Explain how the physico-chemical characteristics of surface layers affect the tribological properties.
3. Mention the various stages of wear.
4. Discuss different regimes of lubrication with the help of Stribeck’s curve.
5. What are the applications of Elastohydrodynamic lubrication?
6. Explain the following terms of lubrication with units:
i) SUS
ii) Kinematic and absolute viscosity
iii) Viscosity index.
7. Suggest an application where there is justification for using synthetic oil of higher cost and list the advantages of synthetic oils.
8. Derive Petroff’s equation to find the frictional torque in a concentric journal bearing.
9. What are the desirable properties of bearing materials?
10. Explain the significance of Sommerfield number in the analysis of hydrodynamic lubrication. (10×2=20 Marks)
PART – B
Module – I
11. a) Write short notes on:
i) Adhesive wear
ii) Fretting wear.
b) Explain in detail:
i) Modified adhesion theory of friction.
ii) Merits and demerits of various theories of friction.
OR
12. a) Explain the four basic types of wear mechanisms.
b) Discuss Archard’s hypothesis of wear.
Module – II
13. a) Explain in detail the desirable properties of lubricants.
b) An oil having an absolute viscosity of 120cP flows through a gap of 190 mm wide and 1.8 m long with a pressure difference of 0.95 MPa. Find out the average and maximum velocities, the temperature rise and volumetric flow rate. Mass density of oil is 820 Kg/m$^3$ and specific heat of the oil is 1.80 kJ/kgK.
OR
14. a) What are the important additives used in improving various properties of lubricants? Explain in detail.
b) Derive Hagen-Poiseuille relationship for flow through a capillary tube. State the assumptions also.
Module – III
15. a) With the help of a neat sketch explain the working of Saybolt universal viscometer.
b) The following data refers to a hydrostatic step bearing.
Thrust load = 450 kN, Shaft speed = 750 Rpm, Shaft diameter = 400 mm, Recess diameter = 250 mm, Viscosity of the lubricant = 30cP, specific gravity of lubricant = 0.86, Specific heat of lubricant = 2kJ/kg°C. Calculate
i) Supply pressure
ii) Frictional power loss
iii) Pumping power loss
iv) Total power loss
v) Temperature rise, assuming that the total power loss in the bearing is converted into frictional heat.
OR
16. a) Explain the ASTM test procedure to find the viscosity index of a lubricant.
b) A circular hydrostatic pad has a constant flow rate $Q$. The circular pad is supporting a load $W = 6000 \text{ N}$. The outside disk diameter is 220 mm and the diameter of circular recess is 110 mm. Oil viscosity is $\mu = 0.005 \text{ Ns/m}^2$. The pad is operating with a clearance of 150 $\mu \text{m}$.
a) Find the recess pressure, $P_r$
b) Calculate the constant flow rate $Q$ of the oil through the bearing to maintain the clearance.
c) Find the effective area of the pad.
d) Find the stiffness of the circular pad operating under this conditions.
Module – IV
17. A hydrodynamic journal bearing of width 200 mm operates with a shaft of 200 mm diameter which rotates at 1200 rpm. The diametrical clearance is 200 $\mu \text{m}$ and absolute viscosity of the lubricating oil at an inlet temperature of 20°C is 40 cP. For an eccentricity ratio of 0.7, calculate
i) Minimum film thickness
ii) Attitude angle
iii) Maximum film pressure
iv) Load carrying capacity
v) Viscous power loss
vi) Coefficient of friction.
OR
18. a) Derive three dimensional Reynolds’ equation for hydrodynamic lubrication.
b) Explain the significance of Sommerfield number in the analysis of hydrodynamic lubrication. | 2,014 | 975 | {
"id": "<urn:uuid:aed5275a-2267-4fca-8e5d-17e2c335383b>",
"dump": "CC-MAIN-2019-22",
"url": "https://enggportal.files.wordpress.com/2017/06/b-tech-s8-tribology-sch-2013-may-2017.pdf",
"date": "2019-05-25T15:38:58",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232258120.87/warc/CC-MAIN-20190525144906-20190525170906-00459.warc.gz",
"offset": 462218004,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9534669915835062,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9641820192337036,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1112,
2506,
3962
],
"fw_edu_scores": [
2.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
For the young and growing
Generation Next
Pullout Section E
ONLY WITH THE STANDARD ON SUNDAY
March 12, 2017
Beauty with a purpose, pg 10
Beauty with a purpose
16-year-old Elya Djaffar, a Grade 10 student at Aga Khan Academy in Mombasa designed a range of natural cosmetic products for a school project. She tells ISHAQ JUMBE how the business came to be.
**Generation Next: What was your school project on?**
**Elya:** It entailed creating a range of cosmetic products for young women in Africa by sublimating the renowned rich and diverse flora of selected Indian Ocean Countries. This is how Vanelia Island is born.
**GN: Tell us more about Vanelia Island.**
**Elya:** It is a cosmetic range, highly concentrated with natural, active ingredients from the Indian Ocean region. The Vanelia Island range has 16 products infused with essential oils from 10 countries. This includes shower gels, body balms and body creams.
**GN: Sourcing for ingredients from 9 different countries must have been an uphill task. How did you manage that?**
**Elya:** Having lived in many different countries, I have a network of relatives and friends who helped with the sourcing.
**GN: Where did the inspiration to design Vanelia Island stem from?**
**Elya:** Being born in France, raised in Madagascar and currently studying in Mombasa, Kenya, I am blessed to have experienced rich and diverse cultures. I wanted to appreciate all these cultures together. In this project, I realised that Madagascar and Mombasa, both found along the Indian Ocean are known worldwide for their unique spices, plants and flowers with France as the global reference for cosmetics (branded perfumes). Also, my parents are in the cosmetic business and I developed interest in this field from my very young age, spending afternoons testing new fragrances and using essential oil balms when I was sick or for my own beauty care.
**GN: Have you had a chance to showcase your products anywhere?**
**Elya:** I had the opportunity to showcase my products during two exhibitions organised by the Aga Khan Academy last November and recently this February. The exhibitions provided a good platform to receive feedback which is necessary to better the products.
**GN: Is this a career path you intend to pursue later in life?**
**Elya:** Hopefully. While giving utmost priority to my studies, I plan to enlarge this range of products by designing new products and discovering new fragrances from the Indian Ocean countries’ flora. I have officially registered my brand with an objective to sell in supermarkets through my parents’ company.
**GN: What else do you intend to achieve with your project?**
**Elya:** Through the product, I intend to give back to the communities that support our livelihoods. It saddens me that Madagascar, where I grew up, is one of the most beautiful countries but among the poorest countries in the world. I also hope to communicate the richness of our Ocean and its heritage to the world. For instance, did you know that the famous YlangYlang of Comoro Islands is the base for all perfumes in the world?
**GN: No I did not. All the research for your project must take up a lot of your time, how do you balance between school work and your project?**
**Elya:** I mostly work on my project during the school holidays. If I need to work on my project during school-going days, I prepare a timetable that helps me manage my time. | 1,434 | 740 | {
"id": "<urn:uuid:79d44817-ddf7-42a6-a1c2-02676d420c8f>",
"dump": "CC-MAIN-2017-30",
"url": "http://agakhanacademies.org/sites/default/files/Generation_Next_Elya_Djaffar.pdf",
"date": "2017-07-28T18:57:42",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500550977093.96/warc/CC-MAIN-20170728183650-20170728203650-00577.warc.gz",
"offset": 8934418,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9852370321750641,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986790418624878,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
139,
3428
],
"fw_edu_scores": [
2.5
],
"minhash_cluster_size": 1,
"duplicate_count": 3
} |
Jewish, Muslim and Christian events come together
By Douglas Kindschi
Director, Kaufman Interfaith Institute
This week marks the New Year in the Jewish calendar with the celebration of Rosh Hashana. This week is also the celebration for Muslims called Hijri New Year.
While both traditions use the lunar calendar, the Jewish calendar adds an extra month periodically to keep the holidays in the same seasons of the Gregorian solar year. Since the Muslim calendar does not add extra months, their calendar moves about 11 days each year compared to the solar calendar.
Thus it is unusual that both calendars would be celebrating the New Year at about the same time. Last year, they were nearly a month apart.
The coinciding of the calendars this year leads to another interesting connection. For Jews, the high holiday of Yom Kippur, the Day of Atonement, occurs Oct. 12 and begins the evening of Oct. 11.
This year, the Muslim holiday of Ashura also occurs on Oct. 11 and is recognized by both Sunni and Shia traditions, but for different reasons. In the Shia tradition, this day marks the murder of Hussein, the grandson of the Prophet Mohammad. It was a most significant event in the schism between the two communities.
In the Sunni tradition, Ashura is a holiday that recognizes Moses and the exodus from Egypt. According to the tradition, when Mohammad entered Medina, having fled from Mecca, he observed the Jews fasting and celebrating their escape from bondage as slaves. Mohammad commanded his followers to also fast in recognition of this event.
Moses is considered one of the six most important prophets in the Muslim tradition, perhaps third after Mohammad and Jesus. Among the prophets mentioned, Moses (Musa in the Quran) is the one most frequently cited.
LEARN OF COMMON HISTORIES
Following these coinciding days in the Jewish and Muslim calendars will be another opportunity for Jews, Muslims and Christians to learn more about our common histories.
The Kaufman Interfaith Institute and the Academic Consortium of eight colleges and seminaries in West Michigan presents the annual Interfaith Consortium Conference on Nov. 1 at Calvin College. The speaker is Dr. Amy-Jill Levine, who brings the Jewish and Christian traditions together under the conference theme of “Understanding Jesus Means Understanding Judaism.”
Levine is professor of New Testament and Jewish Studies at Vanderbilt University, with appointments in the Divinity School and College of Arts and Sciences. Her lectures on understanding Jesus in his Jewish context correct false stereotypes, brings new meaning to his piety, politics, practices and prayers, and offers a new path for Jewish-Christian relations.
Her books include: “The Misunderstood Jew: The Church and the Scandal of the Jewish Jesus”; the edited collection, “The Historical Jesus in Context”; and the 13-volume edited series, “Feminist Companion to the New Testament and Early Christian Writings.” She is the co-author of “The Meaning of the Bible: What the Jewish Scriptures and the Christian Old Testament Can Teach Us” and co-editor of the Jewish Annotated New Testament.
Her talk, on the “Parables of Jesus,” will be at 1 p.m., followed by breakout sessions and a panel discussion by scholars from the three traditions reflecting on the place of Jesus in his first-century context.
The evening lecture, on the topic “Jesus in his Jewish Context,” is at 7 p.m.
Registration for this free conference is at interfaithunderstanding.org and includes the opportunity to sign up for optional lunch and dinner.
Join us and learn more about our common histories.
— Email: email@example.com | 1,570 | 736 | {
"id": "<urn:uuid:a17b4f43-ed11-4101-a71c-376f80a5be7d>",
"dump": "CC-MAIN-2023-14",
"url": "https://www.gvsu.edu/cms4/asset/843249C9-B1E5-BD47-A25EDBC68363B726/grandrapidspress_2016-oct_6_jewish_muslim_christian_events_coming_together.pdf",
"date": "2023-03-24T00:24:16",
"file_path": "crawl-data/CC-MAIN-2023-14/segments/1679296945218.30/warc/CC-MAIN-20230323225049-20230324015049-00187.warc.gz",
"offset": 917453550,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9945136308670044,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9945136308670044,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
3654
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
2017 Summer Break Assignment for Students Entering Geometry
Name: ____________________________
Note to the Student:
In middle school, you worked with a variety of geometric measures, such as: length, area, volume, angle, surface area, and circumference. Rotation, reflection, and translation were treated with an emphasis on geometric intuition. In Grade 8, you learned the Pythagorean Theorem and used it to determine distances in a coordinate system. In high school Geometry, you will apply these component skills in tandem with others in the course of modeling tasks and other applications. Therefore, it is important that you keep practicing your mathematical knowledge over the summer to prepare yourself for Geometry. In this assignment, you will find an activity for the summer break. Once you have completed the activity, have a family member sign your packet. Use a math journal to record and show all your work.
Directions:
Create a personal and fun math journal by stapling several pieces of paper together or use a notebook or binder with paper. Be creative and decorate the cover to show math in your world about how do you what do you think when you playing board and card games. This activity is a good way to reinforce basic computation skills and mathematical reasoning.
- The journal entry should:
- Have the problem number.
- Have a clear and complete answer that explains your thinking.
- Be neat and organized.
Trying to play board and card games at least once a week. Some suggested games to play are: Monopoly, Chess, War, Battleship, Mancala, Dominoes, Phase 10, Yahtzee, 24 Challenge, Sudoku, Connect Four, and Risk.
Don’t forget to bring your journal and signed packet to school on the first day of school. Your new teacher will be so proud of your summer math work!
Standard: G.CO.2 – Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle measures to those that do not (e.g., translation versus horizontal stretch).
Part I
1. On a piece of graph paper, draw and label a square. Describe its original position and size.
2. Rotate it 90° clockwise around any point.
3. Translate it so that it is in the 4th quadrant.
4. Reflect it over a line $y = "a\ number"$ so that the square is in the 1st quadrant.
5. Write two different ways that you can get the shape back in its original position.
Summer Break Assignment - Geometry
Part II
6. On your graph paper, draw and label a triangle. Describe its original position and size.
7. Rotate, translate, and/or reflect the triangle so that the two triangles create a parallelogram. List your steps. | 1,196 | 586 | {
"id": "<urn:uuid:6193be21-ebdf-4e2a-8e47-02cf9707e883>",
"dump": "CC-MAIN-2017-30",
"url": "http://mcsmportal.net/wp-content/uploads/2014/06/Geometry-Summer-Assignment-2017.pdf",
"date": "2017-07-21T00:50:34",
"file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549423629.36/warc/CC-MAIN-20170721002112-20170721022112-00054.warc.gz",
"offset": 198209191,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9643513411283493,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982710480690002,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
95,
1804,
2538,
2574,
2794
],
"fw_edu_scores": [
3.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Paving the Way for a Sustainable Future
India aims to create 30 million green jobs by 2050, marking a significant shift towards sustainability and environmental stewardship. This ambitious goal reflects the country's dedication to combating climate change and fostering a greener economy.
Over the past six years, the percentage of people with green skills has increased from less than 10% to around 15%. This growth underscores a rising emphasis on eco-friendly practices across various industries, including renewable energy, sustainable farming, green manufacturing and eco-friendly construction. Businesses and government leaders are becoming increasingly aware of the importance of addressing environmental issues. This heightened awareness has spurred greater investment in green technologies and sustainable infrastructure. For instance, India has emerged as a global leader in solar energy installations.
Additionally, educational institutions and training programmes are focusing more on green skills. Universities and vocational centres are offering more courses in environmental science, sustainable engineering and renewable energy management. This focus is producing a new generation of workers well-versed in green jobs, creating a supportive environment for the green job market to prosper.
Transforming Industries, Creating Opportunities and Driving Innovation
India is at the forefront of a digital revolution and data science is playing a crucial role in preparing the workforce for the future. As technology evolves rapidly, data science is becoming a key skill, driving innovation, efficiency and growth in many sectors. This change is not only transforming industries but also providing new opportunities and skills for workers. The Indian government has also recognised the importance of data science. Initiatives like Digital India and the National Programme on Artificial Intelligence aim to create a strong digital environment. These programmes encourage the development of data science skills, ensuring that the workforce is prepared for the digital age.
To fully utilise data science, it is important to equip the workforce with the right skills. Indian educational institutions are offering more courses in data science, machine learning and AI. Online learning platforms are also providing flexible learning options for those looking to improve their skills. The combined efforts of government initiatives, educational advancements and industry collaboration will be crucial in achieving this vision, ensuring India leads the digital revolution.
Initiatives to Improve Access and Quality for All
In India, ensuring quality education for everyone remains a top priority. Various initiatives are being implemented to improve both access and quality nationwide. While significant progress has been made, challenges such as unequal access, low literacy rates and educational inequality still exist. However, combined efforts by the government, non-profits and civil society are gradually closing these gaps and creating a brighter future for millions of children. Programmes like the Sarva Shiksha Abhiyan (SSA) and the Right to Education (RTE) Act aim to provide free and compulsory education for all children aged 6 to 14. These efforts have increased enrolment and reduced dropout rates, especially in marginalised communities. Additionally, the National Education Policy (NEP) 2020 focuses on holistic and multidisciplinary education, promoting critical thinking, creativity and hands-on learning.
Education is fundamental to progress and development and ensuring access to quality education for everyone is crucial for building a prosperous and inclusive society. With ongoing efforts and innovative initiatives, India is making significant strides towards this goal, empowering millions of children to achieve their dreams and contribute meaningfully to the nation's growth. | 1,608 | 658 | {
"id": "<urn:uuid:44ca43bd-430d-4c65-a5e8-2b8fc45f8c82>",
"dump": "CC-MAIN-2024-30",
"url": "https://www.nsdcacademy.com/_files/ugd/74f116_70add27e3d794c6c90e2f41602b3f219.pdf",
"date": "2024-07-21T13:12:53",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517701.96/warc/CC-MAIN-20240721121510-20240721151510-00706.warc.gz",
"offset": 793045511,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976306557655334,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976306557655334,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
3914
],
"fw_edu_scores": [
3.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Narrative is the ability to retell an event or story in an organised, coherent and logically sequenced way.
Narrative Therapy is an approach that supports children by teaching them a way to structure their language using ‘WHO’, ‘WHERE’, ‘WHAT’ and ‘WHEN’ questions.
The idea is that children learn to understand and answer these questions and recognise the colour and symbol to go with each. These symbols can then be used later to help them structure their language when telling stories or talking about things they have done.
Activities to practice ‘WHO’ at home
• Looking at family photos and talking about WHO is in each one.
You could
- walk round the house looking at photos on the wall
- sit on the sofa and scroll through your camera roll/google photos
- dig out some old photo albums (it can be funny to look at mum/dad/granny etc when they were young)
• Play ‘Guess WHO’. You could:
- Use the actual game (if you have it)
- Use the pictures attached or find pictures of your child’s favourite cartoon characters to make your own. Ask your child to choose WHO you need to guess from the pictures and hide it from you. You need to try and guess WHO they chose by asking yes/no questions e.g. do they wear glasses? Are they an animal? Do they have brown hair? At the end get your child to say WHO they have in their hand.
• Play ‘WHO does it belong to?’
- Collect together objects from different family members or small world objects and put them in a bag or box e.g. dad’s sock, mum’s hairbrush, baby’s toy car, dog’s collar.
- Ask your child to pull out an object and ask the question WHO does this belong to? When it is your turn have fun and be silly by guessing it wrong and get your child to correct you.
• Reading a story. Ask your child questions like:
- WHO is in the story?
- WHO is feeling happy?
- WHO is going to Grandma’s house?
Narrative Therapy WHO
While playing WHO games/activities make sure that you have a WHO symbol with you (cut out and laminate the symbols below). It is really important to point to/show the symbols to your child when you are using the word WHO as much as you can.
You can also use the Makaton sign for WHO (make a small circular motion with your hand) when you say the word.
WHO pictures
Faces game | 910 | 513 | {
"id": "<urn:uuid:f649df91-3213-4ab4-89dc-fd632544626b>",
"dump": "CC-MAIN-2024-30",
"url": "https://valley.stockport.sch.uk/wp-content/uploads/2022/03/WHO-home-practice.pdf",
"date": "2024-07-21T13:20:27",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517701.96/warc/CC-MAIN-20240721121510-20240721151510-00705.warc.gz",
"offset": 531312617,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986545741558075,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985129833221436,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1878,
2255,
2281
],
"fw_edu_scores": [
4
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
## October 2018
### Ewing School Lunch Menu
| MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|--------|---------|-----------|----------|--------|
| **1** Salisbury Steak
Mashed Potatoes
Peas
Mandarin Oranges
Whole Grain Roll
Milk | **2** Whole Grain Grilled Cheese
Tomato Soup
Steamed Broccoli
Mixed Fruit
Milk | **3** Whole Grain Fish Sticks
Baked Beans
Mixed Veggies
Apple Slices
Milk | **4** Rotini w/ Meat Sauce
Garden Salad
Whole Grain Garlic Toast
Medium Banana
Milk | **5** Whole Grain Stuffed Crust Pizza
Green Beans
Peaches
Milk |
| **8** NO SCHOOL | **9** Chicken Nuggets
Baked Beans
Green Beans
Craisins
Whole Grain Cookie
Milk | **10** Meatloaf Patty
Roasted Redskin Potatoes
Peas
Tropical Fruit
Whole Grain Roll
Milk | **11** Ham and Cheese on Whole Wheat Bun
California Blend Veggies
Medium Banana
Milk | **12** Whole Grain Pepperoni and Cheese Calzone
Garden Salad
Diced Pears
Milk |
| **15** NO SCHOOL | **16** Cheeseburger on Whole Wheat Bun
French Fries
Carrots
Mixed Fruit
Milk | **17** Turkey and Cheese Roll Up
Sweet Potatoes
Green Beans
Peaches
Milk | **18** Popcorn Chicken
Steamed Broccoli
Mixed Veggies
Medium Banana
Whole Grain Cookie
Milk | **19** Cheese Pizza
Garden Salad
Baby Carrots
Apple Slices
Milk |
| **22** Beef and Bean Chili
Whole Grain Corn Chips
Tater Tots
Peaches
Milk | **23** Whole Grain Peanut Butter and Jelly Peas
Baby Carrots w/Ranch
Raisins
Milk | **24** Chicken Patty on Whole Wheat Bun
Steamed Broccoli
Sweet Potato Fries
Mixed Fruit
Milk | **25** Salisbury Steak
Redskin Potatoes
Green Beans
Whole Grain Roll
Medium Banana
Milk | **26** Whole Grain Mozzarella Sticks
Marinara Sauce
Mixed Veggies
Tropical Fruit
Milk |
| **29** Corn Dog Nuggets
Mixed Veggies
Sweet Potatoes
Apple Slices
Milk | **30** BBQ Chicken Breast
Baked Beans
Tater Tots
Mixed Fruit
Whole Grain Biscuit
Milk | **31** Lasagna Roll in Marinara Sauce
Steamed Broccoli
Tropical Fruit
Garlic Toast
Milk |
**Kids need to try new foods many times before they like them!**
Here are some helpful tips to take an active role in school meals and encourage your children to eat healthy foods:
- Make time to join your child(ren) for lunch in the school cafeteria.
- When your child gets home from school, ask what was served and what s/he ate for lunch.
- Eat meals with your child(ren) whenever possible. Let your child see you eating fruits, vegetables, and whole grains at meals and snacks.
- Grocery shopping can teach your children about food and nutrition. Help them learn to make smart choices.
- Discuss where vegetables, fruits and grains, dairy and protein foods come from with your child.
- Share the adventure and serve new foods offered in the school cafeteria at home.
---
**THIS INSTITUTION IS AN EQUAL OPPORTUNITY PROVIDER**
**MENU SUBJECT TO CHANGE DUE TO AVAILABILITY AND/OR WEATHER RELATED CLOSINGS** | 1,776 | 775 | {
"id": "<urn:uuid:ec3819fe-9473-44d9-8da6-2584e33c0b45>",
"dump": "CC-MAIN-2018-43",
"url": "http://wcbdd.org/School%20Age%20Lunch%20Octboer%202018.pdf",
"date": "2018-10-16T05:27:53",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583510019.12/warc/CC-MAIN-20181016051435-20181016072935-00122.warc.gz",
"offset": 402940105,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.940474271774292,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.940474271774292,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
3012
],
"fw_edu_scores": [
2.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Weekly Inspiration – Summer
The school year is winding down and our group classes are soon ending. Summer is in the air and children are excited for it to arrive. Some children may be travelling to foreign vacation spots and will use English to communicate this summer. Many enjoy staying in sunny Sweden, in cottages near the water or forests. Wherever your summer destination may take you, we hope to provide inspiration to make English a natural part of your summer agenda; fostering language development in playful, fun and active way.
Popsicle (isglass) Memory
Make a memory game, using summer vocabulary words. Gather these supplies: Colored paper, writing paper, used popsicle sticks (these are available as “wooden craft sticks” from craft stores like Panduro); crayons, colored pencils or markers; scissors, glue; attached popsicle template. Follow these instructions and discuss as you create:
- Ask your child: What words mean “summer” to you? Make a list of the words that come to mind and write these down (if the child is able, have him/her write them).
- Depending on the child’s age, level and ability, decide how many popsicles you want to make. (you will need to make two popsicles for every word).
- Use the template to print blank popsicles, or create these on your own. Cut out the shapes.
- Depending on ability, write (or have the child write) one summer word on each paper popsicle. Draw or cut out shapes to create a picture to represent each word.
- Glue the popsicle stick onto the back of the “word and picture” popsicle. Position a second paper popsicle over the stick and glue this in place.
- Repeat for the same word and continue onto other words. Make two popsicles for every word!
- If you don’t want play this as a Memory game, you can make one popsicle for every word and use these as “flashcards.” On one side, you can have the English word, on the opposite side, write the Swedish word or draw a picture of the word, depending on age and ability.
Summer vocabulary
Sun, sunscreen, sunglasses, shorts, t-shirt, sandals, bathing suit, swimming trunks, swimming, goggles, beach ball, strawberry, watermelon, ice-cream, popsicle, barbeque, grill.
Swedish flowers and nature: Clover (klöver), timothy (timotei), yarrow (kaiback/röllika), cottongrass (ängsull), forget-me-not (förgätmigej), harebell (blåklockor), violet (viol), wood anemone (vitsippa), yellow wood anemone (gulsippa), colt’s foot (tussilago); tree, ash, beech, birch, elm, oak, maple, blueberry, raspberry, wild strawberry, water, lake, ocean, beach, shell, stone, sand, mountain, rock, cliff, path.
Summer sports: Hiking, climbing, diving, sailing, boating, running, jogging, walking, biking, football, soccer, tennis, badminton, volleyball, frisbee, horseback riding.
Keep a summer journal
Children of all ages can create some type of journal during the summer. Depending on age and ability, use colored paper for a cover and blank or lined paper for the inside of the book. There are many notebooks, linen-covered books and similar “diaries” that can also be purchased. Present writing and recording in the book as a special time for the children. Make a goal to write in the book (in English) in suitable amounts for the child’s level, ability and ambition. For the youngest child, this could mean that s/he draws a picture of what s/he has done once a week; you can discuss the picture and write English words on the picture. Older children can write a paragraph per week, or one sentence every day that describes what they have done. You can also use the journal to collect pictures, postcards and other items from summer excursions and experiences. This will create a book of summer memories.
Make the library an adventure
Most Swedish libraries are open regular or extended hours during the summer. They usually have an English section of books for children. Obtaining a library card, checking out new books and returning them on a regular basis is exciting for children. Many libraries also have story times, song and art programs geared for the entire family. For example, see KulturHuset’s “Rum för Barn:” http://kulturhuset.stockholm.se/-/Kalender/?kategori=8 (Check your local library’s home page for similar information.)
Wishing you a summer filled with sun, fun, exciting adventures, as well lazy days – and hopefully, a bit of English!
Upgrades English4Kids/Alexia Ross Jaldung (email@example.com) | 1,853 | 1,022 | {
"id": "<urn:uuid:43186e01-22d8-4f87-9e48-eaf265146373>",
"dump": "CC-MAIN-2019-04",
"url": "https://www.upgrades.se/wp-content/uploads/2014/07/Summer-camp.pdf",
"date": "2019-01-19T00:50:25",
"file_path": "crawl-data/CC-MAIN-2019-04/segments/1547583660877.4/warc/CC-MAIN-20190118233719-20190119015719-00175.warc.gz",
"offset": 1002985789,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.99660724401474,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971982836723328,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1994,
4443
],
"fw_edu_scores": [
4.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Frank Ephron was born in Roundout, New York, on August 20, 1898.
When you travel by boat on the Hudson River north from Manhattan for eighty-eight miles, Roundout is where you get off. Then you go uphill until you get to Kingston -- which, at the time of Frank's birth, was countryside and it was beautiful.
I was four years old then, and our sister, Sarah, was almost two. I have no idea how old our parents were, but they were immigrants from Russia and my best figure is that our pop, Chaim Chaikel, was in his forties at that time. He was born in Russia, in Namdur, in the province of Grodno.
Our mother, Chaieh Leah, was also in her forties at the time of Frank's birth. She was from Konotop in the province of Chernigov, Russia. Jews then called people from this area "Litvaks" (Lithuanians).
Pop's father (Frank's grandfather) had been a grain and cattle merchant. He was a stern and much feared man and he died in Jerusalem, proudly, of his own choice.
Mom's parents were buried in Perth Amboy, New Jersey. Along with mom, along with pop.
Our family name was Ephron.
Both our parents, although from the old country, had met in America and strange as it may seem pop had married mom in New York City.
They lived in Kingston, New York, though, at the time of Frank's birth. It was there in fact that all three of us children were born. We are registered somewhere in the town records under unusual spellings of our last name -- as was the custom in those days when immigrant Jews had their names translated into English by people who didn't speak any Yiddish at all.
Frank was the youngest of us, the baby of the family. Our lovely sister, Sarah, was the middle child. I was the oldest. Sarah died in 1928 (or 1929) of pneumonia and left three small children: Ida, Libby, and Alice, who was only a baby at the time. Sarah's married name was Blechman. Her loss was devastating to us.
Baby brother, Frank, was always the darling of the family. They called him "roly poly" and he was never without many friends. Frank was kindly, friendly, and unusually well read. He always bought or borrowed books. He could always discuss them intelligently. He always kept reading more. He never went to college but he was literate, intelligent, and knowledgeable. And above all, Frank had a delightful sense of humor. He was fun to be with.
He was also hard working and sometimes was even exploitable in his work by greedy bosses. He first worked in the millinery business for our cousin, Sadie, and then for many years as a salesman in our cousin Abe Frankel's Army & Navy store. He sold men's haberdashery day in and day out. After this, still as a salesman, he worked for his friend, Jack Lantzman, and there he stayed, faithful to Jack and the shop, until the day he retired.
Frank divorced his first wife, Fanny, because of emotional problems, for which they could find no solution. But this marriage gave him his daughter, Sally, who was the apple of his eye for the remainder of his life -- his only child, his pride.
Later he married Henny, with whom he lived in a flat in Brooklyn, until she died in 1980. He was badly shaken by her death and too old to properly maintain his own home, so with his daughter's help, he entered a boarding home in Pittsburgh. There he died in his sleep, peacefully, on March 1st, 1987. He was eighty-eight years old. He was always a nice guy, a good person, a generous man -- one who would lend a helping hand to those he cared for with no hesitation and under any circumstances. We miss him.
There is so much to remember, so much to say, about "little brother," Frank Ephron. I recall with pleasure the unusual, scribbly, yet colorful letters he used to write: always humorous, always thoughtful, always sincere -- dear "Bramkie."* Peace and respect to his memory,
"Big brother Shlame"
Harmon S. Ephron
April 1987
61 Kingsley Road
Kendall Park, NJ 08824
*Frank's given name was Abraham in Hebrew. Pop's way of addressing his baby son was to call him Avrehemkie, which I as a child shortened to Bramkie. The family accepted my interpretation of Abraham to Bramkie. Brother Frank and other relatives decided that Bramkie could be Bramk and that was close enough to an Americanization where Bramk began to be called Frank. Thus, a saga of how the Hebrew of Abraham became Americanized into the name Frank. In Hebrew, Abraham would be written from right to left:
אַבְרָהָם | 1,656 | 1,052 | {
"id": "<urn:uuid:a5742da3-c654-449b-98bb-5cb3abdee5e2>",
"dump": "CC-MAIN-2018-05",
"url": "http://efronfamilyhistory.com/GEN021.pdf",
"date": "2018-01-22T15:58:27",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084891485.97/warc/CC-MAIN-20180122153557-20180122173557-00206.warc.gz",
"offset": 102131106,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993790984153748,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994691014289856,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2341,
4419
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Craig Hosking works as a Hollywood camera pilot and has filmed many famous action scenes for blockbusters featuring characters such as James Bond, Batman and Indiana Jones. It’s a dream job for someone like Hosking, who has been passionate about flying and photography for as long as he can remember – he was only sixteen years old when he qualified for a licence to fly helicopters.
In 1992 he was hired to fly cinematographer Mike Benson and camera technician Christopher Duddy. They needed to film scenes of boiling lava for a movie called *Sliver* and had chosen Kilauea, the most active of the five volcanoes on the island of Hawaii. The two men planned to spend one Saturday recording a large plume of smoke from a vent called Pu’u ‘Ō’ō, and a pool of glowing lava nearly a hundred feet inside the crater.
Hosking flew the camera crew down into the six-hundred-foot deep crater several times, but on the third low-level pass the helicopter seemed to lose power. A warning light flashed on the control panel but the malfunction was so sudden that the three men were instantly plunged into a dense cloud of smoke and steam from the volcano. Emerging from the cloud moments later Hosking realised he had no choice but to land the helicopter immediately.
Find and copy one word which tells us Hosking loves flying and photography.
Where is Kilauea?
The three men were instantly plunged into a dense cloud of smoke and steam from the volcano
In the sentence beginning ‘The two men planned…’, which word could be a synonym for ‘cloud’?
Choose an adjective which describes the cloud? Google the definition if you’re unsure what this word means.
With just seconds to act before the loss of power became catastrophic, Hosking’s professional experience told him that flying clear of the volcano was out of the question. He also knew that he couldn’t land too close to the pool of boiling lava. If he did the steep gradient would cause the helicopter to roll over, which would almost certainly kill all three of them. The only option was to aim for a flat area close to the centre of the crater.
Hosking’s plan was far from ideal but he thought it might work as long as he could avoid the bubbling lava and another large area strewn with rocks. Unfortunately, during the helicopter’s rapid descent, the main rotor struck the crater wall and broke free of the fuselage. Hosking managed to get the machine down in one piece, but the men were now stranded inside the volcano and at least 150 feet below its rim.
When they emerged, dazed and in shock, from the crumpled wreck of the helicopter, they saw what looked like a scene from one of the disaster movies they helped create. The air was thick with choking, poisonous fumes, and the sound from the molten rock bubbling up to the surface added to the fearsome display. At times it made ominous gurgling noises, at others it was like waves breaking on shingle. In the gloom of their rocky prison they witnessed a terrifying lightshow from the eerie glow of the boiling lava pool.
All three realised that the gases surrounding them were extremely dangerous. These included hydrogen sulphide (which is poisonous, highly corrosive, flammable and explosive) and a toxic irritant called sulphur dioxide. A little fresh air seemed to be coming down from the rim, but suffocation was a very real prospect unless they got out of the volcano soon. There was no sign of a rescue party yet, so Duddy and Benson decided to scale the walls of the volcano in the hope that they might find a way out. Hosking, meanwhile, chose to remain with his wrecked helicopter, believing he could repair its damaged radio and call for help.
Duddy and Benson quickly found that climbing up the inside of a crater was a nerve-wracking challenge – neither had any experience of this sort of thing, let alone any expertise. The brittle walls of the crater were crumbling, Why did he have to land in the centre of the crater?
“Hosking’s plan was far from ideal.” What does ‘far from ideal’ mean in this sentence?
Find and copy one word which means ‘quick’.
How does the author appeal to the senses? Give two examples.
Name two reasons, from the text, why the group split up?
Which words show how dangerous the climb up was?
and any careless move could easily start a landslide that would carry them deeper into danger. Treading very slowly and carefully they made their way up the crater, but soon became separated, stranded on ridges at least sixty feet short of the rim.
The men were hurrying to escape, so why were they ‘treading very slowly and carefully’? | 1,682 | 966 | {
"id": "<urn:uuid:d2812d80-a669-4d71-bc11-4e98ded7ceae>",
"dump": "CC-MAIN-2024-18",
"url": "https://willowbrook.notts.sch.uk/wp-content/uploads/2021/01/W4-Monday-3-Survivors-Volcano-Part-1.pdf",
"date": "2024-04-23T15:12:34",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296818711.23/warc/CC-MAIN-20240423130552-20240423160552-00514.warc.gz",
"offset": 569067872,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988923271497091,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992741942405701,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1650,
4252,
4591
],
"fw_edu_scores": [
4.40625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
An Unreliable Creditor
In the 1930’s the United States was the world’s ‘Unreliable Creditor’. Its actions directly contributed to the political and economic problems of that time. In today’s Europe in an ironic twist of history, Germany along with the ECB and Brussels have this unenviable mantle.
As war in Europe erupted in 1914 American businesses were in debt to British investors for $3bn; they also owed the French $1.5bn. After four years of war and 2.3m lives sacrificed the financial tables had turned completely; the Anglo-French allies had borrowed from the Americans to wage war. Britain owed the US $4.4bn, the French $3.5bn. These ‘inter-allied’ debts were wildly unpopular in Britain and France who, having paid so heavily for the cause of freedom, expected some degree of forgiveness. Andrew Bonar-Law, Conservative Prime Minister, who lost two sons in the war, called this American debt payment “Blood Money” and offered his resignation.
With the end of the war the German economy struggled to recover; it strained under the burden of paying war reparations to the Anglo-French. How then to restart German growth? More debt of course. High yielding German bonds were promoted by Wall Street to private American savers who hungered for income. This established a bizarre chain of debt in which private American savings were lent to Germany, Germany then paid war reparations to Britain and France and who, in turn, paid the US government the inter-allied debt.
The chain snaps
By 1927 interest rates in America had begun to rise and American savers no longer looked overseas for yield. By 1931 the problem that private American creditors faced was their position in the German debt repayment queue, it was behind the inter-allied debt. President Herbert Hoover finally agreed to forgive the “Blood Money” debt of the Allies, if the Allies forgave German war reparations; this action moved private American capital to the front of the repayment line.
The Allies promptly forgave Germany but then were astounded to see the US Congress overrule the President and insist on full inter-allied debt repayment. The Anglo-French still owed the “Blood Money” but now Germany was off their reparation hook. The French lashed out and labelled the Americans ‘an unreliable creditor.’
The modern parallel
At the birth of the Euro, savers from northern Europe purchased the high yielding debt of their new European compatriots; the ‘convergence trade’ was all the rage. While the capital from the north continued to flow, the southern Europeans could make good on their payments. By 2007 capital flow had become a trickle, yields rose, debt prices collapsed and debt servicing fell under a cloud of doubt. The private savings of northern Europe were bailed out by the ECB, who stepped in and paid full value for the dubious debts, yet still kept the southern debtors firmly on the repayment hook. Institutional interests of the northern European creditors were placed above the community interest of a united Europe; just as previously narrow American interests were placed ahead of a functioning global system. Southern Europe now faced its own ‘unreliable creditor’. In 1931, facing such fickle American conduct, the British retreated from the global monetary and trade system into a one of Imperial Preference. Other countries followed suit, prioritising their parochial rather than their common interests.
This leadership vacuum of the 1930’s allowed noxious actors to gain legitimacy and power in Europe and Asia, ultimately leading to WWII. At the end of which the Americans did not repeat their earlier error of demanding repayment by those that could not manage their debt burden; Japan and Germany had near debt-free starts for their remarkable recoveries.
Debts that cannot be repaid should either be written down with losses being taken for poor judgement, or even completely forgiven. In today’s Europe, either action will suffice, as the alternative will deliver a reliably precarious outcome. | 1,628 | 815 | {
"id": "<urn:uuid:c8768b55-b7e8-4ff1-b7c0-1578bc65c3d1>",
"dump": "CC-MAIN-2022-27",
"url": "http://clarmond.co.uk/ewExternalFiles/An%20Unreliable%20Creditor.pdf",
"date": "2022-06-28T03:47:22",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103347800.25/warc/CC-MAIN-20220628020322-20220628050322-00321.warc.gz",
"offset": 12155618,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987199306488037,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987199306488037,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
4016
],
"fw_edu_scores": [
2.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Life Cycle of a Chicken
What came first - the chicken or the egg? This famous question has perplexed people for centuries. It is impossible to answer this question because the life cycle of a chicken does not begin or end. It is continuous!
A chicken's life begins when it hatches from an egg. After about three months, the chick becomes an adult. An adult female chicken is called a hen. An adult male chicken is called a rooster.
When a hen is six months old, she begins laying eggs. Up to six eggs are laid every day. If there is a rooster to fertilize the egg, the egg will eventually grow into a chick. If there is not a rooster around, this egg will never become a chick. However, it can become your breakfast!
Once an egg is fertilized, the chick begins to grow inside. It starts out as a cell in the mother's body. A cell is a single unit of life that you can't see. The cell grows for a day until the hen lays the egg. Then the mother sits on the egg to keep it warm. This is called brooding.
After about 21 days, the chick is ready to hatch. A chick hatches from the egg by pecking through the shell with its beak.
Answer the following questions. Underline the text evidence in the color indicated.
1. What is the meaning of "perplexed" as it is used in the first paragraph of the passage?
a. asked
b. thought
c. confused
d. answered
RI.2/3.4- Unknown Words
2. Read these sentences from paragraph 1 of the passage:
"It is impossible to answer this question because the life cycle of a chicken does not begin or end. It is continuous!"
What does the word "continuous" mean in paragraph 1? (Pick all that apply.)
a. short
b. endless
c. nonstop
d. ongoing
3. What is the meaning of the word "hen" in paragraphs 2 and 3?
__________________________________________________________________________
__________________________________________________________________________
4. What is the meaning of the word "rooster" in paragraphs 2 and 3?
__________________________________________________________________________
__________________________________________________________________________
5. Read these sentences from paragraph 4 of the passage:
It starts out as a cell in the mother's body. A cell is a single unit of life that you can't see. The cell grows for a day until the hen hatches the egg.
What does the word "cell" mean in paragraph 4?
__________________________________________________________________________
__________________________________________________________________________
6. What is the meaning of the word "brooding" in paragraph 4?
a. when a hen sits on an egg
b. when a cell grows into a chick
c. when an egg hatches from the shell
d. when an egg grows inside of the hen | 1,356 | 592 | {
"id": "<urn:uuid:02334b76-62b7-43ec-9801-fa0a0d0d43a2>",
"dump": "CC-MAIN-2018-09",
"url": "http://mrsdeno.weebly.com/uploads/2/2/8/4/22844052/life_cycle_of_chicken.pdf",
"date": "2018-02-18T22:08:48",
"file_path": "crawl-data/CC-MAIN-2018-09/segments/1518891812259.30/warc/CC-MAIN-20180218212626-20180218232626-00465.warc.gz",
"offset": 229004632,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9957336783409119,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9996023774147034,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1366,
2742
],
"fw_edu_scores": [
4.46875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ICELAND
(Speech given by
The Honorable Bjarni Benediktsson
Minister of Foreign Affairs of Iceland
at the signing of the North Atlantic Treaty in
Washington, D.C., on April 4, 1949.)
"The nations who are now forming this new brotherhood are unlike each other in many respects: Some of them are the greatest and most powerful in the world. Others are small and weak.
"None is smaller or weaker than my own--the Icelandic nation. My people are unarmed and have been unarmed since the days of our Viking forefathers. We neither have nor can have an army. My country has never waged war on any country, and as an unarmed country we neither can nor will declare war against any nation, as we stated when entering the United Nations. In truth, we are quite unable to defend ourselves from any foreign armed attack.
"There was, therefore, hesitation in our minds as to whether there was a place for us as participants in this defensive pact. But our country is, under certain circumstances, of vital importance for the safety of the North Atlantic area. In the last war Great Britain took over the defense of Iceland, and later we concluded an agreement with the United States Government for military protection of Iceland during the war. Our participation in this pact shows that for our own sake, as well as for the sake of others, we want similar arrangements in case of a new war, which we all indeed hope and pray never will occur.
"But it is not only this realistic reason which has decided our attitude. We also want to make it crystal clear that we belong and want to belong to this free community of free nations which now is being formally founded.
"It is a fact, as I said before, that we are unlike each other in many respects, but there are many things which bind us solidly together.
"We all face the same danger. In this world of ours, where distances have vanished, peace indeed is indivisible. The same disruptive elements are everywhere at their sinister work. Everywhere they are accusing us, who are working for peace, of being warmongers.
"When we were discussing this pact in the Parliament of Iceland, those elements tried with force to hinder that venerable institution in its work. Such violence has never before been tried against the thousand-years-old Parliament of Iceland.
"The misguided crowd which tried this pretended they were shouting for peace. This contradictory behaviour of throwing stones with your hands while you are clamouring for peace with your lips is not in accordance with Icelandic tradition nor is it in conformity with Western culture. We all know where those habits originate, and this mentality certainly is the greatest menace to the world today."
"But it is not only this threat to world peace and human well-being which unites us. Neither is it only the fact that we all live in the same part of the world. There are stronger bonds which bind us together.
"We all belong to the same culture. We would all prefer to lose our lives rather than lose our freedom, either as individuals or nations. We all believe in friendly cooperation among nations. We all want peace for all the world and well-being for mankind.
"Therefore, we gather here today hopefully to sign this solemn treaty."
---
"The nations we represent, above all, are peaceful nations. No nations have shown more clearly that they are opposed to the use of force and abhor aggression. The spirit of friendship and understanding has prevailed. I hope that that spirit will be maintained and peace may be preserved for mankind."
("The Scotsman", May 19, 1950.
Mr. Benediktsson, Addresses at the end of the London session of the twelve Foreign Ministers of the Atlantic Council) | 1,375 | 749 | {
"id": "<urn:uuid:758588d7-792d-432a-9e31-34045fc4b645>",
"dump": "CC-MAIN-2019-22",
"url": "https://www.nato.int/nato_static_fl2014/assets/pdf/history_pdf/20161130_19490404_Iceland-s.pdf",
"date": "2019-05-23T08:07:50",
"file_path": "crawl-data/CC-MAIN-2019-22/segments/1558232257156.50/warc/CC-MAIN-20190523063645-20190523085645-00179.warc.gz",
"offset": 887800131,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992378056049347,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992990493774414,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2702,
3700
],
"fw_edu_scores": [
2.0625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
4. Demonstrative Adjectives. (pointing out or showing).
1. This pen writes well. (I point out the pen).
2. That tree is very big. (I show the tree).
3. These boys are intelligent.
4. Those men are lazy.
5. Such people do not fail in life.
In these sentences, the words this, that, these, those and such are Demonstrative adjectives. The word demonstrative means to show or point out.
So an adjective which is used to point out or show some person or thing is called a Demonstrative adjective.
A demonstrative adjective answers the question: which one?
Note:
1. ‘This’ is meant for a singular person or thing which is near at hand, or close to you.
‘These’ is meant for plural things or people which are near or close to you.
2. ‘That’ is meant for a singular person or a thing which is far away from you.
‘Those’ is meant for plural people or things which are far away.
Written Assignment: (To be done in the exercise copy).
Exercise M,N,O.
5. Interrogative Adjectives: (Question sentences)
1. What bird is this?
2. Whose purse is that?
3. Which book is yours?
In the above sentences what, whose and which have been used as adjectives.
‘What’ qualifies or asks about the noun bird.
‘Whose’ qualifies or asks about the noun **purse**.
‘Which’ qualifies the noun **book**.
These kind of adjectives, used with nouns ask questions. They are called interrogative adjectives.
**Note:**
Each question word is placed before the noun it qualifies or asks about.
*(Noun comes soon after the question word)*
**What** **bird** is this?
What- Question word. bird- noun
6. **Possessive adjectives**:
1. This is **my** bag. *(bag belonging to me)*
2. That is **your** bat. *(bat belonging to you)*
3. **Her** umbrella is black. *(Umbrella belonging to her)*
4. **My** friend is better than **your** friend.
5. **His** pen and **her** pencil are on **their** table.
6. Ravi bought a car but **its** colour is not good.
A possessive adjective answers the question: whose?
The adjectives *my*, *your*, *her*, *his*, *their* and *its* show possession or belonging in the above sentences.
They are called possessive adjectives.
**Learn the table on page number 34.** | 952 | 551 | {
"id": "<urn:uuid:eafe2906-2b78-4f16-8e8a-4be6838b7e5e>",
"dump": "CC-MAIN-2021-21",
"url": "https://saskalimpong.com/ASSIGNMENT/Assignment/Class%205/16.05%20class%2052020_17.39.47(1).pdf",
"date": "2021-05-08T19:50:20",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243988923.22/warc/CC-MAIN-20210508181551-20210508211551-00143.warc.gz",
"offset": 518379946,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985844492912292,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984884858131409,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1200,
2184
],
"fw_edu_scores": [
4.25
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Walking, talking books
The school library as a Living Library
Jenny Uther
Monte Sant’ Angelo Mercy College
Sydney
The Living Library – what is it?
- An innovative, interactive take on “Don’t judge a book by its cover”
- An event where the ‘books’ are human beings who are ‘borrowed’ by readers for personal dialogue
- An event at which the ‘books’ may represent groups frequently confronted with stereotypes and prejudices
- A opportunity for constructive two way conversations between individuals who may not normally meet each other
The Living Library – how did it begin?
- Began in 2000 in Denmark as part of a youth music festival, aimed at reducing youth violence
- Initially a ‘small event within a large event’ and incorporated into the Council of Europe’s youth program on human rights education – held as part of major youth festivals etc
- Adapted in Europe by other institutions, in particular public libraries
- Now held in other countries eg UK, USA, Australia, New Zealand
The Living library – how does the research support its practice?
- Allport (1979) – studies showing personal contact can counteract judgement based on stereotype
- Appiah (2006), Ang (2008) – the role of conversations with ‘others’ in cosmopolitan environments
- Bickford (1996) – ‘listening theory’
The Living Library – why have one in your school library?
- To reinforce the values and ethos of your school
- To reinforce the pedagogical philosophy of your school
- To help students meet the state/national curriculum outcomes
- To facilitate cross curricular and interdisciplinary learning
The Living Library – what can it do for your library?
- A low cost opportunity to refresh and revitalise the types of events you hold in your school library
- An opportunity to lead and innovate in school library practice
- An opportunity to make a vital contribution to the life of your school by reinforcing values and learning
- An opportunity to showcase your library and your school in the wider community
The Living Library - how to plan one?
- The following resources are invaluable:
- The Living Library website
- Living Libraries Australia website
- Abbergei, R. 2005 *Don’t judge a book by its cover: the Living Library organiser’s guide*
- Regard anyone interesting as a potential ‘book’!
- Mine your extended school community
- Use community organisations – many already have their representatives involved with schools
Who makes a good ‘living book’?
- Someone who supports the ethos of the Living Library
- Someone who is comfortable talking to young people
- Someone who can listen as well as speak
- Someone who wants others to learn about different lifestyles
- Someone who answers questions honestly
- Someone who doesn’t ‘preach’
The Living Library – how does it benefit ‘readers’?
- Meets syllabus outcomes across a range of subject areas
- A different style of learning - personalised versus generalised, conversation versus presentation
- Listening to learn about “the Other”
- Extends learning beyond the classroom, the library, the school – towards global citizenship
The Living Library – what’s in it for the ‘books’?
- The opportunity to speak for oneself, unmediated
- A chance to be listened to
- The opportunity to represent an organisation in a different context
- Personal affirmation
What are the challenges in running a Living Library?
- Deciding when and for how long
- Sourcing the books and familiarising them with the Living Library ethos
- Supporting people who may not have talked about themselves in conversation with strangers before
- Promoting the event – to students and the wider community
- Ensuring smooth running on the day
A few tips…
- Do consider a ‘pilot’ to test the waters
- Do start preparations early
- Do make sure you have the cooperation and support of school staff
- Do have a ‘manageable’ number of books
- Do try to fit the books with the prospective readership
- Do be prepared for ‘no shows’
- Do document the process and the event
- Do evaluate by seeking reader and book feedback | 1,847 | 859 | {
"id": "<urn:uuid:6a47afe7-3c79-4e2f-bdad-d0f1bb62fed3>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.slanza.org.nz/uploads/9/7/5/5/9755821/uth09012_ppt.pdf",
"date": "2024-04-23T14:35:51",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296818711.23/warc/CC-MAIN-20240423130552-20240423160552-00516.warc.gz",
"offset": 891747387,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9963953793048859,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9969488382339478,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1290,
1998,
2746,
4051
],
"fw_edu_scores": [
2.703125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Opunake Lake to Hickey Place Map & Points of Interest
Points of Interest:
1. **Opunake Lake**: The Opunake Walkway, which will lead you through a treasury of significant historical sites, begins at the former site of the Armed Constabulary vegetable garden. Be sure to follow the looped lake trail clockwise to take in other interesting sights.
2. **Fish Pass**: Installed in the Waiaua River, just under the Surf Highway Bridge in 1996.
3. **Old Armed Constabulary Cemetery**: If you keep going around the lake in a clockwise direction, you will come across the Old Armed Constabulary Cemetery, which is also the gravesite of Mary Dobie who was infamously murdered in 1850 in Opunake.
4. **Old Opunake Golf Club**: Remains of the old club can still be seen from Park Place. Follow the track south past the Orimipiko Cemetery and along the mouth of the Waiaua River to see spectacular views of the coast before following the cliffs back towards Opunake Beach.
5. **The Opunake Cottage Hospital**: The hospital was the birthplace of many famous New Zealanders, including runner Peter Snell.
6. **Opunake Redoubt**: The Opunake Redoubt was used for over 20 years and became an important structure to the town. A portion of the barracks was later taken to the Rahotu Hall where it is still used as a supper room today.
7. **Opunake Beach**: During the 1920's, Opunake Beach was the place to be with trains bringing over 500 visitors to the beach each day during weekends and holidays.
8. **Clifftop Garden**: Volunteers have created and maintain the beautiful Clifftop gardens which includes a drinking fountain for walkers and their dogs.
9. **Signal Station Sign**: This gives a brief history of how ships used to safely enter the popular Opunake Bay. One of the original markers is still in place along Beach Road leading down to the Beach.
10, 11 & 12. **Opunake Wharf and Jetty**: The remains of the jetty are still visible in the Opunake Bay and are a testament to an era when the Opunake Bay was a hive of activity.
13. **Middleton Bay**: A popular spot for surf casting and a scenic place to exercise the dog. The boat ramp is well used by locals.
14. **Lookout**: The second lookout along the walkway is well worth the stop.
15. **Te Namu Pa Site**: This site has a rich history which is briefly outlined on the heritage signage. Visitors are welcome but reminded to treat the site with care and respect.
16. **Community Orchards**: The orchards are cared for by the community and this is the last stop before joining back onto the Opunake Town Walkway loop.
*Be sure to stop and read the historical signage to find out more about these sites.* | 1,097 | 619 | {
"id": "<urn:uuid:ed84f087-fe00-4958-b551-6b958ef67884>",
"dump": "CC-MAIN-2022-27",
"url": "http://opunake.info/pdf/STWalkway.pdf",
"date": "2022-07-03T20:34:05",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656104249664.70/warc/CC-MAIN-20220703195118-20220703225118-00649.warc.gz",
"offset": 43157834,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989141225814819,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989141225814819,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2666
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Hi from Mrs Molesworth,
Here is your plan for today. Some things are easy for you to do and some may be a little more difficult. It’s ok to get Mum or Dad to help you—they may enjoy it! Your job is to work on the tasks over the next two days, your parents’ job is to help you out and to check that you understood the activity and that you completed it. I hope you are all well and happy. Mr Molesworth and I did lots of firewood this week and Billy Cat did lots of sleeping!
**READ**
Share another book with someone in your whanau, maybe one of your Duffy books or one online, and talk about your favourite page. You may have noticed some words or letters you know, or a ? or ! or a fullstop. After you have done this I would like you to make The Egg Flip Game! This is a bit like the Flipping Pancakes activity but using words instead of numbers. Draw the shape of an egg that is cracked and ready to cook. In the middle draw the yolk and colour it yellow. An adult will write a word in the yolk. You will need to draw 10 eggs. The 10 words to put on the yolk are the basic sight words you need to know to help you learn to read. They are…. I, a, the, to, am, is, and, in, see, look. Cut them out. Flip them and say them.
**123**
Today you are going to play Toilet Roll Bowling! You need 10 used toilet rolls and a small ball. Set up your toilet rolls like in a Bowling Alley. Bowl your ball into the toilet rolls and see how many you can bowl over. Count them and write the number on a piece of paper, you can get an adult to help you or you can find that number from one of your Flipping Pancakes. See what your biggest number of rolls bowled over was.
Draw a picture of your favourite foods you have had in this lockdown time. Discuss this with an adult, talk about the colours you will use, and the shape of the food. Ask your adult to write your story, think of some interesting words you could use to describe how it tasted! I made some yummy cookies and they were crunchy and sweet!
**Spelling**
You are learning a lot about your letter formation so this week I want you to choose your own letters to practice. I also want you to practice 2 letters you find hard to write. You can get an adult to help you if you need it. You might like to write the uppercase and the lowercase letter e.g Hh
For your Art I want you to draw our Hungry Caterpillar again, but this time you are going to draw line patterns inside his body. I want you to sit the caterpillar on a branch, so you need to put legs on it. Remember you need to draw a circle for the head with eyes, mouth and feelers. Then draw 10 circles for his body. In each circle draw a pattern, it could be circles or zigzags or wavy lines or straight lines. Then colour each circle a different colour. You could give your caterpillar a name! Have fun. | 955 | 665 | {
"id": "<urn:uuid:948887e0-4651-4878-b062-1616648677dc>",
"dump": "CC-MAIN-2020-40",
"url": "https://kaeoprimary.school.nz/wp-content/uploads/2020/04/Room-7-4.pdf",
"date": "2020-09-20T11:51:09",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00234.warc.gz",
"offset": 475963802,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986389875411987,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986389875411987,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2814
],
"fw_edu_scores": [
3.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Chamberlains, father and son, championed the policy of ‘Imperial Preference’ to safeguard the British economic Empire. At present a reincarnation of ‘Imperial Preference’ titled the Trans-Pacific Partnership is making its way over the Pacific region to protect the American economic Empire.
Whisper the name Chamberlain and apparitions of appeasement and waving pieces of paper appear. However, over a century ago, only one Chamberlain mattered – Joseph, described by Winston Churchill, as “the man who made the weather.” Chamberlain’s ‘signature issue’ was tariff reform, known decades later as ‘Imperial Preference’. His goal was to make the Empire an imperial trading federation to counter protectionist tariffs from Germany and the United States, the Empire’s economic challengers. Nearly three decades later, in 1932, his second son, Neville, as Chancellor of the Exchequer ushered in the Import Duties Act that placed tariffs on non Commonwealth countries (read the United States), thus building a trade wall around Empire. Additionally, with Sterling coming off the gold standard in 1931, a double whammy was inflicted upon trade; the Duties Act would allow the Empire to settle all trade in sterling, preserving the currency’s oblique reserve eminence.
The 1930s were a successful economic decade for Empire with a devalued currency, a preferential trading bloc, and nearly zero interest rates; budget deficits were reduced and growth ran at 4%. Neville Chamberlain was the economic wizard of the day.
End of Empire
This economic progress smashed head first into war in 1939. Two years later Winston Churchill, as Prime Minister, negotiated with President Roosevelt a War Loan known as Lend-Lease, “a contract between a desperate buyer and a monopoly seller.”
Article VII of Lend-Lease committed Britain to “the elimination of all forms of discriminatory tariffs.” Imperial Preference had lasted just a decade. John Maynard Keynes interpreted this ‘unsordid act’ as the Americans making a play for Britain’s post-war markets and crippling sterling as a reserve currency.
Keynes, who was on the British negotiation team, explained to Churchill that agreeing to this clause would lead to the end of the Empire and the collapse of sterling. Churchill’s goal was to survive the war and not to focus on a post war economic environment and he tried to counter these fears by conveying that his pen-pal Roosevelt would never enforce Article VII. Lend-Lease was signed; the war was won; two years later Britain and sterling were humbled. Keynes was correct. The Americans ever since have been in charge of global trade and the US dollar has reigned supreme in settlement of trade and financial assets.
A Great Walling of China
Fast forward to today and echoes of Joseph Chamberlain are beginning to ring in a little mentioned trade pact named the Trans-Pacific Partnership (TPP), that creates “a preferential trade structure for its members”, the participants all agree to settle their trade in US dollars. However, the United States has left out its main economic competitor in the region, China, from the discussions. Trade policy is being used to defend the dollar’s position in Asia; TPP is a no-renminbi zone, just as Imperial Preference was a no-dollar zone. Free trade, that the Americans wrested from the closed fist of Empire is once again being elbenced; a new trade wall is being constructed, and this time by the Americans.
Does all this sound familiar? An Empire fearing its diminishing economic standing tries to rewrite the rules of the trade and currency game in its favour? The Trans Pacific Partnership is an announcement that America’s economic status in Asia is in need of protection. Asia, due to the TPP will not use another currency for settlement in trade, and that exclusion is being applied to bring the Chinese currency manipulator to heel.
Joseph Chamberlain would cheer American efforts to maintain an Empire abroad in order, like him, to be a radical at home. But all it takes is one external event to fracture the economic wall built on weakness, as discovered by a later Mr. Chamberlain. | 1,757 | 832 | {
"id": "<urn:uuid:3892dcd1-5216-43c0-9f9e-80909059a641>",
"dump": "CC-MAIN-2022-27",
"url": "http://clarmond.co.uk/ewExternalFiles/The%20Return%20of%20Mr.%20Chamberlain.pdf",
"date": "2022-06-28T03:26:40",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103347800.25/warc/CC-MAIN-20220628020322-20220628050322-00320.warc.gz",
"offset": 12719350,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975484609603882,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975484609603882,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
4131
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Module 3 - Activity 10:
More "Pen Bots"...
Overview
Students will run a program to explore the problem, then work to debug the coding so the pen bot follows the correct route.
Computing PoS Reference
- Write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
- Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Learning Objective
- I can decompose the route and debug the algorithm.
Success Criteria
All: I can debug the code. I can test as I debug.
Most: I can decompose the route. I can debug the code. I can test as I debug.
Some: I can decompose the route. I can debug the code using clues from the algorithm. I can test as I debug.
Key Words
debugging, decompose, angle, direction, motion, block, algorithm, sequence, code.
Computer Science Concepts
- Algorithm design.
- Debugging.
Cross Curricular Concepts
- Mathematics: turning, angles, degrees.
Introduction
Share the learning objective and the success criteria. Explain that the students will be debugging (fixing) the code.
Activity 10: More "Pen Bots"
EXPLORE: Play the adventure section and run the first bugged program.
Q: What is wrong with the code? How can we debug it?
Q: Which part of the algorithm do we need to change?
OFFLINE ACTIVITY: Set up a similar scenario in the classroom and ask the students to walk through their instructions to test the distance and the turns.
DISCUSS: Ask students to share their ideas. Use one to demonstrate how to change the values on a block and then test the code.
Q: Did the code work? What do we need to do if the code doesn't complete the challenge?
Q: Are there any clues in the algorithm we can use to work out the correct distance and angle?
CHALLENGE: Students should work in pairs to debug each line, recording their different attempts on paper.
EVALUATE: Ask students to explain how they completed the challenge.
Q: Did you find anything particularly tricky, and why?
Q: How did you decide which part of the algorithm to change?
Q: Were there any clues in the algorithm that helped you?
SEN Support
Use the Support Sheet to check the code against the blocks and annotate their ideas, allowing them to keep trying until they find the incorrect block.
Resources
- Support Sheet.
Extension Activity
Design their own debug challenge. Create a tunnel on squared paper and write the algorithm to escape, leaving one value blank. Ask a classmate to complete the code.
Possible Key Questions For Assessment
Can you give two top tips for debugging?
What skills do you use when debugging?
Why is it important to be able to decompose an algorithm?
Which clues in the code helped you work out the correct value?
Q: Which block in the code is incorrect?
Write the code you’re given on screen below. Follow the code block by block and tick the coding until you find the block of code that is incorrect.
Q: Is it the distance or the angle?
Make notes on the Sheet. Now go back to the screen, input your idea and run the program to see if you are correct. If not, have another go! | 1,347 | 692 | {
"id": "5d4ee924-f857-4d99-9bb3-dd8128c4ba0b",
"dump": "CC-MAIN-2021-49",
"url": "https://giantplanet.s3.eu-west-1.amazonaws.com/LessonPlans/Lesson+Plan+7+Module+3+-+Activity+10.pdf",
"date": "2021-12-07T18:53:15",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964363405.77/warc/CC-MAIN-20211207170825-20211207200825-00152.warc.gz",
"offset": 350517879,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983713825543722,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988610744476318,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1178,
2824,
3191
],
"fw_edu_scores": [
4.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
COMMUNITY ACTION
We encourage the community to take action and be proactive in dealing with king tides and storm surges. Here are some steps you can take:
- **PARTICIPATE IN CLEANUP EFFORTS**
Join local beach cleanups to reduce debris that can worsen the impact of these events.
- **RAISE AWARENESS**
Share information with your neighbours and friends to ensure everyone is prepared.
- **ADVOCATE FOR RESILIENCE**
Support initiatives to strengthen coastal defenses and adapt to rising sea levels.
WANT TO KNOW MORE?
Contact us at:
firstname.lastname@example.org
604-952-3520
Delta.ca/getprepared
BOUNDARY BAY, BEACH GROVE, & WESTHAM ISLAND
INTRODUCTION
King Tides (the highest tides of the year) and storm surges are natural occurrences that can lead to coastal flooding and erosion.
This brochure will provide you with information on how to prepare and stay safe during these events.
What to expect this season
This year, we anticipate king tides and storm surges between November and February.
These high tides are often influenced by lunar cycles and can be intensified by weather systems, especially during stormy conditions. Be prepared for localized flooding in coastal areas.
SAFETY PRECAUTIONS
To ensure your safety and protect your property during king tides and storm surges, consider the following precautions:
STAY INFORMED
Keep an eye on weather forecasts and tide predictions.
ELEVATE VALUABLES
Move important items to higher ground or use sand bags to protect your home.
EVACUATION PLAN
Have an evacuation plan in place and follow local authorities’ guidance.
EMERGENCY KIT
Assemble an emergency kit with essentials like food, water, and medical supplies.
TIDE PREDICTION AT POINT ATKINSON
| NOVEMBER 2023 | DECEMBER 2023 | JANUARY 2024 | FEBRUARY 2024 |
|---------------|--------------|-------------|--------------|
| S M T W T F S | S M T W T F S | S M T W T F S | S M T W T F S |
| 1 2 3 4 5 6 7 | 1 2 3 4 5 6 7 | 1 2 3 4 5 6 7 | 1 2 3 4 5 6 7 |
| 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 |
Source: https://tides.gc.ca/en/stations/07795/predictions/annual
2024 Tides will be updated mid-December 2023 | 1,307 | 610 | {
"id": "91503452-2c97-45f2-a882-3f680f77438d",
"dump": "CC-MAIN-2024-18",
"url": "https://www.delta.ca/sites/default/files/2023-12/kingtides%26stormsurgebrochure_2023-12-07.pdf",
"date": "2024-04-20T10:33:32",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296817576.41/warc/CC-MAIN-20240420091126-20240420121126-00843.warc.gz",
"offset": 654325221,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9926101863384247,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9941672086715698,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
653,
2188
],
"fw_edu_scores": [
2.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
“In fourteen-hundred ninety-two Columbus sailed the ocean blue.”
And so begins the opening stanza of a poem many older Americans grew up reciting as children. The poem promoted a white-washed history of America that ignored the darker side of Columbus’ legacy. A legacy that included the kidnapping, torture, and eventual genocide of the Arawak people. That legacy set the stage for the Atlantic Slave Trade that would transport millions of enslaved Africans to the already blood-soaked shores of the New World.
Columbus Day was first celebrated in the US on October 12, 1792. Now, 228 years later, Virginia Governor, Ralph Northam, has issued a proclamation declaring the day, Indigenous Peoples’ Day. It is a small step toward piercing the veil of America’s hidden history. At the heart of this history lies land, the resources it contains, the wealth it produces, and the power that land ownership conveys.
When we hear the term, “land rush,” the Oklahoma rush of 1889 may be the first thing to come to mind, but the insatiable hunger for land by White colonizers, unimpeded by ethics, began long before. In 1776, as the ink was drying on the Declaration of Independence, the race for land was already on. Since then, approximately 1.5 billion acres has been taken from native peoples, much of it by hook or crook.
Governor Northam Proclaims Indigenous Peoples’ Day in Virginia
For the first time in the Commonwealth, Monday, October 12 will honor the history and culture of Virginia’s native people
RICHMOND—Governor Ralph Northam today declared Monday, October 12, 2020 Indigenous Peoples’ Day in the Commonwealth of Virginia, the first such proclamation in Virginia history.
Governor Northam issued the following statement and shared a video message with Virginians for Indigenous Peoples’ Day:
“For the first time in Virginia history, we are recognizing Indigenous Peoples’ Day—this year on Monday, October 12. As a country and as a Commonwealth, we have too often failed to live up to our commitments with those who were the first stewards of the lands we now call Virginia—and they have suffered horrific injustices as a result.
“Indigenous Peoples’ Day celebrates the resilience of our tribal communities and promotes reconciliation, healing, and continued friendship with Virginia’s Indian tribes. In making this proclamation, we pay tribute to the culture, history, and many contributions of Virginia Indians and recommit to cultivating strong government-to-government partnerships that are grounded in mutual trust and respect.
“This represents an important step forward in our work to build an inclusive Commonwealth, and I hope all Virginians will join me in honoring Virginia’s native people.”
Virginia is home to 11 state-recognized Indian tribes, which include the Cheroenhaka (Notenway) Indian Tribe, Chickahominy Indian Tribe, Chickahominy Indian Eastern Division, Mattaponi Indian Tribe, Monacan Indian Nation, Nansemond Indian Tribe, Nottoway Indian Tribe of Virginia, Pamunkey Indian Tribe, Patawomeck Indian Tribe of Virginia, Rappahannock Tribe, and the Upper Mattaponi Indian Tribe. Seven of these tribes are federally recognized.
This wasn’t just the work of shady land speculators, drafting worthless treaties. It was a systemic dispossession and destruction of a people, aided and abetted by the federal government.
From Andrew Jackson’s Indian Removal Act of 1830 and the Black Hawk War of 1832, to the infamous Trail of Tears, which spanned 20 years, dispossessing 60,000 native people, the foundation of the myth of American exceptionalism is built on the blood and bones of indigenous people. The legacy of incursion on native peoples’ culture continues today with the 2016 stand-off in North Dakota between the Water Protectors of Standing Rock and Keystone XL Pipeline.
All of it, for land.
Land is wealth. Land is power. Land is liberation. It’s the place we call home and the source of our sustenance. The land shapes us and in the context of social hierarchies, land access and ownership determines who has agency and who doesn’t. We must honor the land and the people who occupied it first. If a just society is what we seek, we must have a true accounting of history. We must teach truth to power.
In Virginia, we honor the Rappahannock Tribe, the Upper Mattaponi Tribe, the Monican Nation, the Cheroenhaka (Nottoway) Tribe, the Nansemond Tribe, the Chickahominy Indians Eastern Division, The Chickahominy Indian Tribe, the Mattaponi Indian Tribe, the Virginia Nottoway Indian Tribe, the Virginia Patawomeck Indian Tribe, and the Pamunkey Indian Tribe.
Land is liberation. Let us commit to teach this truth. | 2,032 | 1,009 | {
"id": "cd642645-10f6-40b6-bb4e-3395bd050962",
"dump": "CC-MAIN-2022-27",
"url": "https://cultivatecharlottesville.org/wp-content/uploads/2020/10/BLOG-october-2020-land-is-liberation_-indigenous-peoples-day-and-the-legacy-of-land-.pdf",
"date": "2022-06-26T16:32:45",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103271763.15/warc/CC-MAIN-20220626161834-20220626191834-00616.warc.gz",
"offset": 238266286,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9937714636325836,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9936391711235046,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
3167,
4664
],
"fw_edu_scores": [
2.765625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
How to be more environmentally friendly
(a step-by-step guide)
by: kylie egbert
1. Start Composting
Composting is super easy to do and it's free! Start by collecting the food scraps that are safe for composting, and designate a space or container where you will start your composting. It can take some time, so be sure to keep adding to it! Check out this article for more information: https://www.npr.org/2020/04/07/828918397/how-to-compost-at-home
2. Use a Clothesline
Using a clothesline to dry your clothes is more environmentally friendly than using a dryer, as dryers are often the third-most energy consuming source in the modern household. Using a dryer can also make your house warmer, forcing you to turn up the AC, using even more energy. It's also much cheaper, as they are not expensive, and they won't add to your electric or gas bill like a dryer.
3. Buy LED Bulbs
LED bulbs are around 80% more energy efficient, making them much better for the environment than regular bulbs. Regular bulbs contain mercury, which is a toxic chemical that can contaminate the environment when put in landfills. LED bulbs don't contain any hazardous chemicals, and don't contaminate the Earth as much when put in landfills. They are also cheaper compared to other bulbs!
4. use reusable bags
By using reusable grocery bags, you reduce the use of harmful plastic that is put into the environment. Plastic can take up to 1,000 years to breakdown in the Earth, and even when you try to recycle it, most of the time it doesn't end up in the right place. You would also be protecting wildlife, as around 100,000 marine animal deaths are caused by plastic.
5. conserve energy
Turn down the heat or air-conditioning when you leave the house. Heat and air conditioning use up an extreme amount of energy and not using this energy when you don't need to can substantially decrease your carbon footprint.
6. reduce your meat and dairy consumption
Animal Agriculture is the second largest contributor to global human greenhouse emissions after fossil fuels. You don't need to become fully vegetarian or vegan to decrease your consumption. Simply cutting out a meal or two of meat and dairy can make a significant impact. A pound burger takes 425 gallons of water to produce. Not only does reducing meat consumption lower carbon emissions it also saves water.
7. use shampoo bars
Shampoo and conditioner bars are much more eco-friendly than their bottled versions. 1 million plastic bottles are bought every minute around the world. Switching to bar versions of products will help to reduce the numbers of plastic bottles in the Earth. They are also smaller, which means they require less packaging products to ship, using even less plastic.
8. buy wool dryer balls
Instead of using dryer sheets, switch to wool dryer balls. Dryer sheets contain harmful chemicals that vent into the air and into our skin, that can be linked to serious health problems. They also tend to clog up your dryer's lint screen, making your dryer use more energy to run.
9. start a garden
Starting a garden can be beneficial in multiple ways. It can help you save money by being able to grow and eat your own foods. It's also healthier for you, as you know there are no preservatives or added chemicals, and you aren't purchasing from farmers who use those additives.
10. install solar panels
Installing solar panels may seem expensive, but the pros much outweigh the cons. First of all, it is a 100% renewable energy resource, and reduces oil, coal, and natural gas resources. It can also help to greatly reduce the utility bill and save money. You can also qualify for tax breaks. Solar panel costs have also fallen over the past few years, so now is the time to get some!
11. recycle plastic
Recycling plastic has many benefits, as it reduces energy use, reduces water and air pollution, reduces greenhouse gas emissions, and reduces the consumption of fresh raw materials. It's such an easy thing to do, and does so much for the environment!
12. use reusable water bottles
Using reusable water bottles does more than just replace and save plastic. It also takes less oil to produce and reduces your carbon footprint. It takes waste out of landfills, oceans, and streams. Plastic water bottles also contain harmful chemicals that can possibly leak into the water it holds. | 1,722 | 916 | {
"id": "b2938464-cd36-4eed-8fcf-a6bf82e328c4",
"dump": "CC-MAIN-2022-21",
"url": "https://www.nebraskaiowakeyclub.com/_files/ugd/d762b8_c256b38551a7421a82ae95edc2e2ce96.pdf",
"date": "2022-05-26T05:34:24",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662601401.72/warc/CC-MAIN-20220526035036-20220526065036-00425.warc.gz",
"offset": 1052013651,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979568481445312,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993143081665039,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
79,
1273,
2356,
3346,
4360
],
"fw_edu_scores": [
3.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
EDUCATOR GUIDE
Make Music
With this guide, you can plan and lead a one-hour workshop using Scratch. Participants will choose instruments, add sounds, and press keys to play music.
Workshop Overview
Here’s a suggested agenda for a one-hour workshop:
First, gather as a group to introduce the theme and spark ideas.
Next, help participants as they create musical projects, working at their own pace.
At the end of the session, gather together to share and reflect.
Get Ready for the Workshop
Use this checklist to prepare for the workshop.
☐ Preview the Tutorial
The Make Music tutorial shows participants how to create their own projects. Preview the tutorial before your workshop and try the first few steps: scratch.mit.edu/tutorials
☐ Print the Activity Cards
Print a few sets of Make Music cards to have available for participants during the workshop. scratch.mit.edu/ideas
☐ Make sure participants have Scratch accounts
☐ Check sound on computers or laptops
Check to make sure that the sound output is working on the computers or laptops. You may want to make headphones available (including headphone splitters to allow participants to listen together).
☐ Check microphone if recording sounds (optional)
For the optional step of recording sounds, see if the computers have a microphone (sound input) turned on or added. Tip: To record sounds in Scratch, participants will need to check “Allow” to give Scratch access to the microphone:
Imagine
Begin by gathering the participants to introduce the theme and spark ideas for projects.
Warm-up Activity: Repeat a Rhythm
Gather the group in a circle and get ready to make music. Take turns tapping or clapping a short rhythm, then have the group repeat it back.
Provide Ideas and Inspiration
Show the introductory video for the Make Music tutorial. The video shows a variety of projects for ideas and inspiration.
View at scratch.mit.edu/music or vimeo.com/llk/music
Demonstrate the First Steps
Demonstrate the first few steps of the tutorial so participants can see how to get started.
In Scratch, choose a new sprite and select a drum from the Music theme.
Choose a drum.
Make the drum play a sound when you press a key:
Select the sound you want from the menu.
Make it play a rhythm:
Choose another instrument from the music theme and make it play a note.
Create
Support participants as they create musical projects, on their own or in pairs.
Start with Prompts
Ask participants questions to get started
Which instruments or sounds do you want to try first?
What kind of rhythms or musical patterns can you make?
Provide Resources
Offer options for getting started
Some participants may want to follow the online tutorial: scratch.mit.edu/music
Others may want to explore using the activity cards: scratch.mit.edu/ideas
Suggest Ideas for Starting
- Choose a drum or other instrument
- Press a key to play a sound
- Create a rhythm
- Try changing the rhythm
More Things to Try
- Add musical instruments
- Play with musical patterns
- Play a random note or sound
- Add animation
- Use beatbox sounds in a loop
- Record short sounds to play
Keep going! Expanding and enhancing projects
Check in with participants as they work and offer support to take their projects further.
- Suggest that participants experiment with new instruments and ways of adding sound to their projects.
- Get inspired by someone else’s project: What have they tried? What variations might you try?
Prepare to Share
Suggest adding instructions so others know how to play the project, such as which keys to press.
To add instructions and credits to a project, click the button: “See project page”.
Give your project a title, add instructions and credits, then click Share.
Share
Have participants walk around the room to see and listen to each others’ musical projects on their computers or laptops.
Reflect as a group:
“What do you like best about the project you made or heard?”
“What else might you like to add?”
What’s Next?
Scratch + Makey Makey
If you have access to Makey Makey boards (makeymakey.com), you can connect a Scratch project to the physical world. Participants can interact with their musical projects using coins, clay, cardboard, and more.
To learn how to use Makey Makey with Scratch, see scratch.mit.edu/makeydrum or scratch.mit.edu/makeypiano | 1,877 | 902 | {
"id": "528a0b0e-edfb-4962-8156-8512bf0d5513",
"dump": "CC-MAIN-2020-40",
"url": "https://resources.scratch.mit.edu/www/guides/en/MusicGuide.pdf",
"date": "2020-09-29T00:17:05",
"file_path": "crawl-data/CC-MAIN-2020-40/segments/1600401617641.86/warc/CC-MAIN-20200928234043-20200929024043-00413.warc.gz",
"offset": 580969397,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997568741440773,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976726770401001,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
469,
1942,
2953,
4353
],
"fw_edu_scores": [
3.421875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Easter Crafts—Making Nests
Easter is around the corner. There are many ways of creating your own nests. Let the Easter Bilby choose the favourite. Here are activities for the entire family with varieties suitable for all age groups. The drying may take a little longer for some, but there is still ample time till Easter. Let’s take you through the paces step by step for nests made of paper or fabric.
What do you need?
- A cereal bowl
- Petroleum jelly/Vaseline
- Cling wrap
- Wall paper paste (alternatively make your own paste with corn starch, see https://pagingfunmums.com/2013/11/09/homemade-glue/)
- Two different types of fabric for our first nest, cut into small pieces
Follow the sequence of actions described below:
1. Cover your work surface. This is messy.
2. Turn the bowl over and coat with petroleum jelly.
3. Cover the coated underside of your bowl with cling wrap and let the overhang disappear into the bowl (a substantial length will make it easier to pull the bowl out of the nest once the drying process has started hours or even a day later).
4. Prepare a jar full of wallpaper paste (alternatively paste made from corn starch).
5. Take fabric pieces of one type, coat with wallpaper paste and press onto bowl (cling wrap) with the face down. Cover the entire bowl with overlapping fabric pieces.
6. Continue with fabric pieces of a different type and repeat the process of putting overlapping pieces down, this time with the face up until the bowl is covered.
7. Place bowl on top of a jar or can with underside up, and let the nest dry at least overnight. Depending on weather conditions and thickness of material, the drying process may take longer. However, once it has dried the outside you may want to gently try pulling the bowl out of the nest via the cling wrap. Don’t force it or your nest will collapse. Be patient. Once you are able to pull the bowl out, the drying process will speed up.
The same process can be followed when making a paper nest whether it’s created from strong colour paper, brown paper bags or newspaper (the latter two may require double layers of strips or pieces to retain the strength required for a nest).
If you have a paper shredder at home you can basically use anything from flyers to newspapers to used obsolete colour paper. Take a small handful of the shredded paper, dunk it into the wallpaper paste (don’t try with cornstarch) and paste onto the cling wrap on a bowl. You can, of course, also use balloons to shape your nests. However, be aware that balloons lose air and you may find yourself having to blow them up before the drying process has finished. Also, be aware that children use a lot of glue, and the weight of the combined paste and paper may see the clumps slide down the bowl or the balloon. Gently put back into place, and teach children not to overuse resources. The shredded paper nests can be very attractive, but making them can also be very messy. | 1,099 | 633 | {
"id": "15d84462-2ef7-429c-b135-b2178cc9a83a",
"dump": "CC-MAIN-2021-43",
"url": "http://cwcn.org.au/images/Easter_Crafts_-_flyer_nest_building.pdf",
"date": "2021-10-16T18:22:10",
"file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323584913.24/warc/CC-MAIN-20211016170013-20211016200013-00611.warc.gz",
"offset": 24345337,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998784601688385,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989768266677856,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1489,
2946
],
"fw_edu_scores": [
3.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Management Techniques
1. (All year) Basal bark treatment: Using a handheld sprayer, line herbicide around the base of the plant 6-12 inches from the ground. **This is your best treatment option. After enough fuel is collected this can be followed up with technique 3**
A. 25% Triclopyr solution (if temp. is between 30°F and 80°F)
2. (Late Summer-dormancy) Stump treat. Cut the stems to the ground and within 15 minutes treat the stump with herbicide. Wipe herbicide on the cut with a small sponge-tipped bottle or paintbrush. The slash should be spread around and followed with technique 3, 4, then 5. Choose ONE of the following herbicides:
A. 10% Imazapyr solution
B. 20% Glyphosate solution (if temp. is between 40°F and 80°F)
3. (Spring, late Summer-early Fall) Prescribed Burn. A spring burn kills seedlings and the tops of mature plants. A late Summer-early Fall burn reduces seed dispersal. **Follow with technique 4 then 5.**
4. (Spring-early Summer) Clipping, mowing, or pulling. Shallow roots allow plants to be hand pulled or dug out. Mow, clip, or pull several times during the growing season for a couple years to prevent seed dispersal. **This should be followed with technique 5.**
5. (Late June-October) Foliar spray. Apply herbicide to leaves using a sprayer. This technique will have a deeper root-kill if used in the fall, but can be used to top kill the plant in the spring and summer. **This should be followed by technique 3 after enough fuel is collected.**
A. 2% glyphosate solution with a surfactant (if temp. is between 40°F and 80°F)
***Important Note: Glyphosate is non-selective, avoid contacting non-target plants****
What is Bush Honeysuckle?
- Native of Europe and Eastern Asian countries
- Arrived to the US in the mid to late 1800s
- Woody hollow stemmed shrub
- Introduced as an ornamental, wildlife cover, and to control soil erosion.
What does each variety look like?
**Identifying traits:** Older stems are hollow and have tubular flowers that range from white, yellow, pink, or red depending on the species. The flowers are produced in pairs along the stem at the base of the leaves. Both species have egg-shaped leaves that are oppositely arranged on the stem. The fruits of the plant are many seeded berries ranging from red, orange, or black in color. Both varieties establish dense thickets, which inhibits desirable plant growth.
**Amur Honeysuckle (Lonicera maackii):**
A Deciduous shrub that can grow up to 15 feet high. White to yellow flowers are produced from May through June. This shrub produces red berries in September.
**Morrow’s Honeysuckle (Lonicera morrowii):**
A deciduous shrub that grows up to 7 feet tall. Has 2 to 3 inch long leaves with white hairy on the underside. Flowers are white to cream colored. The fruit is orange to red when ripe.
Native Alternatives:
**Hazelnut (Corylus americana)**
A multi-stemmed shrub that grows up to 12 feet high. In the fall the leaves turn an attractive array of colors. Also produces tasty nuts that feed quail, grouse, blue jays, squirrels, and deer. The nuts can also be roasted and eaten by people.
**Fragrant Sumac (Rhus aromatica)**
This shrub grows between 6 and 12 feet tall. The branches are velvety, the fruit feeds birds during the winter, and the flowers’ nectar attracts butterflies in the summer. The shrub is generally pest and disease-free, as well as deer resistant.
I’m a Hiker, Why Should I Care?:
Invasive plants can affect your ability to enjoy natural areas. Hikers like to enjoy well-maintained trails, and invasive plants can grow on and along these trails making it nearly impossible to walk the trails or enjoy the scenery once an area is overtaken by invasive plants.
The seeds of these plants are easily spread by people and their pets. They can stick to hair, boots, pants, socks, fur, equipment, as well as anything else you bring with you during your hike.
To help prevent invasive plants from spreading here are a few things you can do:
- Learn to recognize invasive plants and not walk through them.
- Clean off your clothes, pets, and equipment before and after each hike.
- Volunteer at your favorite hiking trails to help remove invasive species. This will help keep your favorite hiking trails worth hiking.
Enjoy Your Hikes,
But Make Sure You Only Take Home What You Take In. | 1,833 | 1,042 | {
"id": "bd78ca9c-79b7-4f0d-a15d-ce3f62de248a",
"dump": "CC-MAIN-2020-24",
"url": "https://img1.wsimg.com/blobby/go/c10a53e0-1feb-472f-bf1b-63bf20a9913a/downloads/BushHoneysuckleBRO.pdf?ver=1585079530628",
"date": "2020-06-05T13:33:13",
"file_path": "crawl-data/CC-MAIN-2020-24/segments/1590348500712.83/warc/CC-MAIN-20200605111910-20200605141910-00308.warc.gz",
"offset": 393552124,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978073239326477,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998177170753479,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1670,
4350
],
"fw_edu_scores": [
2.84375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Exploring Patterns
Can you complete the pattern?
What shape comes next?
Which picture would come next? Circle it.
Which brick would come next in the pattern? Circle it.
Which bead would complete the pattern? Circle it.
Adding More
Add 2 more children to the bus.
How many children are there?
Add 1 more apple to the fruit bowl.
How many apples are there?
Add 4 more fish to the fish tank.
How many fish are there?
Add 3 more coins to the purse.
How many coins are there?
There were 3 cupcakes on the plate. 1 was eaten.
How many were left? □
There were 4 apples on a tree. 2 were picked.
How many were left? □
Can you work out the answer?
- 3 = □
Can you work out the answer?
- 2 = □
Counting to 20
Can you count the eggs in the nest?
Can you count the ducklings in the pond?
How many flowers are on the bush?
What numbers come next?
12, 13, 14, ____, ____
Doubling
What is double 2? Draw the spots on the other side of the domino.
Double the number of sausages in the pan.
What is double 3?
1 counter goes in the doubling machine. How many come out?
Halving and Sharing
Can you share the caterpillars equally between the leaves?
Have the strawberries been shared fairly?
yes no
Circle the pizza that is cut in half.
Can you share the dolls equally between the houses?
Odds and Evens
Circle the even number shape.
Draw an odd number of counters on the ten-frame.
How many children are there? Is it an odd or even number?
odd even
Draw an even number of flags on the sandcastle.
Measures
Which toy is lightest? Circle it.
Draw a flower taller than this one.
Which ball went the furthest? Circle it.
Circle the bottle that is nearly full.
Measures
Which child is the shortest?
Which jar has the least in?
Which worms are the same length? Circle them.
A girl measured her footprint. How many cubes long is it?
Maths Activity Mat
Count the stars in the sky.
Add 3 more teddies to the shelf.
Double the number of cars.
Which bike is nearest to the finish line? Circle it.
Can you work out the answer?
\[ \text{dogs} - 3 = \]
Can you share the balloons between the children?
Jed sorted his socks. Does he have an odd or even number?
odd even
Can you complete the pattern?
\[ \triangle \triangle \bigcirc \triangle \triangle \bigcirc \triangle \triangle \]
What shape will come next? ___________ | 1,015 | 584 | {
"id": "ea65531e-f408-4564-9260-211bf8b1d8a8",
"dump": "CC-MAIN-2025-08",
"url": "https://www.windlesham.surrey.sch.uk/attachments/download.asp?file=2559&type=pdf",
"date": "2025-02-12T08:14:59",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951751.22/warc/CC-MAIN-20250212060941-20250212090941-00281.warc.gz",
"offset": 970666334,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971731684424661,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999147891998291,
"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"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
223,
484,
705,
883,
1082,
1307,
1523,
1687,
1862,
2027,
2359
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 3,
"duplicate_count": 0
} |
American School Bus Council
Kansas City, Missouri
November 2016
What is ASBC?
- ASBC was formed in 2006 to educate parents, school officials, lawmakers, and the public as a whole about the essential safety, environmental, and equal-access to education benefits of the iconic yellow school bus.
- The Council includes:
- National Association for Pupil Transportation (NAPT);
- National Association of State Directors of Pupil Transportation Services (NASDPTS);
- National School Transportation Association (NSTA);
- Blue Bird Corp. of Fort Valley, Georgia;
- IC Bus Corporation of Lisle, Illinois; and
- Thomas Built Buses of High Point, North Carolina.
INFOGRAPHIC CAMPAIGN
- ASBC collaborated with NHTSA in 2011 to launch the “Learn the Facts” campaign.
- Materials developed for parents, school board administrators and school communities at large.
- Messaging included 5 infographics, which ASBC printed on posters. ASBC has given away more than 5,000 posters in the last 5 years.
- In 2016 ASBC again joined with NHTSA to update these infographics and create additional resources to convey the safety of the yellow school bus to parents and caregivers, communities, motorists and industry stakeholders.
Original Infographics
Updated Infographics
Audience: Parents, Caregivers and Industry Stakeholders
Objective: Educate about the safety of the yellow school bus as compared to other modes of school transportation
Updates: Updated statistics, color scheme and branding
Audience: Parents, Caregivers and Industry Stakeholders
Objective: Educate about the federal and state safety requirements of the yellow school bus
Updates: Updated information, statistics, color scheme and branding
Audience: Parents, Caregivers, Communities and Industry Stakeholders
Objective: Educate about the environmental benefits of the yellow school bus
Updates: Updated statistics, “evergreen” metrics, color scheme and branding
Audience: Communities
Objective: To motivate support for the school bus by spreading the word about its benefits to the community.
Updates: Updated statistics, “evergreen” metrics, color scheme and branding.
Audience: Communities
Objective: To generate awareness of the community benefit of the school bus
Updates: Updated statistics, “evergreen” metrics, color scheme and branding and a less cluttered presentation
The updated posters will be available at the Booth #936 at the NAPT Trade Show.
Updated posters are also available for download and regular printing at www.schoolbusfacts.com.
Check www.schoolbusfacts.com for additional resources still under development.
Additional Products Under Development
- Fliers
- Animated infographics (30 seconds each)
- Brochure
- Tip sheets
- Social media graphic
- Drop-in article
Call to Action
Sign up today on schoolbusfacts.com to be alerted as new products are released
ASBC Resources
Email: email@example.com
Websites:
Americanschoolbuscouncil.com
Schoolbusfacts.com
Lovethebus.com
Follow ASBC on:
Facebook.com/lovethebus
Twitter: @welovethebus
LinkedIn: Linkedin.com/American School Bus Council | 1,586 | 666 | {
"id": "<urn:uuid:0f827a49-5459-4a7c-807a-9b97dd95c06d>",
"dump": "CC-MAIN-2017-39",
"url": "https://nasdpts24.wildapricot.org/resources/Pictures/ASBC-PresentationNASDPTS-11-2016.pdf",
"date": "2017-09-19T13:18:11",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818685698.18/warc/CC-MAIN-20170919131102-20170919151102-00044.warc.gz",
"offset": 701294673,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.914898452659448,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.984581470489502,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
64,
668,
1227,
1250,
1272,
1499,
1718,
1943,
2154,
2365,
2623,
2779,
2875,
3122
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
What is Internet Safety Day?
Internet Safety Day is celebrated globally in February each year to promote the safe and positive use of digital technology. This year’s focus is on CHANGE ONLINE.
There have been some amazing developments in the past 10 years...
We advise parents to discuss with their child what impact have these developments have had on them.
How can your child ensure the internet changes their life for the better?
Areas to discuss with your child:
1. Raise awareness
The internet is an amazing place to learn new things, educate yourself and inspire others to make a difference. You can use the internet to talk about specific issues such as climate change, fast fashion or equality and to hear from people with different perspectives. Why not inspire change by creating awareness posts, signing petitions or researching charities and other organisations?
2. Share your knowledge
Your ideas and your voice matters. Use your experiences and online research to help those around you. The online world can be challenging, so share your tips and advice, like how to report or look after your digital wellbeing with those around you.
3. Make positive choices
There is a huge amount of inspiring and engaging content online, but sometimes the things we see and hear on the internet can affect our feelings and behaviour.
Make sensible and informed choices about who you want to follow and interact with online by reflecting on how they make you feel. Remember it’s okay to unfollow, mute or block accounts and keywords if they’re making you feel upset or uncomfortable.
4. Talk about your worries
The online world is changing all the time, with exciting new developments, trends and technology.
If you are finding this overwhelming or feeling pressure to stay up to date and be online, then it’s always best to talk about it. Talk with friends, family or an adult you trust about what’s going on and how it makes you feel – even if they can’t fix it for you straightaway, they can offer support and may even be going through the same thing.
As a school we strongly advise parents to review the settings on your child’s devices. Children and young people are often targeted on platforms such as WhatsApp, when they are at risk of receiving highly inappropriate and upsetting images and content.
Attached to this email and via links below are guidance documents to support parents in setting up parental controls.
Parental controls for new devices
Parental controls WhatsApp
What can you do if you are worried that your child has been harmed or has witnessed abuse or harm online?
You can discuss concerns with your child’s Form Tutor for issues related to school.
The following are useful sites that we advise parents to review:
| ThinkUKnow | ThinkUKnow is an education programme run by NCA-CEOP for children, teens and adults and is designed to protect young people from harm both online and offline. It has a report button for you to report any instances of online abuse. |
|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| IWF | You can anonymously and confidentially report child sexual abuse content and non-photographic child sexual abuse images on the Internet Watch Foundation website. |
| CEOP | Child Exploitation and Online Protection Centre has advisors to support you if you are worried about online sexual abuse or the way someone has been communicating with your child online. | | 1,539 | 661 | {
"id": "18a0850a-8688-4cee-bc64-99680b49f4ca",
"dump": "CC-MAIN-2025-08",
"url": "https://www.bishopheber.cheshire.sch.uk/wp-content/uploads/Staying-Safe-@-Heber-Issue-15-Safer-Internet-Day-2024-For-Parents.pdf",
"date": "2025-02-15T02:53:17",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951942.61/warc/CC-MAIN-20250215022347-20250215052347-00125.warc.gz",
"offset": 627165982,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980444014072418,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980827569961548,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
1153,
3598
],
"fw_edu_scores": [
3.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MAGIC IN A SHOEBOX INITIATIVE
PUT YOUR LOVE IN A SHOEBOX
Your children will experience the joy of giving by creating gift boxes for children in need in Istanbul!
WHAT IS « MAGIC IN A SHOEBOX »?
A simple shoebox filled with goodies – a toy, educational supplies, hygiene items, a packet of sweets, clothing items and lots of love!
HOW CAN YOU PARTICIPATE ?
1) Choose the number of boxes that you would like to give.
You can give as many boxes as you would like, for example you could ask each of your children to make one!
2) Choose the age and gender (boy or girl) of the child for each box you would like to make. For example, you could choose the same age and gender as your children.
Age of the children we are giving the boxes to is from 6 years old to 17 years, boys and girls.
Please do not pack any boxes for children under the age of 6.
3) Don’t forget to print out the label(s) showing if it is girl or boy and their age that you will stick on the boxes.
HOW TO PACK YOUR SHOEBOX ?
1) Find an empty shoebox
We all have shoe boxes around the house or know someone who will kindly give us one.
2) Decorate the box
Box creation! Feel free to use conventional wrapping paper and/or decorate the box with drawings, cut outs and stickers:
By doing this, you are creating an unique personalised box for each child.
When you wrap the shoebox, please make sure to wrap the lid separately so that it can be lifted off.
3) Fill in your box
Please try to put in the box at least one item from each category in order to have a minimum of 5 items in each box.
4) Labelling
Print the label/s and stick it on the outside of the box on the right side.
Add sticky tape to ensure the label remains in place and secure the lid to the box with an elastic band.
WHAT TO PUT IN YOUR SHOEBOX ?
All items should be new and age-appropriate
1) Toys - Something to love
Soft toy, tennis ball, finger puppet, yo-yo, building blocks, trucks and cars, doll, dress-up clothes
2) Educational Supplies - Something to do
Felt pens, pens, pencil sharpener, rubber, coloring book, notepad, picture/puzzle book, pencil case, stickers
3) Hygiene Items - Something to wash
Toothbrush & toothpaste, bar of wrapped soap & wash cloth, hair-brush, comb, hair clips, roll-on deodorant or spray on, talcum powder, sanitary towels (for our teens)
4) Clothing Items - Something to wear
T-shirt, gloves, scarf, sunglasses, cap, hat, bangles, necklaces, clip-on ear-rings, make-up or hair accessories
5) Sweets - Something to eat
A packet of sweets
NB : For the teenager box, something cool e.g. cap, sunglasses, toiletries, nail polish, make-up, deodorant ** Please DO NOT include any of the following in your boxes for obvious reasons:
- Food: Tinned food, cakes, perishable food
- Medicine: Medicines or vitamins of any kind
- War Related Items: Toy guns or knives
- Fragile Items: Glass containers, mirrors
- Liquids: Of any kind, including shampoo, bubble bath. All other liquids like aerosols or blow bubbles must be put into a ziplock plastic bag, so that contents cannot leak out.
- Dangerous Items: Such as marbles or sharp objects
- Electronics: Cell phones or battery operated toys
WHEN AND WHERE TO DROP OFF YOUR BOX ?
When? From Monday, 15th of November to Friday, 10th of December 2021
Where?
1) At your child’s school
or
2) At the drop off points of the association in Istanbul
or
3) Give to your contact for the « Magic in a Shoebox » Initiative
CONTACT
Magic in a Shoebox team
Email: firstname.lastname@example.org
FILL THEM WITH HOPE
Your boxes will be given to the children in December 2021.
Thank you for your generosity! | 1,706 | 899 | {
"id": "114dfc61-21f4-4ed2-958d-f3ff1e1134a0",
"dump": "CC-MAIN-2023-06",
"url": "https://communityportal.iics.k12.tr/wp-content/uploads/sites/4/2021/11/Magic-in-a-Shoebox-Announcement-Poster-2021-22.pdf",
"date": "2023-02-09T09:54:33",
"file_path": "crawl-data/CC-MAIN-2023-06/segments/1674764501555.34/warc/CC-MAIN-20230209081052-20230209111052-00833.warc.gz",
"offset": 212107428,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980757832527161,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980757832527161,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
3653
],
"fw_edu_scores": [
2.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Su Nuraxi (mature), excellent pecorino table and grating cheese, made using only fresh sheep's milk from pastures of Sardinia's countryside. It can be considered the king of traditional cheeses for its very ancient origin.
It always has a strong flavour, with an increasing piquancy as it matures, with spicy and toasted sensory notes.
It has a characteristic convex outer edge, with an average weight of 2.8 kg, and maturing period longer than six months. Its paste is hard, white or light yellow. Very nutritious and digestible, it is used both as an appetizer and a condiment, grated on ricotta-stuffed ravioli and culurgiones, traditional ravioli stuffed with potatoes, mint and Sardinian pecorino cheese, closed by pinching the edges, with a shape that recalls a wheat ear.
**Nutritional information**
(100 g of product)
| Nutritional Facts | Amount per serving |
|-------------------|--------------------|
| Calories | 120 |
| Total Fat | 10 g |
| Saturated fat | 0 g |
| Cholesterol | 37 mg |
| Sodium | 205 mg |
| Total carbohydrate| 0 g |
| Dietary fiber | 0 g |
| Total Sugars | 0 g |
| Protein | 8 g |
**Nutrition Facts**
Servings per Container: varied
Serving size: 1 oz (28 g)
| Nutrient | Amount per serving | % Daily Value* |
|---------------------------|--------------------|----------------|
| Calories | 120 | |
| Total Fat | 10 g | 15% |
| Saturated fat | 0 g | 0% |
| Cholesterol | 37 mg | 9% |
| Sodium | 205 mg | 9% |
| Total carbohydrate | 0 g | 0% |
| Dietary fiber | 0 g | 0% |
| Total Sugars | 0 g | 0% |
| Protein | 8 g | 16% |
| Vitamin D | 0 mcg | 0% |
| Calcium | 248 mg | 19% |
| Iron | 0 mg | 0% |
| Potassium | 22 mg | 0% |
* The % Daily Values (DV) tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice. | 1,807 | 565 | {
"id": "1923920b-6bdf-4fa2-93ef-c3888a4f9d2a",
"dump": "CC-MAIN-2021-10",
"url": "https://caseificiogarau.com/wp-content/uploads/2019/05/Su-Nuraxi-mature-ENG.pdf",
"date": "2021-02-28T04:18:27",
"file_path": "crawl-data/CC-MAIN-2021-10/segments/1614178360107.7/warc/CC-MAIN-20210228024418-20210228054418-00467.warc.gz",
"offset": 232997361,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981465339660645,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981465339660645,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
2569
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Positive Attitude-A Key Factor in Personality Development
By
Amol D. Mendhe
Assistant Professor, Department of English
Dr. Madhukarrao Wasnik P.W.S. Arts and Commerce College, Kamptee road, Nagpur
9552459095
email@example.com
What is Attitude
- A perception, conduct and behavior
- A view to react
- A way to deal with the happenings
- A mental position relative to a way of thinking or being.
- An important aspect of personality Development
Positive Attitude
Negative Attitude
Negative Attitude
- Pessimistic outlook to everything
- Negative Thinking
- Dark side of life
- Lethargic and unhappy
- Physically strong but mentally feeble and weak
- Self-centered view towards life and society
- Jealous of others’ success and indifferent to them
- Always complains and grudges
- Runs away from new challenges and responsibilities
- Sense of criticism and pinpointing others
- Egoistic and reserved
- Failure, defeats, and unsatisfactory life.
What is Positive Attitude
- Optimism
- Positive Thinking
- Bright side of life
- Full of Energy and Enthusiasm
- Sound mental and Physical Health
- Broad View towards life and society
- Happy to see and celebrate others success
- Never complains and grudges
- Takes on New Challenges and tasks
- Sense of Appreciation for other’s success and achievements
- Very Social and genial by nature
- Successful and victorious outcomes
Why Positive Attitude/Positive Thinking
- To attain Success and achievement in career.
- To develop optimistic vision towards life
- To nurture the freshness and enthusiasm.
- To overcome the adversities and conquer the battle field of life.
- To do good to the society and nation
- To live healthy, prosperous and happy life
How to Nurture Positive Attitude....
- Think positively about everything / Negativity
- Be self-confident and dedicated to your duty
- Be punctual and be your own critic
- Love each and every object in nature
- Learn to accept change and transitoriness of life.
- Be loyal to your words and commitments.
- Be attentive to the goodness of the people.
- Respect to yourself and your values
- Do not copy others ……be as an individual
- Don’t put your self respect to any one’s feet
- MAKE YOUR OWN IDENTITY
APPLY TWO MAGICAL WORDS
• Sorry
• Thank you
NEVER GIVE UP
• Be Positive
IT IS ALWAYS BETTER TO LIGHT A CANDLE THAN TO CURSE THE DARKNESS
The future depends on what steps you take today.
—Mahatma Gandhi
The Father of Nation--- Rashtrapita Mahatma Gandhi
Lal Bahadur Shastri - The II nd Prime Minister of India
Dream is not that which you see while sleeping; it is something that does not let you sleep.
His Excellency Late Hon. Dr. Abdul Pakir Jallaluddin Abdul Kalam – The Missile Man of India
Bilgates
Dr. Babasaheb Ambedkar
Only when you dream it, you can do it.
Dhirubhai Ambani
Shakespeare
Shashi Tharoor
Dr. Sukhdeo Thorat
Booker T. Washington
Ravish Kumar
21
© BCCL 2019. ALL RIGHTS RESERVED.
23
24
Mary Kome
MS Dhoni
Sachin Tendulkar
BELIEVE IN YOURSELF
A Dream written down with a date becomes a Goal.
A Goal broken down into steps becomes a Plan.
A Plan backed by Action makes your Dream come true.
Thank You All
Have a Nice Day | 1,694 | 788 | {
"id": "970511f8-c913-4786-bd04-e98ae3a63668",
"dump": "CC-MAIN-2023-50",
"url": "http://www.pwscollege.edu.in/uploaded_files/Positive__Attitude_PPT.pdf",
"date": "2023-12-05T09:29:38",
"file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100550.40/warc/CC-MAIN-20231205073336-20231205103336-00556.warc.gz",
"offset": 91298981,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9055133998394013,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9841154217720032,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
234,
453,
491,
956,
1385,
1713,
2219,
2265,
2361,
2480,
2537,
2724,
2734,
2758,
2816,
2829,
2845,
2865,
2887,
2901,
2905,
2940,
2944,
2948,
2959,
2969,
2987,
3008,
3158,
3189
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Home Learning Pack
Year 4
Practical Ideas
Classroom Secrets KIDS
Practical Ideas
Interview an adult. Ask them about their life.
Create a robot using empty boxes and bottles.
Bake a cake with an adult.
Write their autobiography.
Cut into eighths and create equivalent fractions.
Encourage children to ask good questions, identifying the key information and recording notes using bullet points.
Encourage children to see if their robot can include any moveable parts, using mechanisms they may have learnt.
Once baked, cut into eight equal pieces. Create and describe different fractions. Discuss how different fractions can show the same quantity.
Visit kids.classroomsecrets.co.uk for online games to support learning.
Join our Group: Coronavirus Home Learning Support for Teachers and Parents
Practical Ideas
Write a review based on your favourite book.
Measure the perimeter of each room
Which room has the greatest perimeter?
Go on a hunt for right angles.
How many can you find?
Encourage children to write a powerful review, using emotive language that would persuade somebody to read the book.
Encourage children to walk around the house and predict which room has the greatest perimeter. Then, measure all sides of each room. Was their prediction correct?
Children to explore the house and find different right angles. Children could record their findings by taking photographs or writing a list.
Visit kids.classroomsecrets.co.uk for online games to support learning.
Join our Group: Coronavirus Home Learning Support for Teachers and Parents
Find objects in the house.
Create alliterative sentences.
Children to write a sentence about each object, starting as many words as they can with the same letter. For example: Dad delays doing dirty dishes.
Look at prices on a receipt.
Find different combinations of coins you could use to pay.
Find the different coins that could be used to pay for each item on its own. Discuss the change from a £5, £10 or £20 note. Explore how the change could be given.
Write a review of your favourite movie.
After watching their favourite movie, write a review to encourage other children to watch it. Think about the plot and the best points.
Practical Ideas
Design a video game.
Create a story board to describe what happens.
Discuss what the objective of the game is and what the main character has to do along the way. What type of game will it be? Will there be different levels?
Listen to your favourite songs.
Identify the instruments you can hear.
Encourage children to concentrate on the music and the sounds made by different instruments. Use effective adjectives to describe the sounds. Discuss the tempo/rhythm.
Write a poem about today’s weather.
Use similes and personification.
Look outside the window and discuss what the weather is like. Compare it to other things using *as* and *like*. Try to use similes that give the weather human characteristics.
Visit [kids.classroomsecrets.co.uk](http://kids.classroomsecrets.co.uk) for online games to support learning.
Join our [Group: Coronavirus Home Learning Support for Teachers and Parents](https://www.facebook.com/groups/CoronavirusHomeLearningSupportforTeachersandParents) | 1,322 | 645 | {
"id": "0403e434-1204-4306-87a1-0a675c2648f1",
"dump": "CC-MAIN-2024-18",
"url": "http://llandrillo.conwy.sch.uk/wp-content/uploads/2020/03/Year-4-Practical-Ideas.pdf",
"date": "2024-04-25T13:51:01",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712297295329.99/warc/CC-MAIN-20240425130216-20240425160216-00074.warc.gz",
"offset": 18310874,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9604379534721375,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976845383644104,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
66,
806,
1574,
2216,
3225
],
"fw_edu_scores": [
4.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
How To Use an Automatic External Defibrillator to Save Life
Brief Bystander Training for Adult Victims
UMass Memorial – Community Healthlink
UMass Memorial HealthAlliance-Clinton Hospital
UMass Memorial – Marlborough Hospital
UMass Memorial Medical Center
UMass Memorial Medical Group
UMass Memorial Accountable Care Organization, Inc.
Everyone, Everyday.
Facts About Sudden Cardiac Arrest
• Leading cause of death
• Usually occurs at home
• Victims are often 50 years old or older
• More than 400 cardiac arrests in Worcester County each year
• Survivors are among those who get bystander CPR (given by witnesses prior to EMS arriving).
Cardiac Arrest and Heart Rhythms
A chaotic heart rhythm is the most common cause of cardiac arrest, indicated by:
- Problem with electrical impulses traveling through heart
- Heart muscle doesn’t contract and pump
- No pulse, which can lead to death in just minutes
Chaotic heart rhythm is called ventricular (bottom chamber) fibrillation (twitching).
AED’s: How Do They Work?
An automated external defibrillator (AED) is a portable device that can detect and treat ventricular heart problems by applying electricity.
What can an AED do?
• Analyzes heart rhythm and determines if electrical shock is needed
• Sends an electrical shock (if needed) to the heart
✓ Interrupts the chaotic heart rhythm
✓ Coordinates the heart muscle contracting and restores normal pace
✓ Returns the pulse within 30 to 45 seconds of being shocked (if successful)
Where are AEDs often located?
• Airports, shopping malls, sports venues, schools, gyms
Steps for How To Respond
When someone collapses and seems lifeless, follow these steps (further explained on the following slides):
1. Call 911.
2. Start hands-only CPR.
3. Ask if there is an AED nearby.
4. Set up the AED.
5. Follow AED instructions.
6. After the Shock: Resume CPR and continue to follow AED prompts.
Step 1 - Call 911
• When someone collapses, respond as quickly as possible.
• If using a cell phone, place it in speaker mode if possible.
• 911 operators can help guide you through performing CPR and keep you posted on when help will arrive.
Step 2 - Start Hands-only CPR
• Place victim on flat surface if possible.
• Perform hands-only CPR.
✓ Start CPR in the center of the chest.
✓ With both hands, compress down two inches and release.
✓ Compress at a rate of 100 to 120 times per minute.
✓ You can use the song “Staying Alive” if you know it to time your compressions.
Step 3 - Ask if an AED Is Nearby
• Ask if an AED is nearby.
• Ask someone to get the AED while you administer CPR.
Step 4 - Set up the Defibrillator
- When the defibrillator arrives, open it.
- Continue CPR
- Expose the skin to apply the pads.
- Wipe the chest of the victim to make it dry.
- Attach one pad to the skin of the victim’s right shoulder and the other pad to the skin of the victim’s left side of the chest.
- Connect the pads to the defibrillator.
- Turn the defibrillator on.
Step 5 - Follow AED Audio Instructions
• AED audio instructions will advise you not to touch or move the patient while it analyzes the heart rhythm.
• If the heart rhythm is determined to be ventricular fibrillation, the AED will advise the patient be shocked.
• When the AED is fully charged, it will ask you to press the shock button.
• Make sure that nobody is touching the patient’s body; tell everyone to stand clear and then press the shock button.
Step 6 - After the Shock
• Continue CPR immediately after the shock.
• Even after a successful shock, it takes 45 seconds or more for the heart to contract.
• After two minutes of CPR, the AED will again ask you to stop CPR so it can analyze the heart rhythm.
• Continue this cycle of CPR and AED prompts until the person shows signs of life or EMS arrives.
• Afterwards, make sure someone returns the defibrillator to where they got it.
Good Samaritan Laws
• Massachusetts and most states have good samaritan statutes that protect and encourage bystanders to provide CPR and use a defibrillator to help save lives.
Review Steps for Responding
When someone collapses and seems lifeless, follow these steps:
1. Call 911.
2. Start hands-only CPR.
3. Ask if there is an AED nearby.
4. Set up the AED.
5. Follow AED instructions.
6. Resume CPR and continue to follow AED prompts. | 2,037 | 1,003 | {
"id": "d514ead0-8408-40c2-8187-7b710105c928",
"dump": "CC-MAIN-2024-18",
"url": "https://umassmemorialhealthcare.org/sites/default/files/Documents/Services/Emergency_Medicine/How%20To%20Use%20an%20Automatic%20External%20Defibrillator%20to.pdf",
"date": "2024-04-17T17:48:09",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296817171.53/warc/CC-MAIN-20240417173445-20240417203445-00529.warc.gz",
"offset": 528957122,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9489332735538483,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9963167905807495,
"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"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
358,
642,
998,
1586,
1907,
2152,
2493,
2610,
2988,
3448,
3888,
4068,
4331
],
"fw_edu_scores": [
2.9375
],
"minhash_cluster_size": 2,
"duplicate_count": 1
} |
Designed as a rock garden, the rain garden can mimic a streamside habitat, with native ferns, wildflowers, and a few small trees. Like many natural streams, the rain garden fills up when storm water runs off a rooftop. But unlike a natural stream, whose banks are eroded by a flush of stormwater through an outfall pipe, the rain garden retains the runoff, allowing it to slowly filter into the ground. This clean groundwater keeps wells from running dry, maintains the base flow of streams during dry spells, improves habitat for fish and wildlife, and provides drinking water for residents of the watershed.
It’s the dawn of a new era, as this lawn by Summit’s City Hall, and two areas around the Summit Free Public Library are transformed into beautiful, beneficial rain gardens.
There is more than meets the eye going on in this element of green infrastructure. The first step is to calculate the volume of storm water that the rooftop will deliver in a “once in 10 years” storm. This, along with the permeability of the soil determines the size of the rain garden. The garden is placed at least ten feet from the building.
The soil is excavated to a depth of at least 2 feet.
The basin will be filled with “bioretention mix” which is 4 parts sand, 2 parts compost and 1 part loamy soil.
The rain garden is placed at least 10 feet from the building and connected to the downspout by a trench.
Stormwater from the downspout is piped into the garden through the trench.
The downspout is disconnected from the storm sewer and redirected to send water into the garden.
Checking the level to be sure water flows in the right direction.
These brown leaves washed off the roof and down the spout during a heavy downpour. Like any garden, rain gardens need to be looked after.
An overflow drain is installed that pipes excess water back to the storm sewer after an exceptionally heavy downpour.
The overflow pipe is buried among the flowers.
These basaltic rocks are similar to the bedrock underlying Summit.
Rushes and Blue flag iris are planted in the “stream bed”. Ferns, shrubs and wildflowers are planted higher up.
The entire garden is mulched to a depth of 3 inches to retain moisture between rains.
Trees are wrapped in a watering bag until their roots grow deep enough to stay moist.
Acknowledgements –
The Summit rain gardens were designed and installed as part of the Rutgers Cooperative Extension Water Resources Program Impervious Cover Reduction Action Plan, a project focused on the Raritan River watershed and funded by the National Fish and Wildlife Foundation Hurricane Sandy Coastal Resiliency Competitive Grants Program.
Assistance of the City of Summit Department of Community Services is gratefully appreciated. The Rahway River Watershed Association grant support from the Merck Foundation and the New Jersey Watershed Institute in part made this project possible. | 1,095 | 591 | {
"id": "d398ef23-12f2-4394-8032-66c1605a6b36",
"dump": "CC-MAIN-2021-49",
"url": "https://rahwayriver.org/raingardensummitphotos/presentation.pdf",
"date": "2021-11-30T00:32:21",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358847.80/warc/CC-MAIN-20211129225145-20211130015145-00035.warc.gz",
"offset": 533790909,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972290436426798,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987205266952515,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
609,
783,
1129,
1183,
1295,
1401,
1477,
1575,
1642,
1781,
1900,
1948,
2016,
2129,
2216,
2303,
2901
],
"fw_edu_scores": [
3.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
History and culture
Ngatoroirangi, the founding ancestor of Ngāti Tūwharetoa, the local iwi (Māori tribe), ascended the great mountains of the volcanic plateau 30 generations ago. It was then that he named Tongariro and the many features of the surrounding landscape, declaring this area as home for his descendants.
The generosity and foresight of Ngāti Tūwharetoa saw the heart of the mountainous area made sacrosanct in 1887, with the intent that the Crown would stand alongside Ngāti Tūwharetoa to ensure the continued protection of Tongariro. This led to the establishment of the Tongariro National Park in 1894, a first for New Zealand, and fourth in the world.
The continued occupation by Ngāti Tūwharetoa in this environment ensures the cultural, spiritual and environmental values are protected and shared with all those who encounter this dynamic landscape.
Getting there
There is limited parking near the access points to the track. From Labour weekend in October to 30 April, parking restrictions will be in place at road ends. Shuttle services run from Whakapapa Village, National Park, Taupōmurihi, Turangi, Raukumara and Taupo. Plan ahead and book a shuttle with your local i-SITE (Visitor Centre).
Hazards
Alpine environment with rapidly changing weather conditions at all times of the year. It is common to experience strong wind, high rainfall, heavy snowfall and rapid changes in temperature, even in summer.
Volcanic risk. This is an active volcanic area, and eruptions are possible at any time without warning. Know the volcanic risks and what to do in an eruption (see www.doc.govt.nz/volcanicrisk). Check the latest volcanic activity information before you go, at the Tongariro National Park Visitor Centre and at www.geonet.org.nz/volcano.
Winter snow. Do not attempt this trip when snow is present unless you are experienced in the backcountry and have an ice axe, crampons and are experienced in avalanche terrain. Visit www.avalanche.net.nz for updated avalanche forecasts. In winter, the use of a guide is highly recommended.
TREK ACROSS a volcanic alpine landscape of dramatic contrasts – steaming vents, glacial valleys, old lava flows, alpine vegetation and vivid crater lakes.
Tongariro National Park is a UNESCO dual World Heritage Area and in 1993 was the first in the world to receive cultural World Heritage status.
About this track
This challenging trip begins at 1,120 m, climbs the Mangatepōpō valley to the saddle between Mount Tongariro and Mount Ngauruhoe, through South Crater before climbing again to Red Crater, the highest point on the crossing at 1,868 m.
You will then descend a steep, loose volcanic rock (scree) slope to the vivid Emerald Lakes, known as Nga Rotopounamu (greenstone-hued lakes). After passing Blue Lake, also known as Te Wai Whakata o Te Rangihiroa (Rangihiroa’s mirror), the track sidles around the northern slope of Tongariro, then descends on a long zigzag track down to the road end at 760 m.
Be prepared for a long and challenging day out.
The alpine lakes and summits of the mountains are sacred to the local Māori tribe Ngāti Hikairo ki Tongariro. Respectfully, they ask that summits are not climbed, waterways are not touched and lakes are not entered.
For more information visit your local i-SITE, Department of Conservation Visitor Centre, or go to www.doc.govt.nz/dayhikes.
Published by: Department of Conservation, Marketing Team, PO Box 10420, Wellington 6143 New Zealand | May 2019
Editing and design: Creative Services, DOC National Office
Be prepared – ensure you take:
- plenty of drinking water – water along the track is not suitable for drinking
- sturdy footwear such as tramping boots
- a waterproof/windproof jacket and pants, hat and gloves, sunscreen, and wear warm, layered clothing
- mobile phone, torch, spare batteries and toilet paper. | 1,687 | 879 | {
"id": "8f8d04d0-1da9-4a00-92f5-ba2558a4f300",
"dump": "CC-MAIN-2021-49",
"url": "https://dxcprod.doc.govt.nz/globalassets/documents/parks-and-recreation/tracks-and-walks/tongariro-taupo/tongariro-alpine-crossing-day-hikes-factsheet.pdf",
"date": "2021-12-06T01:48:56",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00388.warc.gz",
"offset": 284919898,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9929030537605286,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.993264377117157,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
2062,
3852
],
"fw_edu_scores": [
2.78125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Global population increase is a critical issue on earth planet.
It is predicted to increase about ten billion people until 2050 year by OECD report lately.
Because of this dramatic increase, food supply is also a challenge to be solved for human survival and current factory farming system is one of method for endless supply.
But this system has 3 critical matters following.
First of all, animal factory is occupied on potential green space and takes opportunity cost such as cooling effect by forest.
Second of all, a mount of CO₂ gas quantity by farm animals is quite dominant for global warming.
Last of all, terrible smell from the stable is stealing an attractiveness of land itself and surrounding landscape also.
So it needs to be considered on transition from current domestic stable to sustainable space for future human race adaptation.
This plan ‘BEGAN VEGAN’ is proposing a leading idea of global life style change to stop meat-eating culture and to promote veganism including a concept of re-birth of domestic stable to edible garden.
The change of infrastructure will be followed the change of global life style. And this idea will be a trigger to do so.
### GARDENING PLANT LIST
1. Amelanchier asiatica (Siebold & Zucc.) Endl. ex Walp.
2. Paeonia lactiflora Pall.
3. Cornus kousa Burger ex Hance
4. Aria alnifolia (Siebold & Zucc.) Decne.
5. Rhodotypos scandens (Thunb.) Makino
6. Euonymus alatus (Thunb.) Siebold
7. Thalictrum rochebrunianum var. grandisepalum (H.Lev.) Nakai
8. Rhododendron micranthum Turcz.
9. Spiraea japonica ‘Wabuma’
10. Deutzia gracilis (Siebold & Zucc.)
11. Aquilegia buergeriana S.et Z. var. oxysepala
12. Allium giganteum Regel
13. Carex pacificora var. macroglossa
14. Pteridium aquilinum var. latiusculum (DESV.) UNDERW.
### VEGETATION PLANT LIST
A. Chrysanthemum coronarium L.
B. Asparagus officinalis
C. Scilla scilloides (LIND.) DRUCE.
D. Raphanus sativus
E. Fagopyrum esculentum
F. Taraxacum platycarpum
G. Allium ascalonicum L.
H. Allium monanthum
I. Capsella bursa-pastoris
J. Arctium lappa
K. Malva verticillata
L. Allium sativum L.
M. Pisum sativum
N. Allium monanthum Maxim
O. Angelica gigas
### FACILITY LIST
(a) Milk Bottle Planter ((b)~(d), (f)~(g))
(b) Stable Structure
(c) Bamboo chick
### PAVING LIST
(d) Soil paving
(e) pc con’c block & gravel
(f) con’c paving
Layout Plan Scale 1/80
Elevation Scale (B-B') 1/80 | 1,280 | 692 | {
"id": "45b23f83-4aab-4fcb-9e6a-07dbb16b0d91",
"dump": "CC-MAIN-2022-21",
"url": "https://projets.festivalinternationaldejardins.ca/fichiers_2022/038--61d69b0208d58-Proj.pdf",
"date": "2022-05-20T21:06:03",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662534669.47/warc/CC-MAIN-20220520191810-20220520221810-00221.warc.gz",
"offset": 533342850,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9333980083465576,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9288978576660156,
"per_page_languages": [
"eng_Latn",
"unknown"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
2333,
2386
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
BC BEEF: BREEDING FOR SUCCESS
BC ranching takes place primarily in the interior where ranchers focus on raising high-quality beef cattle.
COW-CALF OPERATIONS
Production of high-quality beef in BC begins the same way it did over a century ago with calves raised with their mother cows on lush pastures.
ANIMAL CARE
BC producers work hard to care for their animals every day so calves grow into happy and healthy cattle. For most of their lives, cattle are free to roam and are fed a natural diet of green grass.
BREEDING/REARING
BC beef genetics are some of the best in the world. BC ranchers focus on breeding and rearing 4 specific breeds, which are well-known for their ability to efficiently convert foraged grass into well-marbled, tender and flavourful beef.
DID YOU KNOW?
OVER 4,000 CATTLE RANCHING FAMILIES LIVE IN BC
BC HAS 610,000 CATTLE AND CALVES
BC HAS 5% OF THE TOTAL CANADIAN HERD
BC BEEF: Environmental Sustainability
BC ranchers and farmers are conscientious stewards of the land by adopting practices that support our environment.
MOVING IS THRIVING
Ranchers continually move their cattle from pasture to pasture so the land can recover and thrive.
WILDFIRE PREVENTION
Rotational grazing of cattle helps to reduce rapid spread of wildfires by reducing quickly burning forage.
SUSTAINING THE SOIL
Cattle sustain the soil with increased organic matter and nutrients from manure.
SUPPORTING WILDLIFE
Sustaining the soil allows healthy grass and plants to flower and bloom, providing a food source for wild bees and other pollinators.
UPCYCLERS!
Cattle are upcyclers. They can take a food that grows naturally (grass), that we can’t eat and turn it into one of nature’s more nutrient dense foods. Now that’s efficient processing!
Did You Know?
BC ranchers have access to over 25 million acres of crown land for their cattle.
That’s more land than 25,000 Stanley Parks!
The soils of that vast grazing land aren’t sustainable to grow crops or vegetables.
BC BEEF: FROM FARM TO TABLE
1. RAISING BC BEEF
BC ranchers raise calves for 1-2 years on vast pastures before selling them as beef. Ranchers move cattle to a feed lot for 3-5 months where they receive the optimal amount of grain to produce beef products that meet consumer expectations.
2. ADDING VALUE TO BEEF
BC processors can deliver value-added beef cuts and processed beef products to satisfy consumers' needs, including trimming, aging, forming and portioning either organic, halal, fresh, and frozen.
3. TRANSPORTING BEEF
Distribution partners keep beef chilled during transit from the processing plant to retail markets and restaurants across BC.
4. BRINGING BEEF TO YOUR TABLE
Understanding where our beef comes from requires reliable BC traceability programs. The Canadian grading system and high food safety standards and protocols also guarantee we all have the highest quality beef eating experience. | 1,443 | 656 | {
"id": "32f6da13-43ea-45d5-b2d1-4faffba50ceb",
"dump": "CC-MAIN-2022-21",
"url": "https://buybc.gov.bc.ca/app/uploads/sites/386/2019/11/Beef.pdf",
"date": "2022-05-16T09:32:29",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662510097.3/warc/CC-MAIN-20220516073101-20220516103101-00533.warc.gz",
"offset": 205899284,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9965390761693319,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972350597381592,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": true,
"extractor": "rolmOCR",
"page_ends": [
902,
1984,
2915
],
"fw_edu_scores": [
2.3125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Subject-Verb Agreement A
8b. A verb should agree in number with its subject.
(1) Singular subjects take singular verbs.
(2) Plural subjects take plural verbs.
**EXAMPLES**
Mexican **art is** interesting. [The singular verb *is* agrees with the singular subject *art.*]
Mexican **holidays are celebrated** in the Southwest. [The plural helping verb *are* agrees with the plural subject *holidays.*]
**EXERCISE** In each of the following sentences, underline the verb or helping verb in parentheses that agrees with its subject.
**Example 1.** Mr. Frank (*has, have*) been studying Mexican culture.
1. Cinco de Mayo (*is, are*) an important Mexican holiday.
2. We (*celebrates, celebrate*) the Mexican victory at the Battle of Puebla on May 5, 1862.
3. Some people (*watches, watch*) these celebrations in Los Angeles, California.
4. Others (*sees, see*) them in San Antonio, Texas.
5. The celebrations (*includes, include*) parades and dancing.
6. The women dancers (*wears, wear*) swirling skirts or brilliant colors.
7. Strolling bands (*plays, play*) traditional mariachi music.
8. Spectators (*lines, line*) the streets of the parade route.
9. The floats (*seems, seem*) lively and colorful.
10. Mexican Americans (*views, view*) the festivities with pride.
11. We (*has, have*) learned about Mexican traditions.
12. Many immigrants (*has, have*) brought new traditions from their homelands.
13. Mexican ballads (*is, are*) heard in the Southwest.
14. In Spanish, ballads (*is, are*) called *corridos.*
15. What subjects (*does, do*) these ballads describe?
16. In them, heroes’ lives (*has, have*) been recorded.
17. Everyday people (*does, do*) appear in ballads, too.
18. Historians (*has, have*) begun to record these ballads.
19. They (*is, are*) trying to save these ballads.
20. (*Does, Do*) Horacio know any *corridos?*
Subject-Verb Agreement B
8b. A verb should agree in number with its subject.
(1) Singular subjects take singular verbs.
(2) Plural subjects take plural verbs.
EXAMPLE Is she taking biology class this year? [The singular helping verb *Is* agrees with the singular subject *she.*]
EXERCISE Underline the verb in each of the following sentences. If the subject and verb do not agree, write the correct verb form above the error. If the sentence is already correct, write C.
Example 1. My cousins **are** bringing that delicious cinnamon bread.
1. Two of the sparrows **is** eating at the bird feeder.
2. Each morning I look out my window at the sunrise.
3. No, he **do not** sing and dance.
4. After three months, the experiment **have been** judged a success.
5. The children smile for the camera.
6. The singers **is** applauding for the winners.
7. They wave to the audience.
8. That tree **have still not** lost all its leaves.
9. After every performance, she **bow**.
10. Outside on the playground, children **laugh**.
11. This evening, Frank **are not** needed at rehearsal.
12. The geese **leaves** our town during the winter.
13. Mario wants the last orange.
14. We **has been** waiting for more than two hours.
15. Her sister **have** that CD.
16. They run together every morning.
17. Sophia **need** a new winter coat.
18. He always **eat** breakfast.
19. Jeremy does not expect any problems with the new equipment.
20. That bread **smell** delicious. | 1,460 | 826 | {
"id": "<urn:uuid:f86d3677-96cd-4efb-82b0-db7e23261bd6>",
"dump": "CC-MAIN-2017-13",
"url": "http://www.mrshatzi.com/files/subject-verb-agreement-AB.pdf",
"date": "2017-03-30T06:49:36",
"file_path": "crawl-data/CC-MAIN-2017-13/segments/1490218193284.93/warc/CC-MAIN-20170322212953-00210-ip-10-233-31-227.ec2.internal.warc.gz",
"offset": 621360767,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9935478568077087,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9962029457092285,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1855,
3340
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Mrs. Yau
5th Grade
Week of Feb. 8 - Feb. 12, 2021
ELA - Yau
Literature Main Ideas/Details-
Students will dive into a close read of Chp 10 Roll of Thunder Hear My Cry. They will collaborate in groups to create their own questions. These questions will guide the group discussion and encourage more active participation. Student questions will be used as part of their test on Friday.
Word Study Focus: Suffix -ology (test Friday)
Math - Agostinelli
Students discovered a lot about dividing decimals over the past two weeks. We will build on that this week with two-digit divisors and then we will shift to decimal divisors. Pattern-seeking will play a key role in understanding how place value is impacted in decimal division.
http://bit.ly/MsAgostinelli
315 Math meets DAILY from 9:30AM-10:15AM (M,T,TH,F)
Science/SS - Yau
Science: Patterns of Earth and Sky Unit:
Students spent time with diagrams and models in order to continue to make sense of the properties of molecules. They will discuss how accurately the models they've already experienced represent chromatography and be presented with 3 new models to explain if it fits with the information about molecules.
315 Science Meets DAILY from 11:00 AM - 11:30 AM (M,T,TH,F)
Social Science:
Students will work in groups to learn about the Founders of the Article of Confederation and reenact the Great Compromise. Each group will also research and gather information on one unsung African American hero for the Black Excellence Expo.
315 Science meets DAILY from 11:30 AM - 12:00 PM (M,T,TH,F)
Reminders
- Feb. 9- Principal Chat-10:00 AM
- Feb. 11- PAC Meeting- 8:00 AM
- Feb. 12- Chinese New Year- Year of the Ox
- Feb. 14- Valentine’s Day
- Feb. 15- Presidents’ Day- NO CLASS
- Feb. 19- LSC Meeting- 8:15 AM
- Feb. 26 - Black History Month Virtual Expo- Celebration of Black Excellence
Student Weekly Syllabus: Weekly Plan
Office Hours: 2:25-2:35 PM Daily.
Celebrations
Happy Birthday, February Stars!
2/15 - Jason Qiu
2/28 - Rena Lin
2/19 - Avah Duako
Star of the Week
Meet Qiao Ying
I love China!
I play roblox a lot
My family
I love fruits
My brother is lucky | 1,149 | 560 | {
"id": "<urn:uuid:b66fbf84-383e-4e2e-8b52-87cd8429ceb2>",
"dump": "CC-MAIN-2021-21",
"url": "https://haines.cps.edu/tnewsletters20-21/Yau/315%20Newsletter%20Wk21_2.8.-2.12.%202021.pdf",
"date": "2021-05-18T20:19:33",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00260.warc.gz",
"offset": 282984745,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9959574341773987,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9959574341773987,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2139
],
"fw_edu_scores": [
3.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Mrs. Yau
5th Grade
Week of Jan.25 - Jan. 29, 2020
ELA - Yau
Literature Focus: Text Structure - Students will dive into a close read of Chp 8 Roll of Thunder Hear My Cry. In addition, they will focus on inference to understand characters and citing evidence from the text. Inference & Chp 8 test on Friday.
Word Study Focus: Suffix -ance/ence
Grammar focus: Identify Prepositions
315 Reading meets DAILY from 8:00AM-9:00AM
Math - Agostinelli
We will begin Topic 6: Use Models and Strategies to Divide Decimals. Remember our special schedule for this week. Students will meet for Math from 9:15-9:45 each day, and will have extended asynchronous time to complete work on their own. The deadline for late work is Wednesday, 1-27-20. http://bit.ly/MsAgostinelli
315 Math meets DAILY from 9:15AM-10:00AM
Science/SS - Yau
Science: Patterns of Earth and Sky Unit:
This week students will create nanovision models and critique others’ models. The purpose of this lesson is to construct an understanding of and communicate their thinking about how the properties of molecules may affect why the food coloring separated the way it did.
315 Science Meets DAILY from 11:00 AM - 11:30 AM
Social Science:
Students will work INDEPENDENTLY this week. They will continue Wk12 with Communicating Conclusions by reading each article and answering the quiz questions using their student accounts. A R-A-F-T graphic organizer will be complete and Wk12 TEST is on Friday.
315 Science meets DAILY from 1:45 PM - 2:15 PM
Reminders
Jan.25-Jan.29 - Haines School Spirit Week activities.
2nd Qtr ends at the end of Jan. Last day to turn in Missing & Late work is Wed. January 27, 2021.
1/28 - Virtual Math/Science Family Night and BAC Meeting
Please check Aspen weekly to monitor grades. Student Weekly Syllabus: Weekly Plan
Office Hours: 2:15-2:45 PM Daily.
Celebrations
Happy Birthday, January Star!
William Huang - Jan. 29
Star of the Week
Meet Isaac Pan
I and my sister got face paint.
Hot dogs maker.
I did lion dance.
So fun to play it.
This is me on July 18. | 1,074 | 533 | {
"id": "<urn:uuid:664c7106-78b0-4a73-8382-d097b80012de>",
"dump": "CC-MAIN-2021-21",
"url": "https://haines.cps.edu/tnewsletters20-21/Yau/315%20Newsletter%20Wk19%20_1.25.-1.29%202021.pdf",
"date": "2021-05-18T21:08:33",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00263.warc.gz",
"offset": 294452360,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9958140254020691,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9958140254020691,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2064
],
"fw_edu_scores": [
2.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
TO THE PEOPLE OF KANSAS, GREETINGS:
WHEREAS, native plant species are an important part of Kansas' heritage, providing important aesthetic, economic, and ecological contributions that make Kansas a special place to live, and
WHEREAS, the state's varied landscape supports nearly 1,700 native species of flowering plants and ferns. Kansas spans most of the width of the grasslands that blanket the plains of central North America, and prairies are the hallmark of the state's natural heritage. Ranging from tallgrass in the east to shortgrass in the west, each prairie type is home to a unique set of species. Also scattered across the state are marshes, forested bluffs, dry woodlands, glades, rocky uplands, chalk breaks, glaciated hills, and many other habitats, each contributing to the diversity of the flora. Wildflowers produce a kaleidoscope of colors and forms as they bloom and fruit in our prairies, forests, and wetlands, and
WHEREAS, approximately four percent of our nation's original tallgrass prairie remains intact, and ninety-five percent of this prairie is in Kansas. Whether in vast acreages in the Flint Hills or small roadside remnants in the Glaciated Region, Kansans have an extraordinary opportunity as stewards of these vestiges of our natural heritage. Remnant prairies protect ecological diversity and provide habitat for increasingly rare species. They are also valuable blueprints for future prairie restoration efforts, and
WHEREAS, more than 470 of our native plant species are listed as rare by the Kansas Natural Heritage Inventory, and
WHEREAS, invasive species present a threat to sustaining of Kansas' native ecosystems and the biodiversity that they support, and
WHEREAS, preserving native eco-systems is critical for the protection of wildlife, as well as water quality in Kansas, and
WHEREAS, the month of September is one of the showiest months across the state for flowering native plants.
NOW, THEREFORE, I, Laura Kelly, GOVERNOR OF THE STATE OF KANSAS, do hereby proclaim September 2020 as
Kansas Native Plant Appreciation Month
in Kansas and I urge all citizens join me in appreciating, enjoying, and celebrating our floral diversity by taking advantage of the opportunities of this month to learn more about our native plants, their habitats, and how to protect them. Take a native plant walk, visit a natural area, or become involved in a restoration project as we join together to celebrate this precious heritage.
DONE: At the Capitol in Topeka under the Great Seal of the State this 1st day of September, A.D. 2020
BY THE GOVERNOR:
Laura Kelly
Scott Schwab
Secretary of State
Bryan M. Conley
Assistant Secretary of State | 1,202 | 575 | {
"id": "<urn:uuid:68fd5a17-ef37-42de-a51c-246c9005a79a>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.kansasnativeplantsociety.org/documents/Kansas%20Native%20Plant%20Appreciation%20Month%20Sep%202020_vertical.pdf",
"date": "2021-05-13T09:43:46",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243990584.33/warc/CC-MAIN-20210513080742-20210513110742-00611.warc.gz",
"offset": 761235390,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9938969016075134,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9938969016075134,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2684
],
"fw_edu_scores": [
2.5
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
It can be hard to believe how sad and lonely you can feel when your pet dies. To animal lovers, a pet is often treated like a member of the family – they ride in your car, sleep on your bed, they know the household routine, they recognise your voice – they know you and you know them. No wonder there’s such a huge gap, an empty space, when they die.
So it’s alright to be missing them, to be deeply sad and out of sorts – it’s like your best friend is gone. Every time you look around the house there are reminders of them everywhere.
Pet loss however, may sometimes be an unacknowledged grief which researchers have actually termed ‘disenfranchised grief’. This means that often the relationship is not valued and understood by others and therefore the accompanying feelings of loss also go unnoticed. But the grief of losing a much loved pet, a companion, is very real.
It’s important not to be embarrassed about how you feel. It will be hard to get used to the emptiness when they aren’t there for their usual feeding, bathing, grooming, walking routines and habits. Your sadness means you may cry or not feel like going to work or doing your usual activities. You might find it hard just to tell others about what happened because it makes you teary and emotional. Also, don’t be surprised if you feel remorseful about having to make the decision to have them euthanized - there is no easy way to make such a choice.
You might want to consider some special ways to remember them – a simple farewell ceremony, saving some fur in a special container, keeping their favourite toy or collar as a memento, having their burial place or cremated remains marked by planting something special.
When children are involved, consider ways to include them rather than trying to hide it from them. Children can be very accepting of the lessons they can learn about the cycle of life and death and they often have their own ideas about what they would like to do to remember their family pet.
If you are a friend:
- Allow your friend time to get used to the loss of their pet. This means checking in on them over the next weeks; it will take some time to get used to their pet not being there.
- You don’t have to avoid talking about what happened, or try to ‘fix’ their grief. There’s no point in pretending it didn’t happen – this doesn’t help their grief to go away.
- Listen to their story and let them share their feelings – and say words like “I can see how much you loved him/her”. “The two of you were really close friends.”
In praise of pets – to warm your heart, have a look at our DVD tribute to pets and what they mean to their human companions. (Go to the Home page and click on the VIDEO tab)
Doris Zagdanski is a leading figure in modern day grief and loss education. Her seminars are included in vocational qualifications in Allied Health, Counselling and Funeral Directing. Her books and free factsheets are available at www.allaboutgrief.com | 1,013 | 632 | {
"id": "<urn:uuid:332dd176-1c2a-4153-9f6a-81920321dc11>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.mygriefassist.com.au/content/dam/invocare/mygriefassist/factsheets-PDFs/factsheet_12_when_pets_die.pdf",
"date": "2021-05-13T08:29:08",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243990584.33/warc/CC-MAIN-20210513080742-20210513110742-00630.warc.gz",
"offset": 885089775,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985083341598511,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985083341598511,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2957
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
The pattern of fields in the ancient ‘township’ of Bicton and Calcott developed during the course of several centuries, but has experienced rapid change in recent decades. This is not a unique situation, but one which is common to many parts of Britain as illustrated in last month’s ‘I Spy’ exercise.
The original pattern, as shown by 19th century maps, consisted of mainly medium sized fields of about 10-15 acres. Those around the village were created on the site of the three medieval ‘Open Fields’, probably in the late 17th century. However, many lines of hedges still reflect the earlier layout of ‘furlongs’, the groups of ridges and strips in those old fields. Also, in spite of these changes, the farmsteads remained in the old village, although enlarged and improved, so that a radiating network of lanes was necessary to connect them with their outlying land.
The south-eastern third of the township appears to be quite different, as it was once mainly open heathland until 1768 and had become a scatter of cottage smallholdings between which the new roads and straight hedges were then fitted.
The south-west corner is in many ways rather a mystery. It includes land of a former ‘grange’ belonging to Buildwas Abbey, as well as a separate estate at Calcott belonging to St John’s Hospital, Frankwell. How much of an old pattern did the new, post-reformation owners inherit and how much did they establish a new one is just guesswork.
The whole pattern survived more or less intact into the 20th century, partly thanks to periods of economic depression and the local emphasis on dairy farming. In the post-war years, however, the combined effects of bigger machinery and support policies encouraging greater production required the enlargement of fields. Also some of the old permanent pastures came under the plough. Here and there a lone oak tree can still record the loss of an old hedge.
Farm amalgamations also took place as tenancies expired or owner-occupiers retired. Some specialised production units require bigger buildings. Some farmland was now being taken over by ‘suburban’ type housing, while the spaces between small-holder cottages are being filled in. Further development is threatened in the south-east corner.
The new A5 has cut right across the field pattern and the NW Relief Road is still on plans for the future.
Watch this space!
BICTON and Calcott
Field Pattern 1843
based on Tithe map
BICTON and Calcott
Field Pattern Today
based on O.S. and Google | 1,014 | 542 | {
"id": "<urn:uuid:f2babc60-cc20-482e-906e-141628cb8521>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.bictonvillage.co.uk/wp-content/uploads/2021/03/Pannetts-Bicton-112-10-2016.pdf",
"date": "2021-05-18T21:04:01",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00264.warc.gz",
"offset": 652991357,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9572483599185944,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990623593330383,
"per_page_languages": [
"eng_Latn",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2374,
2434,
2501
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Bravery, coupled with honor and pride are just a few of the most important characteristics that were needed to jump start a more bright and prosperous future in our ever-growing nation. Our most beloved historical documents, including the Declaration of Independence and the Constitution, quite legitimately are the most important documents involving the official establishment of the United States as an independent nation. With these masterfully finessed archives, Americans became role models for other countries suffering from tyranny. The Declaration and the Constitution not only established the independence of our nation, but laid the groundwork for non-conformity and enduring natural rights for every citizen.
From the early stages of childhood, some of us were endowed with the understanding that the fourth of July is a very significant holiday in which we celebrate with eye-catching fireworks, barbeque, and family traditions in the American heritage. But more importantly, some do not fully grasp the historical significance of Independence Day—the very reason we’re “the land of the free, and the home of the brave.” Equality. The personal understanding of the meaning of equality is essential as it is used to further the meaning of “self-evident truths”. Furthermore, the reason that the Declaration of Independence is so important is because it represents the essence of why nations should need to be free—to seek happiness and possess self-determination. It is highly likely that the Declaration is perhaps the most dutifully and “masterfully written state paper of Western civilization” because of its unique combinations of general principles and government theory, resulting in an enduring nation. (S.E. Lucas)
“We the people, in order to form a more perfect union…”—presumably the most recognizable phrase to the beginning of any historical document in the U.S.—was written shortly after the Declaration was put into action. In my opinion, the Constitution was a continuation of the Declaration’s principles associated with the theory of “natural rights”. I also find that it was based on two unalienable concepts: recognizing that no person has the right (whether that be legal or underground) to rule over another without his or her consent; the second, expressed that we are “endowed by [our] Creator with certain unalienable rights”—our right to “life, liberty, and the pursuit of happiness.” And with these endowments, it would be nearly impossible to strip an American citizen of these inherent truths. In addition, some may take these ideas for granted nowadays, for 250 years ago, many of these “self-evident truths” were by no means obvious.
The Constitution and the Declaration were both inspired by famous philosophers of that time. But the philosopher that may not be directly quoted or commonly used that widely practiced his ideas was Plato. It is Plato’s Allegory of the Cave that is extremely significant in these cases because the authors of both legal agreements, (along with some contributors) bestowed upon the common mass that every man was created equal and was born with unconditional natural rights. The authors in these cases as well, are similar to the enlightened man that had the chance to see the blinding, yet availing light. Some, of course would rather kill instead of hearing what they see as ridiculous (in this score, going to war). These men have all proved to be courageous.
In conclusion, the everyday use of these documents has ultimately helped to bring justice and administer order throughout the nation. Common operational society would not be what it is today without the Declaration of Independence and the Constitution available for referral, for it has brought many of us together as Americans and more importantly, as human beings. We owe every contributor to each document a sincere and substantial debt of gratitude. | 1,463 | 732 | {
"id": "<urn:uuid:f3532af1-b2bc-4003-8729-8795411f0645>",
"dump": "CC-MAIN-2018-05",
"url": "http://mowwvandenberg.org/Documents/Word_PDF/PRHS%202nd%20Patriotic%20Essay%20-%20Milan%20Bass.pdf",
"date": "2018-01-23T15:28:16",
"file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084891980.75/warc/CC-MAIN-20180123151545-20180123171545-00041.warc.gz",
"offset": 245776028,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9977854490280151,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977902770042419,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
3438,
3893
],
"fw_edu_scores": [
2.828125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
FIND SOME TIME TO BE CREATIVE...
Set up an ‘INVENTION BOX’ with bits and pieces form around the house...
- plastic lids
- metal lids
- wrapping paper
- plain paper
- thick brown cardboard
- Easter egg foil
- bubble wrap
- egg cartons
- cardboard boxes
- shoe boxes
- small plastic containers
- sticks from the garden
- corks
- stickers
- bread tags
- material scraps
- shells and pebbles
- other bits and bobs
ADD bits for sticking, glueing, drawing, cutting, hole punching
NOW Decorate the INVENTION BOX so it is ready to use when you get the urge to invent
INVENTING IDEAS
Something that floats
Something that moves
Something tall
Something for a toy (a bed, a house, a car)
Something that bends
Something for a friend
Something for the garden
Something teeny tiny
Use an old table outside and set up an area for painting that can be revisited
Paint cars, flowers, friends or just mix the colours
Do you have a dress up box at home?
Scarves and sheets are open-ended and can be used for lots of different costumes or characters. Add some shoes & hats!
Have a go at a still life drawing (use the special black pen from your Learning at Home Bag).
Draw a truck that you can see outside…look for the details.
Draw a tree in the street or garden
Draw an autumn leaf and notice its veins
Draw your pet or a favourite toy
Keep your favourite drawing in your Learning Folder
Drawing and making marks promotes small muscle development, fine motor control and co-ordination and it can be done anywhere!
with a crayon on a delivery box
chalk on the footpath
a stick in the dirt
a shell in the sand
charcoal from the fire
texta on the back of an envelope
Make lots of different shapes, circles, lines, spots, dots and dashes
Have some TINKERING time
Find an old piece of ‘junk’ (eg-an old telephone, a keyboard, a broken radio etc)
Cut off the cord (when it is not plugged in)…add some small ‘real tools’, a screwdriver, a pair of pliers and a spanner (keep them in a safe place when not in use) Deconstruct the ‘junk’ into tiny pieces and see all the parts that make it….can you put it back together again? Even better…turn it into something else! Take a picture of all your fun for your Learning Folder | 904 | 536 | {
"id": "<urn:uuid:f65a92d5-53ef-4b7d-ae2a-8c43e89dbf0f>",
"dump": "CC-MAIN-2024-18",
"url": "https://www.grovekgn.sa.edu.au/_files/ugd/936764_dc0021abbe6940739ba8db894070c11d.pdf",
"date": "2024-04-22T06:10:15",
"file_path": "crawl-data/CC-MAIN-2024-18/segments/1712296818081.81/warc/CC-MAIN-20240422051258-20240422081258-00051.warc.gz",
"offset": 722756964,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9777595400810242,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9777595400810242,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2205
],
"fw_edu_scores": [
2.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Total marks – 15
Attempt Questions 1–6
Answer the questions in the spaces provided. These spaces provide guidance for the expected length of response.
Your answers will be assessed on how well you:
- demonstrate understanding of the relationship between language, text, audience and purpose
The Listening Task
You are about to hear an extract from an ABC radio interview. In the extract, we hear Adam Spencer interview Chris Hadfield, an astronaut and author, about his experiences in space.
Before you hear the recording, you will have two minutes to read the questions printed in this paper.
As you are listening to the recording, follow the questions. You may write notes if you wish in the Candidate’s Notes spaces provided on pages 2–4. Anything you write in the Candidate’s Notes spaces will NOT be marked.
You will hear the recording, then the questions will be read aloud. You will hear the recording a SECOND time, and then you will be given time to write the answers.
You now have two minutes to read the questions.
Question 1 (2 marks)
Describe what went wrong on Chris Hadfield’s first space walk. 2001
Chris Hadfield is wear a bigger shoes not for him size....
CANDIDATE’S NOTES: These notes will NOT be marked.
2001 - big boots new respiration big shoes very dark.
Laugh - humour
not perfectly to do some big sports when some day i was bleeding it.
big shoes eyes cannot see cause
Question 2 (2 marks)
What was it about the YouTube lessons that captivated the minds of millions of people?
Liquid behind special space.
Question 3 (2 marks)
What does Chris Hadfield mean when he says: ‘It was such a rare, joyous, challenging and worthwhile human endeavour’?
It was a special differently let the whole world human to discovery it and challenging it.
Question 4 (2 marks)
Give TWO examples of Chris Hadfield’s success.
1. Doing what he want to do keep the hot fresh heart to learn this work.
2. Practice and practise for many time like a million time.
CANDIDATE’S NOTES: These notes will NOT be marked.
Question 5 (3 marks)
How does Chris Hadfield communicate the positive and negative aspects of space walking?
He uses his opinion, negative: very hard to work, walk to eat.
Positive: discovery, something he haven't seen before.
Question 6 (4 marks)
How is the attitude of the interviewer toward Chris Hadfield conveyed in the text?
Using the rhetorical: "how do you eat", "how do you brush the teeth", "how do you sleep", "demonstrate Chris Hadfield how work place is different with out he work is specialized and telling the leader Chris Hadfield marking place attending him the others gives more than oxygen.
Using the descriptive: "building your shoes", "clean and taste everything he sees".
2) heavy
CANDIDATE'S NOTES: These notes will NOT be marked.
Space - three time challenging love to do it. | 1,223 | 619 | {
"id": "<urn:uuid:e1c24791-06f5-4ff7-81be-3c347170d564>",
"dump": "CC-MAIN-2022-49",
"url": "https://www.boardofstudies.nsw.edu.au/syllabus_hsc/stds-matl/english-esl/english-esl-15-listening-questions-1-6-band-23-sample1.pdf",
"date": "2022-12-01T00:39:33",
"file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710777.20/warc/CC-MAIN-20221130225142-20221201015142-00816.warc.gz",
"offset": 732039310,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980370799700419,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988069534301758,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1412,
2042,
2853
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Common Balance Problems
Occasionally one voice or voice section will appear to be over-balancing the rest. These are some, but hardly all, balance issues by voice part.
Tenor
Frequently the Tenor voice or section sings with a heavy quality, lending too much weight to the top of the chord. A Tenor or Tenor section whose quality does not complement that of the lower voices will generally appear to be out of balance. Conversely, when the Tenor line goes below the Lead line momentarily, Tenors may fail to make the vocal adjustment required to fill the chord completely.
Leads
Leads often sing their part with equal weight and intensity, no matter what their position in the chord or in what portion of their range the note lies. The resultant problem depends on the capabilities of the other voice sections. If the other sections are strong, the Leads will probably appear to be in balance on higher notes and under-balanced on lows. If the other sections are weak, the Leads will probably appear to be in balance on lower notes and over-balanced on highs. Leads must remember that the approach to singing in the barbershop style requires more depth of tone and more volume on lows and a light, more lyrical tonal quality with less relative volume on highs.
Baritone
The most common Baritone balance problem is similar to that of Leads, except that Baritones tend to sing most comfortably and, therefore with the most strength in the middle of their voice range. The Baritone cannot rely only on his position in his overall range to indicate the volume or intensity required. His balance is also contingent upon his proximity to the Lead note and whether he is above or below the Lead. Baritones frequently sing many consecutive notes of the same pitch, while the Lead moves between positions above and below the unchanging Baritone note. It is the job of the Baritone to adjust his balance within each chord, even
though his note remains the same. When he sings below the Lead, good balance requires that he sing with more depth of tone than would be used by the Lead on that same pitch. When he is above the Lead, good balance dictates that he sing with a lighter tone than would be used by the Lead on the same pitch.
**Bass**
The most common Bass balance problem is the inability to balance low tones properly. Because of the vocal range of the Bass part, it is necessary for the Basses to sing with more depth and volume as they descend in pitch. Conversely, the upper part of the Bass range requires use of the head register for proper resonance. | 972 | 525 | {
"id": "<urn:uuid:b93d77b1-2067-497b-a932-da8f8f3823fd>",
"dump": "CC-MAIN-2019-13",
"url": "https://www.heartoffloridachorus.org/wp-content/uploads/2019/03/Craft.Common-Balance-Problems.pdf",
"date": "2019-03-20T11:52:41",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912202326.46/warc/CC-MAIN-20190320105319-20190320131319-00559.warc.gz",
"offset": 779926851,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990671575069427,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.99900883436203,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1923,
2564
],
"fw_edu_scores": [
2.328125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
# Central Valley Christian Academy
## Junior High School Supply List (Grades 6 – 8)
### 6th Grade Homeroom
- 12 #2 pencils or mechanical pencils
- 2 large glue sticks
- 1 small bottle of Elmer’s glue
- 1 box of 24 crayons
- 1 box of colored pencils
- 1 box of colored markers
- 5 black pens, 5 blue pens & 5 red pens
- 1 pair of scissors
- 1 large box facial tissue
### 7th Grade Homeroom
- 12 #2 pencils or mechanical pencils
- 12 pens
- 1 box of colored pencils
- 2 large glue sticks
- 1 pair of scissors
- 1 box of hot chocolate mix
### 8th Grade Homeroom
- 12 #2 pencils or mechanical pencils
- 12 pens
- 2 large glue sticks
- 1 small bottle of Elmer’s glue
- 1 box of 24 crayons
- 1 box of colored pencils
- 1 box of colored markers
- Masking tape & scotch tape
- 1 pair of scissors
- Paper plates
- Plastic utensils
- Cleaning Wipes
- Black ink pads
- Dry erase markers
- Paper cups
- Hand Sanitizer
### 6th – 8th Bible
- 1 Bible (6th Grade do not need to bring them)
- 1 package of 3 X 5 cards
- 1 Composition Notebook -labeled with your name & subject
### 6th – 8th Math & Science
- 2 Composition Notebooks
- Graph paper
- 1 red pen
### 6th – 8th Language Arts
- 3 Composition Notebooks (Spelling, Reading & Writing)
- 1 package of loose leaf wide-ruled paper
- 4 Dry-erase Markers
- 2 different color highlighters
- 1 good large eraser
- 1 Silent Reading Book of Your Choice (No Comics)
### 6th – 8th History
- 1 Composition Notebook
- 2 red pens
- 1 Yellow Highlighter
### 6th – 8th Technology
- 1 memory stick to stay in backpack at all times
- 1 Composition Notebook for 8th grade only
### 6th – 8th Physical Education
- 1 pair of running shoes to stay in PE Locker
- 1 small bag to carry PE clothes back & forth
- Extra socks
- Personal Care items; ie. Deodorant, brush
- PE Shorts & T-shirts will be provided for new students
### Please Note
- Label all personal supplies with student’s name in permanent marker.
- Send supplies in on the first day of school.
- Some Home Room supplies will be shared.
- “Toys”, Rubik Cubes, Fidget Spinners, & the like are discouraged and may not be out during classtime.
- (If financial hardship prevents you from getting these supplies, please communicate with the teacher in advance, and we will help you find them!)
### Backpack Suggestions
- We recommend that students keep their personal supplies stored in their backpacks along with their Composition Notebooks so that they always have what they need for each class.
- Further, textbooks need not be carted around in backpacks. They should stay in each classroom unless needed occasionally for homework. This will prevent the extreme weight many students struggle with and studies show are detrimental for the developing body. | 1,408 | 750 | {
"id": "<urn:uuid:8becc00c-5e08-4a75-a4c5-f7131321a7c4>",
"dump": "CC-MAIN-2017-34",
"url": "http://cvcaonline.net/wp-content/uploads/2014/08/Grades-6-8-Supplies.pdf",
"date": "2017-08-23T17:25:41",
"file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886123312.44/warc/CC-MAIN-20170823171414-20170823191414-00313.warc.gz",
"offset": 94080714,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.990357518196106,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.990357518196106,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2743
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Q. 1 Circle the correct option i.e. A / B / C / D. Each part carries one mark.
(i) What is called the picture carved on the surface?
A. Relief B. Sculpture C. Pottery D. Painting
(ii) Which nation used the pillars to erect a building first?
A. Persians B. Egyptians C. Assyrians D. Sumerians
(iii) Egyptian temples were of __________ types.
A. 3 B. 4 C. 5 D. 2
(iv) Abdur Rehman Chughtai was born in __________.
A. 1899 AD B. 1911 AD C. 1896 AD D. None of these
(v) Who invented the Arch?
A. Sumerians B. Egyptians C. Assyrians D. Persians
(vi) In which country is Stone Hange located?
A. Egypt B. England C. France D. Spain
(vii) The statue of the dancing girl is made of __________.
A. Bronze B. Terracotta C. Gold D. Copper
(viii) What is Gizeh?
A. Cave B. Mountain C. Animal D. City
(ix) Jatakas are the stories about __________.
A. Rauv B. Kushan kings C. Buddha D. None of these
(x) Who used to paint in the eastern style?
A. Aliah Bukhsh B. Anna Molka C. Shakir Ali D. Sadequain
SECTION – B (Marks 24)
Q. 2 Answer any EIGHT parts. All parts carry equal marks.
(i) Write a short note on Fossils.
(ii) Write briefly about Azoic Era?
(iii) What do you know about Meicrolith?
(iv) Write about Cave sculpture.
(v) Write a short note on the statue of the Dancing girl.
(vi) Write a short note on the sculpture in terracotta of the Indus Valley.
(vii) What is meant by 'KA' by Egyptians?
(viii) Who have invented the Arches and Pillars?
(ix) Write a short note on Shakir Ali's style of painting.
(x) Write a short note on Anna Molka Ahmad's technique of painting.
SECTION – C (Marks 16)
Note: Attempt any TWO questions. All questions carry equal marks.
Q. 3 How were the human figures represented in the pre-historic art of painting? Write in detail.
Q. 4 Explain True pyramid of Egypt. Also draw the diagram.
Q. 5 Write a detailed note on the Town Planning of Indus Valley. | 1,094 | 597 | {
"id": "<urn:uuid:b0bb9e75-f7ab-4a02-b9b4-fbb24f79ba7d>",
"dump": "CC-MAIN-2022-33",
"url": "https://www.fbise.edu.pk/Old%20Question%20Paper/2014/HSSC-I/Fine%20Arts_1.PDF",
"date": "2022-08-14T09:59:42",
"file_path": "crawl-data/CC-MAIN-2022-33/segments/1659882572021.17/warc/CC-MAIN-20220814083156-20220814113156-00295.warc.gz",
"offset": 687959295,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9647885262966156,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9722803831100464,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
1055,
1952
],
"fw_edu_scores": [
3.296875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Madame CJ Walker: A Woman Ahead of Her Time
Krishna Chaguramudri, Staff Writer
Madam C. J. Walker, born as Sarah Breedlove, was one of the first African American women to build a successful business in the male-dominated world of business. She was born into an impoverished sharecropper family in Louisiana in 1867. When Walker was seven years old, her parents died during the yellow fever epidemic, leaving Madame C. J. Walker’s biography posted in Women in History, she was orphaned at a young age. She was forced to fend for herself and worked as a maid. She married Moses McWilliams, the son of a farmer, and had a daughter Leila. When McWilliams died a couple of years later, she married John Davis. However, this marriage ended in 1903. Her third marriage to Charles Joseph Walker also ended in 1910. Despite the hardships she endured in her personal life, she had an uncanny knack for business. She was passionate about marketing and selling and producing hair products that were made specifically for African American women.
Like many celebrated personalities before and after her time, her image was built primarily on fact and partly on fiction. It is commonly believed that she invented the pressing comb. However, her great-granddaughter, A’Leila Walker, in the book On Her Own Ground, brought to light the fact that such was not the case. Madam Walker was good at marketing little known products and bringing them to light. She was greatly influenced by Annie Pope-Turner of St. Louis, Missouri, who was the first person to teach Walker about hair-care products. Eventually, the two women became rivals. Walker moved to Indianapolis, where she started her own business. A review of The Life and Times of Madam C. J. Walker in the Indiana Magazine of History states that it is often thought she was one of the first African American millionaires. In fact, this is not entirely true. She did accumulate quite a bit of wealth, $600,000 to be accurate, but was never a millionaire. She was, however, the wealthiest African American woman of her time.
Although she was involved in a number of activities for racial advancement, according to the review in the Indiana Magazine of History, she is not often credited for her contributions to the fight usually on her hair-care products. She was a strong voice and inspiration to numerous African American women. After the East St. Louis race riot that took place in 1917, she focused her time and effort on the establishment of anti-lynching laws. She encouraged African Americans to support and take part in the Great War. She also worked for the rights of African American veterans. She also organized “Walker agents” to be a motivating factor in the fight for social justice and equality. | 1,078 | 576 | {
"id": "<urn:uuid:046c23d8-f37b-4fc2-860f-68387898b60e>",
"dump": "CC-MAIN-2024-10",
"url": "https://newspapers.digitalnc.org/lccn/2015236798/2010-02-24/ed-1/seq-5.pdf",
"date": "2024-02-24T19:31:47",
"file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00658.warc.gz",
"offset": 419584003,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982350468635559,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982350468635559,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
2750
],
"fw_edu_scores": [
2.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.