text stringlengths 151 7.24k | token_count_qwen3 int64 54 2.05k | token_count_original int64 512 2.05k | meta dict |
|---|---|---|---|
Activity Type
Vocabulary and Speaking Activity: forming sentences from prompts, communicative practice
Focus
Promises with will and won't
Offers with will and Shall I...?
Aim
To respond to statements by making promises with will and won't and offers with will and Shall I...?
Preparation
Make one copy of the cards and cut as indicated.
Level
Pre-intermediate (A2)
Time
20 minutes
Introduction
In this amusing promises and offers activity, students practice responding to statements making promises with will and won't' and offers with will and Shall I...?
Procedure
Demonstrate the activity by reading out one of the statement cards to the class, e.g. 'I need to go to the airport'.
Elicit promises with will and won't and offers with will and Shall I...? from around the class, e.g. 'Shall I call you a taxi?'
Encourage the students to give funny or imaginative responses, e.g. 'I'll take you there in my Ferrari'.
Next, give each student a statement card.
Tell the students to go around the class, reading their statements to each other.
When a student listens to a statement, they respond with a promise to do something or with an offer of help.
When two students have practiced making an offer or promise to each other, they change partners.
When everyone has finished, get feedback from around the class by asking the students if they had any funny or imaginative responses to their statements.
As a variation or extension, in groups of three or four, students take it in turns to read a statement to the group. The student who gives the best or most imaginative promise or offer wins and keeps the card. The student with the most cards at the end of the game wins.
Teach-This.com © 2021 Permission granted to reproduce for classroom use.
I need to go to the airport.
Remember to turn off the lights when you leave.
I've had a very bad day.
I can't find my dog.
It's hot in here.
I'm hungry.
I can't hear the TV.
There isn't any food in the fridge.
I'm cold.
Here's my phone number.
Please remember to call me this afternoon.
I forgot to bring my book to class.
I don't know how to use this computer program.
The floor is very dirty.
These boxes are very heavy.
The music is very loud.
I don't understand my English homework.
I'm late for work.
I don't have any money for lunch.
You left the door open.
The phone's ringing.
It's dark in here.
I'm hungry.
I left my mobile phone at your house.
I'm not feeling very well.
You broke the window.
Teach-This.com © 2021 Permission granted to reproduce for classroom use. | 1,009 | 573 | {
"id": "<urn:uuid:b1f8f779-abb0-440b-a6f4-318467596ef1>",
"dump": "CC-MAIN-2024-42",
"url": "https://www.teach-this.com/images/resources/promises-and-offers.pdf",
"date": "2024-10-09T00:07:01",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00692.warc.gz",
"offset": 855610712,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9995999336242676,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9997512698173523,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1769,
2572
],
"fw_edu_scores": [
4.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
11322 Romeo and Juliet
Ah Romeo and Juliet!! Only if they had slightly better Math skills, they might had escaped their sad death and still would have been alive and dancing (They are immortal you know) !!!
As their problem can be a problem of your life too, so lets just pose to you the problem that they were never able to solve, an untold story now for several hundred years.
Every Saturday morning Romeo and Juliet used to meet at a random place in a forest hoping that no one would see them there. We cannot simulate the exact behavior of them so we make the following simplifications:
(a) Both Romeo and Juliet started from their own home. The Cartesian coordinates of their homes were (Rx, Ry) and (Jx, Jy) respectively.
(b) They started from their respective home at the same time.
(c) They reached their destination at the same time. Actually they did not reach their destination in different time for Juliets safety. So if there was a place (point) where they could not reach at the same time then that could not be one of their possible meeting places.
(d) Arrogant Romeo had a fixed velocity of walking but mild Juliet could change her velocity. In other words we can say that arrogant Romeo walked at a constant speed SR and never changed his initial walking direction and Juliet could vary her walking speed within the limit SJ1 and SJ2 but she also could not change her initial walking direction. Juliet also could not walk faster than Romeo.
(e) Due to their speed, velocity and other constraints explained above they could not meet at all points.
(f) Each morning they selected one location (Location means a point in two dimensional Cartesian coordinate system) randomly from all their possible meeting places.
Juliets father had an observation tower which tried to monitor the activities of Romeo and Juliet. It was located at (Tx, Ty) and the watchman on top of it could see up to a distance (Tr) around it. So if Romeo and Juliet met within its range, it could report it to Juliets father. Given all the information mentioned above and the value of Tx, Ty and Tr your job is to find the probability that Romeo and Juliets meeting was seen by the watchman at the observation tower.
Input
First line of the input file contains a positive integer N (N < 2001) which denotes how many set of inputs follows. Each set of input is given in three lines. The description of each set is given below:
The first line of each set contains four integers which denote the values of Rx, Ry, Jx, Jy, (|Rx | ≤ 1000, |Ry | ≤ 1000, |Jx | ≤ 1000, |Jy | ≤ 1000) respectively. The second line contains three integers which denote the values of Tx, Ty (|Tx | ≤ 1000 and |Ty | ≤ 1000) and Tr (1 ≤ Tr ≤ 1000) respectively. The third line contains three integers SR, SJ1, SJ2 (0 < SJ1 < SJ2 ≤ SR ≤ 30).
The meaning of Rx, Ry, Jx, Jy, Tx, Ty, Tr, SR, SJ1 and SJ2 are given in the problem statement above.
Output
For each line of input produce one line of output. This line contains the serial of output followed by floating-point number which denotes the probability that the meeting of Romeo and Juliet was recorded by the watchman of the observation tower of Juliets father. This floating point-number should have four digits after the decimal point. Look at the output for sample input for details.
Sample Input
2 40 40 400 80 220 220 280 20 9 12 40 40 400 80 220 220 280 20 9 17
Sample Output
Scenario 1: 0.1040
Scenario 2: 0.0172 | 1,420 | 814 | {
"id": "<urn:uuid:c038dd0e-ab97-4a63-a521-1fb074fc05ba>",
"dump": "CC-MAIN-2024-42",
"url": "http://reh101.hpc.lsu.edu/uva/113/11322.pdf",
"date": "2024-10-09T00:16:49",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00696.warc.gz",
"offset": 24451541,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9901390671730042,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972863793373108,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2906,
3443
],
"fw_edu_scores": [
2.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
11918 Traveler of Gridland
Girdland is a square shaped country of size 2000000000 × 2000000000 units. We will identify any point in this land using Cartesian coordinate system. Using this system the coordinate of the center of Gridland is (0, 0), the coordinate of the lower-left corner is (-1000000000, -1000000000) and upper-right corner is (1000000000, 1000000000). So the x-axis is a horizontal line which divides the land into two equal rectangles and y-axis is a vertical line which divides the land into two equal rectangles. There are roads in the country which goes through the grid lines only
i.e. along x = −1000000000, −999999999, . . . , −1, 0, 1, . . . , 999999999, 1000000000 and y = −1000000000, −999999999, . . . , −1, 0, 1, . . . , 999999999, 1000000000 So all roads are either a horizontal line or a vertical line having integer distance from axis.
Travelers like this Gridland because of the simplicity of its road network. Each of the roads is so straight and axis parallel.
From any position (a, b), in unit time any traveler can move to
i. (a + 1, b)
ii. (a− 1, b)
iii. (a, b+ 1)
iv. (a, b− 1)
A traveler cannot move outside the Gridland. She also cannot move to any position which is occupied by a monster. There may be some monsters in Gridland. There are three types of monsters
i. Point monster
ii. Line monster
iii. Rectangle monster
A point monster can occupy only a single point, a line monster can occupy a straight line, and a rectangle monster can occupy a rectangular region.
The position of the point monster can be specified by a pair of integers (u, v), which indicates that the monster occupies the coordinate position (u, v).
The position of a line monster can be specified by two pair of integers (u1, v1) and (u2, v2). (u1, v1) is the one end of the line monster and (u2, v2) is the other end of the monster. It is guaranteed that this line will always be axis parallel. The monster occupies the whole line region inclusively.
The position of rectangle monster can be specified by two pairs of integers (u1, v1) and (u2, v2). (u1, v1) is the coordinate of the lower left corner of monster and (u2, v2) is the upper right corner of the monster. It is guaranteed that the edges of monster will always be axis parallel. The monster occupies the whole rectangular region inclusively.
Initially a traveler is in a position of coordinate (sourceX, sourceY ) in Gridland. She needs to reach the position of coordinate (destinationX, destinationY ). You have to calculate the minimum unit time required for her to reach the destination. If it is not possible to reach the destination, you have to output 'Impossible' (quotes for clarity).
Input
Input starts with an integer T (≤ 100), denoting the number of test cases.
Each test case starts with four integer sourceX, sourceY , destinationX, destinationY (−1000000000 ≤ sourceX, sourceY, destinationX, destinationY ≤ 1000000000). Next line contains three integers M, N and Q, the number of point monsters, the number of line monsters and the number of rectangle monsters. Total number of monsters can be at most 100, i.e. (0 ≤ M + N + Q ≤ 100). Each of the next M lines describe a point monster by two integers u and v (−1000000000 ≤ u, v ≤ 1000000000). Each of the next N lines will describes a line monster by four integers u1, v1, u2 and v2 (−1000000000 ≤ u1, v1, u2, v2 ≤ 1000000000). Each of the next Q lines will describes a rectangle monster by four integers u1, v1, u2 and v2 (−1000000000 ≤ u1, v1, u2, v2 ≤ 1000000000). Note that one monster can overlap with another. You can safely assume that source and destination is not occupied by any monster.
Output
For each test case, output a single line in the format 'Case C: N ', where C will be replaced by the case number and N will be replaced by the shortest path distance from source to destination. If it is not possible to reach source to destination replace 'N ' by 'Impossible' without quotes.
Sample Input
1
1 2 4 3
1 1 1
4 6
4 1 7 1
2 1 3 5
Sample Output
Case 1: 14 | 1,927 | 1,077 | {
"id": "<urn:uuid:f0078310-d8ad-487e-90cb-cf23539fbffe>",
"dump": "CC-MAIN-2024-42",
"url": "http://reh101.hpc.lsu.edu/uva/119/11918.pdf",
"date": "2024-10-08T23:34:14",
"file_path": "crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00699.warc.gz",
"offset": 25724406,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9749800562858582,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9863408803939819,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2686,
4043
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
We all have Christmas Traditions! What are your Christmas traditions in your family?
For this assignment you will create a presentation displaying your family Christmas traditions and compare it to those of another country.
Your task:
1. Tell your family story of what you do at Christmas time. Share what traditions you have that are special and unique to your family.
2. Pick a country and research information about their Christmas traditions. Prepare a Google Presentation. You choose how you wish to share the information about YOUR family traditions and the comparison to another country.
What must be included in your project?
______1. A story of your family traditions. You must share traditions you celebrate in your house. (personal sharing).
______2. A sharing of Christmas traditions from another country.
You must share traditions that they celebrate
in their country. (Research information.)
______3. A comparison between your Christmas and the country you are researching. (Venn Diagram)
______4. Pictures/illustrations of the traditions.
______5. Presentation
I am looking forward to reading about Christmas around the world and learning all the interesting facts and details you will have to share about the countries you will be research.
Christmas around the World Research Project Marking Guide
| Category: | Excellent Very Independent! High Quality | Very Good Needed a small amount of Help! Well done | Good Needed some Help! Good Quality | Beginning Needed lots of Help!! Low Quality |
|---|---|---|---|---|
| My Family Christmas Traditions story (Personal Sharing) | -very clear -many meaningful and interesting details -shared many meaningful traditions - A great amount of personal sharing | -clear most time -a fair amount of meaningful and interesting details -shared a good number of meaningful traditions -A fair amount of personal sharing | -clear some of the time -a few meaningful and interesting details -shared some meaningful traditions. -some personal sharing | -struggling to be clear -very few meaningful and interesting details -shared a limited amount of meaningful traditions -limited personal sharing |
| The country Christmas Traditions story (Research sharing) | -very clear -many meaningful and interesting details -shared many meaningful traditions -a great amount of personal sharing | -clear most time -a fair amount of meaningful and interesting details -shared a good number of meaningful traditions -a fair amount of personal sharing | -clear some of the time -a few meaningful and interesting details -shared some meaningful traditions -some personal sharing | -struggling to be clear -very few meaningful and interesting details -shared a limited amount of meaningful traditions -limited personal sharing |
| Your presentation of the report | -excellent creative and original presentation -wonderful eye appeal -very informative and detailed information -at least 3 references are recorded -detailed comparison -the WOW factor is evident! | - very good creativity and originality in the presentation -very good eye appeal -informative and detailed information. -At least 2 references are recorded. -a fair number of details on the comparison | -some creativity and originality in the presentation -some eye appeal -some informative information -At least 1 reference is recorded -a few details on the comparison | -limited creative and original presentation -limited eye appeal -limited information -limited references are recorded -limited comparison | | 1,477 | 682 | {
"id": "<urn:uuid:1044f4b4-05db-41b1-8b6b-3dff31bdf772>",
"dump": "CC-MAIN-2018-17",
"url": "http://4blueberry.wikispaces.com/file/view/Christmas+Traditions.pdf",
"date": "2018-04-27T02:53:52",
"file_path": "crawl-data/CC-MAIN-2018-17/segments/1524125948950.83/warc/CC-MAIN-20180427021556-20180427041556-00261.warc.gz",
"offset": 5526031,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9918468793233236,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990959167480469,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
600,
1279,
3531
],
"fw_edu_scores": [
3.84375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Lesson 3: Creating to Music
from the Inspire Creativity Together sequence
As presented at the Inspire Creativity Together workshop, Missouri Music Educators Association Conference 2025
Description
In this lesson, students will create art in real time as they listen to a piece of music, allowing their emotions and creativity to guide their responses. The activity illustrates how music and art are tools for expressing and regulating emotions. It also builds confidence in creative expression, enhances active listening skills, and helps students better recognize and understand their emotions.
This lesson is adaptable for students in grades K–8. Its intentional flexibility allows teachers to modify the content to best suit their students' needs.
Objectives
Materials
Students will:
* Build confidence in their creative capacities.
* Engage their active listening skills.
* Connect music and emotions on a fundamental level.
* Demonstrate their understanding that music is a tool for expressing emotions.
Standards
Missouri Music Learning Standards
* MU: Re8A.K-8a
* MU: Cn10A.K-8a
* MU: Cn11A.K-8a
Missouri Visual Arts Learning Standards
* VA: Cn10A.K-8
Procedure
* Allow students to pick a creative medium with which they will respond to a predetermined piece of music. If you are preparing for Picture the Music, we recommend making this a drawing activity.
* Listen to a piece of music the students are already familiar with. Play the entire piece without pausing.
* While listening to the music, the students should respond to the emotions they feel in the music using their chosen creative medium. When the music ends, let the students keep creating for a short period of time.
* Recorded music of your choosing that students are already familiar with. For example, Arturo Márquez's Conga del Fuego.
* Creativity supplies, including but not limited to:
◊ Non-pitched percussion instruments
◊ Lined paper
◊ Blank paper
◊ Crayons, colored pencils, or markers
◊ Pencils
◊ Clay or Play-Doh
◊ Scarves
Procedure (continued)
* The objective is not to create a masterpiece; instead, students should enjoy the experience of creating. When they are done, reflect as a group.
◊ What emotions did you hear and feel in the music?
◊ In the music, what did you connect with the most and why? Did you connect with the melody, harmony, rhythm, instruments, tempo, or dynamics? [For students with less experience, simply ask what they liked most about the music and why.]
* How did you show that connection in your artwork?
◊ How was listening to the music this time different from the first time you heard it?
Extension
Allow this creation to be a rough draft and work to revise it into a finished product.
Evaluation
Using a four-point rubric, look for the following. The student:
* Actively participated in the creation activity, selecting a medium and engaging in the process of creating art in response to the music in real-time (Creative engagement: 1 point).
* Demonstrated active listening skills by responding to the music's emotional cues and translating them into their chosen creative medium (Active listening: 1 point).
* Effectively connected the emotions conveyed in the music to their artwork, demonstrating their understanding of how music is a tool for emotional expression (Music-emotion connection: 1 point).
* Provided thoughtful reflections on their creative process, clearly articulating how they connected with the music and how those connections were represented in their artwork (Reflection and articulation: 1 point).
If you enjoy this lesson, extend the fun by participating with your students in the SLSO's Picture the Music. | 1,546 | 772 | {
"id": "<urn:uuid:e5128bfe-3c13-40ac-bfaf-bab8b4c30751>",
"dump": "CC-MAIN-2025-08",
"url": "https://slso.org/wp-content/uploads/2025/01/MMEA-Workshop-lesson-plan-3.pdf",
"date": "2025-02-11T19:25:12",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951743.72/warc/CC-MAIN-20250211170743-20250211200743-00448.warc.gz",
"offset": 485036083,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9969456195831299,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9971558451652527,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2023,
3672
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
changes of state
state of matter
solid
liquid
gas
how do the particles move?
Particles donot move around
Particles touching but can
slide over each other
particles are spread out far away
from each other
arrangement of particles
can it be compressed?
No, becausethere is no space
between the particles
No, because the particles are touching their neighbours
Yes, because there is space between the particles
can it flow?
No, because the particles can’t
move around
Yes, because the particles can
move around
Yes, because the particles can move around
changes of state
Changes of state
melting
boiling/evaporation
freezing
condensation
Diffusion
Melting and boiling points
* Diffusion is the movement of particles from an area of high concentration (lots of the same particle) to an area of low concentration (not a lot of the same particle)
* It is a random process which does not need energy
* The speed of diffusion can be increased by:
* A higher temperature
* Smaller particles diffusing
* A gas rather than a liquid
* Diffusion does not happen in a solid as the particles can't flow
* The melting point of a substance is the temperature at which it turns from a solid to a liquid, or a liquid to a solid
* The boiling point of a substance is the temperature at which it turns from a liquid to a gas or a gas to a liquid
* Pure substances have a fixed (sharp) boiling or melting point, whereas impure substances have a range which appears as a diagonal line on a graph
air
bromine
vapour
gas jar
lid
mixture of bromine
and air particles
Key terms
Make sure you can write definitions for these key terms.
boiling point chromatography
condensation property
diffusion properties
pure substance
Impure substance (not fixed boiling point)
dissolve distillation
saturated solution
Mixtures
* Mixtures are different substances which are together, they are not chemically bonded and so are easy to separate
*
The substances which make up a mixture keep their own properties
unlike those in a compound
* A mixture is an impure substance as it does not have a fixed melting point, instead it has a range
* A solution is a type of mixture which is made up of two parts
* A solute is the part which has dissolved in the solution
* A solvent is the liquid part which the solute has dissolved into
* The solubility of a substance is a measure of how much of it will dissolve
* Not all solutes will dissolve in all solvents
* Solutes which do not dissolve are known as insoluble
* Substances which do dissolve are known as soluble
* The solubility of a substance can be increased by increasing the temperature of the solution or by stirring the solution
* A saturated solution is one where the maximum amount of solute has dissolved in it, no more solute will be able to dissolve
Filtration
clamp
conical flask
filtrate (water)
residue (sand)
filter funnel
filter paper
Chromatography
solvent
front
position of
solute
starting
point
x
y
Distillation
condenser
water out
water in
salty water
bunsen burner
beaker
pure water
thermometer
Evaporation
evaporating
basin
Separating Mixtures
evaporation filtration
freezing impure substance
melting point mixture
substance soluble
solubility solute
solution solvent | 1,394 | 811 | {
"id": "<urn:uuid:4cd2bfcb-a79e-40cc-b6cd-43f6939315a4>",
"dump": "CC-MAIN-2025-08",
"url": "https://www.chilternhillsacademy.co.uk/_site/data/files/documents/knowledge-organisers/514FD795A9CCBCCB0F4C072E4F63680D.pdf",
"date": "2025-02-11T19:22:21",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951743.72/warc/CC-MAIN-20250211170743-20250211200743-00454.warc.gz",
"offset": 658177158,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9946074485778809,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9946074485778809,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3222
],
"fw_edu_scores": [
3.28125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Galaxy Class Newsletter
Summer
Welcome back Galaxy Class!
Welcome back to the summer term! We hope you all had a great Easter break.
Reminders
Please make sure your child has the following in school every day:
- Reading book
- Water bottle
- Wellies and rain coat
- Change of clothes
- Sun hat if needed
- Sun cream applied before school if needed
Class Dojo
Please check Class Dojo regularly, this is how we contact parents and send messages regarding events.
Homework
Please help your child with their learning by continuing to play the maths games they bring home, encouraging them to complete spelling games on Ed Shed and read 3 times a week.
Continuous Provision
As the children are now in the Upper Key Stage 2 class, continuous provision will still be present in the classroom, but on a reduced scale.
PE
PE days are on Wednesday and some children swim on Thursday. Some children may have PE on a different day and you will be told this on Class Dojo. Please ensure you child comes in their PE kit on those days.
Curriculum
English
Geography - Rivers
This term, we will be learning about Bandoola. We will be researching elephants and creating fact files about them. We will be learning a poem a week and completing a unit on poetry.
Maths
We will be learning:
- multiplication and division
- fractions
- rounding
- capacity, volume and mass
- 2d shapes
- addition and subtraction
- position and direction
- time
History – Crime and Punishment
In History, we will be learning about crime and punishment. We will explore how crime and punishment has changed over time. We will discover what crime and punishment was like in Roman Britain, Anglo-Saxon Britain and Tudor Times.
We will be learning about rivers. We will explore the features of a river and how they flood. We will discover how waterfalls are formed and use Ordnance Survey maps to map rivers. We will hopefully go to see a local river.
Science
In science, we will be learning about the following:
Conservation – how ecosystems are affected by the seasons, deforestation, air pollution, water pollution, how to conserve water and how we can have a positive impact on nature.
Animals including humans – organs in the digestive system and their functions, teeth and their functions, food chains and food webs.
Art/DT
In art, we will be looking at craft and design – fabric of nature. We will use nature as a starting point for our designs. We will explore a range of techniques in making patterns.
In DT, we will be looking at mechanical systems and making a slingshot car. We will make a chassis, design and make a car body and test the finished product.
Computing
Presenting – we will use PowerPoint to learn how to add media, animation and timings to a presentation.
Graphing – we will use 2Graph to enter data into a graph and answer questions.
Coding – we will learn how to use flowcharts, timers, repeat function and how to debug a program.
RE
Islam – Why do Muslims fast during Ramadan?
Church – What does love your neighbour mean?
Reading Lessons
This term, we will continue with whole class reading lessons. The children will have text read to them/read it themselves and answer comprehension questions about the text. This will include stories, poems, nonfiction etc. to expose the children to a range of genres.
Music
Buildings – using the sights and sounds of a building site to provide inspiration for exploring and creating rhythms.
Food and drink – composing word rhythms, singing a round and creating musical recipes.
Time – developing the children's understanding of beat, metre and rhythm.
Sounds – exploring how instruments can be classified according to the sounds they produce.
PSHE
This term we will be learning about road safety and chores at home. We would like to try and go outside to practice some road safety skills, more information to follow in summer 2.
Contact Us
If you have any questions or concerns, please do not hesitate to speak to us at the end of the school day or send a message on Class Dojo.
Miss Lemon | 1,639 | 861 | {
"id": "<urn:uuid:394c8ee5-6b50-4202-92c1-5a86bffeef06>",
"dump": "CC-MAIN-2025-08",
"url": "https://files.schudio.com/seven-stars-primary-school/files/documents/Galaxy_Curriculum_newsletter_Summer_2024.pdf",
"date": "2025-02-11T18:37:58",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951743.72/warc/CC-MAIN-20250211170743-20250211200743-00452.warc.gz",
"offset": 228383207,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985246360301971,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998567521572113,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2309,
4070
],
"fw_edu_scores": [
2.84375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Junk Food Rewires Brains to make People Addicted and Avoid Eating a Balanced Diet
(NaturalNews – Julie Wilson) The food industry is a sophisticated, calculating and very profitable enterprise that preys on consumer weaknesses, ones they've strategically created.
Food sellers have one priority when it comes to consumers, and it's not their health, but rather assurance. They need you to keep coming back for more, and they achieve this by constructing foods, especially processed foods, with three critical ingredients.
The perfect combination of salt, sugar and fat makes food taste irresistible, triggering intense cravings in the brain. "Salt, sugar and fat are the three pillars of the processed food industry," said Michael Moss, a New York Times reporter who has investigated the secrets of the food industry's scientists.
"And while the industry hates the world 'addiction' more than any other word, the fact of the matter is, their research has shown them that when they hit the very perfect amounts of each of those ingredients… they will have us buy more, eat more."
Teams of chemists, physicists and neuroscientists work diligently to develop foods that we can't stop eating. These perfectly engineered products don't just leave us craving more but can change the way we feel about healthy foods.
Proof that junk food makes us want fruits and veggies less
Excessive consumption of junk food can change behavior, weaken self-control and lead to overeating and obesity, according to a study by the School of Medical Sciences, UNSW Australia.
Published in the journal Frontiers in Psychology, researchers discovered that feeding rats junk food made them fat and reduced their appetite for "novel foods." Led by Professor Margaret Morris, experts taught young male rats to associate two different sound cues with flavors of sugar water — cherry and grape.
The rats raised on a healthy diet stopped responding to the cues linked to a flavor after having recently indulged in one of them. This biological signal is hardwired into animals, protecting them from overeating and promoting a balanced diet.
Rats that ate a diet filled with junk food for two weeks, including cookies, cakes, pie and dumplings, increased their weight by 10 percent and changed their behavior "dramatically."
The rats "became indifferent in their food choices and no longer avoided the sound advertising the overfamiliar taste. This indicated that they had lost their natural preference for novelty," the study observed.
Even after being back on a healthy diet, the behavior continued for quite some time, leading researchers to suggest that junk food causes lasting changes in the reward circuit parts of the rats' brains.
The orbitofrontal cortex, an area of the brain containing the secondary taste cortex, is responsible for representing the reward value of taste. The food industry has learned to manipulate this decision-making process by using tactics that enhance food appeal.
The "crunch" factor is an important one. Studies show that people associate crunchy food with being more fresh or crispier. The louder the crunch, the better — at least in the food industry's mind.
Food texture in general plays a big role in our desire to eat. Scientists working for Nestle developed oval-shaped chocolate, designed to melt more smoothly in the mouth, as opposed to rough-edged chocolate bars.
Flavor enhancers are one of the industry's biggest secrets. Designed to keep their texture, boxed foods contain many ingredients that have nothing to do with taste, but instead preservation.
"Ingredients like that are kind of bundled under what may seem like relatively innocuous labels like 'natural flavours' or even 'artificial flavours,' when truly they are much more surprising when consumers really understand what it is," said Bruce Bradley, a former food executive who worked for General Mills, Pillsbury and Nabisco.
"There's tremendous amounts of money spent behind creating tastes and smells that feel real but in reality are completely artificial."
Additional sources:
http://www.cbc.ca
http://www.eurekalert.org http://www.ncbi.nlm.nih.gov http://www.nytimes.com
http://science.naturalnews.com | 1,771 | 947 | {
"id": "<urn:uuid:5b60bfdb-e6cb-4b8a-9764-b2029bf540dd>",
"dump": "CC-MAIN-2025-08",
"url": "https://organiclifestylemagazine.com/junk-food-rewires-brains-to-make-people-addicted-and-avoid-eating-a-balanced-diet?print=pdf",
"date": "2025-02-11T17:57:27",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951743.72/warc/CC-MAIN-20250211170743-20250211200743-00461.warc.gz",
"offset": 421230280,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988255500793457,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988940358161926,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1615,
3286,
4337
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Nutrition Program Production Assessment Tool
The following questions are designed to help you determine your interest and ability to purchase food from local farmers. This information will be helpful when you begin talking with farmers and distributors about supplying your school or school district with local food.
1. Food service type and volume
a. How would you describe your food service operation?
☐ Scratch cooking
☐ Heat-and-serve
☐ Semi-prepared
☐ Combination of ________ and ________
☐ Other (specify) ________________
b. Numbers served:
Breakfasts served per day: ________
Lunches served per day: ________
Snacks served per day: ________
Suppers served per day: ________
Number of schools or feeding sites: ________
Number of sites where cooking occurs: ________
Number of lunches served per day in summer food service: ________
Number of snacks served in afterschool program: ________
2. Current produce purchasing
a. What is a typical order for fresh produce in September, in dollars or volume by month or week?
b. Are there local products you would consider purchasing if you had a salad or fruit and vegetable bar?
3. Logistics: ordering, payment and delivery
a. What are your procurement procedures?
b. Does the school/district have contracted food distributors?
c. What percentage of food must be purchased through contracts?
d. Do you also use independent produce distributors?
e. To how many locations is food delivered?
f. How many food deliveries are made per week per location? At what times?
g. Do you prefer to place orders by telephone, fax, or email?
h. Are food orders placed monthly, weekly or on a specific day of the week?
i. What are your payment procedures? How long will it take for your payment to be received?
4. Purchasing local products
a. Many reasons exist for buying locally grown and produced foods. What do you believe are the advantages of offering local foods in your school meal programs? Check all that apply.
☐ Access to fresher foods
☐ Higher quality of food
☐ Lower cost of food
☐ Ability to purchase special varieties and types of food
☐ Promoting greater consumption of fruits and vegetables
☐ Increasing the participation rate in school meals
☐ Knowing the product source
☐ Supporting the local economy and local farms
☐ Building partnerships between the school system and community
☐ Lower transportation costs
☐ Reduced use of pesticides, hormones, etc.
Iowa Department of Education
☐ Positive public relations for the food service program
☐ Fulfilling student, parent and/or teacher requests for local food
☐
Other (specify)_______________
☐ None of these
b. Schools and school districts take different approaches to including local foods in their meal programs. Which approaches are of interest to you? Check all that apply.
☐ Asking your current vendor(s) to sell local, Iowa farm products
☐ Trying to buy direct from local farmers
☐ Planning menus around seasonal availability of local products
☐ Buying and highlighting only one or two local products each month
☐ Hosting one or two local food meals or events each school year (i.e. Iowa Local Food Day, etc.)
☐ Beginning by serving local foods on a limited or pilot basis, such as serving at only one school
☐ Educating students about local food and food systems with educational materials and events (i.e. food tastings, farmer visits) within the cafeteria
☐ I’m not sure yet
☐
Other (specify)____________
☐ None of these
c. What are your school's or district's requirements for purchasing from local farmers and vendors?
☐ Product liability insurance policy
☐ Meeting identified food safety and sanitation standards
☐ Packaging requirements
☐ Specific delivery methods or times
d. When would it be feasible for you to start purchasing and offering local foods through your food service?
__________________________________________________________________________ | 1,854 | 819 | {
"id": "<urn:uuid:3e6dffd9-a7b5-4d2a-864f-e268e74859dc>",
"dump": "CC-MAIN-2025-08",
"url": "https://educate.iowa.gov/media/6035/download?inline",
"date": "2025-02-11T18:27:07",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951743.72/warc/CC-MAIN-20250211170743-20250211200743-00458.warc.gz",
"offset": 200131002,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976465503374735,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9979897141456604,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1148,
2441,
3932
],
"fw_edu_scores": [
2.671875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Color the pictures that begin with the letter O.
Name:
Trace!
Circle all the letters O.
Color the O's and o's red.
Name:
Draw a path from start to finish by following the letter O.
start
| N | O | r | y | v | Y | a | g | K | Y | d |
|---|---|---|---|---|---|---|---|---|---|---|
| n | O | x | o | O | o | O | n | g | a | l |
| a | o | o | o | K | M | o | v | F | Z | w |
| T | n | b | n | g | m | O | N | f | t | E |
| U | h | M | G | m | M | o | o | o | H | f |
| r | s | G | z | M | d | K | n | o | K | T |
| Z | U | m | h | n | o | o | o | o | s | i |
| a | h | M | g | n | o | z | g | U | t | H |
| X | v | m | F | N | o | n | o | o | O | d |
| q | h | h | H | s | o | H | o | i | o | L |
| c | d | b | h | K | O | O | o | A | O | i |
| Y | z | f | g | o | j | G | r | h | o | O |
| i | o | L | C | K | k | z | k | o | u | o |
| v | z | R | n | f | s | d | L | z | g | O |
finish
Trace the letters!
Trace the letters!
o
o is for orange
///////////////
/
o
/
o
/o/o/o/o/
/
o
/o/o/o/o/o/
/
o
/o/o/o/o/o/
Color all the letters O.
All pages in this digital product are copyrighted.
This printable is meant for classroom and educational use at home.
You many not modify this file or claim it as your own.
You may not sell this file, or sell printed copies of this product.
You may not post this file online. This also means you may not host it on school servers, Amazon Inspire, class websites, your personal website and similar websites or services.
www.easypeasylearners.com
Clip Art Used in this resource
Easy Peasy Learners
Kari Bolt Clip Art | 1,013 | 568 | {
"id": "<urn:uuid:fa4f6502-2be0-4cc0-8db6-2d267d7bfc3e>",
"dump": "CC-MAIN-2022-27",
"url": "https://easypeasylearners.com/wp-content/uploads/2017/02/Letter-O-Worksheet-Set.pdf",
"date": "2022-06-27T11:04:39",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103331729.20/warc/CC-MAIN-20220627103810-20220627133810-00433.warc.gz",
"offset": 266451277,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.982616662979126,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.916752278804779,
"per_page_languages": [
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
48,
63,
90,
118,
892,
912,
1030,
1056,
1580
],
"fw_edu_scores": [
3.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Habitat fact sheet
Cool Ravine
A "cool ravine" is a narrow ravine with steep, high, rocky walls flanking a rocky perennial or intermittent stream. The ravine walls are commonly forested with a mixture of hardwoods and conifers, usually including eastern hemlock. Steep ravine walls and conifer trees create an unusually shady, cool, moist microclimate that often supports plants of more northern affinities.
Species of conservation concern
* Regionally rare plants such as American yew, purple cliffbrake, and rusty woodsia
* Northern dusky, northern two-lined, and slimy salamanders
* Rare and uncommon birds such as winter wren, Acadian flycatcher, Blackburnian warbler, and black-throated green warbler
* Woodland jumping mouse, southern redback vole, and eastern small-footed myotis
These are just a few of the species of regional or statewide conservation concern that are known to occur in cool ravine habitats. See Kiviat & Stevens (2001) for a more extensive list.
Typical plants
* Eastern hemlock, striped maple, mountain maple, yellow birch
* Red-berried elder, hobblebush, mountain laurel, lowbush blueberry
* Abundant bryophytes (mosses and liverworts)
* Ferns such as common polypody. Ebony spleenwort, walking fern, and purple cliffbrake may be present if the rocks are calcareous.
Acadian flycatcher
PO Box 5000, Annandale, NY 12504 (845) 758-7053 www.hudsonia.org
Hudsonia Ltd.
Threats to cool ravines
These scenic areas often attract recreational use which can result in trampling, littering, soil erosion, and noise disturbance to nesting birds and other wildlife. Roads, substantial trails, or other clearings may also allow incursions by the brown-headed cowbird, a nest parasite that could pose a significant threat to the nesting success of cool ravine songbirds. Any clearing of trees and shrubs could alter the shadetolerant plant community, cause soil erosion, and lead to elevated temperatures in the stream and ravine bank habitats. The ecological importance of cool ravines may be magnified as global climate change progresses. The cool, moist conditions of these habitats may provide a temporary haven for plants and animals stressed by general warming trends in this region.
Conservation Recommendations
Prevent any disturbance of soils or vegetation on the ravine walls.
Maintain a large forested area around the ravine to help maintain stream water temperatures, to protect the ravine walls from erosion, and to protect the ravine nesting habitats for songbirds.
Maintain an undisturbed zone of 650 ft (200 m) horizontal distance from the stream edge. This is the minimum area needed to support a nesting pair of Acadian flycatchers. Within this zone, avoid any new construction of roads or buildings, and any new disturbance of soils or vegetation.
Maintain quality and quantity of streamwater. This includes maintaining seasonal fluctuations in stream flows, maintaining cool streamwater temperatures, and preventing siltation and other forms of pollution from upstream or upgradient sources.
Minimize recreational uses during spring through mid-summer to avoid disturbing nesting birds. Design any trails such that access to interior ravine areas is limited.
References
Kiviat, E. and G. Stevens. 2001. Biodiversity assessment manual for the Hudson River estuary corridor. New York State Department of Environmental Conservation, Albany. 508 p.
Robbins, C.S, D.K. Dawson, and B.A. Dowell. 1989. Habitat area requirements of breeding forest birds of the middle Atlantic states. Wildlife Monographs 103:1-34.
PO Box 5000, Annandale, NY 12504 (845) 758-7053 www.hudsonia.org
Hudsonia Ltd. | 1,661 | 852 | {
"id": "<urn:uuid:14efa0d0-bd01-4c0a-8cb4-91b4a76583a4>",
"dump": "CC-MAIN-2022-27",
"url": "https://hudsonia.org/wp-content/uploads/2008/09/Cool-ravine.pdf",
"date": "2022-06-27T12:05:54",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656103331729.20/warc/CC-MAIN-20220627103810-20220627133810-00435.warc.gz",
"offset": 365892763,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9838902652263641,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9845592975616455,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1409,
3659
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Date:
11/01/17
Jasmine, Rayaan, Edvinas, Grace, Keynen, Brooke
Selena, Charley, Enrikas, Marcelina, Aaron, Alicia, Tacara, Codie, Jamie
Spelling list
Write out each word three times
disposable enviable enjoyable breakable reliable
Questions
Circle the two nouns in the sentence below.
You have left your pencil on the bench over there.
Circle the three nouns in the sentence below.
A whale has an enormous heart that can weigh as much as a small car.
In which sentence is the word light used as a noun?
Tick one.
The feather was light and drifted in the wind.
The bird had light-coloured feathers.
He used a match to light the fire.
The kitchen light was left on most of the time.
Circle the two nouns in the sentence below.
The boy reached carefully into his bag.
Complete the sentence with an adjective formed from the verb create.
The artist was very ________________ and produced many original works.
We can use an adjective phrase to describe a noun or pronoun. Underline the adjective phrase in this sentence.
The handsome but sulky prince was in a mood.
We can use an adjective phrase to describe a noun or pronoun. Underline the adjective phrase in this sentence.
The ground, frozen and slippery, was very dangerous.
Circle the verb
in this sentence.
The ship is sailing on the sea.
Circle the correct word from each pair of brackets to complete the sentence below.
We should ( of / have ) ( eaten / ate ) before we went out.
Which word shows what Ricky did?
Ricky shouted loudly so that his friends could hear him.
Circle the verbs in the sentence below.
Yesterday was the school sports day and Jo wore her new running shoes.
Write a sentence using the word cover as a noun. Remember to punctuate your answer correctly.
___________________________________________________________________
Write a sentence using the word cover as a verb. Remember to punctuate your answer correctly.
___________________________________________________________________
Circle the verb in this sentence.
The wind is blowing the leaves about.
A phrase is a short, single piece of information. A clause has a subject and a verb. Is the underlined part of the sentence a phrase or a clause? Amira was fast asleep, dreaming of becoming a singer.
A phrase is a short, single piece of information. A clause has a subject and a verb. Is the underlined part of the sentence a phrase or a clause?
It was a beautiful day, with not a sigle cloud in the sky.
Write the contracted form of the underlined words in the box.
That decision does not seem fair. | 1,199 | 586 | {
"id": "<urn:uuid:cb465d22-a7d3-4861-9d3e-45eb360740ba>",
"dump": "CC-MAIN-2019-30",
"url": "https://www.middletonprimaryschool.co.uk/attachments/download.asp?file=414&type=pdf",
"date": "2019-07-24T07:42:30",
"file_path": "crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00253.warc.gz",
"offset": 760208099,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9995163381099701,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9996941089630127,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1350,
2688
],
"fw_edu_scores": [
3.921875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The reaction between zinc powder and sulfur
A reaction between zinc and sulfur can be used to demonstrate that chemical changes are often accompanied by a large change in energy
Introduction
The reaction between iron and sulfur is often used to demonstrate that the properties of the products of a chemical reaction are quite different from the reactants, are difficult to separate to form the reactants, unlike mixtures, and there is often a large change in energy involved in the formation of the product. The reaction between iron and sulfur is suitable for a class practical. It often helps to reinforce the ideas by demonstrating the reaction between zinc and sulfur.
Lesson organisation
This experiment works well as a class demonstration. The demonstration takes about 5 minutes.
Apparatus and chemicals
Eye protection
Access to a fume cupboard
Test tube Pyrex (or boiling tube)
Metal test tube holder
Bunsen burner
Weighing boat
Spatula (2)
Top pan balance (1 dp)
0.1 g Zinc powder (Highly flammable, Refer to SSERC or CLEAPSS Hazcard (see Technical note 1)
0.1 g Sulfur powder (Low hazard, Refer to SSERC or CLEAPSS Hazcard (see Technical note 2)
10 g Mineral wool
Technical notes
1 Zinc powder or dust can be very reactive. It may be supplied in different states of fineness, and it may have become oxidised and be mainly zinc oxide. For that reason the reactivity seen from any given sample can be very different.
2 Sulfur may be supplied as crushed roll sulfur, flowers of sulfur, precipitated sulfur or resublimed sulfur. All are suitable, but resublimed sulfur seems to react more vigorously.
Procedure
HEALTH & SAFETY: Wear eye protection, do reaction in a fume cupboard
The demonstration
a Measure out 0.1 g of zinc powder into a weighing boat.
c Mix the two powders to form a uniform mix.
b Measure out 0.1 g sulfur powder into the weighing boat.
d Put the powder into a Pyrex test tube.
f Light the Bunsen and adjust to a blue working flame.
e Fit a mineral wool plug to the top of the test tube.
g Holding the tube with the test tube holders, heat the mixed powders and direct the mouth of the tube towards the inner corner of the fume cupboard, until the reaction occurs.
Disposal
Put the remnants from the reaction into a beaker of 500 cm 3 of dilute hydrochloric acid (0.1 molar) and leave for an hour or so (stirring from time to time). This will dissolve any remaining metal (and the oxide). Then neutralise the acid and wash to waste with plenty of running water.
Teaching notes
The reaction between fresh zinc powder and sulfur can give a very bright flash. On this scale it is harmless, but makes an impressive comparison. If the reaction is not impressive, the zinc has oxidised.
Do not be tempted to increase the scale of this reaction – to do so would be in breach of the Explosives Regulations 2014. The reaction between magnesium or aluminium powder and sulfur can be explosive and should not be attempted.
Reference
This experiment was written by Mike Thompson on behalf of the RSC
Credits
© Royal Society of Chemistry
Health & safety checked January 2018
Page last updated August 2018 | 1,401 | 705 | {
"id": "<urn:uuid:0447abf6-e257-429d-8f02-5d6d0b5ecb48>",
"dump": "CC-MAIN-2019-30",
"url": "http://www.rsc.org/learn-chemistry/resource/download/res00000714/cmp00000792/pdf",
"date": "2019-07-24T06:24:18",
"file_path": "crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00283.warc.gz",
"offset": 260830937,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9950388967990875,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9952888488769531,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1636,
3153
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Vision Therapy Ideas
Compiled by Dianne Tennant-Rucker OTR/L http://www.tennant-rucker.com/tts/services.htm
Visual tracking is also known as saccades and pursuits. Saccades are when the eyes focus and then re-focus on another object. Visual pursuits are when the eyes are sustained on a moving focal point. When using the following vision therapy activities, follow this progression:
* Allow head movement first.
* Start by covering one eye, then using two.
* Try doing the activities in a variety of positions- on the balance board, therapy ball, kneeling or other positions.
* To make it more difficult, add a metronome to add rhythm to activities.
1) Suspended swinging ball or slow moving object: Put shapes or letters on it. Start with lying on your back or on hands and knees. Call out letters with ball moving slow to fast, small movements to large.
2) Flashlight/penlight games: Have eyes follow a pattern on the wall or ceiling. Begin with predicable patterns, and then use patterns drawn on large paper. Spell or draw using penlight or flashlight.
3) Balloons: Keep balloon in the air or play balloon volleyball. Kneeling with a string for a net can be fun.
4) Letter or symbol charts: Use one chart to start with and then require re-focusing on a second chart. Point to the item you want child to call out. Use different patterns, such as first then last in row, columns, and diagonals. Then provide a pattern for them to do on their own, like call out every third letter. Have them read letters from a card in front of them followed by one placed on the wall (5 to 10 feet away). Try using different patterns: read every other letter looking back and forth from wall to chart, or read letters in order. You can also use worksheets and books for this. Add rhythm, change positions, and add balance to the activity.
5) "Where is___?" Scan for named objects in a room. Encourages searching with eyes.
Vision Therapy Ideas Compiled by Dianne Tennant-Rucker OTR/L
6) Convergence activities: Follow object moving close to eyes and away from eyes without losing focus.
7) Magazine letter tracking: Pick a letter; circle all the __'s. Can also do words, such as of, a, the, and.
8) Scanning activities: Make 2 rows of numbers (1 to 10) on opposite sides of an 8" x 11" paper. Place vertically 4 feet away. Call out the numbers, 1:1, 2:2, etc. Then do 1:2, 2:3, 3:4, or 1:3, 5:7, etc. looking back and forth, side to side. Can turn paper vertically. Can also use letters, shapes, words, pictures, etc. You can do this near and far away (10 feet).
9) Eye-resting strategy (helpful for any child with eye tracking problems or one eye that wanders): Cross hands and lean forward. Press on closed eyes lightly for several seconds. Can uses swim goggles that are painted black to provide a visual break.
Modification: Another resting strategy that is good for anyone working on a computer is to place the computer by a window so the student does not focus on the computer for too long. The window encourages the student to change focus from near to far for a visual break.
10) Rotating pegboard game: Place a pegboard on lazy Susan or old phonograph. Visual scanning is needed while performing the activity.
11) Finding puzzle pieces or letters in a field of stuffed toys or cards: This can also be done on a scooter board or prone in a swing.
These activities were compiled from the following conference notes:
1. From Eyesight to Insight: Visual/Vestibular Assessment and Treatment by Mary Kawar, MS, OTR and Dr. Carle Hillier, OD, FCOVD, August 9-10, 2002.
2. Understanding and Managing Visual Deficits: A Guide for Occupational Therapists by Mitchell Scheiman, OD, June 20 and 21, 2002. | 1,603 | 908 | {
"id": "<urn:uuid:9fb2cff1-4e2c-46be-be8c-5717c2746c0a>",
"dump": "CC-MAIN-2019-30",
"url": "https://img1.wsimg.com/blobby/go/d48058f2-6835-4546-8063-e99b8fef2e7c/downloads/1buha9gdj_934610.pdf",
"date": "2019-07-24T07:00:29",
"file_path": "crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00275.warc.gz",
"offset": 421207686,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979738295078278,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982855319976807,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1930,
3729
],
"fw_edu_scores": [
4.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
ACPS Augusta County Public Schools
K.2
STUDENT LEARNING GOALS for ART
The Student Will:
Communicate ideas by creating works of art.
Foster creativity, self expression, confidence, and understand that their work is unique and of value.
Learn and apply proper safety procedures.
Will connect, through personal expression, to other areas of learning.
Participate in cleaning work space and be respectful of others and school property.
Kindergarteners will be motivated to develop motor skills through manipulation of materials. They will recognize basic art concepts and understand that their work, through self expression, will reflect their uniqueness. They will develop an understanding of the visual arts of other people and cultures.
K KINDERGARTEN
Learning Skills in a 21st Century Art Class
Art students will utilize the following skills while incorporating the technological changes of the 21st century.
Analyze Ask questions Classify Communicate effectively Compare and Contrast Construct logical sequence Critique Describe Draw conclusions Follow directions Increase vocabulary Interpret Listen Make presentations Manage time Manipulate Observe Organize Outline Predict outcomes Recognize cause & effect Revise Self assess Speak publically Summarize Think inventively Use resources Use technology Work productively
Essentials of the Curriculum
Visual Communication and Production
K.1 Create art that represents personal solutions.
Express ideas and feelings.
K.3Identify & use:
Colors
—red, blue, yellow, green, orange,
violet, brown, black and white.
Textures— visual & tactile (hard/soft, smooth/rough, bumpy, scaly, squishy, slimy). Lines— long/short, thick/thin, vertical/ horizontal, diagonal, straight/curved, dotted/ dashed, wavy, zigzag, spiral.
Judgment and Criticism
Art SOL Connections
Cultural Context and Art History
K.8
Identify spatial relationships—left/
K.11
Identify types of right, top/bottom, side/
center, front/back, over/under, up/down.
K.9
Describe the se- quence of steps in the
making of a work of art.
K.10 Use 3-D motor skills: pinch, pull, squeeze, twist, pound, roll, tear, curl, assemble, model. Use 2-D motor skills: paint, paste, glue, fold, cut, rub, print, stamp.
artists: illustrator, painter, cartoonist,
sculptor, printmaker, portraitist, graphic
designer, animation artist, set designer,
decorator, fashion designer, architect,
graphic designer.
K.12
Identify purposes for creating
works of art.
K.13
Discuss the concept that people in
all cultures create art.
ART MEDIA: pencil, oil pastels, crayons, markers, scratchboard, color, pencils, tempera (liquid & cake), finger paints, watercolor, ink, acrylic, slip, cutting, gluing, paper/other collage, computer applications, printmaking, stamping, tissue, clay, playdough, Celuclay, craft sticks, styrofoam, cardboard, paper mache/wheat paste, recycled/found objects, beads.
K.14 Look at, describe and respond to works of art.
K.15 Classify objects by using art vocabulary, such as: color, texture, line, shape, and pattern.
Aesthetics
K.16 Explain ideas and expressions in own art work. K.17 Select a preferred work of art from among others and explain why it was chosen. K.18 Discuss
Shapes—circle, square, triangle, rectangle, oval. Patterns— natural/ man-made.
thoughts/ experiences/feelings expressed in artwork.
K.4
Commemorate per- sonal or historical events.
Art Across the Curriculum: The following activities are examples of how art will connect knowledge within and across the disciplines.
K.5
Create art depicting animals or plants.
K.6
Create a self- portrait.
K.7 Identify objects within the environment that occupy space.
Math— Use of a circle, triangle, square, rectangle, patterns.
Vocabulary/Language Arts— Use art terms and vocabulary, write left to right and top to bottom, storytelling and puppets.
History and Social Science— Identify people and places of other times and cultures.
Science—Use of the five senses and sensory descriptors, understand position, motion and physical properties of an object, i.e. color, shape, texture, size/weight, position. | 1,995 | 933 | {
"id": "<urn:uuid:b1a66130-33f6-4d49-bc50-d30978f3f8c9>",
"dump": "CC-MAIN-2019-30",
"url": "https://www.augusta.k12.va.us/site/handlers/filedownload.ashx?moduleinstanceid=6056&dataid=22012&FileName=Art%20Curriculum%20Essentials%20-%20Kindergarten.pdf",
"date": "2019-07-24T06:20:59",
"file_path": "crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00273.warc.gz",
"offset": 610069754,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9713520407676697,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9713520407676697,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4131
],
"fw_edu_scores": [
4.6875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Public vs private body parts
Year Learning Activity
Description
Students develop their understanding of the differences between public body parts and private body parts.
Learning focus
Male and female bodies are different. Some body parts are public, while others are private.
Key understandings
* Each body part has a name.
* Everybody has body parts that are the same.
* Male and female bodies have different parts.
* Some body parts are public and some are private.
* Though there are some parts we keep private, there is nothing bad about them, they are just private.
* Each person is in charge of his or her own body.
Materials
1. Book: Everyone's Got a Bottom by Tess Rowley
2. Blank A3 paper [one per student]
3. Student Activity Sheet: Body outline - public vs private [A3 copy]
4. Student Activity Sheet: Speech bubble [one per student]
Teaching and Learning Activities
Before you get started
* Supporting information for this activity is provided in the Gender diversity Guide, in particular the section on 'intersex' (where some children are born with a biological mix of both male and female genitals and/or reproductive organs). Students of this year level do not need to be explicitly taught this concept and it is not a key understanding. It is, however, expected that the teacher will understand gender and sexual diversity and affirm it within the classroom.
Whole Class
This activity extends the students' knowledge from the Pre-primary Learning Activity: Different Bodies by introducing the concepts of private and public body parts.
1. Ask students to locate and name as many body parts as they can using the Student Activity Sheet: Body outline - public vs private or a model of the human body.
2. Conduct a shared reading of a picture book that explains public and private body parts such as Everyone's Got a Bottom.
Public vs private body parts
Year Learning Activity
* Ask students to identify similarities and differences between male and female bodies.
* If students do not know the difference, introduce the correct terminology for penis, testicles, vulva and vagina, as each body part is discussed.
* Explain that there are lots of different names for these body parts and it is important to know the correct names.
* Identify private body parts as being parts that belong to you and are covered by underwear or bathers.
* Reinforce that boys and girls have most parts the same and some that are different.
Optional activity:
Play the game Head and Shoulders, Knees and Toes. Discuss that we all have body parts that are 'public' such as our head and shoulders, knees and toes and some parts that are 'private', i.e. anything that bathers cover.
Independent or Small Group
This activity develops students' understanding of a key protective behaviours message as highlighted in the book Everyone's Got a Bottom.
1. Have students draw a self-portrait on A3 paper.
2. Include a quote from the text, "From my head to my toes, I can say what goes" using the Student Activity Sheet: Speech bubble.
Reflection
Recite the message from the text as individuals and as a whole class and review its meaning, citing examples from the book.
Related assets (links to sections within GDHR site)
Background Note
Gender diversity
Teaching Resources
Body outline - public vs private Speech bubble
Date printed
Public vs private body parts
Year Learning Activity
24 July 2019 | 1,453 | 694 | {
"id": "<urn:uuid:0a51274e-bc41-402b-92b4-63efa9f58e06>",
"dump": "CC-MAIN-2019-30",
"url": "https://gdhr.wa.gov.au/c/portal/journal_content_docmosis/export_article?groupId=10184&articleId=123233&filename=Public%20vs%20private%20body%20parts&extension=pdf",
"date": "2019-07-24T07:05:09",
"file_path": "crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00287.warc.gz",
"offset": 410056418,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978176951408386,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976577162742615,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1853,
3349,
3417
],
"fw_edu_scores": [
4.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Any memory game will also support your child's learning of sounds. Suitable games include:
I went shopping and I
bought…. I Spy Kim's Game Pelmanism Snap
Please contact your child's class teacher to find out which sounds he should be practising at home.
Please contact me if you would like any more information.
Sian Everson 2011
Learning Alphabet Sounds
Information for Parents
Most words we read can be sounded out and read using phonic knowledge. It is really important that your child knows his sounds (phonemes) well. To be able to spell, he must also be able to write them (graphemes) from memory. It is important that sounds are said correctly with no following "b". It is also important to check on how your child's school forms their letters and to encourage correct formation right from the start. It is much harder to "unlearn" incorrect letter formation later.
The following suggestions are fun ways to support your child's learning.
Use plastic letters (early learning centre or similar shop usually has these). Let your child feel each letter. Can he tell what letter he is holding with his eyes closed?
Write the letters to be learnt on large bits of paper. Scatter the paper on the floor. Have your child go around the room saying the correct sound as he "lands" on each sound, e.g. the sound "sh", when near the correct piece of paper. You could also say a word to him, and let him find the correct letter, e.g. find the letters that "ship" starts with.
Write the sounds to be learnt on fish shaped thin paper. Put all the fish on a table. If he can say the sound he can blow it off the table and "catch" it.
Write the sound to be learnt in thick "bubble" writing. Give your child a selection of coloured pens. Get him to write the sound in a colour whilst saying the sound out loud. (Draw a dot to remind him where to start if necessary). Repeat again and again until a "rainbow" sound is created. Put on wall for child to continue to see and practice reading.
Play snap! Write pairs of the sounds to learn on card sized pieces of paper. Lay all cards on table upside down. Take it in turns to turn 2 over and child reads sounds and keeps matching pairs.
Using sets of multi coloured pens let child write sound to learn again and again, in a row using a different coloured pen each time.
Give child some chalk and let him copy the sound to learn onto the patio. (it will wash off eventually honestly!!)
Draw 6 simple fish shapes (or cars, flowers etc) on some paper. Write 1 sound to learn in the middle of each shape. Twice a day, hold up a flash card with the sounds to learn on. Every time the child reads a card correctly, he can colour a part of the sound shape in, making a colourful record of progress as the days go by. | 988 | 611 | {
"id": "<urn:uuid:52f1c7a6-f3fc-4303-9117-88db29c53214>",
"dump": "CC-MAIN-2019-30",
"url": "https://www.hindhayes.co.uk/attachments/download.asp?file=426&type=pdf",
"date": "2019-07-24T06:30:08",
"file_path": "crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00299.warc.gz",
"offset": 706083879,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988960325717926,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985607266426086,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
385,
2763
],
"fw_edu_scores": [
3.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
About Just Like y ou
Variety's Just Like You program is a series of free and fun disability awareness workshops, which aim to build understanding, acceptance and inclusion of those living with a disability.
Our workshops are delivered by professional facilitators who have a disability. Meeting and spending time with a person who has a disability helps to build empathy in children.
Just Like You is delivered as face-to-face or digital workshops to three different school stages. Each workshop is tailored to its specific year group mapped to the curriculum.
Why we do it
We are passionate about making a difference in the lives of kids living with a disability.
We are working towards our vision - for all Australian children to attain their full potential, regardless of ability or background.
Studies from Children and Young People with a Disability Australia (CYDA) have shown that 48% of students with disability surveyed in 2019 experienced bullying at school.
48 %
CYDA has also found that 40% of students with disabilities had been excluded from events or activities.
The most important thing we learnt is that people with disabilities are just like you and I. They got us involved and excited as this experience was eye opening, yet fun."
- Meg and Katerina Students at Holy Family Catholic Primary School, Menai
Teacher feedback
"This workshop should be compulsory in all schools."
Blakehurst Public School
"This was absolutely excellent and gave the children the opportunity to experience disadvantage personally which made the concept relevant to them."
Cardiff Public School
"The students were highly engaged throughout the workshop, sensitive issues that are sometimes swept under the carpet were addressed in a meaningful way. Connections were explored with my students' own lifestyle to those who maybe living with a disability."
"I was very impressed with the workshop and it has provided my students with additional information about people living with disabilities and the expectation of how everyone should be treated regardless of their ability. "
Liverpool West Public School
"I had so many kids individually speak to me about the positive impact of a disability program being delivered by the facilitator, a smart, confident woman in a wheelchair."
Tighes Hill Public School
"[The facilitator] was very engaging and open with the students. This openness allowed students to feel comfortable asking questions and explore the topic of disability. The workshop content was age-appropriate and engaging for the students."
Guildfor West Public School
The workshops
Stage 2
Years 3 & 4
Stage 1 Years 1 & 2
Celebrating difference, creating inclusion
Know the facts to better impact
Program impact
Following the JLY workshop:
Students are more likely to believe people living with disabilities are able to do many things*
Students are more likely to demonstrate empathy towards people living with a disability*
Students are more likely to believe all people are important and valuable to society*
Teachers agree that students learnt something important*
Stage 3 Years 5 & 6
Challenging norms to find the extraordinary
Program reach
The program has been delivered across metro and rural NSW, and piloted in Brisbane and the Gold Coast. Since 2015, we have reached the folowing:
74,716 * Students impacted
209 Schools reached
4,747 Sessions delivered
Our facilitators
I love seeing the children's excitement and curiosity when they are learning about disability and inclusion. The program also gives students with a disability a chance to share about their story in a positive light.
Amy
The thing I love the most would be watching the kids who have disabilities or special needs just come to life during the program. Seeing kids share their own stories with pride. Totally warms the heart!
Thomas
I love being able to engage with the students; helping them understand disability and empathy has been really rewarding. | 1,598 | 768 | {
"id": "<urn:uuid:10a65e83-ec4f-4c54-b339-2f38f5be5d92>",
"dump": "CC-MAIN-2022-21",
"url": "https://www.justlikeyou.org.au/wp-content/uploads/2020/JLY%20Life%20of%20Program%20Brochure_2021_Final.pdf",
"date": "2022-05-21T03:19:06",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662534773.36/warc/CC-MAIN-20220521014358-20220521044358-00703.warc.gz",
"offset": 981921180,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9988167484601339,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987757205963135,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1086,
3408,
3982
],
"fw_edu_scores": [
3.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Family Tip Sheets Using the WMELS Family Tip Sheets
How Do I Use the Tip Sheets?
The Wisconsin Model Early Learning Standards (WMELS) Family Tips Sheets were developed to help families understand how the WMELS can help them think about what their children should know and what their children should be able to do. There is a tip sheet for each of the five domains of the WMELS:
- Health and Physical Development
- Social and Emotional Development
- Language Development and Communication
- Approaches to Learning
- Cognition and General Knowledge
Organization
Each tip sheet includes:
- Definition and rational for each domain;
- How families can support their child's development at home and in the community;
- What to expect during the stages of infancy, toddlerhood, and the preschool years. The Center for Disease Control Developmental Milestones is used to provide guidance on developmental milestones.
What should I do if I have a concern about my child's development?
- Talk to your early learning program provider;
- Talk to your doctor. If you and your doctor are still concerned;
- Call Wisconsin First Step 1-800-642-7837 (24 hour service, a parent specialist is available M-F, between 8AM and 4PM);
- If you think your child is a child with a disability, call your County Birth to 3 Services or your Local School District 3 through 5 Services.
Wisconsin Model Early Learning Standards
Guiding Principals
The WMELS were developed based upon the following principles or beliefs:
1. All children are capable and competent;
2. Early relationships matter;
3. A child's early learning and development is multi-dimensional;
4. Expectations for children must be guided by knowledge of child growth and development;
5. Children are individuals who develop at various rates;
6. Children are members of cultural groups that share developmental patterns;
7. Children exhibit a range of skills and competencies within any domain of development;
8. Children learn through play and the active exploration of their environment;
9. Parents are children's primary and most important caregivers and educators.
Family Tip Sheets
Using the WMELS Family Tip Sheets
Remember – Your Child Learns and Grows Across all Five Domains!
Each tip sheet includes information about how your child develops across the domains.
Focus on the Whole Child
The WMELS focuses on the development of the whole child. This means that we think about the child within the context of the world in which he or she lives.
Thinking about the whole child involves taking into consideration how a child's development is influenced by aspects of his or her physical and social environment:
- Relationships with family and other significant people;
- The child's biology or development (temperament, learning style, interests, etc.);
- The environment in which the child and family live;
- The child or family's life experiences, history, biology;
The Teaching Cycle
The parts of the Teaching Cycle include:
- Ongoing Assessment – What does your child know, what can your child do;
- Planning and Curriculum Goals – Setting goals for your child and planning activities and materials to support learning around those goals;
- Implementation – Teaching through play and interactions with materials and people.
The Teaching Cycle is used by teachers in your child's early childhood program every day. Parents can use the Teaching Cycle when:
- You wait – Give your child time to play with materials and people;
- You watch – Watch what your child is doing;
- The child's and family's culture.
- You wonder – Wonder what does this mean? What does my child know? What can my child do? How can I support my child's learning?
Sources: Wisconsin Model Early Learning Standards, Third Edition, Developmental Continuum, February 2011 Center for Disease Control and Prevention Developmental Milestones http://www.cdc.gov/ncbddd/actearly/milestones/index.html | 1,783 | 787 | {
"id": "<urn:uuid:1390b6f5-c038-4719-9584-54270354a3b8>",
"dump": "CC-MAIN-2022-21",
"url": "http://www.collaboratingpartners.com/wp-content/uploads/2017/CPlinkedDocs/UsingWMELSFamilyTipsSheet.pdf",
"date": "2022-05-21T02:17:59",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662534773.36/warc/CC-MAIN-20220521014358-20220521044358-00709.warc.gz",
"offset": 70615137,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9953905344009399,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.995386004447937,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2115,
3933
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Emile Bernard, Still Life with Orange, 1887
Artists have been creating still lifes for many years across different cultures and artistic movements. A still life is an image of objects that don't move, such as the fruit in the still life paintings above. Look closely at the paintings. What different types of fruit do you see? Can you find the orange in Still Life with Orange or the apple in Still Life with Apple and Pomegranate? How many pears are in the painting Grapes and Pears?
Frederick Stone Batcheller, Grapes and Pears, 1877 Toddler Thursdays
If you have fruit or vegetables in your home, take them out and look at their shapes. Are strawberries more like a triangle or a circle? What shape is an apple?
Let's look at Chinese Fruit Basket by Mose Tolliver. Tolliver was an artist from Alabama who often painted what he saw in real life, such as the fruit in Chinese Fruit Basket. The basket of fruit could have been sitting on his kitchen counter, or he could have seen it at a friend's house. Tolliver included many different kinds of fruit in his painting. Can you find green grapes, purple grapes, bananas, and apples? What other fruit would you add to the painting?
On a piece of paper, use crayons or markers to draw different shapes, such as a circle or a square. What fruit can you turn your circle into—is it an orange or a peach? Try drawing different shapes and turning them into different fruits. Your fruit can be real, like a pear or grapes, or made up! If you were to draw a made-up fruit, what would you call it? What would it taste like?
Emile Bernard (French, 1868–1941), Still Life with Orange, 1887, oil on board, mounted on canvas, High Museum of Art, Atlanta, purchase in honor of Margaret Boyd Perdue, longtime friend and tireless supporter of the High Museum, 2000.209. Frederick Stone Batcheller (American, 1837–1889), Grapes and Pears, 1877, oil on panel, High Museum of Art, Atlanta, gift of the West Foundation in honor of Gudmund Vigtel, 2010.104. Mose Tolliver (American, 1919–2006), Chinese Fruit Basket, ca. 1987, paint on wood, High Museum of Art, Atlanta, T. Marshall Hahn Collection, 1999.99. © Estate of Mose Tolliver/Artists Rights Society (ARS), New York. Joseph Stella, American (born Italy, 1877–1946), Still Life with Apple and Pomegranate, ca. 1927, oil on canvas, High Museum of Art, Atlanta, gift of Mrs. Robert J. Schoelkopf, 2006.115.
Join us next week for more activities for early learners! Sign up for our Family Programs newsletter to stay connected. | 1,087 | 621 | {
"id": "<urn:uuid:1a3b7a82-2dc6-4894-b6ab-f60336b54ea1>",
"dump": "CC-MAIN-2022-21",
"url": "https://dev.high.org/wp-content/uploads/2020/04/Toddler-Thursdays-Act-Sheet-April-23-2020-Option-3.pdf",
"date": "2022-05-21T03:04:03",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662534773.36/warc/CC-MAIN-20220521014358-20220521044358-00712.warc.gz",
"offset": 261114087,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9953946471214294,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9953946471214294,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2518
],
"fw_edu_scores": [
3.8125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Communication and Language
Children will discuss with each other celebrations in their lives and what kind of things they celebrate. We will discuss bonfire night, Eid, Diwali and Christmas. We will read stories about how people celebrate and what kind of things they do. We will discuss links between each festival (For example light, presents)
Personal, Social and Emotional Development – Children will listen and respond to ideas expressed by others in conversation or discussion.
Literacy
Children will continue to develop their writing skills through a range of activities. We will continue on our phonics program and begin to write short words and some children will begin to write simple sentences. We will look at a range of books linked to celebrations.
Personal, Social and Emotional Development – Children are confident to try new activities and say why they like some activities more than others.
Mathematics
Children will be recognising numbers to 10 then 20 and ordering them. We will be adding two groups of objects together and then moving to adding on a number line. We will learn the names of 3D shapes and make models with them. We will look at ordering objects by size and complete maths work related to our topic.
Personal, Social and Emotional Development – We will maintain attention and concentrate on our work.
Expressive Arts and Design
Physical Development
Children will be working with Mr Jackson in PE and completing a range of games to build on our skills. We will be practising our letter and number formation and making sure we hold our pencil correctly.
Personal, Social and Emotional Development – Children will talk about how they and others show feelings and know that some behaviour is unacceptable.
Understanding the World
Children will be making a range of creative things. We will be making Christmas cards, firework pictures, calendars and Rangoli patterns. We will be learning lots of new songs to, so listen out for these at home!
Children will learn some new games to play on the whiteboard. They will talk about routines and customs that they enjoy joining in with at home and talk about their family.
Personal, Social and Emotional Development – Children will talk about what they are doing and answer a range of questions.
Things You Can Do At Home-
-Find 3D shapes and name them for example; tin of beans= cylinder
-Recognise numbers to 10 and then 20 and put them in order.
-Learn the sounds sent home and start to build the cvc words.
-Practise our reading book for a few minutes every night. Answer lots of questions about your reading book.
-Research Bonfire Night, Eid and Diwali on the computer and bring some research into school for us to share.
-Make sure your chid is holding their pencil correctly and is starting to form letters correctly.
-Enjoy your cream sack and share it together at home.
Personal, Social and Emotional Development – Children will become confident to try new activities and develop their speaking and listening skills. | 1,158 | 595 | {
"id": "<urn:uuid:8ad6e2ee-b9f1-421f-a935-d60c9c99dfee>",
"dump": "CC-MAIN-2022-21",
"url": "https://www.thorp.oldham.sch.uk/wp-content/uploads/2018/11/Reception-website-planning-1.2.pdf",
"date": "2022-05-21T02:31:52",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662534773.36/warc/CC-MAIN-20220521014358-20220521044358-00711.warc.gz",
"offset": 1222280993,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9975036382675171,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9975036382675171,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3020
],
"fw_edu_scores": [
4.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
upper Body Exercises
Arm Curl: for bicep strength
Do after writing a long email or charting for a patient.
o Sit up tall with your right hand on your thigh facing up.
o Make a fist and curl it to your shoulder.
o Reach your fist straight up over your head.
o Lower your fist back down to your shoulder.
o Curl it back down to your thigh.
o Repeat 15 times on each arm.
o For an extra burn, do this exercise while holding a water bottle.
Water Bottle Tricep Raise: for tricep strength
Do before taking a sip of water.
o Sit tall. Hold a water bottle in your right hand.
o Raise it over your head.
o Bend your elbow at your ear to lower the water bottle behind your head.
o Lift the water bottle back over your head.
o Repeat 15 times on each arm.
Table Press and Push: for bicep strength
Do while on a conference call.
o Put your hands under a table, palms facing up.
o Squeeze your stomach as you press your hands up under the table as if you are trying to lift it up.
o Hold for 8 seconds.
o For an extra burn, do with one hand at a time.
*Be careful not to lift the table up. Don't forget to breath!
Table Push:
o Put your hands on top of a table, palms facing down.
o Squeeze your stomach as you press down on top of the table.
o Hold for 8 seconds.
Photos taken from Google images.
The Catherine M. Abate
Wellness Department
upper Body Exercises
Arm Chair Press: for chest and shoulder strength Do after taking a bathroom break.
o Place both hands on the arms of your chair.
o Slowly lift your butt off of your seat.
o Slowly lower yourself back down but don't sit down.
o Hold for 5 seconds.
Desk Push-Ups: for chest and arms strength
Do when there is a lull in your work or patient flow.
o Place both hands shoulder-width-apart on the edge of your desk.
o Take a few steps back so that your body is in a straight line, like a plank.
o With your shoulders over your wrists, lower down slowly by bending your elbows.
o Push off of your desk until your arms are straight again.
o Repeat 10 times.
Wall Lean Extension: for tricep, chest, and upper back strength Do before eating your lunch.
o Lean up against a wall with your arms out to your sides and elbow bent so that your hands are by your head, palms are facing out.
o Take a small step forward so only your upper back and arms are touching the wall.
o Using your forearms and chest muscles, life your upper back off of the wall by bending your elbows. Only your forearms should be touching the wall.
o Repeat 10 times.
Photos taken from Google images.
Shoulder Blade Squeeze: improves posture
o Roll back your shoulders until your shoulder blades are touching.
Do while you are waiting to clock-in.
o Hold for 10 seconds.
o Repeat.
o Release.
The Catherine M. Abate
Wellness Department | 1,078 | 652 | {
"id": "<urn:uuid:adadbdf6-0ea7-476a-a5cc-6abd39c3a5ea>",
"dump": "CC-MAIN-2022-21",
"url": "https://www.chnnyc.org/wp-content/uploads/2022/01/Upper-Body-Exercises.pdf",
"date": "2022-05-26T05:57:47",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662601401.72/warc/CC-MAIN-20220526035036-20220526065036-00576.warc.gz",
"offset": 800595985,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9549238383769989,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9525813460350037,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1341,
2772
],
"fw_edu_scores": [
2.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Liquid Vibrations Music Production Programme
Overview
The Liquid Vibrations Music Production programme will enable leaners aged 13-19 years to compose, record, produce and present original music for use in Musical Hydrotherapy sessions. The aim of the programme is to provide a real-life learning opportunity through which learners can develop key skills such as creativity, communication and team work whilst also experiencing the health and well-being benefits of Musical Hydrotherapy.
The programme will be delivered through a series of underwater listening sessions and classroom sessions led by our guidelines. The music will then be shared within the school's own Musical Hydrotherapy sessions; to the wider community via an end of project performance (optional); and to other schools/centres via the Liquid Vibrations network and website.
Suggested Programme Outline
The programme will be delivered by Liquid Vibrations (LV) practitioners and the Music Lead within the school. A suggested activity plan is as follows:
* Activity 1 LV led introductory workshop in class followed by Musical Hydrotherapy (MH) session
* Activity 2 LV led classroom-based composition session
* Activity 3 Teacher led classroom sessions developing musical ideas with students following LV teaching resources.
* Activity 4 LV led school-based recording session
* Activity 5 LV led MH session to listen to work-in-progress and feedback
* Activity 7 LV led school-based (or if possible at an external recording studio) recording session
* Activity 6 Teacher led classroom sessions resume.
* Activity 8 LV led MH session to listen to final pieces
* Activity 9 Sharing event for family, friends and wider community at the school or a local pool.
Teacher training and resources (teacher guide/toolkit) will be provided by Liquid Vibrations.
Programme Outcomes
Students will be able to:
* develop their understanding of music and sound in an innovative and creative environment.
* compose, perform, record and present original music for their peers and the wider community.
* understand the use of sound equipment and technology in a real-life setting.
* develop employability skills and competencies such as organisation, team work, communication and confidence.
* experience the unique health and well-being benefits of Musical Hydrotherapy.
* build relationships within their school and local community,
Teachers will be able to:
* increase their skills and knowledge of sound/music production, listening exercises and music activities for
the students, and musical hydrotherapy through engagement and training with industry professionals.
* build their relationships with students, families and the wider community in a unique, meaningful and creative way.
Schools will be able to:
* provide a unique life-skills learning opportunity for students that promotes creativity, health and well-being.
* build links with their families and the wider community in a unique, meaningful and creative way.
Cost:
£3200. Not including community sharing event at local swimming pool, enquire for pricing on this.
Contact:
Joel Cahen, email@example.com | 1,400 | 594 | {
"id": "<urn:uuid:a3bf92c5-7633-4649-a137-55ed91d9b05e>",
"dump": "CC-MAIN-2022-21",
"url": "https://www.liquidvibrations.org.uk/_files/ugd/1c7c6c_aeb25d3d73304eab97daf97b9d1d0485.pdf",
"date": "2022-05-26T04:34:31",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662601401.72/warc/CC-MAIN-20220526035036-20220526065036-00576.warc.gz",
"offset": 1008592857,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972124099731445,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972124099731445,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3149
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Optional KS2 Enquiry: Humanism - How could Humanists lead good lives?
This enquiry is designed to give a brief introduction to Humanism. This will ensure that children understand that everyone has beliefs and views about life and sometimes these are not connected to an organised religion, so might be called a worldview. This new 'Introduction to Humanism' enquiry introduces children to Humanism as a worldview. We have also added prompt boxes to some enquiries when we think the big question lends itself to adding a Humanist perspective. This is, of course, optional.
It should be made clear to children that Humanism is not a religion, and this could open the conversation about "What is a religion?".
Humanists try to live by the "Golden Rule" which is "Treat other people as you would like them to treat you". (This rule is found in most religions also.)
Humanism has been part of human thought for thousands of years. It holds, at its core, a belief in reason, questioning and science. Traditionally, societies based great emphasis in belief in one or many gods as a way of explaining that which could not easily be explained, for example where life came from and what might happen after death. Humanists approach life in a different way, focussing on human achievement, scientific discoveries and personal autonomy. Rather than learning from a sacred scripture, Humanists will use their Golden Rule as the basis for their approach to life, and look to learn from their own and others' life experiences in order to inform their decisions and actions. Because of a lack of belief in a life after death, Humanists would consider eternity in a very different way to a religious believer who considers that human death is not the end. To a Humanist, the impact you have had in this life is all that lives on, so e.g. Charles Darwin has left an eternal legacy in his work on evolution.
The enquiry considers how Humanists may live their lives based on the following key beliefs:
1. There is no evidence of a god – science gives many answers to things previously attributed to gods e.g. the formation of life
2. We have one life – we need to make the best of it
3. It is our responsibility to treat humans and other living things ethically, fairly and positively
4. We need to take personal responsibility for our actions
5. We have the potential to achieve great things which will benefit humanity and future generations
6. Humanists value freedom, empathy, reason and human rights
7. Humanists respect people's right to hold their own beliefs; however they are opposed to human rights being violated which can happen in some societies, some of which may be governed by religious law.
The 'Happy Human' is a symbol often associated with Humanism – it is designed to highlight the potential of humans and the ability to celebrate life and achievements which benefit humankind and other living things.
Humanists celebrate human achievements and believe that we all have talents which we should use to benefit others. Humanists now have non-religious ceremonies;
many countries legally recognise these (although not in all areas of the UK to date - 2020) such as naming, weddings and celebrations of life.
For a large bank of resources check the Understanding Humanism education website https://humanism.org.uk/education/ produced by Humanists UK. | 1,350 | 679 | {
"id": "<urn:uuid:03a483af-a240-4d17-81ef-abe6342f9e41>",
"dump": "CC-MAIN-2022-21",
"url": "https://www.salisbury.anglican.org/resources-library/schools1/re-support/resources-1/creative-and-reinspiring-annual-re-conference-2022/discovery-re-humanism-teacher-background-knowledge",
"date": "2022-05-26T05:47:29",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662601401.72/warc/CC-MAIN-20220526035036-20220526065036-00577.warc.gz",
"offset": 1102163571,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998036652803421,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987433552742004,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3070,
3357
],
"fw_edu_scores": [
3.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Review Questions on Interpretation
Sharing Question Apart from the Scriptures, in your experience what written document have you most carefully interpreted? What was it? Why were you so attentive?
How to Productively Study the Word
Fill in, and briefly explain, the first five steps to productively studying the Word of God.
D__________________ =
F__________________ =
S__________________ =
O__________________ =
I___________________ =
Look up Psalm 1. Using the chart below, find as many instances of the laws of composition as you can.
Law of composition
Contrast but the wicked are not so (v.4)
Relevant words (with reference)
Do a textual reconstruction of Psalm 1.
List from memory, the first five steps in productively studying the Word of God.
-1-2-3-4-5-
State the three basic principles of literal interpretation.
-1-2-3-
Match the law of composition on the right with the appropriate "nutshell" definition on the left.
___ repeated use of similar words/phrases
___ association of like things
___ inclusion of background
___ planned cause & effect
___ questions & answer
___ reiteration of the same terms
___ association of opposites
___ concept to concrete instance
a. Repetition
b. Continuity c. Contrast
d. Comparison
e. General to
Particulars
f. Cause to Effect
g. Preparation
___ "A" produces "B"
h. Interrogation i. Means to End
Special Projects
Note every instance you can find of the laws of composition in Galatians 5:25-6:10. Work verse by verse and record your findings below.
law of composition relevant words (with reference)
Make a textual reconstruction of Galatians 5:25-6:10
Look again at your observations and interpretive questions. Begin to answer your questions. Answer only one question at a time. If it helps, restate the data and/or question before giving your answer.
Remember to carefully apply the techniques you have learned (for example, in making a word study, find the possible uses and then determine the precise use in the Galatians context.
Write down your answers in a clear and concise fashion. If you can't answer a question, come back to it later. Use additional paper as needed.
In 5:25 the construction is a first-class condition. That is, the "if" clause is assumed to be true. Thus it could be rendered since we live by the Spirit. Walking by the Spirit, then, is a natural corollary to living by the Spirit. The one is expected to lead to the other, to follow as a matter of course. (However, note the exhortation let us also walk)
Vine states that peripateo is used "figuratively, signifying the whole round of the activities of the individual life." Of stoicheo, he writes, "from stoichos, a row, signifies to walk in line, and is used metaphorically of walking in relation to others (No. 1 peripateo) is used more especially of the individual walk)..in Gal. 5:25 it is used of walking 'by the Spirit,' R.V., in an exhortation to keep step with one another in submission of heart to the Holy Spirit, and therefore of keeping step with Christ, the great means of unity and harmony in a church (contrast No. 1 in verse. 16; verse 25 begins a new section which extends to 6:10)". It would appear that, beginning with 5:25, there is a greater emphasis on the interpersonal dimension of spiritual living (and note the "one anothers" in 5:26; 6:2; also compare 6:1,6,9,10 where interpersonal matters are central). | 1,550 | 797 | {
"id": "<urn:uuid:e80d7c3d-9c4c-4b81-b723-6ffdb55ef30f>",
"dump": "CC-MAIN-2022-21",
"url": "https://vbcmedia.s3.amazonaws.com/AdultEducation/ClassNotes/BibleInterpretation/Interpretation-Review.pdf",
"date": "2022-05-21T03:56:18",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662534773.36/warc/CC-MAIN-20220521014358-20220521044358-00713.warc.gz",
"offset": 691978662,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.965655580163002,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972732067108154,
"per_page_languages": [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
641,
682,
1322,
1639,
3405
],
"fw_edu_scores": [
2.5
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Many people say that eating almonds helps us in increasing brain power. Yet no one has explained this theory, but Almonds Have Many Health Benefits - Here Are 8 of Them!
1. It promotes digestion process:
Good digestion means better health and better fitness. The outer layer of almonds holds enzyme inhibitor, which is discharged by soaking almonds in water. It is how almonds become healthier and digestion-friendly. Your diet becomes low-fat diet because the enzymes present in almonds help you in dealing with fat.
2. Anti-aging properties:
Aging is one of the most troubling skin issues, which girls and women never want to face. If you
1 / 4
Written by Hari Om Agrawal are also one of those who want to look younger, eat almonds. You will get vitamin C via almonds, which is an antioxidant and helps us in reducing aging symptoms. It means you can look much younger by consuming almonds daily.
3. Aids in good growth of unborn baby:
Soaked almonds are great nutrition for pregnant women. Soaked almonds offer folic acid, which is quite necessary for the appropriate growth of fetus's brain and other parts. Doctors always suggest ladies to consume almonds as they get the positive benefits. In addition, soaked almonds promote digestion process. It helps new moms in easily digesting the food they eat.
4. Essential for the brain:
Health experts have studied and have found that almonds can easily improve the functionality of the central nervous system. All you have to do is just eat 5-6 almonds daily and it will promote the performance of your brain.
5. A reliable cure for dry and chapped skin:
Many people experience skin disorders like itching, inflammation and dry skin. To get rid off of such problems apply a paste of soaked almonds. Your itching problem will get treated quite quickly and there will be no chance of facing such problem again.
2 / 4
Written by Hari Om Agrawal
6. Natural hair conditioner:
Chemically mixed hair conditioners of big brands often cause adverse effects also. It is the reason many people feel afraid of using such products. You can create your own hair conditioner by using almond seeds. Grind almond seeds with olive oil and apply the paste on scalp and hairs. It will work to make your hair smoother and stronger.
7. Controls cholesterol:
People try everything to keep increasing levels of LDL cholesterol under control. Of course, it is not quite easy to do, especially if you love to enjoy the urban lifestyle. The almonds can easily control LDL cholesterol levels because they contain monounsaturated fatty acids. MUFA is renowned for reducing LDL cholesterol levels and increasing HDL cholesterol levels.
8. Aids in repairing damaged skin cells:
If your skin is looking unattractive because of dead skin cells, you should eat almonds. These seeds work for repairing damaged skin cells from inside the skin. You get more attractive and glowing skin.
3 / 4
Written by Hari Om Agrawal
Therefore, include almonds in your daily diet as Almonds Have Many Health Benefits which help you stay fit and healthy.
Health and Beauty care is a big resource to resolve various Health-related issues in a natural way without prescription medication with homemade remedies, yoga and exercises and herbal products. http://lifestyle-health-fitness.com/fruits-and-vegetable/
Almonds Have Many Health Benefits - Here Are 8 of Them By Hari Om Agrawal
Article Source: http://EzineArticles.com/expert/Hari_Om_Agrawal/231526 http://EzineArticles.com/
4 / 4 | 1,493 | 725 | {
"id": "<urn:uuid:3aa8216e-e6e1-4de5-8cc7-d252b766d31b>",
"dump": "CC-MAIN-2022-21",
"url": "https://angelsplaypen.com/index.php?view=article&catid=24%3Ahealth-a-fitness&id=1439%3Aalmonds-have-many-health-benefits-here-are-8-of-them&format=pdf&option=com_content&Itemid=11",
"date": "2022-05-26T04:17:35",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662601401.72/warc/CC-MAIN-20220526035036-20220526065036-00583.warc.gz",
"offset": 148506282,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9939952939748764,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.997774600982666,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
651,
1877,
2926,
3509
],
"fw_edu_scores": [
2.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Joachim Schliesinger reported a total of between 20,000 and 30,000 Lao Ngaew people living in central and north-east Thailand. Their main areas of habitation are Lop Buri Province (especially Ban Mi and Khok Samrong districts), the Tha Tako District of Nakhon Sawan Province and scattered parts of Singburi, Saraburi, Chaiyaphum, Phetchabun, Nong Khai and
Loei provinces. 1 Because of their wide geographic dispersion, gaining an accurate population fi gure for the Lao Ngaew is diffi cult. Their ancestors lived in the eastern part of Xiangkhoang Province and western Houaphan Province in Laos. In the 1860s they were forced to migrate southward into the Mekong River basin due to pressure from the Chinese who came down into their part of Laos. Later they
distinct from other Tai varieties. However, the Lao Ngaew view themselves as a distinct people with a common history and ethnicity. In the majority of their locations they prefer to live with members of their own ethnic group. In other places they share their communities with members of other groups that migrated from Laos, such as the Phuan and Lao Wieng. In those
Christian Far East Ministry
decided to migrate across the Mekong into Thailand, where they proceeded to form communities in extremely diverse locations. Today the majority live in central Thailand, but several Lao Ngaew villages can be found on the banks of the Mekong River in Nong Khai and Loei provinces.
Although the Lao Ngaew language is considered closely related to Lao and Isan, 'linguistic research found that the main factors infl uencing the pronunciation of tone in the Lao Ngaew dialect were connected with speech, position of syllables, degree of emphasis and stress'. 2 Several interesting linguistic studies have been made into the Lao Ngaew language. 3
The Lao Ngaew people have never appeared on lists of ethnolinguistic groups because their language is not considered places where Thai people live nearby, the Lao Ngaew seem to be looked down upon by the Thais, who 'consider the Lao Ngaew as a people without their own ethnic culture, who do not preserve their own tradition and customs but too easily adopt the customs of other ethnic Tai groups'. 4 When a Lao Ngaew couple gets married, the groom's family is required to pay money to the bride's family.
These days the bride price may be up to 100,000 baht (about US$2,300). A few decades ago the bride price was just 60 baht (less than $2)! The Lao Ngaew are able to intermarry with people from other ethnic groups, although not all other groups are keen to marry the Lao Ngaew. This is especially true with the Phuan people, who consider the Lao Ngaew socially and culturally inferior to themselves.
Although almost all Lao Ngaew are professing Buddhists, their beliefs are mixed with numerous animistic rituals and spirit worship. Some of their most revered spirits are those of the village, house, forests, water, trees and sky. 'They honor the most important spirit, called don hor once a year with pigs and rice whisky at the village spirit house, often located behind the temple.' 5
153
Lao Ngaew
THAILAND
LAOS
Lop Buri
Nakhon Sawan
Population:
30,200 (2000)
33,100 (2010)
36,100 (2020)
Countries: Thailand
Buddhism: Theravada
Christians: 60
Overview of the Lao Ngaew
Other Names: Lao Ngiaw, Ngaew, Ngiaw
Population Sources: 20,000 to 30,000 in Thailand (2001, J Schliesinger [1999 fi gure])
Language: Tai-Kadai, Kam-Tai, Be-Tai, Tai-Sek, Tai, Southwestern, East Central, Lao-Phutai
Dialects: 0
Professing Buddhists: 97%
Practising Buddhists: 70%
Christians: 0.2%
Scripture: none
Jesus fi lm: none
Gospel Recordings: none
Christian Broadcasting: none
ROPAL code: none
LAO NGAEW, 2 July | 1,737 | 929 | {
"id": "<urn:uuid:2c4627dd-46ad-4896-ae90-9d92b851fdbc>",
"dump": "CC-MAIN-2022-21",
"url": "https://people-groups.asiaharvest.org/Thailand/LaoNgaew.pdf",
"date": "2022-05-26T04:55:23",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662601401.72/warc/CC-MAIN-20220526035036-20220526065036-00582.warc.gz",
"offset": 509700681,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9921339154243469,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9921339154243469,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3716
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Queen with The Prince of Wales, the heir apparent to the Throne, at the State Opening of Parliament in 1996. The title to the Crown is derived partly from statute and partly from common law. Despite interruptions in the direct line of succession which have occurred, the hereditary principle has always been preserved David Secombe, © Royal Collection
The Prince of Wales shares a joke with his mother, The Queen, during his speech at a reception held in his honour at Buckingham Palace, London, on the eve of his 50th birthday. Five hundred guests attended the event © PA News Photo Library
Succession
The basis for the succession was determined in the constitutional developments of the 17th century, which culminated in the Bill of Rights (1689) and the Act of Settlement (1701). When James II fled the country in 1688, Parliament held that he had 'abdicated the government' and that the throne was vacant. The throne was then offered, not to James's young son, but to his daughter Mary and her husband William of Orange, as joint rulers. It therefore came to be established not only that the Sovereign rules through Parliament, but that the succession to the throne can be regulated by Parliament, and that a Sovereign can be deprived of his title through misgovernment.
The succession to the throne is regulated not only through descent, but also by statute; the Act of Settlement confirmed that it was for Parliament to determine the title to the throne. The Act laid down that only Protestant descendants of Princess Sophia - the Electress of Hanover and granddaughter of James I - are eligible to succeed. Subsequent Acts have confirmed this.
Parliament, under the Bill of Rights and the Act of Settlement, also laid down various conditions which the Sovereign must meet. A Roman Catholic is specifically excluded from succession to the throne; nor may the Sovereign marry a Roman Catholic. The Sovereign must, in addition, be in communion with the Church of England and must swear to preserve the established Church of England and the established Church of Scotland. The Sovereign must also promise to uphold the Protestant succession.
Succession to the throne is based on the principle of male primogeniture, according to which male heirs take precedence over daughters and the right of succession belongs to the eldest son. Daughters take precedence over the Sovereign's brothers. When a daughter succeeds, she becomes Queen Regnant and has the same powers as a king. Where a Sovereign has no children, the succession then lies with the Sovereign's eldest surviving brother and his children (sons, then daughters), as when William IV was succeeded by his niece Victoria. If a Sovereign has no brothers, or if those brothers have no children, then the line of succession passes to the Sovereign's sister(s) in age order, as when Edward VI was succeeded by his halfsisters Mary and Elizabeth.
The Prince of Wales(see
Prince William of Wales
Prince Henry of Wales
The Duke of York
Princess Beatrice of York
Princess Eugenie of York
The Earl of Wessex
The Princess Royal (see Titles/Royal family)
Peter Phillips
Titles/Royal family) | 1,304 | 646 | {
"id": "<urn:uuid:b5aa9471-8d87-4861-91e2-ced88115b085>",
"dump": "CC-MAIN-2022-21",
"url": "https://basicfraud.com/assets/files/Successions.pdf",
"date": "2022-05-26T05:11:13",
"file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662601401.72/warc/CC-MAIN-20220526035036-20220526065036-00580.warc.gz",
"offset": 167504625,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9554729461669922,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982678294181824,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2911,
3159
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Flinn Lab Answers
Chapter 1 : Flinn Lab Answers
Science laboratory safety – questions - answers directions: use the flinn safety contract to answer the following questions. 1. flammable materials should never be dispensed or used near flame or heat source. #37 is it okay to touch lab equipment before the instructor gives permission? #4 noAp4238 science laboratory safety test, pad of 50 ap8730 liability reduction kit ap1198 accident report—science department, pad of 50 ap1557 citation, safety violation, pkg. of 100 ap4236 contract, student safety policy, pad of 50 ap1864 license, lab safety, pkg. of 100 consult the flinn scientific website for current prices.Flinn scientific—teaching chemistry™ elearning video series a video of the target stoichiometry lab activity, presented by bob becker, is available in mole relationships and the balanced equation and in bob becker target labs, part of the flinn scientific—teaching chemistry elearning video series.Flinn scientific's student safety contract 34. never use mouth suction to fill a pipet. use a rubber bulb or pipet pump. lab environment. i will also closely reproduction permission is granted to science teachers who are customers of flinn scientific. inc. batavia. illinois. u.s.a.Advanced chemistry experiments for ap*, ib**, and honors chemistry teacher guide 21st century science pasco scientific 10101 foothills blvd. roseville, ca 95747-7100 toll free 800-772-8700A . take them out before starting the lab. b . you do not have to wear protective goggles. c . advise your science instructor that you wear contact lenses. d . keep the information to yourself. 5 . if you do not understand a direction or part of a lab patrick j. flinn created date:Flinn scientific's student safety contract flinn scientific, inc. 26. if you or your lab partner are hurt, immediately yell out "code one, code one" to get the instructor's attention. 27. if a chemical should splash in your eye(s) or on your skin, immediately flush with running flinn scientific's student safety contract .
Le châtelier's principle pre-lab assignment before coming to lab: • read the lab thoroughly. • answer the pre-lab questions that appear at the end of this lab exercise. the questions should be answered on a separate (new) page of your lab notebook. be sure to show all work, round answers, and include units on all answers.Processes of oxidation and reduction. in this three-part lab, these reactions are studied by constructing various electrochemical cells and measuring the voltage generated. from these measurements, a reduction series is generated, the concentration of copper ions in solution determined, and the k sp of silver chloride calculated. conceptsPlace them in this beaker of water to continue soaking at your lab station. 2. fill a second 250-ml beaker about half-full with tap water. posed of in the trash according to flinn suggested disposal method #26a. connecting to the national standards cf#5607 flame test kit slk Properties of acids and bases (adapted from flinn scientific acid base test kit i #ap4567) introduction this lab does not include a test using feel. 3dicators: an indicator is a chemical compound, either on a test paper or in a solution, that changes
Related PDF Files
Science Laboratory Safety Questions Answers, Science Laboratory Safety Test Flinn Scientific, Target Stoichiometry Lab Flinn Scientific, Flinn Scientifics Student Safety Contract Jaclyn K Murray, Advanced Chemistry Teacher Guide, Name Date Name Date Science Laboratory Safety Test, Flinn Scientifics Student Safety Contract, Le Ch Telier S Principle Lab Manuals For Ventura College, Ap Chemistry Laboratory 21 Bergen, Cf 5607 Flame Test Kit Slk Science Notebook, Properties Of Acids And Bases Libertyville District 70 | 1,775 | 821 | {
"id": "<urn:uuid:d3bd8709-ca09-405d-b115-bc2b7eeec78f>",
"dump": "CC-MAIN-2019-04",
"url": "http://nfldraftmock.com/flinn_lab_answers.pdf",
"date": "2019-01-23T18:27:30",
"file_path": "crawl-data/CC-MAIN-2019-04/segments/1547584336901.97/warc/CC-MAIN-20190123172047-20190123194047-00215.warc.gz",
"offset": 161720621,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.98514723777771,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.98514723777771,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3774
],
"fw_edu_scores": [
2.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Illustrator Basic-Intermediate
Adobe Illustrator is the industry standard vector graphics design tool, useful for corporate identity creation, including company logos and marketing/advertising artwork.
Objectives
This introductory course will illuminate the powerful vector tool that is Illustrator. It is more than applicable to first-time users and will provide a helpful foundation for more advanced designs.
Duration
3 days
Audience
Desktop publishers, graphic designers and aspiring digital artists.
Pre-Requisites
Basic computer literacy.
Outline
Getting to know the Workspace
* Choosing a workspace
* Opening a file
* The document window
* Using Artboards
* Navigating multiple artboards
* Using the new Artboards panel
* Creating New Artboards • Switching screen modes
* Changing your view
* Preview versus Outlines
* Zooming and scrolling
* Scrolling with the Hand tool
* Changing views with the Navigator panel
* The Tools panel
* Using tools and panels
* The Control panel
* Moving the Control panel
* Panel groups and the dock
* Custom workspaces
* Saving workspaces
* Using the Manage Workspaces dialog box
Illustrator Essentials
* Using the shape tools
* Repositioning and visually resizing the rectangle
* Finding or changing the shape's dimensions using the Transform panel
* Rotating and shearing using the Transform panel
* Constraining a shape
* Entering exact dimensions
* Selecting artwork
* Helpful keyboard shortcuts for selections
* The selection tools
* Using shape and transform tools to create artwork
* Using the transform tools
* Adding a fill color
* Viewing in Outline view
* Using layers when building an illustration
* Creating a new blank layer
* Cutting and pasting objects
* Moving objects from one layer to another
Adding Color
* Basics of the Appearance panel
* Changing colors
* Adding Effects
* Creating a colorful illustration
* Using Live Paint
* Adding a symbol to your artwork
* Expanding the symbol
* Saving swatches
* What is a Global Color?
* Selecting the Same color
* Saving a set of colors as a group
* Creating a color group from selected colors
* Using the Color panel
* Adding Pantone colors
Working with the Drawing Tools
* Working with the Pen tool
* Drawing straight lines
* Drawing curved lines
* Drawing hinged curves
* Drawing curved lines to straight lines
* Drawing straight lines to curved lines
* Shape Tools
* Using the Eraser tool
* Editing existing paths
* Adding and removing points
* Cutting and joining paths
* Working with Live Trace
* Expanding Live Traced artwork
* Working with Live Paint
* Combining shapes using the new Shape Builder tool
* Subtracting with the Shape Builder tool
Working with Text
* Formatting type
* Paragraph formatting
* Formatting imported type
* Paragraph and character styles
* Text on a path
* Warping text
* Text in a shape
* Creating outlines
* Check spelling
* Find and Replace
Working with Symbols
* Cleaning out the symbol library
* Creating symbols
* Editing symbols
* Importing a symbol library
* Using the symbol sprayer tools
* Editing nested symbols
* Replacing symbols
Saving and Exporting
* Saving using the AI file format
* Saving an illustration with layers
* Saving a layered PDF
* Integration with other applications
* Saving as EPS
* Save for Web
Whats New
* Getting into perspective
* Defining the grid
* Changing the plane
* Using the Perspective Selection tool
* Creating shapes with the
* Shape Builder tool
* To combine shapes
* To delete shapes
* To divide overlapping shapes
* New Brush Controls
* Advanced drawing controls
* Artboard panel
* Touch Type Tool
* Images in Brushes
* Font Search
* Font Sync
* Multiple-file place
* CSS Extraction
* Colour Sync
* Area and Point Type Converion
* File packaging
* On-art free transform | 1,942 | 824 | {
"id": "<urn:uuid:c91ce6be-fb41-446d-822b-67d9603febe8>",
"dump": "CC-MAIN-2019-04",
"url": "https://www.leadingtraining.co.za/brochures/illustrator_basic-intermediate",
"date": "2019-01-23T18:02:43",
"file_path": "crawl-data/CC-MAIN-2019-04/segments/1547584336901.97/warc/CC-MAIN-20190123172047-20190123194047-00215.warc.gz",
"offset": 844303467,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9463079124689102,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9830191731452942,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
527,
1023,
1692,
2247,
2811,
3288,
3708,
3782
],
"fw_edu_scores": [
2.453125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
| | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Seahorses Reception | Games | Dance | Bat and Ball skills Multi skills | Spatial Awareness and FMS | Sending and Receiving Yoga (30min DS) |
| Starfish Y1 | Football Skills Multi Skills | Gymnastics Yoga (30min DS) | Bat and Ball Skills Multiskills | Dribbling, Kicking, Hitting (Hockey skills) Dance (DS) | Throwing and Catching Yoga (30min DS) |
| Penguins Year 2/3 | Football Skills Multi Skills | Gymnastics Yoga (30min DS) | Multiskills Boxercise (30min) | Games Dance (DS) | Athletics Yoga (30min DS) |
| Seals Year 3/ 4 | Invasion Games (Football/ Tag Rugby) Zumba (DS) | Gymnastics – Multiskills Yoga (30min DS | Net and Wall – (Volleyball) Boxercise (30min) | Invasion – Basketball Dance | Striking and Fielding – Tri Golf Athletics |
| Tiger Sharks Year 4/5 | Invasion games (Tag Rugby) Healthy Lifestyles Zumba (DS) | Gymnastics Healthy Lifestyles Yoga (30min DS) | Net and Wall – (Volleyball) Boxercise (30min) Swimming | Invasion – Basketball Swimming (Top up) | Striking and Fielding Tri Golf Multi Skills |
| Blue Whales Year 5/6 | Invasion games (Tag Rugby) Healthy Lifestyles | Swimming (1hr) Healthy Lifestyles | Boxercise (30min) Swimming (Top up) | Invasion – Basketball OAA | Athletics Yoga (30min DS) Striking and Fielding Cricket |
All children throughout the school receive two hours of PE each week.
Areas highlighted in yellow are coaches from JB Sports.
All aspects of PE will also include the following areas: Physical, Personal, Cognitive and Health.
Physical: Looking at fundamental movement skills throughout a range of activities.
Personal: Children will be able look at their own goals and performance. They will develop their communication and listening skills throughout the various activities.
Cognitive: Looking at children being able to analyse and assess what they have done and how they can improve. Also being able to compete in games within a team.
Health: Children will understand how physical activity makes them feel and the positive impact that it has on their health and well-being, not only physical but emotionally as well. | 1,187 | 532 | {
"id": "<urn:uuid:631881a2-eb0d-4722-b297-f63fbd1846fd>",
"dump": "CC-MAIN-2019-04",
"url": "http://www.ingoldmellsacademy.org/attachments/download.asp?file=254&type=pdf",
"date": "2019-01-23T17:38:03",
"file_path": "crawl-data/CC-MAIN-2019-04/segments/1547584336901.97/warc/CC-MAIN-20190123172047-20190123194047-00216.warc.gz",
"offset": 318238554,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9986593127250671,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986593127250671,
"per_page_languages": [
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1307,
2134
],
"fw_edu_scores": [
3.015625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CALIFORNIA STATE SCIENCE FAIR 2014 PROJECT SUMMARY
Preliminary Name(s) Project Number Project Title Abstract Summary Statement Help Received Madeleine H. McLeod What's Your Style? Could Font Styles Make a Difference in Your Reading Speed? Objectives/Goals Fonts are described in terms of their aesthetic qualities such as face style, size, and color. The objective of this investigation is to evaluate the relationship between font style and reading speed. With over 200,000 different styles available, students are exposed to a wide variety in texts and are expected to fluently read diverse fonts. Understanding the influence of font style on reading performance can provide young people with successful reading experiences that lead to good reading habits for life. Methods/Materials Numerous middle school students were given a passage to read multiple times, each in a different 12-point font style (Cambria - control, Chewy, Permanent Marker, Homemade Apple, Covered by Your Grace). Test subjects were timed while reading the 250 word fictional passage. Reading speed was calculated for each font style using the average reading times measured. To account for the effect of familiarity with each repeated reading, a separate "correction" passage was included as part of the testing. The final reading speed results were calculated by combining the correction passage offset with the original test passage results. Results The results of the data collected and analyzed showed that the control font, Cambria, which was the most common and standard of all the fonts, was the style that students read the fastest at 173 words per minute. On the other hand, the style that read the slowest was "Homemade Apple", an exaggerated cursive font, which students read at approximately 110 words per minute. All of the other font styles that were tested had reading rates in-between these high and low data points. Conclusions/Discussion It was evident that the simplest fonts read more easily and quickly. More complicated fonts were slowest to read. Several possible explanations support this conclusion. First, the students were more familiar with standard, simple fonts. So, students were able to read these styles faster. Another factor that appears to influence the testing results was the letter formations and spacing. Fonts with close letter and word spacing, and traditional letter formation, produced the fastest reading rates. Those with less distinct letters and greater variation in size, form and spacing, took longer to read. Ultimately, as particular font styles produce greater reading performance and success, students desire to read more and build strong lifelong reading habits. The objective of my experiment was to measure the time it took for middle school students to read a passage in different fonts and determine if font style has a significant effect on reading speed. I received assistance from my science teacher and parents, who helped me define the testing process and gave feedback on the written report.
34239 | 1,281 | 584 | {
"id": "<urn:uuid:bbfc414e-8ae3-49de-9117-a2a993dc93c9>",
"dump": "CC-MAIN-2023-23",
"url": "http://csef.usc.edu/CSSF/History/2014/Projects/34239.pdf",
"date": "2023-06-03T10:28:02",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00571.warc.gz",
"offset": 9942149,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987565279006958,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987565279006958,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3052
],
"fw_edu_scores": [
4.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
A Text Can Wait
Everyone believes they won't become a victim to car accidents. Especially teens when it comes to texting and driving. How could it happen to them? They are immune to the dangers that come with it. That's not the case though, with information provided by TeenSafe it is said that "9% of drivers between the ages of 15-19 involved in fatal crashes were distracted at the time of the accident." Distraction could, of course, mean anything though, texting, talking to friends, messing with radio and etc. However this does not mean that texting and driving are not dangerous.
It is more common to hear about a teenager died in a car crash from texting and driving than it is hearing someone gets attacked by a shark. To drive a car is a privilege, a privilege that should not be abused. The road in front of you is more important than a text message, and even if that message happens to be important you can always pull over. It can always be possible that a teen could survive a crash caused from them being distracted, what about the other people though? A teenager should not have to carry the weight of someone's life on their shoulder, they should not wake up every morning feeling that kind of guilt.
"The human brain—especially the teenage, not fully developed brain—is only programmed to do one thing at a time. When someone attempts to complete two tasks at once, such as driving and texting on a cell phone, their brain's reaction time will start to slow down." Stated above is another quote from the website TeenSafe. It's not only teenagers though that like to believe they are good multitaskers. There is only so much the human brain can be able to focus on, that if too much is going on it's bound to happen that you're getting distracted. A quick glance at the phone, a quick call or even sitting at a red light to see what's going on is still dangerous. No one should risk their life, or other people's lives for a simple notification they got on their phone. One text could always be the last, one call could result in someone's life stolen from them.
Distracted driving is more serious than most teens like to make, they try to believe they will not become a victim of this danger. A text can wait, a call can be given back later and your game will always be there. Your life is something precious though and should never be wasted on a tiny screen. It's more than just being safe, it's also about being there for others. You have to be there with your loved ones and make sure that you will not become another teenage car accident statistic. | 849 | 543 | {
"id": "<urn:uuid:bd650b28-7425-4c43-84f8-b2823413bda8>",
"dump": "CC-MAIN-2023-23",
"url": "https://arrivealivecreativecontest.com/wp-content/uploads/2019/06/Adriana_Risbara.pdf",
"date": "2023-06-03T11:25:39",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00575.warc.gz",
"offset": 130456609,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9994774460792542,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994716048240662,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2083,
2577
],
"fw_edu_scores": [
2.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
YOM HASHOAH | APRIL 18, 2023 | NISAN 27, 5783 WARSAW GHETTO UPRISING - APRIL 19, 1943 BY RABBI DR. MICHAEL BERENBAUM | BIO
Four score years ago in April 1943, the Jews of Warsaw rose in armed resistance to their German occupiers.
In the free world, Jews were celebrating Passover, the historic journey from slavery in Egypt and the journey through the dessert to the Promised Land millennia ago.
In ghettos of occupied Poland – even in the death camps – Jews were eating the bread of affliction for years yet even they could dream of freedom, "Now we are slaves, next year".… Will there be a next year, they wondered? Will there be a next day?
Never had Jews retold the story of Exodus in such darkness.
In Warsaw, more than 265,000 Jews had already been deported to Treblinka, a Nazi death camp where only a handful survived. There were no selektions in Treblinka, all were sent immediately to their death.
The old had been deported and the young, families, communities, entire blocks. whole neighborhoods – all those who remained in the ghetto understood that deportation = death.
The Germans, aided by Ukrainian troops, surrounded the ghetto. A Judenrein, a Jew free Warsaw, was to be Hitler’s present for his 54th bi
rthday, but the desperate ghetto Jews understood that all Subscribe to our email list.
would die unless…
They Jewish underground proclaimed:
Jewish masses, the hour is drawing near. You must be prepared to resist. Not a single Jew should go to the railroad cars. . . . Our slogan must be: All are ready to die as human beings.
How desperate was their plight?
We saw ourselves as a Jewish underground whose fate was a tragic one, the first to fight. For our hour had come without any sign of hope or rescue.
With nothing to lose – everything had been lost – Jewish youth organizations rose in rebellion, with a few rifles and guns, armed with homemade Molotov cocktails, they forced the Germans to retreat.
Zivia Lubetkin, a Warsaw Ghetto resistance leader recalled:
When the Germans came up to our posts and marched by and we threw those hand grenades and bombs and saw German blood pouring over the streets of Warsaw . . . there was much rejoicing. The tomorrow did not worry us. The rejoicing amongst the Jewish fighters was great and, see the wonder and the miracle, those German heroes retreated, afraid and terrorized from Jewish bombs and hand grenades, homemade.
Their victory, however dramatic, was short lived. The Germans returned and when they could not prevail, they burned the ghetto building by building, block by block. The Jews continued to fight, the few against the mighty and they held out for almost a month, longer than some of the armies of European countries. Still Mordecai Anielewicz wrote to his friend Yitzhak Zuckerman.
What we have experienced cannot be described in words. We are aware of one thing only: what has happened has exceeded our dreams. The Germans ran twice from the ghetto. . . . I have the feeling that great things are happening, that what we have dared is of great importance. . . .
What really matters is that the dream of my life has become true. Jewish self-defense in the Warsaw ghetto has become a fact. Jewish armed resistance and retaliation have become a reality. I have been witness to the magnificent heroic struggle of the Jewish fighters.
But Anielewicz did not have the final word.
On May 16th the German commander blew up the Tłomackie Street synagogue – The Great Synagogue of Warsaw – and wrote to his superiors, "The Jewish Quarter of Warsaw is no longer."
General Jurgen Stropp captured and deported those Jews who had not been killed, still a few escaped through the sewers to continue the fight.
Still, he too, did not have the final word. That judgment belongs to history.
The Warsaw ghetto uprising was nothing less than a revolution in Jewish history. Jews had resisted the Nazis with armed force. The significance and symbolic resonance of the uprising went far beyond the numbers of those who fought and died.
It may not have changed the course of the war or the fate of European Jews, but it may have changed the character of the Jews.
BE IN TOUCH
We reach a broad audience of individuals who are each finding themselves through their Jewish Journeys. We look forward to hearing from you!
Ziegler School of Rabbinic Studies email@example.com 310.440.1248
Manage your preferences |
Got this as a forward?
Opt Out using TrueRemove™
Sign up to receive our future emails.
View this email online.
15600 Mulholland Dr. | Los Angeles, CA 90077 US
This email was sent to .
To continue receiving our emails, add us to your address book. | 1,953 | 1,037 | {
"id": "<urn:uuid:cacaf7cd-cf7d-4e68-b999-32d61c4a0d4f>",
"dump": "CC-MAIN-2023-23",
"url": "https://www.aju.edu/sites/default/files/2023-04/TodaysTorah-YomHashoah2023.pdf",
"date": "2023-06-03T11:16:23",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00573.warc.gz",
"offset": 698579307,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984799027442932,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991569519042969,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1315,
3786,
4663
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
(230)
Solar Cooling – A Green Energy Solution for Reducing Food Losses
Vanniarachchy M.P.G.*, Bamunuarachchi A.
Department of Food Science & Technology, University of Sri Jayewardenepura, Sri Lanka *email@example.com
Abstract
According to the recent reports of the Food and Agriculture Organization (FAO) of the United Nations, roughly one third of the food produced in the world for human consumption every year get lost or wasted globally, while 800 million people are going into hungry. Saving ¼ of the food which is been wasted will provide the opportunity to feed this 800 million people. Food waste refers in to throwing perfectly edible food into trash at the consumption level while food loss refers to the losses which occur along the food chain that is at the production, harvesting, post-harvest activities and processing phases. Poor handling transport, storage facilities and lack of correct infrastructure cause post-harvest food losses in developing countries. Fresh products like fruits, vegetables, meat and fish straight from the farm or after the harvest can be spoilt in hot climates due to lack of infrastructure for correct transportation, storage, cooling and marketing. Sri Lankan scenario is not much different to the rest of the world where there is about 10-40% loss in fruits and vegetables within food supply chain. There are no country wide valid estimates of looses among other food commodities. Sri Lanka located close to the equator, receives an abundant supply of solar radiation throughout the year. Solar radiation over the island does not show a marked seasonal variation. Due to these reasons, solar cooling is a promising technology to address reducing food losses in Sri Lanka. Solar cooling technology can be applied for food preservation by using it to generate ice or for refrigeration. Different types of ice (blocks or flakes) are typically used to keep fish or milk within the conservation temperature range. These types of ice making facilities are globally available and managed by a community or a cooperative. Solar refrigerators are used for the purpose of conserving fruits and vegetables which operates at a temperature below 10 0 C. There are many solar refrigeration technologies available such as well known solar photovoltaic systems, solar absorption systems and, solar adsorption systems. Each of these technologies have their own advantages and limitations and most of these technologies are still at the developing stage. There is a global trend towards harnessing solar energy for food preservation and this will be a promising technology to reduce food losses in Sri Lanka.
Keywords: Solar cooling, Solar refrigeration, Food losses | 1,116 | 519 | {
"id": "<urn:uuid:cfad6f08-82e7-41f6-8393-2058d1cb732a>",
"dump": "CC-MAIN-2023-23",
"url": "https://journals.sjp.ac.lk/index.php/fesympo/article/download/3373/2646",
"date": "2023-06-03T11:54:40",
"file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00577.warc.gz",
"offset": 396541328,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9968849420547485,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968849420547485,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2701
],
"fw_edu_scores": [
3.140625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Equality Objectives 2023-2027
Overall Target -
To actively encourage positive attitudes towards those with protected characteristics (age, disability, gender reassignment, marriage and civil partnership, pregnancy & maternity, race, religion & belief, sex, sexual orientation) and to meet their needs.
Intended Impact
Atlas Academy is fully inclusive and there is equality of opportunity for all.
| Success Criteria | Impact | May 2023 Update |
|---|---|---|
| • Opportunities are embraced to enrich multi-cultural and multi-faith education • British Values are promoted • Issues of identity, equality, racism, rights and responsibilities are explored with the children through the curriculum, assemblies and events | Children treat others with dignity and respect and understand the effects of discrimination. | The PSHRE curriculum explores British Values which are discussed explicitly with pupils so that they can articulate which value they have explored in context. Classrooms have British Values posters that help children remember each value and express these in dialogue. Assemblies promote the values and children have been taught the ‘hand symbol’ to represent the values. The school has Equality & Diversity Ambassadors (pupils) that monitor the promotion of equality and diversion such as ensuring that our texts represent the school community. Children talk confidently about equality and |
at respect,
to
generally treat each other with
| • All stakeholders have access to the school site (reasonable adjustments are • made where necessary) School documentation is produced in an accessible format (where needed) | Atlas Academy is accessible for all. | Site is fully accessible to all stakeholders. School website can translate into home languages. Member of staff used where possible to provide translation services. Important letters, e.g. RSE parent survey in March 2023, translated into multiple home languages to ensure that parents can access. |
|---|---|---|
| All pupils participate in all activities across the curriculum (reasonable adjustments are made where necessary) Disabled pupils / pupils with SEND and those from vulnerable groups are offered the opportunity to represent the school Pupils from the wide range of pupil groups (considering the protected characteristics) are encouraged to attend visits and participate in educational experiences | All pupils’ needs are met and all take as full a part as possible in the activities of the school. | Activities, clubs, trips and visits are accessible to all. We aim to ensure that all groups are included in the variety of clubs we offer and have extended the range of availability by adding lunchtime extra-curricular provision (BSL Club, Glee Club, Film Club, Wildlife Club). Future plans to ensure Breakfast Club is accessible to all – September 2023. We provide access to specialist sports coaches: cricket and taekwondo for example. Club Doncaster provide interventions for pupils with SEND and to support some pupils with social and interaction skills. The school employs a Sports Coach who delivers sports to all pupils. The school takes part in regular sporting events, including interTrust/county competitions, and offers the opportunity to meet sporting professionals including those who represent the British Olympic & Paralympic teams. |
all
Parental be
provide and
events,
Club
To continue to work well in partnership with all parents
Improved parental involvement in
The school
continues to
the life and work of school –
explore ways
to further
community.
learning?'
These | 1,637 | 699 | {
"id": "<urn:uuid:50d7f4c8-3211-48a0-8f0d-90dc430497a0>",
"dump": "CC-MAIN-2024-22",
"url": "https://www.astreaatlas.org/wp-content/uploads/2024/03/Atlas-Equality-Objectives-2023-to-2027.pdf",
"date": "2024-05-20T08:43:00",
"file_path": "crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00428.warc.gz",
"offset": 583627381,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9821328123410543,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9922592639923096,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1426,
3386,
3592
],
"fw_edu_scores": [
2.046875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
VOCAL MUSIC Audition Requirements Current Grade 8 Students 2024-2025
Audition Format: in person audition at
Eastwood Collegiate 760 Weber St. East Kitchener, Ontario*
*If you require a virtual audition for any reason, please contact the Arts Registrar
The Vocal Music Program at Eastwood offers students the opportunity to sing in a variety of styles as soloists, small groups, and as part of a choir. Students will develop their musical and creative and critical thinking skills, learn to read sheet music, and perform in concerts and other musical events.
The Audition
You will be invited to a 10 minute audition live at Eastwood. Here is what to expect:
1. Vocal Solo
Pick a 2-4 minute solo that you have prepared ahead of time. Sing something that shows your vocal range and musical skills, demonstrates your passion for music, and that you are confident in performing. This could be:
* a song you've prepared for a concert, show, festival, or ceremony
* a traditional song from your culture or religious practice
* a song that you enjoy singing for fun.
All forms of music are acceptable! If you are stuck for ideas, choose one of the solos provided on the IAP website.
Please sing to an accompaniment if possible. Your accompaniment can be a recording of someone playing the piano, a karaoke track from YouTube, or you may play an instrument yourself while you sing.
2. Musicianship
You will be asked to do some of the following exercises during your audition (no need to prepare):
* Rhythm clapback
* Sing back
3. Interview
You will be asked some of the following questions during your audition:
* Why did you choose to sing the song you did for your audition today?
* What made you interested in music in the first place?
* What kind of music do you usually perform, listen to, or create?
* Can you share a memory about music?
* Who inspires you to make music?
All song choices must be appropriate for a school environment.
TO DO BEFORE YOUR AUDITION:
Choose your solo and practise it a lot (tips for practising are below)
Send or drop off a digital file or YouTube link of your accompaniment to the Arts Registrar by Monday January 26, 2024 Acceptable Music Formats: MP3, AIFF, WAV, or website link
*If you have any difficulties sending your music ahead of time, please contact the Arts Registrar
Tips for practising:
* Pick a song that shows off what you're good at and what makes you unique as a singer
* Pay attention to the speed, how loud and soft you can sing, the style of the song, and other musical elements in your solo
* Try performing your solo for friends and family
* Keep practising until you can sing your solo confidently in front of other people | 1,148 | 596 | {
"id": "<urn:uuid:21a2d8b8-1024-4657-89f4-c054068ebfd8>",
"dump": "CC-MAIN-2024-22",
"url": "https://schools.wrdsb.ca/eci/files/2023/11/Vocal-Music-Audition-Requirements-Current-Grade-8s.pdf",
"date": "2024-05-20T09:33:51",
"file_path": "crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00425.warc.gz",
"offset": 440245607,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982892274856567,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982892274856567,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2696
],
"fw_edu_scores": [
2.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Risk of Racism in construction
Racism Toolbox Talk Series – Part 2
Date:___________ Jobsite:_________________________ Discussion Leader:____________________________
what would Racism in a Construction workplace look like?
As we discussed in Part 1 of the Racism Toolbox Series, racism is embedded into our society. And, construction companies are not immune, which means that racism has the potential to affect workers in this industry on a daily basis. Let's take a look at some hypothetical scenarios and discuss the impact these events might have on racial or ethnic minorities working in the construction industry.
Scenario 1:
You are working on a construction site and overhear one of your supervisors telling a coworker that two of your coworkers are better at jobs that require less skill and expertise. Both of those coworkers happen to be Hispanic. Over the next couple of weeks, you notice how those two Hispanic coworkers are always assigned to the least desirable jobs by the supervisor. Both coworkers are at an equal skill and experience level to you.
Scenario 2:
It is your first week on the job and you have been working closely with your manager to get up to speed. During casual conversation one day, your manager attempts to compliment you by telling you that you aren't like other Black people they've worked with in the past.
Scenario 3:
You are working with a project manager who is Middle Eastern, and English is not his first language. At client meetings, this project manager is
Discussion Questions:
For each scenario discuss the following questions:
1. Put yourself in the shoes of the person of color in each of these scenarios. How would these experiences make you feel?
2. What affect do these types of experiences have on team dynamics?
3. How might these types of incidences affect safety on a job site?
constantly ignored, interrupted, and disagreed with by the owner reps. You later find out that this project manager was demoted to assistant project manager, citing lack of ability to work with clients on a professional level as reason for the demotion. You have always found this project manager to be extremely competent. You have never spoken up to support this project manager's point of view in client meetings, or checked in to see how the project manager feels about these incidences. You also have not expressed your concern to superiors that these incidences stem from racism.
Scenario 4:
You open the door of the portable bathroom on your jobsite and there are racial slurs and jokes written on the walls inside of the bathroom. You are one of three Black workers on the job site.
Scenario 5:
A new employee, who happens to be Asian American, is hired. You introduce yourself and you ask the new employee where they are from. When they respond that they are from Virginia, you ask, "No seriously, what country are you from?" or "No seriously, where are you really from?", suggesting they were not born in the U.S.
WWW.BUILDCULTURE.ORG
© 2020 The Associated General Contractors of America, Inc. | 1,266 | 621 | {
"id": "<urn:uuid:251e41f2-d8cf-47b1-a5cd-2cb1dee64f08>",
"dump": "CC-MAIN-2024-22",
"url": "https://www.agcmass.org/assets/pdf/Racism+Toolbox+Talk+-+Part+2/",
"date": "2024-05-20T09:05:40",
"file_path": "crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00438.warc.gz",
"offset": 558978845,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9997319579124451,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9997319579124451,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3061
],
"fw_edu_scores": [
2.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Year 6 Game Design Knowledge Organiser
| Key Learning | Self-Assessment | | |
|---|---|---|---|
| | WT | A | WA |
| Can use selection if touching another sprite then…do something | | | |
| Can move a sprite with the mouse | | | |
| Can use selection – if on the edge bounce block | | | |
| Can understand the point in direction tools | | | |
| I can use nested loops to make sprites move | | | |
| I can make and use a simple variable | | | |
| I can create and use a procedure that helps run code over and over, so I don’t have to re-write it | | | |
| I can make a sprite move by using selection within a nested loop when the arrow key is pressed | | | |
| I can use the conditional If/Else block in my code | | | |
| I know that Boolean logic relies on true or false statements and can use this in my code | | | |
Who uses skills like these?
- Search optimizer
- Business analytics
- Artificial intelligence programming e.g. how to find links that a human might miss, or advertising products we may be interested in
- Networking engineers
New Key words we will use in year 6 Game Design
Pseudocode (sometimes written as pseudocode) is a form of source code that is written for humans, not machines, to read. It is often written to show how an algorithm works.
Conditional If/Else – An if else statement in programming is a conditional statement that runs a different set of statements depending on whether an expression is true or false
Boolean Logic - Booleans are often used in programming and in Internet search engines. Boolean expressions result in just two values – TRUE or FALSE.
Operators – these are Boolean blocks used in code
Key words and prior learning from year 5 Programming Making Games
Variable – A way in which computer programs can store, retrieve or change data, such as a score, the time left, or a user's name
Selection – A programming construct which one section of code or another is executed depending on whether a particular condition is met.
Abstraction – is the process of filtering out – ignoring - the characteristics of patterns that we don't need in order to concentrate on those that we do.
Sensing – such as detecting if touching, or ask
Procedure - is a piece of code that can be run over and over again, which is useful as it prevents us from having to re-write the same code multiple times.
Year 6 Game Design Knowledge Organiser
These are human command algorithms and how they look as Scratch Code blocks, highlight which once you are confident to use in Scratch
| Scratch blocks Code Level | Algorithm Level/Pseudo code | Scratch blocks Code Level | Algorithm Level/Pseudo code |
|---|---|---|---|
| | Pause until | | If or when |
| | Pause | | If or when Else |
| | Always loop Loop always ‘Move’ | | Ask Question “Whats is your name?” Answer |
| | Do 3 times “Hello” | | Set ‘my variable’ to 0 e.g. start variable at 0 |
| | Loop until | | Change ‘my variable’ by +1 e.g. increase speed by +1 | | 1,454 | 740 | {
"id": "<urn:uuid:0144364f-2d48-4148-81d1-b64d7e65734e>",
"dump": "CC-MAIN-2024-22",
"url": "https://web.grove.bham.sch.uk/media/upload/files/Y6_Knowledge-Organiser-Programming-Game-Design%281%29.pdf",
"date": "2024-05-20T09:58:57",
"file_path": "crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00436.warc.gz",
"offset": 548510204,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978537559509277,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982798099517822,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2377,
2998
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
T720(E)(A6)T NATIONAL CERTIFICATE
FLUID MECHANICS N6
(8190216)
6 August 2019 (X-Paper)
09:00–12:00
Nonprogrammable calculators may be used.
This question paper consists of 6 pages.
DEPARTMENT OF HIGHER EDUCATION AND TRAINING REPUBLIC OF SOUTH AFRICA
MARKS: 100
NATIONAL CERTIFICATE FLUID MECHANICS N6 TIME: 3 HOURS
INSTRUCTIONS AND INFORMATION
1. Answer ALL the questions.
2. Read ALL the questions carefully.
3. Number the answers according to the numbering system used in this question paper.
4. Sketches must be large, neat and fully labelled.
5. Round off final answers to THREE decimals where necessary.
6.
Diagrams and sketches are not drawn to scale.
7. Use g = 9,81 m/s 2.
8. Write neatly and legibly.
QUESTION 1
1.1
Define laminar flow.
1.2 What is meant by the wetted perimeter of a pipe?
1.3 Every minute 820 litres of oil with a relative density of 0,89 leaves a pipe with a diameter of 360 mm in diameter to accumulate in a container as shown in FIGURE 1.
Calculate the following:
1.3.1 Discharge in m 3 /s
1.3.2 Rubbing surface area if the pipe is 45 m in length
1.3.3 Cross-sectional area
1.3.4 Height (h)
1.3.5 Speed at which oil flows in the pipe
(5 × 2) (10)
1.4 A horizontal pipeline with a diameter of 350 mm discharges 288 cubic metres of water per hour. A reducing piece is inserted at the end of the pipeline which reduces the diameter uniformly and gradually to a diameter of 150 mm.
Calculate the pressure difference between the two pipe sections with diameters of 350 mm and 150 mm respectively. Ignore friction. (7)
(2)
(1)
1.5 A steel pipe with a diameter of 400 mm and a length of 1,5 km discharges water at 2,37 m 3 /min. The friction factor (f) for the pipe is 0,02.
Use Chezy's formula and calculate the head loss due to friction.
QUESTION 2
2.1 The cross section of an open V-shaped channel shown in FIGURE 2 is filled with water. The gradient of the channel is 1 in 2 550 and C in the Chezy formula is 50. The maximum depth of the channel is 1 650 mm.
Calculate the discharge in ℓ/s.
FIGURE 2
2.2 A 90 º V-notch has a coefficient of discharge of 0,8.
Calculate the quantity of water in m 3 /s flowing over the notch if the observed head above the bottom of the notch is 895 mm.
2.3 A circular orifice, 50 mm in diameter, is made in the vertical side of a tank.
A jet falls vertically through 0,77 m while moving horizontally through 1,87 m. The discharge of water is 0,24 m 3 /s:
Calculate the following:
2.3.1 Horizontal reaction of the jet on the tank
(5)
2.3.2 Head of water above the orifice if the coefficient of velocity is 0,98 (2)
2.3.3 Theoretical discharge in ℓ/s
(3)
[22]
(9)
[29]
(9)
(3)
QUESTION 3
QUESTION 4
4.1 The diameter across the tips of the top vane of an inward-flow turbine is 1,2 m while the diameter across the bottom of the vanes is 0,6 m. The speed of the turbine wheel is 300 r/min. Water is supplied at 36 m/s through the fixed vanes which have an angle of 30 º to the wheel tangent. At the inlet the water leaves the wheel with an absolute velocity of 3 m/s at an angle of 120 º to the wheel tangent.
Analytically determine each of the following:
4.1.1 Velocity of whirl at inlet and outlet of turbine
4.1.2 Vane angles at entry of moving vanes to ensure water enters and leaves without shock
4.2 A single-jet Pelton wheel with a head of 245 m over the nozzle has its buckets on the circle of 0,9 m diameter. The deflecting angle of the buckets is 160 º and the coefficient of velocity for the nozzle is 0,97.
Calculate each of the following:
4.2.1 Theoretical speed in r/min for maximum efficiency
4.2.2 Maximum hydraulic efficiency of the runner
TOTAL:
(4)
(8)
(6)
(3)
[21]
100 | 1,958 | 1,044 | {
"id": "<urn:uuid:d0099142-166e-416f-a599-e87939c98475>",
"dump": "CC-MAIN-2024-22",
"url": "https://www.futuremanagers.com/wp-content/uploads/documents/Lecturer%20Support/Past%20Exam%20Papers/Nated-Engineering/Fluid%20Mechanics/N6/N6-Fluid-Mechanics-August-2019.pdf",
"date": "2024-05-20T09:37:01",
"file_path": "crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00431.warc.gz",
"offset": 689356865,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9592408895492553,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9782682061195374,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
186,
721,
1574,
2677,
2689,
3704
],
"fw_edu_scores": [
2.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
NUMERACY
TITLE: PLACE VALUE
AGE GROUP: 7 - 8
DURATION
: 30 – 45 minutes
LEARNING OUTCOME: L03: Support learners in the development of appropriate literacy and numeracy skills for life
KEY CONCEPTS: use their understanding of the place value (magnitude) of numbers -whole numbers, decimal numbers and fractions; develop an eye for detail (curiosity) when thinking about monetary values.
In this session, learners use whole numbers, fractions and decimals when assessing the quantity of money involved in the choices available to the actors in the scenarios.
MATERIALS NEEDED:
1. Writing materials – pen, pencil, paper
2. Orange or play dough
3. Coins or design your own coinage /bank notes.
LESSON DESCRIPTION:
Activity one:
When we buy gifts for ourselves or others, we pay with money. Sometimes we make our own gifts for the people we care about instead of buying them. For example, we may (often) design our own "Thank you", "Mother's day", "Father's Day" cards etc. The activity sheet provided for the session contains a price list of various cards that the learners may want to for various people.
If instead of making a card on each of these occasions, the child decides to buy a card, they will need to know how much it will cost. Let the child decide on which three occasions they will want to buy special cards. After choosing the occasions, they will estimate the total cost of the cards. The child will need to complete the section of the activity sheet showing the total cost of the cards. They will need to briefly discuss why they chose to buy these cards. Was money a reason why they decided to buy or not buy a certain card?
NUM01
Activity two:
Children get the chance to practice the identification of the decimal value of common fractions. This skill will be useful in subsequent lessons involving money.
Split the play dough into two equal parts. Keep on splitting each part into two equal parts until you have eight equal parts.
A2. 1: Let the child (children) write the value of each part in fraction and decimal.
A2: 2: Let the child (children) add together the bits in twos (e.g. 1/8 + 1/8), then in twos again until all the parts come together to form the original dough.
Clues
1. Size matters. Check the sum of money involved so see how much you will spend (give away) or receive. Always check to be sure.
2. Know the decimal value of common fractions e.g. One-half, one-third, onefourth and one-fifth
3. Know how to add fractions and decimals
What special occasions would you buy the cards for:
i.
ii.
iii.
What will the total cost of the cards be?
Did you think about money when choosing the cards?
WORKSHEETS
Age 7-8
NUM01 | 1,169 | 614 | {
"id": "<urn:uuid:73fca12e-8865-4ea3-9253-b0052e98406c>",
"dump": "CC-MAIN-2024-22",
"url": "https://profileproject.eu/wp-content/uploads/NUM01-Place-Value_UK.pdf",
"date": "2024-05-20T10:15:56",
"file_path": "crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00438.warc.gz",
"offset": 419575960,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976495703061422,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974524974822998,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1659,
2487,
2662,
2678
],
"fw_edu_scores": [
4.46875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
AP Art Summer Assignments
Complete 4 of the 6 choices during the summer. These will be due by the end of the month of August. Failure to complete these will get you dropped out of the AP art class. These assignments will count towards your portfolio.
1. Self-portrait: Work from observation to create at least five different sketches of yourself. Go beyond just showing your head/face. Look in a mirror and other reflective surfaces that capture your image. Pose yourself in different and unusual positions to avoid the "deer in the headlights" view. Look up, down, to the side; disguise or costume yourself. Arrange interesting side lighting, and be sure to add a background or setting that says something about who you are—your personality, your dreams, your experiences (no floating heads). Make use of dramatic lighting, maybe even a flashlight held from below. Combine different features from your sketches to create a complex, composite autobiographical image of yourself that takes time for the viewer to "read."
2. Still life: Set up a still life with a strong light source, near a window or with a flashlight. Try unusual objects or unusual combinations of objects: kids' toys, dog/cat toys, linens (a loud beach towel or wild pillow), jewelry, furniture (outdoor, antique, a lava lamp), holiday decorations, wilted flowers, broken seashells, musical instruments, kitchen tools, candy, pasta, clocks, game boards and pieces, light bulbs, seedpods, hardware, origami. Try to choose objects that are interesting to look at individually, and more so in combination. Be sure to compose the entire page. Focus on negative as well as positive space. Play with perspective—show some forms larger than life or depict a close-up of the surface. Your background can be text based, patterned, surreal, fantastic, textured, collaged ...
3. Landscape: Do a drawing on location—the beach, the park, looking down your street, your backyard. Include perspectives, details, and a style that demonstrates your personal and unique view of the place. What does this place mean to you? What memories do you associate with it? How can you create a composition that communicates your specific experiences with it? Try to go beyond direct, realistic representation to create a story about the place and how it relates to you.
4. Draped Figure: Create a scenario where you have a person (friend or family member) draped in clothing with lots of folds or draped lines. If you can't find clothing like this drape them in a bed sheet, thin blanket or towel. The point of this is to show correct proportions of the figure and to carefully render the intricate folds of the fabric. Drawing students should focus on the lines and shading while 2-D students should focus on the patterns and shapes created by the drapery. All students should show correct proportions for the figure along with a background or setting for the figure. Remember composition is important and you can NOT ignore the background in this study!!!
5. Dissection: Do a study of an object that you have taken apart. Arrange the parts on a surface with other objects related or not related and study the TEXTURAL qualities. Some ideas would be a mechanical object, a child's toy, a girl's makeup bag, your bin of art supplies, ingredients for a cooking recipe, a few apples or other fruit cut apart…anything where you are creating a still composition out of something that has been dissected or disassembled. This does not have to be boring! PUT YOUR OWN SPIN ON IT!!!
6. Shoes: Create a still life arrangement consisting of your family member's shoes. Try to convey the different personalities of your family members through the rendering of the shoes. Be creative and have fun! This assignment can be done in monochrome (black, white, gray) and/or in color using any medium, technique and style you desire.
Suggested Media
Do not do all the works in pencil; if you use pencil, it must be used darkly to make an effective image. Try black ballpoint pen, crosshatching, colored pencils, charcoal pencil, pastels, markers, or any assorted materials you may have at home. BUT REMEMBER TO USE THE ENTIRE PAGE! You may work in your sketchbook if it is at least 8" x 10", or you may take home paper from our classroom. | 1,675 | 901 | {
"id": "<urn:uuid:8050bd09-c23a-4680-8a91-f02b77a26b2a>",
"dump": "CC-MAIN-2018-30",
"url": "http://sobrato.mhusd.org/wp-content/uploads/2017/05/AP-Studio-Art-Summer-Assignment-2017.pdf",
"date": "2018-07-18T22:14:26",
"file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590329.62/warc/CC-MAIN-20180718213135-20180718233135-00278.warc.gz",
"offset": 327057129,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984123706817627,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9985292553901672,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3012,
4285
],
"fw_edu_scores": [
2.875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
About Type I and Type II Errors: Examples
TABLE OF CONTENTS
About Type I and Type II Errors: Examples
Type I Error Example
* Mrs. Dudley is a grade 9 English teacher who is marking 2 papers that are strikingly similar. She is concerned that one of her students is cheating, but she is not sure which one of the two is guilty.
Mrs. Dudley meets with the two students (Laura and Greg) who have similar papers, and suspects that Greg is probably the one who is guilty. She decides that she must deal with this situation in the same way as in a justice trial, in order to determine who is innocent and who is guilty.
The null and alternative hypotheses used in hypothesis testing can be translated into a non-numerical form:
Ho: This is the presumption of innocence. In both a trial and statistics the null hypothesis indicates that the suspect or treatment didn't do anything. In the case of the current example, our null hypothesis is that Greg is innocent and did not cheat off Laura.
Ha: This is the reason why the suspect was accused. In the case of the current example, our alternative hypothesis is that Greg is guilty of cheating off Laura's paper, due to the fact that Greg has been guilty of cheat off other's papers in the past.
Knowing the null and alternative hypotheses for the situation:
If Mrs. Dudley decides to reject the null hypothesis in favour of the alternative, Greg will be accused of cheating off Laura and will be punished accordingly. This will be the correct decision if in fact Greg is actually guilty of cheating.
However, if Mrs. Dudley decides to reject the null hypothesis when it is in fact true, she will be committing a Type I Error. Greg will be accused of cheating when in fact he is innocent. In other words, a
Type I Error in this case means that not only has an innocent person been punished (Greg) but the truly guilty person (Laura) has also gone free.
* Graphically, this is how a Type I error would appear if Greg was accused of cheating when in fact he did not.
* So what to do? Mrs. Dudley must gather significant evidence in order to prevent a Type I Error. Obviously in this practical situation it is difficult to 100% prevent a Type I Error.
* This is the same in other situations like murder trials. The jury must gather significant evidence provided by the defence in order to determine if the accused is guilty. And we know from media footage that there are several times where a Type I Error was possibly made (an innocent person may be charged and a guilty person went free).
Type II Error Example
* Let's go back to our previous example with our teacher Sam. Recall that she has 2 students (Greg and Laura) with very similar papers. Mrs. Dudley suspects that Greg was the one who cheated (based on his past records) but she is not completely sure.
Remember our null (Ha) and alternative (Ho) hypotheses:
Ho: Greg is innocent and did not cheat off Laura
Ha: Greg is guilty of cheating off Laura's paper Assuming that is actually was Grey who cheated off Laura and NOT the other way around...
If Mrs. Dudley gathers significant evidence to prove that Greg cheated and punishes him accordingly, she will be accepting Ha and her decision will be correct. However, if she does not find significant evidence to accuse Greg of cheating, he will not be punished and Sam will be committing a Type II Error.
* We can see how committing a Type II Error in this case is not as serious as a Type II Error. Instead of accusing an innocent person while a guilty person goes free, the guilty person "Greg" simply goes without being caught.
Summary Quiz
* After reading each descriptive characteristic, fill in the blank with the appropriate error definition, either:
1) Directly related to the power of a test = Type II
3) Equal to the significance level α of a fixed test = Type I
2) Accepting Ho when in fact Ha is true = Type II
4) The more common type of error to occur out of the 2 = Type I
5) Rejecting Ho when in fact Ho is true = Type I
* In hypothesis testing, you cannot have a Type I and Type II Error at the same time.
```
Type I Type II
```
TRUE
4
* Jackie wants to determine the probability of a Type I Error before she performs hypothesis testing on her sample of 40 individuals. Prior to testing, she decides on a significance level of 2%. What is the probability of a Type I Error in this case?
0.02 | 1,885 | 945 | {
"id": "<urn:uuid:44df2941-0851-491d-adf7-5d2622bb19d2>",
"dump": "CC-MAIN-2021-49",
"url": "https://atrium.lib.uoguelph.ca/xmlui/bitstream/handle/10214/1844/B_About_Type_I_and_Type_II_Errors_Examples.pdf?sequence=8",
"date": "2021-11-28T15:43:32",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358560.75/warc/CC-MAIN-20211128134516-20211128164516-00395.warc.gz",
"offset": 184489786,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9985858201980591,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9994747042655945,
"per_page_languages": [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
41,
60,
1759,
2817,
4123,
4384
],
"fw_edu_scores": [
2.8125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Coriolis Effect Activity
How does Earth's rotation affect wind?
If the earth was not spinning, the wind would always blow straight from the south in the Southern Hemisphere, and from the north in the Northern Hemisphere pushing the surface ocean currents straight as well. However, the earth DOES spin (rotate). This turning of the earth has a very important effect on the wind, called the Coriolis Effect, deflecting the winds and ocean currents around the earth to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The Coriolis Effect is zero at the equator. The Coriolis Effect states that because the Earth is spinning, surface air and waters move in a clockwise direction in the Northern Hemisphere and in a counterclockwise direction in the Southern Hemisphere.
PREDICT:
What will happen when you or your partner attempts to draw a straight line from the North Pole to the equator and from the South Pole to the Equator, as the other person rotates a balloon slowly?
MATERIALS:
2 balloons per group, 2 markers
PROCEDURE:
o Blow up a balloon and tie it off. Try to get the balloon as round as possible. (This is the Earth.)
o One person should rotate the balloon SLOWLY to the right while the other person draws a line straight down from the top of the balloon to the center (equator).
o Estimating the middle of the balloon draw a line around the middle of the balloon. This represents the equator.
o One person should rotate the balloon SLOWLY to the right while the other person draws a line from the bottom of the balloon straight up to the center (equator) as the balloon rotates.
CHANGE MARKERS…
o One person should rotate the balloon SLOWLY to the left while the other person draws a line from the bottom of the balloon straight up to the center (equator) as the balloon rotates.
o One person should rotate the balloon SLOWLY to the left while the other person draws a line straight down from the top of the balloon to the center (equator).
WHAT DO YOU THINK?
1. What happened to the line as you rotated the balloon?
2. What happens to the line as you got closer to the center of the balloon?
3. What is the relationship between the direction of motion of the balloon and the wind currents on Earth?
4. How does this activity demonstrate the Coriolis effect?
CHALLENGE:
5. How might changing the speed at which the balloon is rotated affect your results?
6. Repeat the activity using a different balloon and speed (slower or faster) to see if your prediction was correct? Explain what you observed. | 1,003 | 545 | {
"id": "<urn:uuid:6f958363-489a-4e1d-9428-6417af272b89>",
"dump": "CC-MAIN-2021-49",
"url": "http://queenwhitley.com/files/documents/Coriolis-Effect-Activity.pdf",
"date": "2021-11-28T14:13:50",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358560.75/warc/CC-MAIN-20211128134516-20211128164516-00396.warc.gz",
"offset": 68167321,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971593916416168,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9968402981758118,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1993,
2559
],
"fw_edu_scores": [
4.625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Determining Directions
Introduction
There are many stories of Mi'kmaq people using stars to navigate over long distances. Mi'kmaq navigation skills were consistently demonstrated during the First and Second World Wars due to a large portion of Europe sitting at the same latitude as Mi'kma'ki.
The Indigenous Polynesian and Micronesian people of the Pacific are well known for their excellent navigational knowledge. Aboriginal and Torres Strait Islander people also developed techniques to navigate using the stars and the sun in a variety of ways, having their own names for the cardinal points (North, South, East, and West) in different languages. You can learn more about their methods of navigation by checking out our Wayfinding module links on the CMTOLC website.
Mi'kmaq use the medicine wheel to represent the four directions. These directions are Wjipnuk (East), Pkɨte'snuk (South), Tkɨsnuk (West), and Oqwatnuk (North). Because the circle represents the passage of the sun and the seasons, discussion of the Wheel usually starts in the Wjipnuk (East) direction, where the sun rises, and travels in a clockwise direction. Also, each direction has an associated spirit helper, an element, and a sacred medicine.
For this activity, we will find the four directions by using the sun, a stick, and some rocks.
Math Connections
* Directions
* Measuring
* Angles
Materials
* Stick (30cm long)
* 4 small rocks
Activity
1. This activity is best performed on a sunny day. Start by gathering your materials. You will want to find 4 rocks and a straight stick that is at least 30 cm or longer. Be careful not to disturb your natural environment. Try to use what is available and not remove a branch from a living tree.
2. Place the stick vertically in flat ground. Find a spot where the ground is soft, so this is easier. Once your stick is in place, mark the tip of the stick's shadow by placing a rock at this point.
3. Come back after some time has passed. 30 minutes should be enough. You will notice that the shadow will have moved. Now, place another rock at the tip of the stick's shadow again.
4. Look at your two rocks. Trace a line in the dirt between them. The first rock that you placed is pointing Tkɨsnuk (West) on this line, and the second rock is pointing Wjipnuk (East).
5. Draw a line 90° perpendicular to the first line that you drew. This gives you the Oqwatnuk (North) / Pkɨte'snuk (South) line. Put your left foot on the first rock placed which is Tkɨsnuk (West) and your right foot on the second
rock placed which is Wjipnuk (East) to find Oqwatnuk (North). When you're in this position, your front will be facing Oqwatnuk (North) and your back will be facing Pkɨte'snuk (South). Place two more rocks to indicate Oqwatnuk (North) and Pkɨte'snuk (South). This completes the compass. The Oqwatnuk (North) you're facing is true Oqwatnuk (North), because you've used the sun rather than the Earth's magnetic field.
6. Observe what landmarks are found in these directions and discuss how they are oriented relative to yourself. The medicine wheel is the basis of the four directions. However, in some cases you may use seven directions. The additional directions are:
7. In the next activity you will be building a map. It would be a good idea to use the directions that you have found today in your map. You can make a note of the directions to use later by making a drawing or writing down a sentence like "Oqwatnuk (North) is facing the tree in my yard."
Questions
* How is knowing and understanding these directions helpful?
* How can these directions be used compared to directions like left and right? If you knew the seven directions at all times, would you need to use the terms left and right?
* How did you measure the 90-degree angle? If you estimated, what knowledge did you use to help you?
* Where might you find these directions? Where have you seen or heard about them before?
Send us a photo of your direction points at Connecting Math To Our Lives and Communities email (firstname.lastname@example.org)! J | 1,656 | 962 | {
"id": "<urn:uuid:f1f8a2e0-8907-4e7b-9dca-8d96f59d2a60>",
"dump": "CC-MAIN-2021-49",
"url": "http://showmeyourmath.ca/wp-content/uploads/2021/07/Determining-directions.pdf",
"date": "2021-11-28T13:53:15",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964358560.75/warc/CC-MAIN-20211128134516-20211128164516-00398.warc.gz",
"offset": 70397485,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9967519839604696,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977898001670837,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1366,
3488,
4046
],
"fw_edu_scores": [
4.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
5 Common Allergies Affecting Cats
Cats Get Allergies Too!
While dogs get the biggest share of attention when it comes to allergies, the truth is our feline friends can suffer from allergic disease too! Summertime brings out some common culprits for this problem, so you may be noticing new symptoms as the weather warms up.
We've made a list for you of five of the most common causes of allergic disease in cats, and what you can do about it.
Fleas
While fleas are a common nuisance in cats, dogs, and people, some cats have a true allergic reaction to flea bites. For these unfortunate souls, one bite is all it takes to trigger hours of miserable itchiness!
The good news is, once the fleas are gone, so are the symptoms. There's a wide variety of flea preventives on the market, so don't hesitate to keep those bugs away!
Pollens
Just as we may experience hay fever, cats can have allergies to common outdoor pollens like grasses, trees, and flowers.
Outdoor allergies tend to be seasonal, so you can expect cats with these allergies to have good seasons and bad seasons depending on the weather. In severe cases, your veterinarian can help with prescriptions if keeping your cat away from the offending pollen isn't possible.
Dust, mites, and mold
The flip side to outdoor allergies are indoor allergies. Cats can react to dust, mites, and mold the same way we do. In fact, some cats have a documented "human" allergy!
Indoor allergies can be challenging to manage since the cats are exposed year-round. In addition to cleaning and bathing your cat, medications are sometimes necessary to bring these symptoms under control.
Food
Cats can experience allergic reactions to specific ingredients in food such as beef, pork, chicken, wheat, or eggs. While the skin is most commonly affected, cats may also experience gastrointestinal signs such as vomiting, diarrhea, or gassiness. Be particularly suspicious if the scratching is confined to the head and neck region.
Food allergies are diagnosed with a strict elimination diet to identify the offending source.
Fragrances
To some cats, strong fragrances are as annoying as walking through a department store perfume counter and getting spritzed in the face. Cleaners, deodorizers, air fresheners, and scented litters are common offenders.
Consider unscented litters and natural cleaning products free of artificial fragrances to save your cat from olfactory overload!
What Should You Do?
If you suspect your cat has allergies, give your veterinarian a call. They may recommend allergy testing, a food trial, or medications if your cat is feeling miserable. In addition, all that licking and chewing may cause secondary infection, which needs to be treated. The sooner you address it, the sooner your cat can be back to feeling like him or herself! | 1,079 | 589 | {
"id": "<urn:uuid:f55e9adc-c93f-4234-826d-e10cd2be4845>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.lifesabundance.com/ftpdocs/cat-allergies.pdf",
"date": "2021-01-25T10:17:22",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703565541.79/warc/CC-MAIN-20210125092143-20210125122143-00710.warc.gz",
"offset": 863686153,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991765022277832,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991765022277832,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2819
],
"fw_edu_scores": [
2.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Wellness Articles
Attached are weekly health and wellness articles provided by Alberta Health Services. As a way to help all Albertans live a healthy life, we welcome and encourage weekly newspapers, community newsletters and other publications to reproduce this information free of charge. Credit to Alberta Health Services or the identified content provider would be appreciated.
If you would like to be added to the distribution list for these articles, please email: firstname.lastname@example.org. You will receive a monthly email containing articles for the upcoming four weeks.
An archive of past wellness articles is available at http://www.albertahealthservices.ca/9966.asp
Proposed publication date: Dec. 7, 2020
Content provided by: Alberta Health Services
What is seasonal affective disorder (SAD)?
Seasonal affective disorder, or SAD, is a type of depression that occurs during the same season each year. You may have SAD if you felt depressed during the last two winters but felt much better in spring and summer. Some people may have SAD during the summer months.
Anyone can get SAD, but it's more common in:
* Women.
* People who live far from the equator, where winter daylight hours are very short.
* People aged 15 to 55. The risk of getting SAD for the first time goes down as you age.
* People who have a close relative with SAD. SAD is sometimes called winter depression or seasonal depression.
What causes SAD?
Experts aren't sure what causes SAD. But they think it may be caused by a lack of sunlight. Lack of light may:
* Upset your "biological clock," which controls your sleep-wake pattern.
* Cause problems with serotonin, a brain chemical that affects mood.
What are the symptoms?
If you have SAD, you may:
* Feel sad, grumpy, moody, or anxious.
* Lose interest in your usual activities.
* Eat more and crave carbohydrates, such as bread and pasta.
* Gain weight.
* Sleep more but still feel tired.
* Have trouble concentrating.
* Symptoms come and go at about the same time each year. Most people with SAD start to have symptoms in September or October and feel better by April or May.
How is SAD diagnosed?
Seek medical advice from your doctor. It can sometimes be hard to tell the difference between SAD and other types of depression because many of the symptoms are the same. To diagnose SAD, your doctor will ask if:
* You have been depressed during the same season and have gotten better when the seasons changed for at least 2 years in a row.
* You have symptoms that often occur with SAD, such as being very hungry (especially craving carbohydrates), gaining weight, and sleeping more than usual.
* A close relative—a parent, brother, or sister—has SAD.
* You may need to have blood tests to rule out other conditions that can cause similar symptoms, such as low thyroid (hypothyroidism).
* Your doctor may also do a mental health assessment to get a better idea of how you feel and how well you are able to think, reason, and remember.
What can you do on your own to feel better?
Regular exercise is one of the best things you can do for yourself. Getting more sunlight may help too, so try to get outside to exercise when the sun is shining. Being active during the daytime, especially early in the day, may help you have more energy and feel less depressed.
* Moderate exercise such as walking, riding a stationary bike, or swimming is a great way to get started. But any activities that raise your heart rate—including daily chores—can help, especially if you can do them outdoors or near a sunny window.
* Try to do muscle-building exercises at least two times each week, such as weight training or stair climbing.
Moderate exercise is safe for most people. But it's always a good idea to talk to your doctor before you start an exercise program.
Albertans can also access services by calling the Addiction Helpline at 1-866-332-2322, Mental Health Helpline 1-877-303-2642 or visiting www.ahs.ca/helpintoughtimes. | 1,657 | 865 | {
"id": "<urn:uuid:d60a3391-0b43-4ee0-87d5-64b522174c8d>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.albertahealthservices.ca/assets/news/wa/ne-wa-2020-12-07-sad.pdf",
"date": "2021-01-25T11:46:11",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703565541.79/warc/CC-MAIN-20210125092143-20210125122143-00714.warc.gz",
"offset": 653009995,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9980834424495697,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9984647035598755,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1800,
3989
],
"fw_edu_scores": [
2.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
City of Rosenberg Focuses on Safe Drinking Water
Last week, we published an article that provided background information on a new drinking water protection program. This is the second in a series of articles on local drinking water resources.
Protecting the water you drink is critical; it is literally the source of all life.
The City of Rosenberg depends upon the Gulf Coast Aquifer as their source of drinking water. It's a safe supply of water. But it's important that we implement a program to assure it stays safe.
That's why our local community has taken a proactive approach in developing and implementing a Source Water Protection Program that fits our local needs. The Source Water Protection Program is voluntary; it is designed to assist communities in protecting their drinking water sources and is linked to the Texas Commission on Environmental Quality's drinking water protection program.
"Similar programs have been put in place in a number of communities across the state and is already producing results," said Mason Miller of the Texas Commission on Environmental Quality's Source Water Protection Program.
The Texas Commission on Environmental Protection has contracted with several consulting firms (Atkins, LBG-Guyton, and Laura Raun Public Relations) to assist the City of Rosenberg who rely upon the Gulf Coast Aquifer in protecting the local drinking water supply. After meeting with local officials, the consultants began an inventory of potential sources of contamination that exist within the area of influence around the city's public water supply wells.
The city also assisted the consultants in the source water protection inventory. Several areas of potential concern have been identified including oil and gas activities, petroleum storage tanks, auto repair facilities, and improperly functioning septic systems.
A good example of a potential source of contamination is used motor oil that could be illegally dumped. One gallon of used motor oil can contaminate one million gallons of fresh water.
The inventoried sources were then evaluated on a site-specific basis to determine the threat, if any, to the drinking water supply. The results of the inventory effort were then published in a report written specifically for the City of Rosenberg.
Based upon the recommendations made within the report, the local community can decide what management practices might work best for the local community. Best management practices can range from public education activities to ordinances prohibiting certain activities within source water protection areas.
The program seeks to increase public awareness, inform the public of the steps each citizen can take to protect the integrity of drinking water sources, and elevate citizens' level of participation in the effort.
2
In the next article, we'll discuss what potential sources of contamination may exist within our communities that could affect our drinking water and what we can do as individual citizens to protect our valuable drinking water supply. | 1,283 | 544 | {
"id": "<urn:uuid:2ec8c687-89e2-4556-af43-417fd22b3bb0>",
"dump": "CC-MAIN-2021-04",
"url": "https://rosenbergtx.gov/wp-content/uploads/2016/06/Info.-Article-2-from-JM.pdf",
"date": "2021-01-25T09:53:24",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703565541.79/warc/CC-MAIN-20210125092143-20210125122143-00715.warc.gz",
"offset": 543526463,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973218043645223,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9972292184829712,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1595,
2821,
3056
],
"fw_edu_scores": [
2.796875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
INSET Pack 2020/21
Safeguarding and Child Protection in an International School Setting
Your Inset Pack Includes:
* 5 ready-to-deliver presentations, handouts and worksheets
* Complete facilitator notes and reading material
* An online facilitator training event
* International case studies and best practice examples from the UK and overseas
* Resources that can be applied to your school's own setting
* CPD verified certification for your school participants
Course Outline
Module 1: Introduction to Safeguarding
All school-based employees need to be able to recognise the signs of abuse and harm and understand their role in safeguarding children. This module is designed to provide a level one introduction to equip your staff with the knowledge and skills needed to play their part in keeping children safe.
Objective: To provide you with an understanding of:
* The legislation around safeguarding and child protection
* The different types of abuse
* How to spot the warning signs associated with abuse
* Your role in keeping children safe
Duration: 90-minutes
Module 2: Peer-on-Peer Abuse
This is a level two module designed to support school based staff in recognising peer on peer abuse. This module covers the all aspects of peer on peer abuse including sexual harm, and online abuse between peers. This module meets with the requirements of both international and UK guidance on keeping children safe in education.
Objective: To provide you with an understanding of:
* What peer on peer abuse is
* Introduction to the continuum of peer and peer abuse
* Key terms such as 'Gaslighting'
* Vulnerable groups
* The early warnings signs of abusive peer relationships
Duration: 60-minutes
Module 3: Listening to Children– Dealing with Disclosures
Possibly one of the most anxious times is when a child makes a disclosure of abuse or harm. This level two module is designed to give staff the opportunity to understand how to effectively deal with this situation should it arise. Through structure and practice staff will have a better awareness of what they should and should not do when listening to a child who has potentially been subjected to abuse or harm.
Objective: To provide you with an understanding of:
* What a disclosure is
* When/why are disclosures made
* Why young people don't make disclosures
* What helps a young person make a disclosure
* What tools young people need to talk
* What to do when a disclosure is made
* How to listen
* What happens when a disclosure is made
Duration: 60-minutes
Module 4: Sexual Harm
This level two module introduces participants to the range of sexual behaviours that are considered harmful to children. It looks at what is and isn't not age appropriate behaviour and enables participants to challenge their own thoughts about observed sexual behaviours. It then looks at the more extreme nature of sexual violence and sexual exploitation equipping participants with the skills to recognise signs early.
Objective – To provide you with an understanding of:
* Sexual Abuse
* Sexual Violence
* Sexual Harassment
* Harmful Sexual Behaviours
* Upskirting
* Sexting
Duration: 75-minutes
Module 5: Modern/Affluent Neglect
Neglect has historically been associated with children that live within poverty, however much of the recent research challenges this. This level two module explores with participants the types of neglect that children from affluent families can be exposed to; how to recognise the signs of this, and the impact his can have on a child's development into adulthood.
Objective: To provide you with an understanding of, and the effect of:
* What it means to be a child at an international school – family, peer group, community
* Emotional Neglect vs Emotional Abuse
* High Expectations
Duration: 60-minutes
VeemaEdu
@VeemaEdu
For further information about our Accredited Safeguarding INSET Pack 2020/21 or to discuss a bespoke Safeguarding programme, please email us at firstname.lastname@example.org.
Never Stop Learning | 1,788 | 829 | {
"id": "<urn:uuid:6d6c7454-e3a3-49e8-8147-1378bb1706c8>",
"dump": "CC-MAIN-2021-04",
"url": "https://firebasestorage.googleapis.com/v0/b/veema-uk.appspot.com/o/vm_content%2FSafeguarding%20Pack%E2%80%94%20Course%20Outline.pdf?alt=media&token=56be34e9-7a0d-4710-86cb-90b052ea4f27",
"date": "2021-01-25T10:26:00",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703565541.79/warc/CC-MAIN-20210125092143-20210125122143-00716.warc.gz",
"offset": 334260440,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9972478946050009,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977323412895203,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1709,
3163,
4011
],
"fw_edu_scores": [
2.65625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Prawns and Tobacco Find a Home Together on Some Farms
Some of the prawns harvested at the Corbin family farm in Tennessee
(You can download an MP3 of this story at voaspecialenglish.com)
This is the VOA Special English Agriculture Report.
A cash crop is a crop grown for money. Four hundred years ago the first cash crop for European colonists in North America was tobacco. American Indians were already growing it. Then in sixteen twelve an Englishman named John Rolfe found it would "grow well in Virginia and sell profitably in England," says tobacco.org.
But tobacco kills millions every year. Farmers face increasing government restrictions on tobacco use. They also face less demand from developed countries and more competition from developing ones.
Some farmers now grow niche crops instead of or in addition to tobacco. Niche crops are aimed at a particular market, but choosing what to plant can be difficult. Professor Tony Johnston at Middle Tennessee State University says most tobacco farms are relatively small.
TONY JOHNSTON: "The big issue for all the tobacco growing states is to find those small crops, those niche crops that would provide enough cash flow with fairly similar amounts of area on which you plant your crops."
Some tobacco farmers have chosen to raise prawns, or freshwater shrimp. This kind of shellfish is used in different foods and often served cold in what Americans call shrimp cocktails. The British call them prawn cocktails.
Tennessee farmer Jane Corbin says she got into this aquaculture business almost by accident.
JANE CORBIN: "I had never met anyone who had done this and I'd never seen a freshwater prawn. But I had read about it and I just thought it sounded interesting."
On a recent weekend, Jane Corbin and her sons harvested tobacco and prawns from the same field. The prawns grew for five months in a pond. The Corbins also raise cattle along with flowers, vegetables and other crops.
Jane Corbin got into aquaculture in the late nineteen nineties. Other tobacco farmers in the American South gave it a try because state and federal agencies were encouraging a change.
JANE CORBIN: "It was advertised as an alternative to your tobacco crop as far as your income was concerned. That did not ring true. That wasn't why I got into it, of course, but a lot of people did and they saw that that was not a fact."
Still, Professor Johnston says tobacco farmers are realizing they cannot depend on a single crop. The niche crops that seem to enjoy the most success, he says, are those that get consumers to visit the farm. Jee Jayme has bought prawns from the Corbins for years and enjoys helping with the harvest.
JEE JAYME: "It's their kindness and their genuine spirit that I keep on coming back here. And more especially, it's from here in the U.S., not from China or some other foreign country, but it's more here in Tennessee."
And that's the VOA Special English Agriculture Report. You can watch a video about prawn farming at voaspecialenglish.com. I'm Bob Doughty.
___
Contributing: Mike Osborne and Jerilyn Watson | 1,256 | 646 | {
"id": "<urn:uuid:327ae830-ac2a-433b-8833-99200c9df37a>",
"dump": "CC-MAIN-2021-04",
"url": "https://www.voanews.com/MediaAssets2/learningenglish/2011_12/se-ag-tobacco-prawn-farming.pdf",
"date": "2021-01-25T12:17:03",
"file_path": "crawl-data/CC-MAIN-2021-04/segments/1610703565541.79/warc/CC-MAIN-20210125092143-20210125122143-00719.warc.gz",
"offset": 1036208592,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987840354442596,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9992403984069824,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1032,
3088
],
"fw_edu_scores": [
2.171875
],
"minhash_cluster_size": 1,
"duplicate_count": 1
} |
Physics 712
Chapter 6 Problems
1. A wire along the z-axis has a current that turns on suddenly at t = 0, so the current density is ˆ ,t I x y t J x z , where t is the Heaviside function, with 0 0 t and 0 1 t . There is no charge density, , 0 t x .
(a) Working in Lorentz gauge, find ,t A x in cylindrical coordinates.
(b) Find the electric and magnetic fields ,t E x and ,t B x .
2. For question 1, find the total energy flux per unit length flowing out of a cylinder of radius a centered on the z-axis as a function of time.
3. An oscillating point dipole with dipole moment ˆ sin p t p z at the origin results in scalar and vector potentials (in Lorentz gauge) at large r of approximately
(a) Find the leading order terms at large r for the electric and magnetic fields (these will be terms of order 1 r ). As a check, E should be entirely in the ˆ θ direction and B in the ˆ φ direction.
(b) Find the total power flowing out of a sphere of radius r centered on the origin at large r.
4. Consider a cylinder of arbitrary cross-sectional shape, such as a square, circle, or other similar shape. This cylinder will be infinitely long in the zdirection. It will have a surface current K, with units A/m, running around it in a counter-clockwise direction as viewed from above.
(a) In which direction(s) can you translate this cylinder and leave it unchanged? What can you conclude about the resulting magnetic field?
(b) Across which plane can you reflect this current and leave it unchanged? Based on this, which components of the magnetic field must vanish?
5. Consider an infinite plane of surface current in the plane z = 0 flowing in the direction ˆ K K x , where K has units of A/m.
(a) Which direction(s) can you translate this current and leave it unchanged? What conclusions can you draw about the B-field?
(b) By reflecting this problem across the y = 0 plane, which of the components of B can you conclude must vanish?
(c) By reflecting this problem across the z = 0 plane, show that you can relate the field above the plane to the field below the plane.
(d) Using an appropriate Ampere loop, find B everywhere. | 988 | 632 | {
"id": "<urn:uuid:820c03b2-e8a0-4e5e-a9db-e4b088fed353>",
"dump": "CC-MAIN-2024-33",
"url": "https://users.wfu.edu/ecarlson/eandm/homework/homework6.pdf",
"date": "2024-08-16T04:57:35",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722641333615.45/warc/CC-MAIN-20240816030812-20240816060812-00130.warc.gz",
"offset": 452965496,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9944750666618347,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9944750666618347,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2164
],
"fw_edu_scores": [
2.078125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Physics 712 Solutions to Chapter 11 Problems
3. A pion (mass m ) at rest decays to a muon (mass m ) and a neutrino (mass 0). Find the energies of the two final particles.
We first define the momenta in an obvious way, then we write conservation of fourmomentum as
If we solve for, say, the muon momentum, we have p p p . Dotting this into itself, we have
We replace all the dot products of the momenta with themselves by 2 2 p p m c , and we have
The initial pion has momentum ,0,0,0 p m c , and we write the neutrino momentum as , p E c p . The dot product is then p p m E , and we have
To get the muon energy, the easiest way is to use conservation of energy:
4. A particle of mass m and charge q is in the presence of constant electric and magnetic fields ˆ E E x and ˆ B B z .
(a) Write out explicitly all four components of the equation for U , where dot stands for d d. Find an equation for 1 U .
The electromagnetic field tensor is
where we lowered the index by changing the sign of the last three columns.
We now need to solve the equations
This breaks into four separate equations:
The last equation is always trivial to solve.
To get a second order differential equation for U 1 , take another time derivative of the second equation and substitute the first and third equation.
(b) What is the general solution for 1 U part (b) if E cB ? Argue that it will exhibit periodic behavior (in ), and find the period.
If E cB , then we define
Then our equation is 1 2 1 U U , whose general solution is
This will exhibit periodic behavior with a period of
(c) Repeat part (b) if E cB . Will it be periodic in this case?
If E cB , then define
Then our equation is 1 2 1 U U , whose general solution is
This does not exhibit periodic behavior. | 825 | 595 | {
"id": "<urn:uuid:9a266be5-4f9b-48e7-aea9-2e2e1f21ba02>",
"dump": "CC-MAIN-2024-33",
"url": "https://users.wfu.edu/ecarlson/eandm/homework/sol11c.pdf",
"date": "2024-08-16T04:58:10",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722641333615.45/warc/CC-MAIN-20240816030812-20240816060812-00135.warc.gz",
"offset": 477711717,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.993964821100235,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.994784414768219,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1057,
1814
],
"fw_edu_scores": [
2.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Building a prototype of the cosmos
July 9 2024
A new simulation offers a glimpse of what NASA's Nancy Grace Roman Space Telescope could see when it launches by May 2027. Credit: C. Hirata and K. Cao, OSU
How would it feel to peer into the night sky and behold millions of galaxies across a vast swath of space? What would it be like to hunt for worlds beyond our solar system, or spot the fiery deaths of stars?
In the next few years, two telescopes will allow astronomers to find out. But before that happens, a Duke researcher has been leading an effort, under a broader project called OpenUniverse, to create the most realistic preview yet of what they will see once the missions get underway.
1/4
In his office on Duke's West Campus, Duke physics professor Michael Troxel offers a sneak peek at what we can expect from the Vera C. Rubin Observatory when it starts operating in 2025, and NASA's Nancy Grace Roman Space Telescope when it launches by 2027.
The Rubin Observatory will use a giant 8.4-meter telescope perched on a Chilean mountaintop to take data over nearly half of the entire sky.
At the same time, from its space orbit a million miles from Earth, NASA's Roman telescope will look close to the edge of the observable universe to unveil faint and faraway objects in crisp detail.
By pairing the telescopes' observations, scientists hope to better understand longstanding mysteries such as why the universe seems to be expanding at an ever-faster rate.
Combining the two datasets, however, will present unique technical challenges.
That's because once they're up and running, the two telescopes will produce unprecedented amounts of data, Troxel says. Astronomers anticipate a combined total of 80 petabytes in the lifetimes of these instruments. That's three times the digital footprint of the U.S. Library of Congress.
To help researchers prepare for this data deluge, Troxel is leading an effort to essentially reconstruct what these telescopes will see, galaxy by galaxy, as close as possible to the actual data to allow scientists to explore and sift through it the way they could with the real thing.
With a few clicks of a mouse, he pulls up a simulated image of what the data combined together reveals in a single tiny patch of sky.
2/4
It isn't much real estate in space. Ten such images would barely cover the full moon. The actual surveys will be upwards of tens of thousands of times larger. Nevertheless, the image contains some 80,000 galaxies and other objects.
Some of them are so faint and far away—up to 20 billion light years—that they're "hard to tell from a speck of dust on my screen," Troxel says.
Every dot or speck of light represents a distant galaxy. Instead of vast clouds of gas and dust, these galaxies are made of computer code and live in a virtual universe in the cloud.
The images are so realistic, Troxel says, that even experts can't always tell at first glance whether they contain simulated telescope data or the real thing.
Achieving that degree of authenticity is a huge number-crunching task, Troxel says. It involved simulating the light of every star and galaxy and reconstructing the path it takes through space over billions of years to reach the telescopes.
Their solution was to use a supercomputer capable of running thousands of trillions of calculations a second. Using the now-retired Theta cluster at Argonne National Lab in Illinois, they were able to produce some four million simulated images of the cosmos, accomplishing in nine days what would have taken 300 years on a standard laptop.
The task took more than 55 million CPU hours and over half a year of work by dozens of experts to prepare, not to mention the coordination of some 1,300 researchers across multiple cosmology teams, Troxel says.
For now, they have released a 10-terabyte subset of the complete
3/4
Powered by TCPDF (www.tcpdf.org)
400-terabyte package, with the remaining data to follow this fall once they've been processed.
Researchers will use the simulated images to conduct a dress rehearsal; to test new methods and algorithms they will use once they get their hands on the real data in the future.
Working out bugs in simulation before they encounter them in real life will enable them to hit the ground running once the data start pouring in.
Provided by Duke University
Citation: Building a prototype of the cosmos (2024, July 9) retrieved 16 August 2024 from https://phys.org/news/2024-07-prototype-cosmos.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
4/4 | 1,951 | 1,009 | {
"id": "<urn:uuid:3db07318-7300-4dd9-933c-abbf4c513871>",
"dump": "CC-MAIN-2024-33",
"url": "https://phys.org/news/2024-07-prototype-cosmos.pdf",
"date": "2024-08-16T04:25:30",
"file_path": "crawl-data/CC-MAIN-2024-33/segments/1722641333615.45/warc/CC-MAIN-20240816030812-20240816060812-00143.warc.gz",
"offset": 338640116,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987411051988602,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.999211847782135,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
705,
2274,
3862,
4723
],
"fw_edu_scores": [
2.40625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Chicago Junior Mathematics League Video Contest – Meet 2 2018-2019
Guidelines:
* Students from each grade level (6, 7, 8) from your school may submit up to two videos on the given problem. Each video submitted must be produced by different students, but must all be from the appropriate grade level. For examples, if your school decides to submit two sixth grade videos, there should be different sixth graders in each video.
* Each video should be no more than FOUR minutes in length.
* The problems are to be solved and the videos produced by student groups. The bulk of the work should be done by students. A parent or teacher holding a camera is fine, but solving a problem for the students is not.
* Videos must be produced by a group of at least two students, and at most five students. Each participating student's contribution should be made evident either from an appearance in the video or a credit at the beginning or end of the video. Indicate names of all students involved (maximum of 5) in credits or introductions of the video.
* Points will be awarded as follows.
o Videos will be ranked by correctness of solution, thoroughness of explanation, and creativity. The top videos will earn 5, 4, 3, 2, or 1 points each, respectively, for placing in the top five. The producers of the top 5 videos will also receive prizes in addition to the team winning points.
o Creative solutions and presentations are encouraged, but correct math outweighs all. Please make the focus of your video the mathematics. If you have a creative context, that is great to see, but it should not be the focus of your video. Soundtracks should not distract or interfere with the explanation of the solution.
Submission:
* Coaches should select the best two videos for each grade level to submit for judging.
* Coaches should upload videos to Google Drive and share access with Julienne Au (firstname.lastname@example.org) and Chris Barrett (email@example.com).
* Please use the following naming conventions for the videos: school_grade_teamnumber_ contestnumber_year. For example, a submission for CJML Contest 2 for the seventh grade team from Healy in the 2016−2017 school year should be named as follows: healy_7_team1_contest2_1617.
* All submissions must be shared by 5:00pm on Monday, December 3, 2018.
Please direct any questions about the contest to Julienne Au (firstname.lastname@example.org) and Chris Barrett (email@example.com). Coaches who are interested in helping judge the submissions should email Julienne Au (firstname.lastname@example.org) and Chris Barrett (email@example.com) by the submission deadline. GOOD LUCK!
PROBLEMS:
6 th Grade problem: How many positive integer factors of 100! are multiples of 2 or 3?
---------------------------------------------------------------------------------------------------------------------------------------
7 th Grade problem: How many positive integer factors of 100! are perfect squares or perfect cubes?
--------------------------------------------------------------------------------------------------------------------------------------
8 th Grade problem: In the expanded form of 100!, what are the first two nonzero digits to the left of the decimal point? | 1,569 | 663 | {
"id": "<urn:uuid:12b01fd4-c5de-4870-a1fb-534927890b9e>",
"dump": "CC-MAIN-2019-13",
"url": "http://cjml.org/cjmlv21819.pdf",
"date": "2019-03-27T02:26:28",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912207618.95/warc/CC-MAIN-20190327020750-20190327042750-00167.warc.gz",
"offset": 47681797,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981846809387207,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.997759997844696,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2571,
3167
],
"fw_edu_scores": [
2.234375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Geometry with GeoGebra
Introduction, the screen
The GeoGebra screen is divided in several sections to represent mathematical objects in different ways. The names of the different parts are shown below.
Menu Line
Toolbar
Graphics View
Algebra View
Input Bar
Change the screen to be best fit for working with geometry: PressViewon the Menu Line, and uncheckAlgebra ViewandAxes.
To label the objects, on the Menu Line click Options, Labeling, All New Objects.
Drawing triangles
To get familiar with the tools most commonly used when drawing geometrical shapes you are going to draw a right‐angled triangle where the length of one leg is 5 and the hypotenuse is 8.
All buttons on the Tool bar hide several related tools. You choose the tool you want to be active on a particular button by pressing the small arrow in the lower right corner of the button. Choose from the list that shows up.
Start your drawing by using the toolSegment with Given Length from Point.
Continue by drawing the right angle. Do this by drawing a perpendicular line through point A. Choose thePerpendicular Linetool, click on point A first and then on the line.
To place the third corner of the triangle you use one of the circle tools,Circle with Centre and Radius. Click on the point B, and fill in the length of the hypotenuse as radius.
If the intersection between the perpendicular line and the circle is not shown in the Graphics View, use the ToolMove Graphics Viewuntil you see one of the intersection points. If you need to zoom, you find theZoom‐tools on the same button as theMove Graphics View‐tool.
Choose the toolIntersect Two Objects, click on the circle and the perpendicular line. The point in the intersection is the third corner of the triangle.
Draw the triangle by choosing thePolygon tool. You need to click all the corners and complete the circumference of the triangle, four clicks.
The perpendicular line and the circle, even the points do not need to be visible now, you only want to show the triangle. Hide an object by right‐clicking the object, and uncheckShow Object.
The lengths of the sides in the triangle can be shown. Right‐click one of the sides and chooseShow Propertiesin the menu which shows up. Check theShow Label‐field and chooseValuefrom the Drop Down List.
To show the size of the angles use theAngle tool. Click on two sides in the triangle. To measure the angle between those two sides the order you press them should be against the clock. The area of the triangle can also be shown, use the Area‐tool.
Exercise: Draw the shape shown here. Explore the tools and the Object Properties. | 1,543 | 950 | {
"id": "<urn:uuid:700564dc-58f3-4c16-8118-422d3ed51f42>",
"dump": "CC-MAIN-2019-13",
"url": "https://archive.geogebra.org/en/upload/files/Norwegian/Jon_Arild_Jorgensen/Geometry%20with%20GeoGebra%20introduction.pdf",
"date": "2019-03-27T03:00:40",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912207618.95/warc/CC-MAIN-20190327020750-20190327042750-00172.warc.gz",
"offset": 410985496,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9909618347883224,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9960536956787109,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
461,
1143,
2084,
2621
],
"fw_edu_scores": [
3.671875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Scientists from SAC participated in 37 th Indian Scientific Expedition to Antarctica (ISEA) for Cryospheric research
Cryosphere is an important element of Earth's System and plays a crucial role through the linkages and feedback mechanism with Atmosphere and Hydrosphere. Space Applications Centre ISRO, Ahmedabad is actively involved in Research related to developing techniques of utilising satellite data for observing changes (in continental ice as well sea ice) in polar regions for understanding impact of climate change for the last one and half decades. Data from various satellites such as Resourcesat-1/2/2A (IRS series), SARAL/AltiKa, Scatsat-1, Oceansat2, RISAT-1 have been utilised to understand variability and causes of sea ice extents, surface elevation changes of icesheets, rates of surface melting, determination of sea ice thickness, monitoring of glaciers and icebergs etc. SAC also provides sea ice advisories based on interpretation of images acquired by sensors onboard Indian orbiting satellites to NCAOR for the safer navigation to Indian Scientific expeditions to Antarctica.
Scientists from SAC ISRO have been participating in Scientific expeditions to Antarctica and Arctic organized by National Centre for Antarctic and Ocean Research (NCAOR), an organ of Earth System Science Organisation (ESSO) under Ministry of Earth Sciences (MoES). In continuation of this program, Dr. Sushil Kumar Singh and Kum. Lakshmipriya Prusty from SAC/ISRO, Ahmedabad have participated in 37 th Indian Scientific Expeditions to Antarctica (ISEA) during December 2017 to February 2018. The main objective of this expedition was to collect the data using a wide range of instruments such as Ground Penetrating Radars (GPR) of 500 MHz frequency designed and developed at Space applications Centre and 1000 MHz frequency , Differential Global Positioning System (DGPS), Spectroradiometer (350-2500 nm), Snowfork, Sunphotometer and Ozonometer for recording velocity of ice, sea Ice thickness, radiometric and atmospheric parameters for snow albedo and Melt-Freeze studies.
Observations at Disintegration Glacier
GPR profile
SAC Scientists onboard ship preparing for sea ice measurements during voyage.
GPR observations on Disintegration glacier with snow cover as seen in GPR profile (inset).
IRS LISS-IV data of 06 Feb 2018, showing fast sea ice, icebergs and other features around Bharati station. | 1,193 | 514 | {
"id": "<urn:uuid:18686628-1135-4466-a61f-12fa1b55a77f>",
"dump": "CC-MAIN-2019-13",
"url": "https://www.sac.gov.in/SacSliderI_Repository/Vyom/English/525/sushil_vyom_antarctica_130318_v2.pdf",
"date": "2019-03-27T02:33:15",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912207618.95/warc/CC-MAIN-20190327020750-20190327042750-00172.warc.gz",
"offset": 878903991,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9749766290187836,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9627388715744019,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2304,
2412
],
"fw_edu_scores": [
2.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Basilica of San Francesco d'Assisi (Basilica Papale di San Francesco in Italian) is an Italian cathedral located in the city of Assisi. This cathedral is the head, or mother church, of the Franciscan Order (the Roman Catholic Order of the Friars Minor). The foundation stone of the Basilica was laid after the canonization of Saint Francis on July 16, 1228, by Pope Gregory IX. The Lower Church was completed in 1230, after which Saint Francis was buried in the cathedral.
The Basilica of Saint Francis of Assisi consists of the Upper Church and the Lower Church, as well as a third level below, the Saint's tomb, where the remains of Saint Francis are kept. The Upper Church's interior is decorated in the Gothic style. Interior features include many frescoes from medieval painters such as Giotto di Bondone, Pietro Cavallini, Pietro Lorenzetti, and Cimabue, displaying a variety of Italian art from this period. Other decorative features include the Gothic doorway and ornate rose window, which has been called "the eye of the most beautiful church in the world."
The Basilica of Saint Francis of Assisi is a popular pilgrimage destination. This is since Saint Francis was known for his lifestyle of non-materialism and his treatment of all creatures as equal, including animals and the poor. The current Pope of the Catholic Church, Pope Francis, chose his name in honor of Saint Francis of Assisi.
Following the destruction caused by two earthquakes that hit Italy on September 26, 1997, the Bascilica was closed for restoration for two years.
Facts about Basilica of San Francesco d'Assisi
The Basilica was consecrated in 1253, after the completion of the Upper Basilica. The church became a Papal Church in 1288.
The Basilica of Saint Francis of Assisi was designated a UNESCO World Heritage Site in 2000.
The church was designed by Brother Elias Bombadone of Cortona.
Where is Basilica of San Francesco d'Assisi ?
The hill on which the church was constructed was once known as the "Hill of Hell," but is now known as the "Hill of Paradise."
The Basilica is located in Assisi, Italy, where Saint Francis was born and died. The city of Assisi is situated in central Italy in the region of Umbria, connected to major Italian cities including Rome via railway. The town itself is accessible on foot. The Basilica is located at a distance of just 13 km from Perugia San Francesco d'Assisi – Umbria International Airport.
Spring and summer are the high season for travel in Italy. Tourists should avoid Italy in August, when most of the locals head out of town for a vacation, and many parts of town are closed.
Best time to visit Basilica of San Francesco d'Assisi
Basilica of San Francesco d'Assisi Hours
The Basilica of Saint Francis of Assisi opens from 6:00 am to 7:00 pm on all days.The Basilica of Saint Francis of Assisi opens from 6:00 am to 7:00 pm on all days.
Nearby Attractions: Museo Missionario Indios, Holy Street - Roman Forums, Cittadella Ospitalità, and Oratorio dei Pellegrini.
More on Basilica of San Francesco d'Assisi
Don't miss Italy major attractions: Leaning Tower of Pisa , Amalfi Coast , Venice, Colosseum, Rome, Portofino, Uffizi Gallery, Pompeii.
mapsofworld.com provides Interesting Information about Tourist Destinations from across the world. Visit : http://www.mapsofworld.com | 1,510 | 779 | {
"id": "<urn:uuid:61cb2a6d-0bfb-41fe-ab7f-8989f4834ddc>",
"dump": "CC-MAIN-2019-13",
"url": "https://www.mapsofworld.com/travel/destinations/italy/basilica-of-san-francesco-dassisi?pdfex_dl=3622",
"date": "2019-03-27T02:33:31",
"file_path": "crawl-data/CC-MAIN-2019-13/segments/1552912207618.95/warc/CC-MAIN-20190327020750-20190327042750-00178.warc.gz",
"offset": 823131219,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9428519010543823,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9947423934936523,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2683,
3335
],
"fw_edu_scores": [
2.15625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
FOR IMMEDIATE RELEASE
Jan. 14, 2009
COMMONWEALTH OF PENNSYLVANIA
Commonwealth News Bureau
Department of Health
Room 308, Main Capitol Building
Harrisburg, PA 17120
CONTACT:
Stacy Kriedeman (717) 787-1783
DEPARTMENT OF HEALTH URGES PENNSYLVANIANS TO
PREPARE FOR DANGEROUSLY COLD WEATHER
– A surge of arctic air forecast to arrive in Pennsylvania on Thursday
HARRISBURG
will bring hazardous wind chills that could lead to serious health problems, the Health
Department warned today.
Temperatures across Pennsylvania are expected to range from the single digits to minus 10 tomorrow, with wind chills forecasted to drop to 5 to 30 below zero.
"Taking preventive action can help you reduce the risk of hypothermia, which is a very real threat in extreme cold-weather conditions," said acting Secretary of Health Everette James.
"When exposed to cold temperatures, your body begins to lose heat faster than it can be produced. Prolonged exposure to cold will eventually use up your body's stored energy and
result in hypothermia, or abnormally low body temperature. Hypothermia is particularly dangerous because it slows the functions of many vital organs, including the brain, and you may
not realize it is happening."
Stay alert for signs of hypothermia. These include uncontrollable shivering, memory loss, disorientation, incoherence, slurred speech, drowsiness, and apparent exhaustion. If symptoms of
hypothermia are detected, warm the victim up immediately and get medical help as soon as possible.
During periods of extreme cold, the Department of Health recommends that you:
* Make outdoor trips as brief as possible.
* Cover your mouth and face with a scarf or knit mask to protect your lungs from extremely cold air.
* Dress warmly in several layers of loose fitting clothing.
* Keep dry and change wet clothing frequently to prevent a loss of body heat.
* Remain in your vehicle if you become stranded. Keep warm by wrapping your entire body in extra clothing, blankets or newspapers. Move your arms and legs while sitting to improve circulation and stay warmer.
* Avoid exertion as cold weather puts an extra strain on the heart.
* Watch for signs of frostbite. These consist of loss of feeling and white or pale appearance in extremities such as fingers, toes, ear lobes and the tip of the nose. If symptoms are detected, get medical help immediately.
While hypothermia is generally associated with being outdoors, it can occur indoors if your thermostat is set too low, or there is a power outage or heating system failure. Follow these recommendations:
* Conserve heat by avoiding unnecessary opening of doors or windows. Close off unused rooms, stuff towels or rags in cracks under doors and close draperies or cover windows with blankets at night.
* Check the temperature in your home often if you are over 65 years of age. Older adults often make less body heat because of slower metabolism and less physical activity.
* Monitor body temperature of infants less than one year old. Infants should never sleep in a cold room because they lose body heat more easily than adults and can't make enough body heat by shivering.
* Check on elderly friends and neighbors frequently to ensure that their homes are adequately heated.
* Eating a well-balanced meal will help you stay warmer. Do not drink alcoholic or caffeinated beverages as they cause your body to lose heat more rapidly.
To learn more about the Department of Health and its services, visit www.health.state.pa.us or call 1-877-PA HEALTH.
### | 1,583 | 758 | {
"id": "<urn:uuid:ff2aa6ba-46fe-4318-8fef-bf63794fd929>",
"dump": "CC-MAIN-2018-43",
"url": "http://greenfieldtownship.org/Archives/Press_Releases/PRESS%20RELEASE_011409.pdf",
"date": "2018-10-15T22:21:04",
"file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583509845.17/warc/CC-MAIN-20181015205152-20181015230652-00469.warc.gz",
"offset": 154211306,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.99838787317276,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988018870353699,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1522,
3541
],
"fw_edu_scores": [
2.296875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Targeted communication tools
Let's learn to sort our waste better!
Citizens
Image: www.everystockphoto.com
We've all found ourselves at some time clutching waste, wondering which bin to put it in. There are heaps of ways to recycle waste. But for all of them, the waste has to be properly sorted to start with. Help those around you adopt the right sorting habits.
General information
reduce
difficulty
reuse
environmental
impact
recycle
cost
Objectives
To increase sorting.
To sort properly.
What you need
Sorting competition
What is it? A game (race, quiz, etc.) to test sorting knowledge.
How is it used? Gather together a number of people who live in an area where sorting has to be done in the same way and invite them the play the game.
What can it be used to assess? The number of people who would like to test their waste sorting knowledge.
Poster (communication tool)
What is it? A poster that presents the action and provides information about the place, date and time. This visual should explain the importance of sorting waste.
How is it used? It will be displayed in strategic places (window, office, etc.) in the area of the invited players (building, street, district, town or city, etc.).
What can it be used to assess? The visibility of the action in the neighbourhood.
With the support of the European Commission
Waste stream
paper
WEEE
organic
Targeted communication tools
Preparing the action: initial assessment of the situation
2 weeks before the EWWR
Prepare the posters presenting the action organised as part of the EWWR and put them up in strategic places.
Prepare a questionnaire (e.g.: five questions on sorting waste about frequent sorting errors) that everyone who wishes to take part in the sorting competition undertakes to fill in before the competition.
Find out about the waste sorting rules in the area in question (district, town or city, region, etc.).
Preparing the action: development and production
1 week before the EWWR
Depending on the type of game chosen for the sorting competition:
Prepare a bin with different types of (clean) waste and the sorting bags used in the region.
Prepare a presentation (e.g.: PowerPoint file) with questions about sorting and recycling waste, remembering to add photos to make it more interesting.
Implementing the action
During the EWWR
Before the competition: remind the participants that it is always better to prevent waste, either by avoiding it or by reducing it directly at source, and that sorting is intended for waste that cannot be avoided.
Hold the sorting competition.
On the basis of the information gathered on sorting waste, correct the responses with those present so that everyone is familiar with the right sorting rules.
When the game is over, each participant again answers the five questions on sorting waste.
Evaluation methodology
Comparing the number of correct answers to the questionnaire before and after the sorting competition provides information about the development of people's knowledge of waste sorting.
More information
Links to existing games:
o France: http://www.ecomet.fr/V54_popup.htm
o Belgium: http://www.trionsjuste.be/
o "Sorting's cool" game to be played with a big group (e.g.: youth movement) (Belgium): http://www.fostplus.be/SiteCollectionDocuments/Jongeren/Ten%20Afval!/tropfortletri_01_explicat iondujeu.pdf and http://www.youtube.com/watch?v=9U3NOQUaoDU
Take care to choose a game created for the place where you live! In reality, sorting differs sharply from one country to another and even from one region to another.
European Week for Waste Reduction: www.ewwr.eu email@example.com
With the support of
the European Commission | 1,579 | 786 | {
"id": "<urn:uuid:f4e76eeb-39de-4f37-9282-9783bbe79a2e>",
"dump": "CC-MAIN-2017-39",
"url": "http://www.ewwr.eu/docs/tct/Citizens_Better_sorting_EN.pdf",
"date": "2017-09-23T23:46:22",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689806.55/warc/CC-MAIN-20170923231842-20170924011842-00667.warc.gz",
"offset": 439459522,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9951734244823456,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9963544011116028,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1380,
3692
],
"fw_edu_scores": [
3.21875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
BACKGROUND ECOLOGY INFORMATION Air Cleaning Department
Major Concepts:
- Trees provide many things for humans and other organisms in all ecosystems.
- Plants act as air filters, cleaning the air of harmful chemicals and particulates.
- Some gifts from trees include clean air, oxygen, homes, wood for shelter, food, medicines, shade and beauty.
- Dust, smoke and other kinds of dirt can make the air dirty.
- Cars, factories and other manmade things make pollution that makes the air dirty.
- Many trees are being cut down. When they are cut down, they cannot clean the air.
- The Air Cleaning Department can rid the air of many pollutants but an increase in pollutants and deforestation make it difficult for this Department to accomplish its work.
Air Cleaning - A Vital Life Support Function
Safe, fresh air to breathe is something that we take for granted. Trees and other plants are primarily responsible for providing that clean air. We can think of plants as air filters for our Garden Earth home.
We know that plants use carbon dioxide and give off oxygen during photosynthesis, whereas animals must have oxygen to breathe and give off carbon dioxide when they exhale. However, beyond this very simple model of gas exchange, plants are also responsible for other types of air purification.
What other ways can plants purify the air? There are many interesting examples. Some types of algae are able to take gaseous nitrogen and turn it into forms that can be used as fertilizer. Volcanic eruptions often release pollutants into the atmosphere. The eruption of the Mount Pinatubo volcano in the Philippines released many tons of sulfur gases into the air. As plants respire, they take in these gaseous natural pollutants such as sulfur dioxide, and release purified air. Plants, such as the philodendron, are also known to be able to remove carbon monoxide, a pollutant produced by automobiles, from air.
Forests can also purify the air of particulate matter, such as dust. Forests act as traps for dust as the wind moves. The dust sticks to leaves and branches and then when rain falls, the dust gets washed down into the soil. Humans and other animals can't tolerate much dust, and they cough or sneeze to keep the dust from clogging their breathing passages. Ridding the air of dust is another valuable service that is provided by the forests.
Plants have no way of screening out different chemicals from the air that they take in. When plants take in the carbon dioxide that they need for photosynthesis, they also get sulfur dioxide, ozone, and whatever else is there at the time. These pollutants damage some plants more than others. Some of these pollutant gases get trapped by the internal plant tissues, so the gas that comes out of plants, besides being rich in oxygen, often contains lower concentrations of the pollutants. Removing pollutant gases from the air, though, often comes with a cost. Some plants are very sensitive to air pollution. The intolerant plants photosynthesize less and therefore will grow or reproduce less when they take in pollutant gases. For some species, exposure to sulfur dioxide can cause stomata to close and photosynthesis to stop completely. In clean air, the tolerant plants don't grow as fast as the intolerant plants. The different growth rates of these two groups of plants in polluted and unpolluted environments suggests that there is a disadvantage to being able to tolerate polluted air.
Air Cleaning in Your Community
If you can't see air, how do you know that the Air Cleaning Department is at work? Well, there are certain times when you can see air--when it is carrying particulates (small particles of dust and other materials). If you know a place near a busy road where cars or trucks stir up dust and spew dirty diesel exhaust smoke into the air, you'll see that the dust collects on the surface of the leaves. Trees and other plants provide a lot of surface area to remove dust and other particles from the air.
But plants also remove gases from the air. Air passes into a plant through stomata, small holes that are opened or closed by the shrinking or swelling of specialized guard cells. When the guard cells swell with fluid, spaces or pores open to the interior of the leaf, letting air enter the leaf. Leaves remove carbon dioxide from the air as well as some of the pollutants such as sulfur dioxide. Look at a leaf. Can you see any stomata? Most stomata are on the underside of leaves but are so small you'll need a microscope to see them. Look around and notice all the leaves on the trees, shrubs, and every blade of grass. Take a deep breath. Imagine all of them taking in a great big breath like you are. Does the Air Cleaning Department seem more real to you now?
Quiz Yourself
1. Forests can rid the air of:
a. sulfur gases b. carbon monoxide
c. dust
d. a, b, and c
2. True or False. Volcanic eruptions are sources of air pollutants.
3. The most abundant gas in our atmosphere is:
a. oxygen
b. carbon dioxide
c. hydrogen
d. nitrogen
4. True or False. Carbon monoxide is an air pollutant produced by automobiles.
5. True or False. Luckily, plants can remove a limitless quantity of pollutants from the air. | 2,026 | 1,096 | {
"id": "<urn:uuid:a0a1a2c2-267e-4c41-91d1-6b1501be2223>",
"dump": "CC-MAIN-2017-39",
"url": "http://gen.uga.edu/documents/air/AIR%20BACKGROUND%20ECOLOGY%20INFORMATION.pdf",
"date": "2017-09-23T23:50:56",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689806.55/warc/CC-MAIN-20170923231842-20170924011842-00666.warc.gz",
"offset": 144112732,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989320933818817,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989660978317261,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3457,
5206
],
"fw_edu_scores": [
4
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Lexile® Measures and Grade Levels
The Lexile® Framework for Reading
Q: Is it possible to tie grade levels to Lexile® measures?
A: There is no direct correspondence of a specific Lexile measure to a specific grade level. Within any classroom or grade, there will be a range of readers and a range of reading materials. For example, in a fifth-grade classroom there will be some readers who are ahead of the typical reader (about 250L above) and some readers who are behind the typical reader (about 250L below). To say that some books are "just right" for fifth graders assumes that all fifth graders are reading at the same level. The Lexile Framework for Reading is intended to match readers with texts at whatever level the reader is reading.
MetaMetrics® has studied the ranges of Lexile reader measures and Lexile text measures at specific grades in an effort to describe the typical Lexile measures of students and the typical Lexile measures of texts of a given grade level. This information is for descriptive purposes only and should not be interpreted as a prescribed guide about what an appropriate Lexile reader measure or Lexile text measure should be for a given grade. Data for the Lexile reader measures came from a national sample of students. Table 1 shows the middle 50% of Lexile reader measures. The middle 50% is called the interquartile range. The lower number in each range marks the 25th percentile of readers, and the higher number in each range marks the 75th percentile of readers. It is important to note that 25% of students in the study had Lexile measures below the lower number and 25% had Lexile measures above the higher number.
Data for Lexile text measures came from collections found in various grade-level classrooms. The text measures from this research can be found at Lexile.com (www.lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart). Additional research identified a gap between the reading demands of high school and those of postsecondary endeavors (Williamson, 2008). A "stretch" text continuum was developed to help identify a pathway of text demand that would effectively close the high school and postsecondary text demand gap (Sanford-Moore & Williamson, 2012). The text complexity bands and associated ranges in the supplementary information to the Common Core State Standards, Appendix A were informed by this and other research. Table 1 shows the grade-specific bands based on the Common Core Lexile text measures for each grade.
Notice that there is considerable overlap between the grades. This is typical of student reading levels and texts published for each grade. In addition, the level of support
provided during reading and reader motivation have an impact on the reading experience. Students who are interested in reading about a specific topic (and are therefore motivated) often are able to read text at a higher level than would be forecasted by the reader's Lexile measure.
Although a student may be an excellent reader, it is incorrect to assume that he/she will comprehend text typically found at (and intended for) a higher grade level. A high Lexile measure for a student in one grade indicates that the student can read grade-level-appropriate materials at a very high comprehension rate. The student may not have the background knowledge or maturity to understand material written for an older audience. It is always necessary to preview materials prior to selecting them for a student.
It is important to note that a book's Lexile measure refers to its text difficulty only. A Lexile measure does not address the content or quality of the book. Lexile measures are based on two well-established predictors of how difficult a text is to comprehend: word frequency and sentence length. Many other factors affect the relationship between a reader and a book, including its content, the age and interests of the reader, and the design of the actual book. The Lexile measure is a good starting point in your book-selection process, with these other factors then being considered.
The real power of the Lexile Framework is in matching readers to text—no matter where the reader is in the development of his/her reading skills—and in examining reader growth. When teachers know Lexile reader measures and Lexile text measures, they can match their students with the texts that will maximize learning and growth.
For more information, call 1–888–LEXILES or visit www.Lexile.com.
METAMETRICS®, the METAMETRICS® logo and tagline, LEXILE®, LEXILE® FRAMEWORK, LEXILE ANALYZER® and the LEXILE® logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The trademarks and names of other companies
and products mentioned herein are the property of their respective owners. Copyright © MetaMetrics, Inc. All rights reserved. | 1,987 | 1,025 | {
"id": "<urn:uuid:93dc9492-8d74-4485-8617-91930058f60f>",
"dump": "CC-MAIN-2017-39",
"url": "https://lexile.com/wp-content/uploads/2017/08/T1.4.FAQ_LM-and-Grade-Levels.pdf",
"date": "2017-09-23T23:38:27",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689806.55/warc/CC-MAIN-20170923231842-20170924011842-00673.warc.gz",
"offset": 686753747,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9967811703681946,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9967811703681946,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4835
],
"fw_edu_scores": [
3.125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Homework Grid
This is our new homework grid, which is for this half term. You can complete any of the activities on the grid and then bring it into school to show us and tick it off the list in your classroom. If you are not sure, find an activity difficult or want to tell us anything, see your teacher so that we can help.
French
Reading
Poetry Corner
Numeracy
Key Skills
Draw a portrait of yourself from head to toe. Add labels for the clothes you are wearing using French words. Extend into sentences.
My motion is…
Create a motion to present to Parliament, e.g. banning school uniform. Write a balanced argument about this.
Get Creative!
Design the perfect Prime Minister for our country. Include what they would look and be like in a diagram and descriptive paragraphs.
Important Skills
Becoming independent – make your journey to your new secondary school as a
practise. Draw a map and to explain your journey.
write some instructions
Read a book every day, keeping a log about what you have read. Remember: 'Good readers make good writers'
A day in the life of…
Imagine you are the Queen or King. Write a diary to explain what you did in a week. Be creative!
Family Tree
Work with your parents/ carers/family to create a diagram of your family tree going back in history as far as you can.
Get Cooking!
Cook a healthy, balanced meal for your family. Make a recipe book full of your families favourite, healthy recipes.
Write a poem about what you would do if you were the Queen. Use 'I would…' to start all of your lines.
Get Active!
Visit your local park. How many laps can you run? Improve your score (we may need to enter you in the London Marathon).
Budding Reporter
Watch/read the news regularly. Make notes about what is happening in our country and who is in charge of this.
Get Baking!
family
Research and write out a recipe for scones. Bake them for your
(Miss Hocking may want to try one
too
).
Together we are Porter Croft
Complete tasks on www.mymaths.co.uk
Fact Finder
Create a presentation about an aspect of Great Britain, e.g. you may choose London or Parliament or the Royal Family.
Get Creative!
If you were the Queen, where would you live? Design your own palace.
Get Creative!
Make a model of a landmark in London. Ideas: Buckingham Palace, London Eye, Big Ben, The Houses of Parliament. | 993 | 532 | {
"id": "<urn:uuid:b21020db-8fdc-4e6e-830d-99f02656bab0>",
"dump": "CC-MAIN-2017-39",
"url": "http://portercroft.org/wp-content/uploads/2015/06/y6_sum2_hwk.pdf",
"date": "2017-09-23T23:42:57",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818689806.55/warc/CC-MAIN-20170923231842-20170924011842-00673.warc.gz",
"offset": 274031699,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9987457394599915,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9987457394599915,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2359
],
"fw_edu_scores": [
3.390625
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
G eography – Subject on a Page
Children talk confidently about their learning in geography – ensuring use of appropriate and technical vocabulary relative to the theme.
Intent – Why?
• Provide the opportunity for children to discover an interest in geography and to develop their understanding of the world.
• Provide and encourage the opportunity for all children to hand the skills required to be a geographer.
• Provide an opportunity for children to access a range of professional resources to support their learning and understanding.
• Provide an opportunity for children to complete practical opportunities – including cultural diversity and exploration of their local community, including local geographical studies.
• Provide children with the opportunity to be within and explore nature, responsive to their wellbeing.
• Encourage children to understand more about their local community and the wider world.
• Widen children's vocabulary both in terms of geographical language but also descriptive language through their response to the world around them. Ensuring that their children's knowledge is progressed and enhanced in accordance with key threads within and across Geography.
Implementation – How?
High quality teaching that is appropriately pitched individuals and shows a clear progression of skills and learning across year groups. Teaching to be planned in accordance with the key strands and threads within geography.
Follow a clearly sequenced and progressive program of student based on the National Curriculum and using an enquirybased approach.
Provide educational visits linked to geography learning where applicable, making connections to local studies and the local environment.
Building cultural capital of all individuals by giving children the opportunity to explore local, national and global environments.
Succinct assessment based on key learning objectives, which ensures learning is well pitched and matched to individual needs, builds on prior knowledge and addresses misconceptions.
Children given the opportunity to develop a range of geography skills; to use geographical resources, to use fieldwork and observation skills, to understand the local area, to read compass and grid references.
Use cross curricular links where possible to enhance knowledge of geography (such as Mathematics).
Demonstrate an interest in geography and talk confidently, whilst using key geographical vocabulary, about human and physical resources in the local and wider environment.
Children are prepared for the next stage of their geography learning; building upon learnt and progressive knowledge.
Outcomes at the end of each Key Stage is good or better – children achieving key milestones of assessment in response to the National Curriculum and key assessment intentions.
Pupils have a wide geographical vocabulary and use geographical terms to study and compare locations (including local and the wider environment).
Children can use a range of geographical resources with increasing confidence and making cross-curricular knowledge connections; such as compasses, maps, globes and grid references.
Children enjoy geography lessons and are confidence to use a range of geographical resources and are based links to an enquiry approach.
Children can apply their geography knowledge to other areas of their learning; representing confidence in skill development.
Children discover more about their local area and the wider world – experiences developing within nature, and linking to their local geographical environment, including geographical skills, such as map reading.
Impact – So What?
Children build on prior learning and are supported to retain key knowledge & understanding.
• Provide the opportunity for children to discover an interest in geography and to develop their understanding of the world.
• Provide and encourage the opportunity for all children to hand the skills required to be a geographer.
• Provide an opportunity for children to access a range of professional resources to support their learning and understanding.
• Provide an opportunity for children to complete practical opportunities – including cultural diversity and exploration of their local community, including local geographical studies.
• Provide children with the opportunity to be within and explore nature, responsive to their wellbeing.
• Encourage children to understand more about their local community and the wider world.
• Widen children's vocabulary both in terms of geographical language but also descriptive language through their response to the world around them. Ensuring that their children's knowledge is progressed and enhanced in accordance with key threads within and across Geography. | 1,953 | 787 | {
"id": "<urn:uuid:2cfe1368-8634-42cb-be16-fa4cc614aa6a>",
"dump": "CC-MAIN-2022-27",
"url": "https://southminsterschool.co.uk/wp-content/uploads/2022/05/Geography-subject-on-a-page-SMI-2021-Adapted-05-22.pdf",
"date": "2022-07-02T23:43:19",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656104205534.63/warc/CC-MAIN-20220702222819-20220703012819-00502.warc.gz",
"offset": 567481504,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.992552638053894,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.992552638053894,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
4728
],
"fw_edu_scores": [
4.25
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Overview
* Physical characteristics of vocalizations
* How the syrinx produces sounds
* Functional aspects of communication
– Information content of song
– Species and individual recognition
– Advantages of song variety and dialects
* Vocal mimicry
* Learning to sing
• Song
• Call
• Amplitude
• Frequency
• Oscillograph/gram
• Sonograph/gram
• Glissando
• Harmonic
• Modulation
Song types
• Whistled songs
– Nearly pure
sinusoidal
waveforms, no
harmonics
(Blackpoll
Warbler)
• Harmonic songs
– Show multiples
of fundamental
frequency
(Black-capped
Chickadee)
Sound is produced by the syrinx
• Located in the body cavity at the junction of the trachea and the two primary bronchi
• Primary structures are vibrating tympaniform membranes, supporting cartilage, and controlling muscles
• Sound created by vibration of air passing through syrinx
• Movement of the bill is generally not important to sound production
• Located in the body cavity at the junction of the trachea and the two primary bronchi
• Primary structures are vibrating tympaniform membranes, supporting cartilage, and controlling muscles
• Sound created by vibration of air passing through syrinx
• Movement of the bill is generally not important to sound production
• Syringeal muscles control song production
• Lacking in ratites, storks, and New World vultures
Birds have two voices
• The two halves of
the syrinx are
independent and
can produce two
distinct songs
simultaneously
Complex modulation = complex song
• Rapid changes
(modulation) in
frequency and
amplitude create
complex songs
Functions of songs and calls
• Reproductive
– Define territory
boundaries
– Defend territory
against rivals
– Attract mates
– Synchronize
reproduction
– Strengthen pair bond
• Social
– Species
identification
– Warning calls
– Information
about food
– Flock
maintenance
– Mobbing
predators
• Individual
– Individual
recognition
– Identify mates,
offspring,
parents,
neighbors
– Define territory
boundaries
– Attract mates
– Strengthen pair bond
Songs convey important information about species
Song repertoires and mimicry
• Song repertoires and mimicry may represent sexual selection acting on song
– Chestnut-sided Warblers
(Kroodsma) and Swamp
Sparrows with longer, more
frequent, and more vigorous
songs have higher
reproductive success
(Nowicki).
– Northern Mockingbirds and
Superb Lyrebirds with more
diverse repertoires have
higher mating and
reproductive success
• Song repertoires and mimicry may represent sexual selection acting on song
Songs convey important information about individuals
• Calls of four
individual Least
Terns
Song dialects
• Songs show
variation at different
geographic scales
• Early Development – First 2-3 months, begging calls and simple subsong
• Song Crystallization (Spring) – Syllables dropped, final form of song becomes fixed | 1,477 | 684 | {
"id": "<urn:uuid:6d6a766c-7a78-46f4-8e70-1c10baec63c3>",
"dump": "CC-MAIN-2022-27",
"url": "https://projects.ncsu.edu/cals/course/zo501/notes/Chapter%208%20Vocal%20Communication%202018.pdf",
"date": "2022-07-03T00:11:17",
"file_path": "crawl-data/CC-MAIN-2022-27/segments/1656104205534.63/warc/CC-MAIN-20220702222819-20220703012819-00503.warc.gz",
"offset": 522282870,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9450887680053711,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9790460467338562,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
388,
1348,
2027,
2695,
2856
],
"fw_edu_scores": [
3.265625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Foundational Literacy Skills
Oral Language Skills
Oral language skills are the backbone of early literacy. When children engage in conversations, sing songs, and listen to stories, they're building the vocabulary, grammar, and listening skills that will prepare them for reading and writing.
Talking: Talking with children, asking questions, and describing what you're doing helps them learn new words and understand sentence structure.
Singing: Songs and Nursery Rhymes introduce rhythm and rhyme, which support memory and help children become aware of sounds in language.
Reading Aloud: Reading together not only builds vocabulary but also encourages comprehension skills as children listen to and discuss the story.
Phonological Awareness
Milestones
Phonological awareness is a key pre-reading skill that involves recognizing and working with sounds in spoken language. Masterin g these skills makes it easier for children to understand the connecti on between letters and sounds when they begin to read.
Rhyming: Recognizing and Producing Rhymes (e.g., "cat" and "hat") is a fun way to become aware of sounds in words.
Segmenting Sounds:
Breaking words into individual sounds (e.g., "c-a- t") is a crucial step in learning to read.
Blending Sounds: Putting sounds together to form words (e.g., combining "c-a-t" to make "cat") helps children prepare for sounding ou t words.
Encourage phonological awareness through playful activities, like rhyming games and clapping out sounds in words.
Try these simple activities to build foundational literacy skills at home or in early childhood settings:
Tips
Where Singing Nursery Rhymes: Songs like "Twinkle, Twinkle, Little Star" and "Baa Baa Black Sheep" are fun and introduce rhyme and rhythm. Playing Word Games: Try games that involve rhyming or breaking words into sounds (e.g., "Can you think of a word that rhymes with 'sun'?"). Pointing Out Print: Label items around the home or classroom, and point to the text when reading to emphasize the role of print.
With everyday interactions and playful activities, children naturally develop the skills that set the stage for successful reading and learning.
By Age 3: Children can usually recognize simple rhymes, enjo y singing songs, and begin to listen to stories.
By Age 4: Children may start identifying letters an d recognize that text carri es meaning.
By Age 5: Many children can recognize familiar words, follo w along with text, and start to understand word-so und connections.
More Resources
TEACHING ALL, REACHING ALL! | 1,094 | 549 | {
"id": "<urn:uuid:ad2f859f-e641-466a-bd57-64a4e0de9df8>",
"dump": "CC-MAIN-2025-05",
"url": "https://urbandaleschools.b-cdn.net/wp-content/uploads/2024/12/Foundational-Literacy-Skills.pdf",
"date": "2025-01-21T22:29:53",
"file_path": "crawl-data/CC-MAIN-2025-05/segments/1736703363299.42/warc/CC-MAIN-20250121203047-20250121233047-00874.warc.gz",
"offset": 629344917,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976603388786316,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976603388786316,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2548
],
"fw_edu_scores": [
4.53125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Soccer great Zidane tackles poverty in Mali as UN Goodwill Ambassador
UNDP Goodwill Ambassador Zinédine Zidane (right) meets with students at a school in Bancoumana, Mali
25 October 2011 –
The soccer ace and United Nations Goodwill Ambassador Zinédine Zidane has ended a visit to Mali highlighting new anti-poverty tools in the West African country, including a multi-purpose engine that provides affordable power to mill grain, process rice, and recharge batteries.
"I've been able to see for myself how these simple machines can make women's everyday lives easier, and generate economic and social development that benefits everyone in the community," said Mr. Zidane, a Goodwill Ambassador for the UN Development Programme (UNDP), who also visited a UNDP-supported women-run shea butter factory.The programme has so far reached about 1.5 million people in Mali, and some 3 million in West Africa now have better energy access through the engines
"It would be fantastic if every village in Mali could have one of these machines," he added on a visit to Koursalé, 60 kilometres southwest of the capital, Bamako, noting that over 1,000 villages in Mali are equipped with the technology, reducing the amount of time local women spend on household chores.
The programme has so far reached about 1.5 million people in Mali, and some 3 million in West Africa now have better energy access through the engines, some of which run on biofuels such as the Jatropha vegetable oil.
It focuses on women with low income and minimal access to energy. Only registered women's associations, with support of village members, can apply for a unit. Once trained, they save an average of between two and six hours daily using the technology.
Improving access to energy for some of the world's poorest populations is part of UNDP's poverty reduction strategy, which involves supporting governments in drawing up and putting into action policies that break poverty cycles and create opportunities for women.
In Bamako, Mr. Zidane participated in a sports event with 3,000 youths as part of an advocacy effort for the Millennium Development Goals (MDGs), eight internationally-agreed goals that seek to slash poverty, hunger, lack of access to health care and education, and a host of other ills, all by 2015.
UNDP acting Resident Representative Maurice Dewulf hailed Mr. Zidane as a "valuable Ambassador who has teamed up with 13 million Malians with a view to achieving the MDGs."
Prior to his departure on Friday, Mr. Zidane met with Mali's President Amadou Toumani Touré, who acknowledged the football star's commitment to advocating against poverty.
Together with soccer great Ronaldo Mr. Zidane has been organizing charity games as a UNDP Goodwill Ambassador for the past eight years.
News Tracker: past stories on this issue
UN Goodwill Ambassador Zidane to highlight anti-poverty successes in Mali | 1,247 | 615 | {
"id": "<urn:uuid:5f0c1f41-d155-4660-a1b7-f903041f9e2c>",
"dump": "CC-MAIN-2025-05",
"url": "http://www.globaldialoguefoundation.org/files/COMM.2011-oct.soccergreat.pdf",
"date": "2025-01-21T22:12:26",
"file_path": "crawl-data/CC-MAIN-2025-05/segments/1736703363299.42/warc/CC-MAIN-20250121203047-20250121233047-00874.warc.gz",
"offset": 43437886,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979620575904846,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9982015490531921,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
951,
2896
],
"fw_edu_scores": [
2
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Waterhouses CE Primary Academy and Nursery
"Let your light shine"
Make your light shine, so others will see the good you do and will praise your Father in heaven. Matt 5 v 16
Ladybirds Knowledge organiser for Am I a Superhero? Autumn 1 2024
For the first few weeks we will be completing baselines and settling your children into their new school routines
Aim of the theme: To recognise we are all Superheroes?
Key questions we will discuss:
Who are superheroes? Why are they super? What do they do? Who can be superheroes? How can we help people?
Who might need help? How do we know if someone needs help? What do you need help with? What are you super at?
We will discuss and research real life superheroes (are any of your family real life heroes) if so, please could you send in pictures via Tapestry.
Who helps us at home? At school? In the community?
We will discuss and talk about occupations such as police officers, fire fighters, nurses, doctors and compare and look at their similarities and differences.
Language and Communication:
Books to cover: Supertato stories, Superworm, A Superhero like you! Elmer, Elmer's Special Day, Elephant Me!
Zog and the flying doctors. The Smartest giant and Number rhymes e.g.: Ten Little Superheroes
Key Vocabulary for the term:
For the first few weeks we will be learning the school and class rules and discussing:
Rules, boundaries and expectations
The theme's vocabulary: People, individual, unique, friend, kind, new, past, present, family, home, relationships, exercise, superhero, save, villain, emergency and rescue.
Real – life superheroes: Firefighter, Police Officer, Paramedic, Air ambulance pilots, Coastguard, Doctor, Nurse, Vet, Mountain Rescuers, Carers, Teachers, Scientists, People in the Armed Forces, Olympians, Paralympics, Mum, Dad, Family (and many more)
Superhero home learning challenges:
During this half term please choose two home learning challenges to complete as a family (you can do more over the term if you would like to). Please send in some photographs on Tapestry for your child to share with their teachers and friends.
- Share a Superhero story – can you draw a different ending?
- Make a Superhero home or vehicle for your superhero (using reclaimed materials) remember to add special superhero features to your model
- If your family were superheroes – what would their special power be?
- Superhero challenge:
How many times can you run around your garden (if it not too big), complete star jumps, take your top on and off in 1 minute?
Thank you for taking the time to read this information if you have any questions please feel free to message via Dojo. | 1,116 | 584 | {
"id": "<urn:uuid:8dc3c8ae-daff-47ba-8c22-40361ab387e0>",
"dump": "CC-MAIN-2025-05",
"url": "https://waterhouses.staffs.sch.uk/wp-content/uploads/sites/2/2024/09/Ladybirds-Knowledge-organiser-for-Am-I-a-Superhero.pdf",
"date": "2025-01-21T22:34:19",
"file_path": "crawl-data/CC-MAIN-2025-05/segments/1736703363299.42/warc/CC-MAIN-20250121203047-20250121233047-00891.warc.gz",
"offset": 629607264,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9979640543460846,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9980382323265076,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1261,
2667
],
"fw_edu_scores": [
2.734375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Discover D-Day
What was D-Day?
D-Day was the successful allied invasion of the beaches of Normandy on 6 June 1944. Codenamed Operation Neptune, the Normandy landings made up the largest seaborne invasion in history and played a crucial role in liberating Western Europe from Nazi occupation.
On 5 and 6 June 2024, the UK will commemorate the 80 th anniversary of DDay with a series of major commemorations and events across the UK and in France to honour the brave soldiers who risked their lives for freedom and peace.
Unprecedented scale
D-Day was of unprecedented scale. The allied forces' staggering operation involved the coordinated efforts of more than 155,000 troops supported by 11,500 aircraft, and 6,900 naval vessels in an assault on five Normandy beachheads: Utah, Omaha, Gold, Juno, and Sword. Integral to its success were years of planning, intelligence gathering, and deception campaigns, as well as the courage of the thousands of brave men that stormed the beaches that day.
International collaboration
International collaboration was crucial to the allied victory. While most of the personnel that landed in Normandy on D-Day were from the UK, the United States, and Canada, a significant number from Australia, Belgium, Czechoslovakia, Denmark, France, Greece, the Netherlands, New Zealand, Norway, and Poland also took part in the Normandy Campaign.
Military innovation
Military innovation was another important factor contributing to the success of the assault. Among the long list of inventions created for or used for the first time on D-Day were a tide-prediction machine that identified the best time and date for the invasion, two artificial harbours (the Mulberry Harbours) created by sinking outdated ships and large concrete structures that helped the allies to efficiently unload cargo, and pipelines under the ocean (PLUTO) that supplied petrol from Britain to Europe to fuel the Normandy campaign.
A turning point in the Second World War
D-Day altered the course of history, signalling the beginning of the end for Nazi Germany. Allied forces shattered Hitler's Atlantic Wall, opening another major front, and affording them a crucial foothold in Western Europe. The Normandy Campaign featured intense and gruelling battles to liberate key cities like Caen. The establishment of a secure front in Normandy was crucial for allied forces to launch further offensives, leading to the liberation of Paris, the push towards Germany, and, ultimately, to victory.
Why we remember
In commemorating the 80 th anniversary of D-Day, we pay homage to the resilience and fortitude of the British veterans who played a crucial role in this pivotal moment of the Second World War. The invasion claimed the lives of thousands of allied soldiers. These brave men—many just teenagers—left their families and their futures behind to liberate Western Europe from the grip of the Nazis. We must remember the sacrifices they made. | 1,228 | 600 | {
"id": "<urn:uuid:afaf0f87-7c4e-4991-9304-a375330664bb>",
"dump": "CC-MAIN-2025-05",
"url": "https://www.storrington-pc.gov.uk/_UserFiles/Files/Discover%20D.pdf",
"date": "2025-01-21T21:06:04",
"file_path": "crawl-data/CC-MAIN-2025-05/segments/1736703363299.42/warc/CC-MAIN-20250121203047-20250121233047-00889.warc.gz",
"offset": 1031507350,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997434213757515,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986840486526489,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
997,
1377,
2500,
2954
],
"fw_edu_scores": [
2.640625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Potty Monkey Instructions
Please read instructions for the best results!
The Potty Monkey is an excellent interactive toy for children 1 to 7 years of age. Potty Monkey was designed to teach children potty training. It is also an excellent tool for young children who need to improve their potty habits. Potty Monkey encourages frequent bathroom visits, relaxed bathroom habits, and the importance of good bladder and bowel functions.
Potty Monkey comes complete with the following:
* Potty Monkey
* A flushing-sound toilet
* "The Potty Trainer" parents' book for potty training tips and methods to establish good potty habits after training
* "Monkey Learns to Potty" child's board book, a story about Potty Monkey becoming potty trained
* Disposable diaper and big monkey underwear
HOW POTTY MONKEY WORKS
The flushing toilet has a compartment for 2 AA batteries. Pushing the lever-shaped button on the front causes the toilet to make a flushing sound.
Open the Velcro ® on the back of Potty Monkey and become familiar with the electronic box inside the monkey. There is a "try me" switch, and time settings for 30 or 90 minutes ("1" and "2"). Potty Monkey™ asks to use the potty every 30 or 90 minutes when the switch is set to one of these timed positions. Potty Monkey also talks whenever it is placed on the toilet and the monkey timer is on 30 min "1" or 90 min "2." There is a compartment for 3 AA batteries.
Before you try to potty train your child, it is a great idea to read "The Potty Trainer" for parent potty training tips and instructions in establishing good childhood potty habits after training. Next, read the board book "Monkey Learns to Potty."
POTTY TRAIN WITH POTTY MONKEY™
Your child should realize that Potty Monkey has a diaper and big monkey underwear (included). Read the board book "Monkey Learns to Potty" with your child several times. Just like the story, help your child throw away the monkey's diaper and place the big monkey underwear on Potty Monkey. Encourage your child to stop using diapers or pullups and wear big kid underwear—just like Potty Monkey.
Turn Potty Monkey on by turning the switch to "1." This will cause the monkey to ask to use the potty every 30 minutes. Potty Monkey™ will say funny and educational statements whenever it is placed on the toilet. Show your child how the Potty Monkey talks and sings when it is placed on the toilet. Show your child that the monkey's toilet is like the potty in your house and show how it flushes. These actions will introduce the Potty Monkey and the flushing toilet to your child. Make it fun and exciting so your child will want to place Potty Monkey on the toilet.
Instruct your child to place Potty Monkey on the toilet whenever the timer causes the monkey to request to use the potty (or as often as your child wishes). If your child does not take Potty Monkey to the toilet, the monkey will again ask to use the potty. Each time the Potty Monkey asks to use the potty and is not placed on the toilet, the monkey will become more upset and worried about having an accident. If the Potty Monkey is not placed on the toilet after the third request, then he will say "Oops, I had an accident, please take me to the potty next time." Your child should develop a fun sense of responsibility for taking Potty Monkey to the monkey toilet in order to avoid an accident.
Provide positive reinforcement each time your child correctly places Potty Monkey on the toilet. Make it fun and exciting when Potty Monkey is happy to go potty. Flush the potty each time after Potty Monkey is placed on the toilet. Use these experiences to educate your child that he/she should also use the potty whenever Potty Monkey goes—it is fun for everyone to go. Place the monkey toilet near your child's potty so they can sit together as a team. Your child will learn to train Potty Monkey and in turn Potty Monkey will help potty train your child.
By placing the switch to "2" (90-minute timer), Potty Monkey™ will also help your potty-trained child establish good potty habits so that accidents, urinary infections, constipation, bedwetting and other bladder/bowel problems can be avoided.
Avoid placing Potty Monkey or the plastic toilet near a regular commode (toilet) so they will not get wet or accidentally fall into or get flushed down a regular commode (toilet).
TIPS FOR USING POTTY MONKEY™
1. Use "1" timer setting when first potty training-new learners need frequent reminders.
2. Use "2" timer setting once your child has successfully potty trained. The 90-minute timer is an excellent tool to keep your child regularly going to the bathroom and developing good potty habits.
3. During frustrating times, take the toilet with you wherever you go so Potty Monkey can continue to use the toilet throughout the day. This will reinforce the importance of consistently using the potty.
4. Boys should initially learn to sit to use the toilet just like Potty Monkey.
5. Listen carefully to each of the Potty Monkey statements. There are several useful hints for your child to learn good potty habits.
6. Replace the batteries in the flushing toilet and Potty Monkey whenever necessary. | 2,042 | 1,227 | {
"id": "<urn:uuid:4652e598-8f65-4197-8bd0-e08a50570c06>",
"dump": "CC-MAIN-2020-50",
"url": "https://www.pottymd.com/content/Potty-Monkey-instructions.pdf",
"date": "2020-11-30T08:43:52",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141211510.56/warc/CC-MAIN-20201130065516-20201130095516-00584.warc.gz",
"offset": 804348826,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9976178407669067,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9976178407669067,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
5177
],
"fw_edu_scores": [
2.921875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
SERMON SERIES
John Wohlgemuth..................................................................July 5, 2020
GENTLENESS
Titus 3:1-11
_______________ unity through gentleness toward others.
1. Recognize the ________________ of a gentle life. (1-2)
a. _________________ to God
b. Kind to others
c. Ready to work
2. See the __________________ for a gentle life. (3-8)
a. The bad news: utter ________________
b. The good news: amazing grace
c. The end result: _____________ servanthood
3. Isn't gentleness _____________, though? _________. (9-11)
a. It _____________ quarrels and dissension.
i. For the good of yourself
b. It ________________ gossip and division.
i. For the good of all
SERMON SERIES
GENTLENESS
Titus 3:1-11
Questions for adults to discuss:
1. What does it mean to be gentle? When is it most difficult for you to be gentle?
2. Read Titus 3:1-11. Do your best to summarize this passage in 30 seconds or less.
3. How can you personally relate to verse 3? How does this a) lead you to worship Christ better, and b) encourage you to both grow in humility and extend gentleness to others?
4. Verses 4-7 remind us that it is only by Jesus' work on the cross and in our hearts that we have received salvation, and not at all by our own doing. How does this truth posture your heart before God?
5. In light of today's reading, how can you seek to honor God with your mouth and speak with gentleness this week?
Questions to discuss with 6th-12th grade students:
1. What does Paul have in mind when he says, "to be gentle?" Is this physical gentleness or gentleness of speech? What's the distinction?
2. How are those in Christ renewed from their old-self in verses 3-5?
3. Why is it important for us to remember, "the goodness and loving kindness of God our Savior appeared" in our lives before He saved us? How should that play out in our actions toward others?
4. In what ways can you seek to be gentle to those around you this week?
Questions/Activities for 2nd-5th graders:
Read Titus 3:1-11.
1. What do you think of when you hear the word gentle?
2. How can we be gentle with our words?
Tell your kids about a humble person you know and the positive influence he or she has had on you because of their humility.
Activity: Supplies Needed - Water balloons, large bucket
1. To prepare for this activity, fill up the water balloons and put them in a large bucket.
2. Hand each child a water balloon. Place a bucket away from where they are standing. Ask them to try to get the balloon in the bucket by tossing it in as hard as they can. After they've thrown the first balloon hand them a second one and tell them that this time they should try to get the balloon in the bucket without breaking it by gently placing it in the bucket.
3. Just like the balloon that we weren't careful with, when we are harsh or careless with our words, we can really hurt other people and make them burst. But, when we are gentle with our words and actions, it shows we care about others and want to treat them in a kind and loving way.
Questions/Activities for birth-1st graders:
Titus 3:2b says, "Remind them…to avoid quarreling, to be gentle, and to show perfect courtesy toward all people."
Questions:
1. What is gentleness? (being thoughtful and careful with other people's feelings, using soft touches and soft voices)
2. How can you show gentleness with other people? (You think about your words before you say them to make sure they will not hurt people's feelings)
3. What happens when we do not use gentleness? (We hurt other people's feelings; we say mean things)
Activities:
* Play a game that requires gentleness. Games such as water balloon toss or moving a cotton ball on a spoon can help teach your child the physical act of gentleness. You can easily relate physical gentleness to emotional or spiritual gentleness.
* To help your family become more aware of how you speak to one another, you can call for a "Whisper Day." Instruct your family to go an entire day speaking to each other only in whispers. Being aware of how we talk to one another is a great step toward treating one another more gently in general. | 1,755 | 994 | {
"id": "<urn:uuid:78d0dac4-ab68-4a5d-9cc2-50f1a30c434e>",
"dump": "CC-MAIN-2020-50",
"url": "https://www.csmedia1.com/hhbc.com/july-5-discussionguide-copy.pdf?response-content-disposition=attachment%3Bfilename%3D%22july-5-discussionguide-copy.pdf%22",
"date": "2020-11-30T08:30:50",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141211510.56/warc/CC-MAIN-20201130065516-20201130095516-00586.warc.gz",
"offset": 621465992,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9937416116396586,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990552067756653,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
698,
1962,
4153
],
"fw_edu_scores": [
3.703125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
The Canadian egg industry
Delivering economic value to communities and Canada
Our farmers:
* Operate more than 1,000 farms in all 10 provinces and in the Northwest Territories. Many are owned and run by families who have been in the business for generations and about 20% are first-generation farmers. 1
* Support over 16,761 jobs and contribute $1.4 billion annually to the Canadian economy. 2
* Produce more than 595 million dozen eggs each year.
EIGHT STRAIGHT YEARS OF SALES GROWTH 3
Supporting Canadian farms and communities
Canadians love their eggs 4
For more than 40 years, the system of supply management has helped Canada's egg farmers prosper and support their local economies.
Supply management:
* Delivers eggs that are among the best in the world for freshness and quality.
* Helps Canadian egg farms stay strong.
* Contributes to the vibrancy of Canadian communities.
KEEP THE "EH!" IN EGGS
Consumers are most confident about the quality and safety of eggs, poultry and dairy products produced in Canada and prefer to buy from local farmers.
92% of Canadians say it is important that the eggs they consume come from Canada.
90% say they are comfortable buying and eating eggs, poultry and dairy products produced in their own province.
90% say they trust the quality standards of foods from Canadian farms.
Driving innovation and social responsibility
The egg industry is one of the few agricultural sectors that is self-sufficient—requiring no government subsidies.
Supply management supports innovation:
* World-class on-farm food safety through Egg Farmers of Canada's Start Clean-Stay Clean™ program.
* Leading development of nutritionally-enhanced and other specialty eggs, including organic and vitamin-fortified.
* Research into egg production, poultry science, animal and human nutrition, and economic and environmental sustainability.
Farmers take great pride in being active members of their communities, with 9 out of 10 egg farmers reporting they contribute through donations, fundraising, sponsorship and/or volunteering. 1
Opening the door for the next generation of leaders
The stability provided by supply management opens the door for new farmers and the next generation of agriculture leaders.
More and more young Canadians are:
* Taking over the family farm
* Starting new operations
* Building rewarding careers in farming
1
2
3
Allows Canadians to buy
fresh, local, high-quality
products
Supports and protects
Canadian farmers
Benefits Canadian
communities by creating
jobs and opportunities
TOP 3 REASONS
CANADIANS BELIEVE SUPPLY MANAGEMENT IS IMPORTANT:
KEEP THE "EH!" IN EGGS
Learn more about Canada's egg industry, visit eggfarmers.ca
2
Egg Industry. December 2011
Informetrica Limited, The Economic Impact of the Poultry and | 1,335 | 606 | {
"id": "<urn:uuid:21d61ab1-c7ca-45b7-b267-a0731733c1a8>",
"dump": "CC-MAIN-2020-50",
"url": "https://www.eggfarmers.ca/wp-content/uploads/2016/09/2015_The-Canadian-egg-industry.pdf",
"date": "2020-11-30T07:49:02",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141211510.56/warc/CC-MAIN-20201130065516-20201130095516-00583.warc.gz",
"offset": 653949579,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.995701253414154,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9967650771141052,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1335,
2794
],
"fw_edu_scores": [
2.203125
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
HISTORY OF U.S. REFUGEE RESETTLEMENT
On June 20, government, civil society, and international organizations, honor refugees around the world who have been forced to flee their homes due to persecution, conflict, and war.
Since its foundation, the United States has offered freedom and opportunity to refugees fleeing the world's most dangerous and desperate situations. The U.S. refugee resettlement program reflects the core values of the United States and our strong tradition of providing a safe haven for the oppressed.
Refugees have been coming to our shores since the pilgrims fled religious persecution. The U.S. Congress enacted the first refugee legislation in 1948 following the admission of more than 250,000 displaced Europeans from World War II. This legislation provided for the admission of an additional 400,000 displaced Europeans in the coming years. Later laws provided for admission of persons fleeing Communism, largely from China, Hungary, Korea, Poland and Yugoslavia, and in the 1960s, Cubans fleeing Fidel Castro's regime. Most of these waves of refugees were assisted by American ethnic- and religious-based not-for-profit organizations, which formed the base for today's vibrant public-private partnership in U.S. refugee resettlement efforts.
With the fall of Saigon in April of 1975, the U.S. faced the challenge of resettling hundreds of thousands of Vietnamese refugees. As a result, Congress passed The Refugee Act of 1980, which standardized federally-supported resettlement services for all refugees admitted to the United States. This Act incorporates the definition of "refugee" used in the U.N. Refugee Convention and provides for regular and emergency admission of refugees of all nationalities. The Refugee Act provided the legal basis for the establishment of The Office of Refugee Resettlement at the Department of Health and Human Services.
Since 1975, the U.S. has resettled more than three million refugees. Most come from Vietnam or the former Soviet Union, although more than 70 nationalities are represented. Since the enactment of the Refugee Act of 1980, annual admissions figures have ranged from a high of 207,116 in 1980, to a low of 27,100 the year following September 11, 2001. Seventy thousand refugees were admitted in both 2013 and 2014.
Refugees show tremendous resilience, and their backgrounds are diverse. Some were doctors, scientists, or journalists; others have never used electricity. They seize the chance for a new beginning. They work hard in industries needing labor. They pay taxes, attend school, serve in the military, and assist newer arrivals, making our communities more vibrant and diverse in the process. After five years, refugees can apply to become American citizens. A number of prominent American citizens were refugees, including Albert Einstein and former Secretaries of State Henry Kissinger and Madeleine Albright.
"The ordeals refugees survive and the aspirations they hold resonate with us as Americans. This country was built by people who fled oppression and war, leapt at opportunity, and worked day and night to remake themselves in this new land."
-President Barack Obama | 1,384 | 641 | {
"id": "<urn:uuid:ecd3011d-bc6d-44d9-9d29-7c5473be6125>",
"dump": "CC-MAIN-2020-50",
"url": "https://2009-2017.state.gov/documents/organization/244270.pdf",
"date": "2020-11-30T08:59:21",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141211510.56/warc/CC-MAIN-20201130065516-20201130095516-00592.warc.gz",
"offset": 170332869,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9960381984710693,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9960381984710693,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3176
],
"fw_edu_scores": [
2.34375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
What could you write about?
The water cycle.
Life-cycles of flowering plants, insects and people.
Seed dispersal.
The journey of a river.
What makes day and night?
How blood is pumped around the body.
What happens when you exercise.
How a non-fiction book works.
How a machine or gizmo works.
How could you present your report?
* A leaflet, just like this one!
* A flow chart.
* A poster
* A concertina book.
* A part of a non-chronological text.
* A multimodal text such as a life cycle.
* Like a page from an encyclopaedia.
* A series of photographs with captions and labels.
My Explanation Checklist
Have I used ???????????????????????
Present tense
Language of cause and effect
Time connectives
Passive voice
Impersonal language
A general opening statement
Labelled diagrams/flowcharts
A clear, logical explanation
Technical vocabulary
Produced by the Lancashire Literacy Team
explanation text?
What are you going to explain in your
Your reader will want to know:
*
*
The order in which things happen.
*
What causes these things to happen.
*
The Language to use
* Present tense, unless it's an historical explanation.
* Language of cause and effect: because . . . then . . . so. . . if . . . the reason that . . . this happens because . . . this results in . . . when . . . this causes . . . therefore. . .
The effect of what has happened.
* Time connectives: At first. . . Later on . . . After a few weeks. . . After a while . . . Eventually . . . Before this happens . . . Finally . . .
Explanations
What it is you are explaining.
* The passive voice, e.g. The heat of the Sun causes the water to evaporate and rise up into the sky.
This happens… leading to… this… leading to… this… …leading to …this e.g.
*
Who is your explanation text for?
Are you writing for someone younger or someone your own age?
* How will this affect the way you write and present your report?
* Should you include more pictures and diagrams to help your reader understand?
Tricks of the trade!
* Use labelled diagrams and flowcharts.
* Write clear, logical sentences.
* Don't waffle!
Structure and Organisation
* Start with a question: How or Why . . .?
* Start with a general statement—save the details until later!
* Write your explanation as a series of logical steps.
* Use labelled diagrams and flowcharts. | 1,064 | 556 | {
"id": "<urn:uuid:18e039e6-0796-432e-99f5-3bd0da87acc0>",
"dump": "CC-MAIN-2020-50",
"url": "http://www.dobcroft-jun.sheffield.sch.uk/serve_file/223783",
"date": "2020-11-30T07:13:42",
"file_path": "crawl-data/CC-MAIN-2020-50/segments/1606141211510.56/warc/CC-MAIN-20201130065516-20201130095516-00594.warc.gz",
"offset": 122490518,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982286393642426,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991379380226135,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
904,
2371
],
"fw_edu_scores": [
4.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Underarm Rolling
the Plank WALK
Underarm roll to knock the pirate off the plank!
Equipment:
Chalk and small balls (1 ball for every 2 children).
Where to play:
Outdoors
Age:
Toddlers & Preschoolers (2 to 5 years).
What does the game look like?
KEY:
Direction of rolling
Plank
Direction of Pirate
Pirate (Educator)
Team 1 (start with ball)
Team 2
the Plank WALK
Underarm roll to knock the pirate off the plank!
Step
Draw two lines, ten metres apart and form children into two groups.
Step
Ask each group to stand along a line, opposite each other and give a ball to each child in one of the groups.
Step
Step
Draw a plank in between the two groups, at the five metre mark, parallel to the children.
Step
Step
As the pirate (Educator), slowly walk back and forth along the plank as the children try to roll their barrel (ball) into your foot and knock you overboard.
Children on the opposite side collect the balls and each take it in turns to roll their barrel and try to knock the pirate overboard.
Continue until each child, on each team, has had five turns at rolling their barrel.
Tips:
EASIER: Children in each group stand
closer to the plank, or add soft toys to try to knock off the plank.
HARDER: Children in each group stand further away from the plank.
MAMMA's
Saucy Meatballs
hot saucy meatballs. Help Mamma to roll away the
Equipment:
2 x cardboard boxes and small balls (for each child).
Where to play:
Outdoors
Indoors
Age:
Toddlers & Preschoolers (2 to 5 years).
What does the game look like?
KEY:
Team 1
Team 2
Start line
Direction of rolling
Freezers
(cardboard boxes)
MAMMA's
EASIER: Move the boxes closer to the children.
Underarm Rolling
and trap the mouse. Underarm roll
the Mouse TRAP
Equipment:
Cones, tennis balls (or similar size balls) and chalk.
Where to play:
Outdoors
Age:
Toddlers & Preschoolers (2 to 5 years).
What does the game look like?
KEY:
Direction of rolling
Living room
Children with cones (cats)
Children with balls (mice)
Step
2
Step
the Mouse TRAP
Underarm Rolling and trap the mouse. Underarm roll
Draw a square in the middle of a flat area about three metres by three metres. This is the living room.
Split children into two even groups. Cats have a cone each and mice have a ball each.
Step
Cats and mice stand two metres from the living room at opposite ends.
3
Step
Children roll the balls (mice) along the ground, when it reaches the living room the cat can enter and trap the ball with the cone.
5
Once each child has had a turn, switch characters.
Tips:
EASIER: Only have one child rolling at a time.
HARDER: Cats start behind mice and chase the ball after it is released. | 1,240 | 681 | {
"id": "<urn:uuid:28eed467-047d-4456-a064-158a74525ac3>",
"dump": "CC-MAIN-2022-49",
"url": "https://www.nslhd.health.nsw.gov.au/HealthPromotion/MunchMove/Documents/MinMoves_ActivityCards_UnderarmRolling.pdf",
"date": "2022-12-07T23:31:21",
"file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00252.warc.gz",
"offset": 975120873,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9911638855934143,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9977755546569824,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
16,
361,
1295,
1636,
1693,
2031,
2708
],
"fw_edu_scores": [
4.09375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
MATTAMUSKEET NATIONAL WILDLIFE REFUGE: THE THREATS THE LAKE AND THE SURROUNDING COMMUNITIES FACE
Background:
Located in Hyde County North Carolina, Mattamuskeet National Wildlife Refuge has a primary goal to protect and conserve wildlife and specifically migratory birds. The focal point of the refuge is Lake Mattamuskeet, a freshwater lake that is facing severe threats from land use, socio-economic activities, and sea level rise. These threats place a toll on water quality, freshwater wildlife, and local economy. Agricultural runoff has proved to be rich in phosphate and nitrogen that accumulates in the lake, preventing a stable water quality. This runoff forces algal blooms that can block sunlight from reaching the lake bed causing severe vegetation die offs. With sea level rising, local crop production could face an increased risk of salt intrusion from flooding and increased storms. Higher sea level will cause the tide gates along the canals from the Sound to the lake to remain closed, leaving limited draining options.
Futures:
Three scenarios were developed discussing how changes in pollution levels can affect the local economy. Increased or continued levels of pollution from agricultural runoff can lead to dead zones. With loss of biodiversity, revenue in relation to hunting, fishing, and wildlife observation will decline. Reducing the amount of nutrient input could allow for the system to gradually improve from current quality, giving aquatic vegetation the opportunity to live successfully allowing for economic profit. Stopping the nutrient input into the lake from farmlands allows the lake's quality to improve and assist in an increase of tourism, allowing for future investments of new tourism, furthering economic benefits. Three different scenarios have been conducted by the Union of Concerned Scientists in 2017 projecting the outcomes of the county due to sea level rise. These scenarios are based on the rate of carbon emissions globally. If carbon emissions drastically slow down, Hyde County is likely to see 2 feet (0.5 m) of sea level rise in the community by 2035, leaving as least 10% of the county flooded. If carbon emissions continue at the rate they are today, Hyde County is likely to see 4 feet (1.2 m) of sea level rise by 2030, leaving at least 20% of the county flooded and inevitable salt water intrusion on local farms and in Lake Mattamuskeet. If carbon emissions continue to increase Hyde County is facing up to 6.5 feet (2 m) in sea level rise, causing at least 40% of the county to be flooded, and likely causing the loss of most of the agricultural land and Lake Mattamuskeet due to salt water intrusion.
Solutions:
Options and recommendations to address the hazards in the near future include the restoration and re-opening of the Mattamuskeet Lodge, developing an agricultural management plan, and the opening of the gates that reach the surrounding canals. The opening of the Lodge can create revenue and programs for guests to become informed and involved with the lake. Developing an agricultural management plan can give local farmers an opportunity to learn how to practice alternative farming techniques and how these practices are beneficial to the lake. The final option discussed involves the opening the gates to gradually transition salt water into the ecosystem of the lake. Increasing salinity would not only help with the removal of excess nutrients, but also help local wildlife adapt to the salinity changes that could inevitably happen to the area. When developing successful restoration strategies, understanding the system of the lake and its' biological and economic value is critical. | 1,552 | 713 | {
"id": "<urn:uuid:bf762c26-723f-461e-b9d1-58b7908ccdfa>",
"dump": "CC-MAIN-2019-26",
"url": "http://mari-odu.org/academics/2018su_Internship/Midgette_ExSum.pdf",
"date": "2019-06-17T09:11:56",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998462.80/warc/CC-MAIN-20190617083027-20190617105027-00466.warc.gz",
"offset": 111078428,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998247504234314,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998247504234314,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3677
],
"fw_edu_scores": [
3
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Study Guide for The Crucible Test
Part 1: Multiple Choice
1. What is the overall theme of The Crucible?
2. How do we see examples of verbal irony used throughout the play?
17. When Hale arrives to the Proctor's home, what can we predict about his future actions from his behavior?
3. What kind of government does Salem have in The Crucible?
4. What kind of life do the children in the Puritan society have?
5. What is Parris' position in Salem?
6. Before the play begins, what did Parris catch his daughter and other girls doing?
7. Why did Elizabeth Proctor fire Abigail?
8. As the play opens, what person has Parris asked to come to Salem?
9. What seems to motivate Abigail's actions in Act 1?
10. What is John Proctor's chief complaint against Parris' sermons?
11. What does Mrs. Putnam blame on witchcraft that has touched her own life?
12. Who is the first person Abigail claims practiced witchcraft?
13. In Act 2, what does Mary Warren give to Elizabeth Proctor when she returns from the trial?
14. What news does Mary Warren bring from Salem?
15. What allusions does Miller use in Act 2?
18. Ezekiel Cheever and Herrick, the marshal, come to the Proctor's home to arrest whom?
19. John convinces Mary Warren to testify about what?
20. Who is in charge of the court?
21. Why will Elizabeth not be hanged if she is found guilty?
22. What is Giles Corey charged with prior to his arrested?
23. When Mary Warren testifies against them, what do Abigail and her troop of girls do?
24. What does John Proctor do in a desperate attempt to prove outwit Abigail's plans?
25. Who is brought in to confirm what John Proctor says is true?
26. What does Elizabeth do when called upon to testify?
27. What does the court do with John Proctor?
28. Why are cows wandering loose on the roads and crops rotting in the fields?
29. Why won't Danforth postpone the hangings?
30. When John Proctor is facing death, what does Hale urge him to do?
31. Why does Proctor retract his confession?
32. What does Abigail do at the end of the play?
16. Which commandment does John Proctor forget when Reverend Hale quizzes him?
33. What ultimately happens to John Proctor?
Part 2: Quotation Analysis-From Act IV, identify who said the quote and how and why it is significant (not a summary of the quote). What does it tells us about the character who said the line? What does it suggest about the character the line is spoken to? How does it illustrate a theme? See worksheet.
Part 3: Motif or Symbol: PICK ONE of the following motifs/symbols and explain in a five-sentence paragraph that has clear and distinct topic sentence.
1. What common thread could run through the motifs of "witch," "red," and "terrorist"?
2. Why is the poppet so significant?
Part 4: Constructed responses: Respond to the following questions and explain in a body paragraph-approximately five-sentences with a clear distinct topic sentence, evidence from the text, supporting analysis, and concluding sentence.
1. Tituba is one of the first people to be "accused" of witchcraft in the play. What is it that makes the confession so unsettling for modern audiences?
2. The Salem witch trials is a perfect example of what happens to a society when hysteria takes over. Explain how this hysteria started in Salem and why it continues to its tragic end.
3. What does it mean when Elizabeth says, "John has his goodness now" in the final scene of the play?
4. According to dictionary.com, a crucible is defined as "a container of metal material employed for heating substances to high temperatures" or "a severe searching test or trial." Based on these definitions, why might the title of the play, The Crucible, be a fitting title? | 1,548 | 856 | {
"id": "<urn:uuid:8a037929-3e47-433d-8ee2-a871fd73760e>",
"dump": "CC-MAIN-2019-26",
"url": "http://wickhamwhs.weebly.com/uploads/5/4/5/6/54567019/crucible_test_review.pdf",
"date": "2019-06-17T09:35:48",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998462.80/warc/CC-MAIN-20190617083027-20190617105027-00467.warc.gz",
"offset": 191387682,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989060163497925,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989060163497925,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3684
],
"fw_edu_scores": [
3.359375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Teach Yourself To Play Drums
Teach Yourself To Play Drums
Things Needed. The only downside to playing the drums is, unlike composition instruments such as the piano or guitar, a drummer doesn't usually perform alone. The upside to this is that there are fewer good drummers in the world of music and they are always in high demand. If you have an interest in learning to teach yourself to play the drums,...
How to Teach Yourself to Play Drums | Our Pastimes
Bass Drum. When you play the bass drum, you use your foot on the drum's kick pedal to produce a thumping sound. The bass drum is essential to the drum kit because it's the most distinctive part of a band's timekeeping. Timekeeping refers to a drummer's ability to play in time with the pulse of the music.
How to Play Drums: The Complete Guide for Beginners
Play your simple hand beat on the kit. Play the 8th notes on the hi-hat, hitting the snare drum on 2 and 4, and pressing the bass drum pedal with your foot on the 1 and 3. Make sure you count out loud when you are playing. Eventually you won't have to, but do it while you are learning and when you are practicing.
6 Easy Ways to Play Drums - wikiHow
Until you're sure that drums are the right instrument for you, choose a basic, beginning drum set. Expect the required investment to be about $300 to $500. Buying a beginner drum set gives you time to develop your style and learn what you really need before you spend thousands on the perfect drums.
Is It Possible to Teach Yourself Drums? – TakeLessons Blog
Autoplay When autoplay is enabled, a suggested video will automatically play next. Up next 5 Beginner Drumming Techniques You Need To Know - Drum Lesson - Duration: 16:12.
How To Play Drums - Your Very First Drum Lesson
Have Fun. Play In A Band. Start Playing Drums Today! Hi, I'm Doug from LearnDrumsNow.com. Start learning to play the drums now by signing up for my FREE guide and twice weekly email drum lessons here Each lesson is packed with tips to help you learn to play the drum set in a band!
Teaching Kids To Play Drums | Learn Drums Now
Drum Lessons for Beginners: Teach Yourself How to Play Drums (Free Video Available) (Progressive Beginner) by LearnToPlayMusic.com and Peter Gelling | Dec 5, 2013 5.0 out of 5 stars 1
Amazon.com: learn to play the drums
Teach yourself: • How to play using all the drums and cymbals over the entire drum kit • How to play drum beats used in popular drum grooves • How to play basic drum rhythms for beginners • All the fundamental drum rudiments and drum techniques including playing accents, ghost notes, paradiddles, fills and rolls • Drum theory for ...
1 / 2
Powered by TCPDF (www.tcpdf.org)
what is a factor for math, a beginner s guide to glass engraving, gladiator wall solutions pack, ricette bimby tortelli di zucca, histoire de la musique poprock tome, 2030 a day in the life of tomorrow s kids, how to cook everything basics, the tomboy teacher, ricette torte al cioccolato e panna, in the presence of buffalo working to stop the yellowstone, recipes to lower your fat thermostat the official companion to, les seacuteries teacuteleacute toutes les cleacutes, victor the rakehells of rochester, mount rushmore myths legends and facts monumental history, carpal tunnel how to treat carpal tunnel syndrome how to, how to draw a animals step by step, esame di stato medicina bruno mendola, think like a genius todd siler, from calculus to cohomology, how to learn your times tables in a day, veronica roth four short stories, how to change resolution on netflix, renton s dictionary of stock exchange investment terms, story of my assassins, service innovation organizational responses to technological opportunities market imperatives series, none too fragile pearl jam and eddie vedder, concrete its uses in building from foundations to finish, witch witch come to my party, power tools for technical communication, effective first person biblical preaching the steps from text to, the monk s tale stories about happiness
2 / 2 | 1,729 | 920 | {
"id": "<urn:uuid:913f84fe-f3d0-4461-8f93-7ef7c84b1b05>",
"dump": "CC-MAIN-2019-26",
"url": "https://puzzleyourkids.com/teach_yourself_to_play_drums.pdf",
"date": "2019-06-17T09:44:19",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998462.80/warc/CC-MAIN-20190617083027-20190617105027-00466.warc.gz",
"offset": 561425246,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9893992245197296,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9961774945259094,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2653,
4031
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Exercises for Positive Thinking
Written by Cheryl Stein Thursday, 05 May 2011 12:04
Positive thinking is a mental attitude that focuses only on positive outcomes and emotions. A person with a disciplined positive mind only allows thoughts of happiness, joy, and success into their mind. Developing positive thinking abilities will result in a large array of benefits. Some of the benefits include stress reduction, better sleep, less headaches, and an overall happier and more positive existence.
Developing your positive thinking abilities is not particularly easy, but can be accomplished with practice. The following is a large list of exercises and activities you can do to practice your positive thinking.
1. Only use positive words when talking: If you are constantly telling yourself that you cannot do something, it will be difficult to do so. If you are constantly telling people around you that they cannot accomplish things, they are unlikely to do so (or keep you around). Cultivate positivity by only using positive words instead.
2. Believe you will succeed: You are defeated in any endeavor before you have even begun if you don't think you can succeed. You should spend time visualizing and anticipating your success to actually make it a reality.
3. Push out feelings that aren't positive: One of the very best things you can do as you begin to cultivate your positivity is merely recognizing when negative thoughts enter your mind. Once you have become conscious of negative thoughts, you can begin pushing them from your mind. Pushing out negative thoughts makes room for positivity.
4. Analyze what went wrong: Everybody fails. It is completely unreasonable to think that you can go through life without ever failing. However, that doesn't mean you shouldn't try to learn from your mistakes. Positive thinking does not mean ignoring the negativity in your life. Instead, try to analyze what got you to the point you're currently at so you can make changes. You want to constantly be learning and growing from your experiences.
5. Look for opportunities: One of the hallmarks of the positive person is the ability to see opportunity in what most people would view as a negative situation. In fact, negative situations are often the best events for practicing a large array of skills and abilities that you otherwise wouldn't be able to practice. Do you have a difficult boss? It's an opportunity to practice patience and getting along with difficult people! Are you having money problems? It's an opportunity to learn how to live more frugally or start a side business! Look for opportunities where other people only see despair.
6: Decide if it could be worse: Things can almost always be worse. Regardless of how bad things currently are, you can always find something to be grateful for. Try writing down specific things that you are thankful for a couple times a week. Even when it seems like nothing is going right for you, you will probably be surprised by how much you have to be thankful for. Nothing is too small to recognize and write down. To get you started, you can be thankful you have the ability to use a computer to read this article, to have the ability to read, and for the fact that you
1 / 2
Exercises for Positive Thinking
Written by Cheryl Stein
Thursday, 05 May 2011 12:04
are currently breathing!
7. Work toward your goals: Everybody feels happier after they have taken concrete steps toward achieving their goals. The first step is to set some goals that you are excited and motivated to accomplish. Once you've done that, break them into small and manageable chunks. Take some time everyday, or as often as you can, to work on your goals. Even if its something as small as making a phone call or taking some notes, constant work toward your goals will help develop your positive thinking.
Like any other skill, positive thinking needs to be practiced. Spend some time everyday practicing your positivity and you will see huge gains in your life satisfaction.
2 / 2 | 1,475 | 798 | {
"id": "<urn:uuid:454ab5e6-c584-45cd-aaf2-ff2903c7ed91>",
"dump": "CC-MAIN-2019-26",
"url": "https://www.selfdevelopment.net/hypnosis/power-of-belief-/exercises-for-positive-thinking?format=pdf",
"date": "2019-06-17T08:58:14",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998462.80/warc/CC-MAIN-20190617083027-20190617105027-00468.warc.gz",
"offset": 882346887,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9982976913452148,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9986035227775574,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3236,
4022
],
"fw_edu_scores": [
2.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
On the Border
The border between Germany and the Netherlands ran right through the small Dutch town of Kerkrade. The international boundary stretched along the middle of New Street—known as Nieuwstraat on the Dutch side and Neustraße on the German side—placing Kerkrade on an often volatile frontier. During both world wars, the Germans heavily fortified the border and in January 1945, as the Allies pushed eastward, Kerkrade once again became a focal point. Milton Clair Wiggins from the Dillon County community of Little Rock was in Kerkrade during the Germans' last great winter offensive.
In the summer of 1942, with Axis military forces still holding the initiative, the United States lowered the draft age to eighteen.
Even so, Clemson's enrollment actually increased that fall as the induction and training of eighteen and nineteen year-olds had not yet started. As a result, Wiggins and his fellow members of the Class of 1946 were able to enroll at Clemson—at least for the time being. Practically all of the young men who did enroll that fall were gone after the end of their freshman year as wartime manpower demands caught up with college students. Wiggins, who had been an agriculture engineering major, departed campus and headed to the Army.
On June 7, 1943, just two weeks after the end of the spring semester, Wiggins reported for duty at Camp Maxey, Texas. Additional training took place in Louisiana before Milton shipped overseas to England in June 1944.
Once in Europe, Wiggins was assigned to a military police unit in XIII Corps. The corps was one of the subordinate commands of General William Simpson's Ninth US Army under the command of General Omar Bradley's 12 th Army Group. In November, elements of XIII Corps penetrated the Siegfried Line of German defenses along Germany's western border and pushed forward to the Roer River.
The German offensive known as the Battle of the Bulge halted the forward movement of the Allies. Ninth Army, now attached to Field Marshal Montgomery's 21 st Army Group, attacked from the north to help reduce the salient the Germans had created. XIII Corps continued to hold the line along the Roer. That line ran through the southeastern portion of the Netherlands which included Kerkrade.
On January 9, 1945, Wiggins's military police unit was in Kerkrade. Private First Class Wiggins was killed by an accidental gunshot. He was nine days short of his twentieth birthday.
Milton Clair Wiggins was awarded the Good Conduct Medal, American Campaign Medal, European-African-Middle Eastern Campaign Medal, and the World War II Victory Medal. He was survived by his parents, a sister, and a brother who was then serving in the Army. In 1949, Wiggins's body was returned to Little Rock where he was buried in Saint Paul's Methodist Church Cemetery. | 1,215 | 601 | {
"id": "<urn:uuid:f8d2f7d5-2731-44c7-874a-a149c11a7b28>",
"dump": "CC-MAIN-2024-30",
"url": "https://soh.alumni.clemson.edu/wp-content/uploads/2017/08/Wiggins-MC-46.pdf",
"date": "2024-07-21T04:45:51",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517550.76/warc/CC-MAIN-20240721030106-20240721060106-00337.warc.gz",
"offset": 469126575,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983929395675659,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983929395675659,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2825
],
"fw_edu_scores": [
2.21875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
KEY CONCEPT OVERVIEW
Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.
(From Lesson 7)
SAMPLE PROBLEM
Draw an array that has 3 columns of 5 X's. Draw vertical lines to separate the columns. Then write a repeated addition equation to find the total number of X's.
5 + 5 + 5 = 15
3 columns of 5 = 15
During the next week, our math class will learn about using equal groups to create arrays. (See Sample Problem.) We will learn how to organize and describe equal groups in terms of rows (horizontal groups) and columns (vertical groups). We will apply that understanding to modeling and solving word problems.
You can expect to see homework that asks your child to do the following:
- Arrange equal groups of items in a specific number of rows or columns.
- Describe an array by using rows and columns (e.g., 3 rows of 4 is equal to 12).
- Write repeated addition equations to match drawings.
- Add or remove rows or columns to create a new array.
- Use arrays to model and solve word problems.
For more resources, visit » Eureka.support
HOW YOU CAN HELP AT HOME
- Practice Happy Counting with your child. Point up (to count up) or down (to count down) repeatedly and rhythmically to help your child practice skip-counting by twos or fives in a fun and energetic way. Consider Happy Counting by threes or fours when your child is ready for a bigger challenge.
- Look for arrays in your home or community, such as rows or columns of building blocks, cupcakes in a bakery, or windows on buildings. Encourage your child to use the words rows or columns to describe how many are in the array; for example, "I see four rows of three cupcakes!" For an added challenge, invite your child to use a repeated addition equation to describe the array (e.g., 3 + 3 + 3 + 3 = 12).
- To prepare your child for working with money in Module 7, play Coin Drop. Gather 10 dimes and 30 pennies and a metal or plastic container. Invite your child to watch, listen carefully, and count mentally as you drop a certain number of pennies, one at a time, into the container. Increase the complexity for your child by dropping dimes and then a combination of dimes and pennies. After each round, ask, "How much money is in the can?" Count together to confirm the total. For a challenge, you may wish to remove dimes and/or pennies to alternate between addition and subtraction of ones (pennies) and tens (dimes).
TERMS
Columns: The vertical groups in a rectangular array.
Rows: The horizontal groups in a rectangular array.
MODELS
Array: An arrangement of objects in rows and columns. | 1,192 | 607 | {
"id": "<urn:uuid:ae24d20e-71b7-475c-9191-bd9b8518cb3a>",
"dump": "CC-MAIN-2024-30",
"url": "https://resources.finalsite.net/images/v1682103821/svsd410org/imeezimbjynceyhxmivc/G2_M6_TB.pdf",
"date": "2024-07-21T05:17:46",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517550.76/warc/CC-MAIN-20240721030106-20240721060106-00338.warc.gz",
"offset": 425316365,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9984691739082336,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.998552680015564,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1135,
2662
],
"fw_edu_scores": [
3.859375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Athlone School
110 Athlone Drive | Winnipeg, Manitoba | R3J 3L4
Ph: 832-1373 | Fax: 885-2273
Web: www.sjasd.ca/school/athlone
Email: email@example.com
The Early Years (K-5) provides a nurturing environment where children are encouraged to investigate, create and discover. Children develop their competencies in language and literacy skills, thinking and problem-solving skills, social and emotional development, independence, creativity and knowledge in preparation for becoming responsible citizens. Instruction in the following curricula: Language Arts, Mathematics, Science, Social Studies, Physical Education/Health and the Arts is focused on meeting the unique needs of Early Years students. Instruction focuses on the integration of subject matter and handson activity-based approaches to learning.
Last Year's School Accomplishments (2022-2023)
1.Athlone's professional staff focused on monitoring and supporting that every student demonstrated a year's growth of reading skills.
2. Athlone's professional staff focused on monitoring and supporting that every student demonstrated growth in mathematical thinking based on continuum of mathematical reasoning and thinking.
3. Athlone's professional staff focused on promoting all students becoming mindful of their own emotional states and feeling empowered to make positive contributions within our school.
2023-2024
Our Vision Statement
To create and foster an environment that helps children be the best that they can be.
Our Mission Statement
To provide students with the tools they require in order to become responsible, capable, creative lifelong learners and good citizens.
School Profile
Number of teachers: 17
Number of students: 241
Grade levels: K-5
School Highlights
These include:
* Reading Recovery – Gr 1
* Math Enhancement – K/Gr 1
* Enrichment
* Strong Literacy
* Reading Buddies
* WITS Anti-Bullying Program
* The Integrated Arts
* Restitution
* Choir
Celebrating Our Priorities
* Varied Co-curricular Activities • Student Leaders/Voice
* Sustainable Development
* Cross-Country, Basketball, Soccer, Badminton, Cupstacking
* Inter-School Friendship
Literacy: Our goals were collaboratively crafted for this upcoming year to carefully assess our students at each grade level with a focus on moving them forward, so they are able to demonstrate a school year's growth in reading skills. Professional development will focus on determining necessary interventions to support student learning. Activities
Tournaments
Numeracy: Our goals were collaboratively crafted for this upcoming year to continue to support and assess mathematical learning for our students at each grade level with a shift towards supporting students' mathematical thinking and number sense. Professional development will focus on determining necessary interventions to support student learning. • Grade 1-5 Choirs • Winter Concert • School Patrols • Peacekeepers • Student Leaders
* Green Hearts Club
Mental Health and Wellbeing: The school will continue with safe and caring initiatives (ex. WITS, TAG meetings, Great Kindness Challenge, etc..) and will seek out professional development on positive mental health practices for students and staff and their families. Indigenous Education Teachers, Richelle Scott and Kayla Ward, will work with all classrooms this year on Indigenous perspectives using traditional teachings to build community and wellness within our classrooms.
Planning & Goal Setting
School goals are created using the Divisional Strategic Plan as the guideline. The goal setting process begins in early Spring and includes input from students, teachers and our community. Goals are developed around the needs and direction of the various departments with student progress and achievement and our mission and vision statement as our focus.
This Year's School Goals and Priorities (2023-2024)
1. Every student will demonstrate a year's growth of reading skills.
2. All students will be able to represent their mathematical thinking concretely, orally, pictorially and/or symbolically.
3. All students will become increasingly mindful of their own emotional state and feel empowered to make positive contributions within our school. | 1,924 | 833 | {
"id": "<urn:uuid:fa4da004-c1c2-4a3f-827c-e0554321db89>",
"dump": "CC-MAIN-2024-30",
"url": "https://www.sjasd.ca/school/athlone/Parents/report_to_the_community/Documents/Athlone%20RTC%2023-24.pdf",
"date": "2024-07-21T03:22:16",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517550.76/warc/CC-MAIN-20240721030106-20240721060106-00338.warc.gz",
"offset": 856538369,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9929436147212982,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9932602643966675,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2972,
4227
],
"fw_edu_scores": [
2.734375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Understanding Wolves Wolf Behavior and Habituation
Normal wolf behavior can easily be confused as habituation; becoming too comfortable with humans.
Wolves are often described as shy and fearful of humans. Consequently, when a person sees a wolf pup lying in the middle of a dirt road or an adult wolf trails a person through the woods, he/she describes the wolf as exhibiting non-typical behavior or "habituated".
Examples of common wolf behavior:
- A wolf traveling on roads or trails, showing curiosity towards dogs, walking past houses in rural communities, or trailing behind people who get too close to a wolf den or rendezvous sites are all activities that describe normal wolf behavior.
- It is common to hear a wolf bark-howl in response to a person's presence near a den or rendezvous site. A barking wolf that appears to "stand its ground" is warning a person to stay out of the area and alerting the rest of the pack to a potential intrusion. When the person retreats, the wolf may follow the person at a distance to ensure the person has left the area and is no longer deemed a threat to the pups. This wolf is not habituated; protecting its pups from disturbance.
- A wolf that approaches a hunter, dressed in camouflage to hide his/her human appearance and mimicking the sound or scent of the species hunted, is not habituated. The wolf is investigating a potential, albeit fake, food source.
- An elk hanging in a hunting camp may attract a wolf to the campsite. The wolf smelled a natural food source. If the wolf stays on the outskirts of the campsite and leaves after it recognizes people, it is not habituated.
Wolves displaying behaviors such as rummaging through a campsite, approaching vehicles, and accepting food handouts are considered habituated. If a wolf rips up a tent or tears apart a backpack at a campsite, then it is habituated. Relatively few cases exist of humans being bitten or killed by wild wolves. In most situations, these wolves were sick, had become accustomed to eating from garbage dumps or were fed by people, thereby losing their natural fear of humans and associating humans with food.
Any wild animal can be dangerous, particularly if it is provoked, sick, injured, protecting its young, has become accustomed to people or has learned to associate
people with food. Follow the recommendations below to minimize human-wolf interactions.
Keep wolves wild
- Never feed wolves. Some examples include disposing of livestock scraps in areas accessible to wildlife, leaving garbage at a campsite, using a bait pile to get trail camera photographs, and tossing human food to a wolf.
- Never disturb wolf dens or rendezvous sites especially, between April and September.
- Secure pet food and garbage at residences.
- Keep dogs in a predator resistant kennel/fencing or inside, especially at night.
- Feeding deer, turkeys and other wildlife may encourage wolves to visit your property.
- Install strobe or motion sensor lights around your house and outbuildings.
- Utilize livestock husbandry practices that minimize potentials for wolflivestock interactions such as fencing, strobe lights, moving sick/injured livestock to a secure location, and disposing of dead livestock so it is inaccessible to scavenging.
If you encounter a wolf:
- Do not approach the wolf.
- Back away slowly. Leave the area. Allow the wolf space especially if you have stumbled upon a den, rendezvous or kill site.
- Leash your dog. Do not allow it to chase or interact with the wolf.
If you feel threatened by a wolf:
- Stay calm. Do not run. Carnivores may instinctively chase something that runs.
- Use loud noises such as an air horn, yelling, or a whistle to scare wolves.
- Bear spray may be an effective tool if within range.
- Make yourself larger by raising and waving your arms, especially if you are wearing camouflage clothing.
- Throw objects such as sticks.
- Keep direct eye contact.
To report a wolf sighting, please visit the Washington Department of Fish and Wildlife at https://wdfw.wa.gov/species-habitats/at-risk/speciesrecovery/gray-wolf/observations.
To report unusual wolf behavior, call 1-877-933-9847. Additional information regarding gray wolf conservation and management in Washington may be found at https://wdfw.wa.gov/species-habitats/atrisk/species-recovery/gray-wolf | 1,867 | 907 | {
"id": "<urn:uuid:5a7834f0-c6c8-41b1-862a-a8b2ca8c8a9a>",
"dump": "CC-MAIN-2024-30",
"url": "http://www.kettlerange.org/PDFs/UnderstandingWolves_18_April_2019_Final.pdf",
"date": "2024-07-21T04:15:28",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517550.76/warc/CC-MAIN-20240721030106-20240721060106-00348.warc.gz",
"offset": 46804877,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974017143249512,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978845119476318,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2304,
4333
],
"fw_edu_scores": [
3.625
],
"minhash_cluster_size": 1,
"duplicate_count": 2
} |
Makersteam - LMS Virtual Platform
CURRICULAR MAKERSTEAM
Makersteam v1.0 is an educational web platform that encourages active learning by allowing self-management of courses and curriculum programs on 3 topics: science, technology, and invention-innovation. These are divided into elementary school to high school levels, with a list of subjects available in each topic. It is oriented to the self-managed learning process of academic programs. The curricular thematic contents are integrated into lessons or projects. In this way, students achieve the learning objectives with high performance, acquiring multidisciplinary knowledge and developing transversal skills for their intellectual and socio-emotional development.
MAKERSTEAM AS LMS (Learning Management Systems)
Makersteam's structure allows for the creation of virtual groups or classrooms, such as empty virtual spaces for each subject. The teacher can create and upload lessons on each topic, with didactic sequences of content and learning activities. The students work on tasks and projects and consume conceptual content, building their learning asynchronously. The teacher monitors the students' progress per lesson, supporting them and making timely individual decisions for each student.
Main features and functionalities:
* FUNCTIONALITIES ORIENTED TO THE LEARNING PROCESS BY TOPIC
o Structure of activities and contents for the creation and operation of:
ü Teaching sequences of learning, main and complementary
ü Glossary
ü Digital resources and additional activities
ü Frequently Asked Questions regarding the topic
ü Bank for Assessments (Coming soon)
o PDF files, which can be uploaded, downloaded, edited, and reloaded
o Loading and playback of short videos (large files are handled by links to video platforms like YouTube, with direct links)
o ZIP files (to upload files in various formats)
o Delivery of files and evidence of projects or activities (students can send evidence of their work to teachers)
* COMMUNICATION AND COLLABORATION FEATURES
o Notices or bulletin board by subject, where the teacher can share general messages and files to the members of the group
o Discussion forums for teamwork or questions and discussions on a particular topic
o Internal Messaging Mailbox
o Notifications of alerts or messages with instant access to the corresponding tool or section
* STUDENT LEARNING MANAGEMENT
o Review and analysis by the teacher of the progress of the students in their platform activities, either by student or summary report of the group
o Online review of assignments and projects with feedback; the teacher can add a comment which will be visible to the student
o Blocking of task deliveries and evidence of activities
o Grading lessons with personalized assessment methods (teacher grades the students' work using the type of assessment they want)
o Organization of work teams for projects and activities
o Individual storage of evidence for learning, tasks, and projects throughout the school year
* SCHOOL ADMINISTRATION FUNCTIONS
o School administrator privileges for creating users (teachers and students)
o Creation of virtual subject groups with one teacher and their students
o Relevant information by groups, registration of teacher and student connections
o General reports exportable in different formats (PDF, XLS)
* GENERAL FUNCTIONALITIES
o Responsive for any type of computer or mobile device with a modern web browser; user-friendly navigation and operation
o Asynchronous activities (users can connect at the time provided)
o Collaborative academic projects; students develop projects in teams, feeding a log with entries, files, and images and then exporting it as a project report (Coming soon)
o Project library, where a gallery of finished projects can be collected and published for sharing with groups from the same institution (Coming soon)
o Customizable access portal, using domains and images of the institution
o Configurable for various academic levels: elementary school, middle school, and high school
o Languages: English and Spanish | 1,908 | 762 | {
"id": "<urn:uuid:b2def3ca-a37f-46bf-b028-3e28eff4ad83>",
"dump": "CC-MAIN-2024-30",
"url": "https://www.wercontest.us/_files/ugd/5f784f_11a1e6a471be493e8a3b9f263091172f.pdf",
"date": "2024-07-21T05:02:50",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517550.76/warc/CC-MAIN-20240721030106-20240721060106-00349.warc.gz",
"offset": 895946389,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9478110373020172,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9678291082382202,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1989,
4080
],
"fw_edu_scores": [
2.609375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Post-Activity Quiz Answers
1. What role does the fruit or vegetable play in the battery?
Answer: The fruits and vegetable are the electrolyte in the battery cell.
2. What roles did the metals, e.g. copper penny, aluminum and/or galvanized zinc scree or nail play in the battery?
Answer: The copper penny is the cathode, the zinc screw/nail and aluminum are anode materials, where the copper releases electrons and the anode materials accept the electrons.
3. Describe which battery configuration produced the highest power and describe why it produced more power than the other designs.
Answer: Batteries arranged in series produced more power than batteries arranged in parallel. When arranged in series, the total voltage is the sum of the voltage of each individual battery; batteries arranged in parallel produce the same voltage as one single battery.
4. What is the relationship between the output current and the distance between the anode and cathode?
Answer: As the distance between the anode and the cathode increases, the output current increases.
5. Give the definitions of an anode and cathode. Which metals in your experiments were anodes or cathodes?
Answer: The anode attracts electrons and is the positively charged electrode. The cathode is the negatively charged electrode that is the source of the electrons or an electron donor.
6. Draw a diagram to illustrate the circuit design that produced the maximum amount of power.
Answer: Expect students to draw batteries in series, an example circuit diagram is shown below.
Powering a Device Using Food – Post Activity Quiz Answers
Name:
Date:
Class:
7. Draw a diagram of the circuit that produced the correct amount of voltage and current to turn on the LED light bulb.
Answer: Student drawings will vary. They should produce a drawing of their individual successful circuits; circuit elements may be labeled with general terms (i.e., battery) or terms specific to their circuit (i.e., lemon).
8. What are independent and dependent variables?
Answer: An independent variable is a variable that stands alone and isn't changed by the other variables you are trying to measure. A dependent variable is something that depends on other factors. For example, a test score could be a dependent variable because it could change depending on several factors such as how much you studied, how much sleep you got the night before you took the test, or even how hungry you were when you took it.
9. In the following scenarios, identify the independent and dependent variables…
a. cost of pizza and number of pizza toppings.
b. How fast the grass grows and how much rain we get.
Powering a Device Using Food – Post Activity Quiz Answers
Name:
Date:
Class:
c. The number of problems missed on a test and your grade on the test.
e. The amount of money I make and the number of hours I work.
d. How long I talk on my cell phone and the number of minutes on my calling plan.
f. The number of cakes sold in a bake sale and the amount of money made.
10. You are given the following data on the relationship between John's test score and the number of hours he studies.
a. What are the independent and dependent variables?
independent variable - number of hours John studied dependent variable - John's test score
b. How are the independent and dependent variables related? (Be as precise as you can)
As the number of hours John studies increases by 0.5, John's test score increases by 5 points.
Powering a Device Using Food – Post Activity Quiz Answers | 1,496 | 726 | {
"id": "<urn:uuid:b1a11371-fd68-4589-ad6e-aa9fa94653e0>",
"dump": "CC-MAIN-2024-30",
"url": "https://www.teachengineering.org/content/rut_/activities/rut-2497-food/rut-2497-food-post-quiz-answers.pdf",
"date": "2024-07-21T04:07:58",
"file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763517550.76/warc/CC-MAIN-20240721030106-20240721060106-00349.warc.gz",
"offset": 854383327,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9973572889963785,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9983736872673035,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1612,
2714,
3534
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Collaborative Pairs, Distilled*
*Distilled (di-stild') adj. 4. Separated or extracted essence
Why we need to use Collaborative Pairs . . .
How to use Collaborative Pairs
* Learning is enhanced by "social" interaction.
*
All students are actively engaged, each step along the way.
* All students take responsibility for their learning.
* The use of collaborative pairs allows for consistent, intermittent informal assessment.
* The use of collaborative pairs enables teachers to recognize and address misconceptions before they become "fixed."
* Collaborative pair prompts build in opportunities for students to "process" their learning.
* Collaborative pair work automatically builds "distributed practice" opportunities within the lesson.
* Talking about thinking and learning makes the learning permanent.
At the beginning of the year/course . . .
1. Design a variety of ways for structuring pairs of students (appointment clocks, shoulder partners, learning-style partners, etc.)
2. Model routines for moving into pairs.
3. Create a system for identifying individuals within each pair (numbered heads—1's and 2's, older/younger, etc.)
4. Model for students what "working with a partner" should look like and sound like.
5. Give students research-based rationale for pairs work:
a. "Two minds are better than one."
b. "Talking cements learning."
c. "It's hard to opt out in a pair."
d. "Everybody's thinking is important."
Before the lesson . . .
1. Decide on the pair structure that best suits the individual task. For example, do you want to pair students of similar interests, similar skills, different abilities, etc.?
2. Design prompts for partners that are specific, connected to the lesson essential question, and limited in scope and time requirement.
Answer . . . Compare . . . Sum up . . .
Develop . . . Suggest . . . Give reasons for . . .
During the lesson . . .
1. Monitor the partner work to avoid wasted time, off-task behavior, and misinformation—"management by walking around."
2. Use a timer to focus the pairs work: less is more.
3. Use the information you observe about the student learning to inform your instruction.
4. Build in accountability between partners and with you: give specific responsibilities/tasks to each partner (1s turn to 2s and tell them . . . ); have them turn in a product (a short written or illustrated response). | 1,014 | 516 | {
"id": "<urn:uuid:114bc45d-f2ac-4896-b7fd-deee37354b9d>",
"dump": "CC-MAIN-2025-08",
"url": "https://www.wssd.k12.pa.us/Downloads/Collaborative%20Pairs.pdf",
"date": "2025-02-13T06:18:03",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951775.34/warc/CC-MAIN-20250213045825-20250213075825-00799.warc.gz",
"offset": 995949813,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9974930882453918,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9974930882453918,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2395
],
"fw_edu_scores": [
4.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
As writers we will:
Be learning about the Greek Myths and Legends. Looking into a range of writing techniques to create our very own myth and legend narrative. Using our research skills, we will discover mythical creatures of the past, design and create our own creature with an instruction text on how to look after it.. As the Greeks loved plays, so we will we use our acting skills
As readers we will:
Explore a variety of fiction and non-fiction texts with a focus on Ancient Greece. We will be ensuring our reading accuracy and fluency is strong and use inference skills to gather information from the texts. We will explore the meaning of new words and discuss the structures of different texts read.
As mathematicians we will:
Be developing our knowledge of number further by looking at place value, ensuring we understand place holders so we can look at numbers as large as ten million. We will be able to compare and order larger figures including negatives numbers, and begin using our knowledge of place value to help us round numbers. We will begin looking at the four operations and ensure that we are able to apply our written methods and reasoning skills to larger numbers.
As scientists we will:
Be learning about evolution and inheritance. We will begin to use scientific language to explain the process of evolution and the impact the environment has had on our bodies. We will begin by looking into fossils and researching how fossils have informed our scientists of the past, as well as Darwin's theory.
As historians we will:
Be researching and learning about Ancient Greece. We will begin to research further into a timeline of major events that have occurred over 4000 years, learning all about the Spartans.
As artists we will:
Be researching some famous Greek artists; looking into to how art was created in a time were pencils and paint did not exist! We will be recreating our own Greek artwork in the form of mask making.
As athletes we will:
Be developing our ball skills, looking at a range of strategies used in football and netball. We will explore defending and attacking within games. We will learn about how our muscles support us in physical activity and the importance of good sportsmanship in team games.
Important Notices:
Welcome back to school—we hope you have had a wonderful Summer break! We have spent the first week focussing on the children's return to school and we are pleased to share that it has been a very positive start to the year for our 5/6 children.
Homework will continue to be set on a Friday and will be due the following Wednesday. It is important that children read at home daily and that their planner is signed by an adult.
If you have any queries please do not hesitate to contact one of the team! | 1,046 | 549 | {
"id": "<urn:uuid:4b26aa1a-35e9-46d8-b74d-3fc5afc66a88>",
"dump": "CC-MAIN-2022-49",
"url": "https://www.abbeysprimary.org/_site/data/files/docs/our%20learning/year%205%20and%206/B6DCF2ABA802C9C5400B7AB66A0FC54A.pdf",
"date": "2022-12-04T14:06:22",
"file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446710974.36/warc/CC-MAIN-20221204140455-20221204170455-00572.warc.gz",
"offset": 645403531,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9991829991340637,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9991829991340637,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2782
],
"fw_edu_scores": [
3.375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Preschool
Did you know ...
Children who can describe things and events can have conversations about what is happening in books, and children who can tell stories are better able to understand what they hear and, later, what they read.
Here's how ...
Read books that have words or phrases that repeat. Encourage your child to say the repeated phrase with you each time.
Re-read books so your child can become familiar with the story, making it easier to retell the story.
Have your child retell the story.
Encourage your child to tell you something from their own experience related to what happened in the book.
Use puppets or props to tell the story to help your child remember it.
Encourage your child to talk about the pictures in the book, even if what they say is not in the story. Ask open-ended questions (ones that cannot be answered with yes or no).
Ask your child to tell you about the pictures they draw.
Stop before you turn the page and ask your child what they think will happen next.
Read "wordless" books.
Expand on your child's descriptions. You: What have you got there? Child: A ball. You: Oh, it's a big, red, bouncy ball! What game shall we play with it?
November 2023
Read
Maybe a Bear Ate It! by Robie Harris
After a sleepy yawn and big stretch, a young creature finds his book missing from his bed. He imagines all sorts of horrible things that could have happened to it, and when he calms down he finds it buried under the bed--where readers will note it's been all along!
Choosing Books
Books that help build describing or retelling skills (sometimes called "narrative" skills):
Books with a repeated phrase Books that repeat part of the story Books that tell a tale that builds on itself Books where the events happen in an order Books with detailed illustrations Wordless picture books
Some examples:
The first five years of your child's life are very important for developing social and emotional skills that will help them have healthy relationships with other children and adults. Reading picture books with your child can provide ways to talk about social and emotional concepts in a way that makes sense to them. For example, the illustrations in a book often show a character with different emotions. Talk about the pictures with your child and help give them words to name the feelings the character is having. "Look at Creature's face on this page. He sure looks worried!" "He looks very upset in this picture. How do you know he is upset?"
Write
Being able to re-tell stories is an important part of narrative skills. Create a book from blank paper folded in half and ask your child to tell you about an activity or special event shortly after it happens. Write down what they say, and ask them to draw pictures to illustrate the book. The book would be fun to share with others and help your child understand the power of words.
Play
Play hide and seek with your child by hiding a small toy or object somewhere in the house or yard. Lead your child to the object using the words "over," "under," "through," "around," etc. Example: First walk through the kitchen. Now crawl under the table and walk over the rug to the living room. Walk around the coffee table and see if you can find the (object).
Find more "Bookworms" at https://libraries.idaho.gov/publications/bookworm/
. Funding for this project is made possible by the Idaho Commission for Libraries' Read to Me program and the
U.S. Institute of Museum and Library Services under a provision of the Library Services and Technology Act. Printed 2023
The Bear Went Over the Mountain
The bear went over the mountain, To see what he could see.
And all that he could see,
Was the other side of the mountain, The other side of the mountain. The other side of the mountain, Was all that he could see!
To hear the tune of this song, visit: www.nurseryrhymes.org/the-bearwent-over-the-mountain.html
At your library ...
Idaho Family Reading Week is an annual statewide celebration of reading as a family activity. Ask your librarian if the library is planning special events and programs planned for Family Reading Week, November 6-12, 2023. | 1,522 | 909 | {
"id": "<urn:uuid:0ad7654d-a563-44c0-b4f3-7569daaaf6ff>",
"dump": "CC-MAIN-2025-08",
"url": "https://libraries.idaho.gov/wp-content/uploads/Bookworm-Preschool-Nov2023.pdf",
"date": "2025-02-13T05:51:46",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951775.34/warc/CC-MAIN-20250213045825-20250213075825-00801.warc.gz",
"offset": 320562601,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9992969930171967,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993200302124023,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1850,
4163
],
"fw_edu_scores": [
4.03125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
CULTIVATING A GROWTH MINDSET
For some people, the fear of failure or making a mistake is a barrier to growth. It's easy to get stuck imagining the worst-case outcomes, especially during challenging or uncertain times in life. Our brains are wired to perceive threats and while this can be helpful as a protective measure, it doesn't contribute to creative thinking, growth or productive decision-making.
Professionals trained to spot and solve problems are particularly good at seeing obstacles and predicting negative outcomes. While this mindset may have helped you to succeed as a technical expert, it won't serve you as well if you want to grow and progress into more of a leadership role in your career.
Reframe how you think about failure. Your mindset is something you can shift with careful attention and practice. A growth mindset means you believe you have the capacity to change, learn and develop. Mistakes are part of the growth process. To cultivate a growth mindset, notice if you give up when things don't go as planned or blame yourself for a failed attempt. Instead, try to see setbacks as a way to learn to do things differently.
Practice letting go of what is beyond your control and dedicate your efforts to taking action where you can. Get comfortable with experimenting and letting go of perfectionism. Start to shift your attention to discovering new ways of thinking, being and doing.
Apply the power of the word "yet". If you find yourself saying I can't do that or it will never work…insert the word YET. I can't do that "yet" or I haven't tried that "yet.
What is your biggest fear about taking the next step in your career?
How does fear get in your way?
If you let go of fear, what would you be doing differently?
What haven't you tried yet?
REWRITE THE STORY
If you find yourself ruminating on all the things that could go wrong, paralyzed by fear, or too stressed to think clearly about a way forward, you are not alone! Acknowledge these feelings are real, hit pause, and explore your thoughts and default response before taking further action. Then try to rewrite the story you are telling yourself. There is more than one way to respond, even in the most challenging situations. Being mindful and choosing carefully how you respond to adversity is a learned skill that will serve you well throughout your career and life.
When faced with a challenging situation, imagine there are at least three outcomes. Notice if you tend to default to the worst-case scenario. Allow yourself to describe it and then give equal energy to describing a best-case outcome and most likely case. By training your mind to imagine three different outcomes before you take action, you will start to overcome the negative prediction loop that can interfere with your effectiveness as a leader.
Try this: Describe three possible outcomes and consider the evidence for and against each one. Then explore steps you can take to prevent a worse case outcome AND what you can do to move towards a best case or most likely case outcome.
WORST CASE SCENARIO:
What is the evidence for and against?
How can I prevent or fix this outcome if it happens?
BEST CASE SCENARIO:
What is the evidence for and against?
One thing I can do to move closer to this outcome?
MOST LIKELY CASE SCENARIO:
What is the evidence for and against?
One thing I can do to move closer to this outcome? | 1,271 | 690 | {
"id": "<urn:uuid:069a235a-0fe3-46c7-bc4b-83faf3599ffe>",
"dump": "CC-MAIN-2025-08",
"url": "https://www.krakauer.ca/wp-content/uploads/2023/01/Growth_Mindset_2023.pdf",
"date": "2025-02-13T05:19:04",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951775.34/warc/CC-MAIN-20250213045825-20250213075825-00801.warc.gz",
"offset": 776188719,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.997933566570282,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981698393821716,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1780,
3400
],
"fw_edu_scores": [
2.109375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Yellow Room
Gina C., Annie, and Flor
Activities for the week of 03/30/2020
Activity 1: Story
Learning Objectives: Language/Vocabulary, Social/Emotional, Creative representation, and Identifying Feelings.
Materials: "My School is Closed Today" book by Meredith Polsky, feelings chart, paper, crayons, and markers.
Activity Description:
* Teachers will email an English and Spanish copy of story to families to help children and families follow along during the read aloud.
* Teachers will read story to children and families via Zoom platform.
* Teachers will share how they feel about not being in the classroom with the children.
* Teachers will invite children to express their feelings.
* Teachers will provide a feelings chart to make connections.
* Paper, crayons, and markers to encourage self-expression.
Extension of Learning:
* Use puppets to tell the same story.
* Children can create their own books with help from their families to narrate.
Activity 2: Hand Tracing Cutouts, and Poem
Learning Objectives: Fine Motor, Creative Representation, Language/Vocabulary, and Health/Safety.
Materials: "All The little Germs" poem, paper, crayons, markers, glue or tape, and Scissors.
Activity Description:
* Teachers will email a copy of the poem to families to help them follow along the activity and for them to use at home.
* Teachers will demonstrate with their own hand print cutouts via Zoom platform.
* Teachers, children, and families will read aloud the poem via Zoom platform.
At Home Activity Description:
* Children will trace their hands on paper with crayons or markers (children's choice) with help of families if needed.
* Children will color their handprints if they wish too.
* Children can rip or cut pieces of paper with scissors (adult supervision and help).
* Children can glue or tape pieces of cutouts on their handprints.
* Children and families can pretend that pieces of cutouts are germs.
* Adults will assist children cutting out their handprints.
* Families will talk to their children about germs and the importance of hand washing.
* Families will read the poem to there children while children hold their handprint cutouts.
Activity 3: Song
Learning Objectives: Music/Movement, Gross Motor, Language/Vocabulary, and Health/Safety.
Materials: "Germ Stopping Song", tissues, and your hands.
Activity Description:
* Teachers will email a copy of the song to families to help follow along during the sing-along and for them to use at home.
* Teachers will sing and demonstrate with a tissue.
* Teachers, children, and families will sing together via Zoom platform.
At Home Activity Description:
* Families can talk to their children about the importance of covering their mouth when they cough and sneeze, and about washing their hands.
* Families can model and demonstrate how to cover their mouth with a tissue or their shirt/blouse neck part, when they cough and sneeze, to not spread germs.
* Families and children can read aloud the poem at home as they wish too.
Suggestions for families that have been witnessing children wanting to eat all day, due to staying home during this crisis:
* Prepare a basket or tray with a few healthy snacks for the day.
* Talk to your children and explain to them, that they have three meals a day (breakfast, lunch, and dinner).
* Show your children their basket with healthy snacks and explain to them that the snacks are for them to enjoy in between meals. Once the snacks in their basket are finished, there wont be any more snacks for the day.
In House Resources For Activities, Helpful Information, and Uploads:
* Bloomingdalefamilyprogram.org website
* Bloomingdale family Program Facebook Page
* Bloomingdale Family Program on Instagram
Stress/Tension/Sleep Relieve Apps For Families:
* Calm
* Headspace
* Breethe | 1,634 | 807 | {
"id": "<urn:uuid:0dd6dc2e-438b-4a4c-abff-9010d790b698>",
"dump": "CC-MAIN-2025-08",
"url": "https://bloomingdalefamilyprogram.org/wp-content/uploads/2020/03/Yellow-Room-Activities-Week-of-3-30-2020-1.pdf",
"date": "2025-02-13T06:41:31",
"file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951775.34/warc/CC-MAIN-20250213045825-20250213075825-00804.warc.gz",
"offset": 122709745,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9213740626970927,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9947080612182617,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1534,
3544,
3821
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
NOVA COLLEGE-WIDE COURSE CONTENT SUMMARY SPA 112 – CONVERSATION IN SPANISH II (3 CR.)
Course Description
This course teaches the oral skills to speak and understand Spanish; emphasizes and hones basic language structure, pronunciation and vocabulary; examines the sociolinguistic and cultural aspects of the language. Part II of II. Lecture 3 hours per week.
General Course Purpose
The purpose of this course is to provide the student with extensive oral and audio practice to become a proficient speaker and listener at or above the novice-high level as defined by the ACTFL(American Council on the Teaching of Foreign Languages) Proficiency Guidelines. In keeping with National Standards for Foreign Language education, culture (music, art, gastronomy, social mores, and others) is embedded in this language course. This is reflected in our listening and oral assessments.
Course Prerequisites/Corequisites
Prerequisite: SPA 111
Course Objectives
A. Listening
The student will be able to understand moderate, learned material and more complex sentence constructions, particularly where context strongly supports understanding and speech is clearly audible. The student will also understand increasingly complex questions, statements and high-frequency commands as well as video topics adapted for their use, although repetition, rephrasing and/or slower rate of speech for comprehension may still be required. (Addresses general education objectives 1.1-1.2 and 1.4-1.6 under Communication and 5.2 under Personal Development and 3.1-3.5 under Cultural and Social Understanding)
B. Speaking
The student will be able to handle a limited number of interactive, task oriented and social situations; ask and answer questions; initiate and respond to simple statements, and maintain face-to face conversations with some linguistic inaccuracy. Within these limitations, the student will be able to describe people and places, narrate recurring events in the present tense and narrate present and past events. Vocabulary is adequate to express the basic needs. Interference from native language may occur. With repetition, speakers at this level can generally be understood by sympathetic listeners. (Addresses general education objectives 1.1-1.2 and 1.4-1.6 under Communication and 3.1-3.5 under Cultural and Social Understanding.)
C. Culture
The ACTFL standards include Culture, Connections, Comparisons and Communities as part of foreign language instruction and assessment. Within these areas, students will be able to:
* Discuss and analyze the relationship between the practices and perspectives of the culture studied
* Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
* Discuss the relationship between the products and perspectives of the culture studied
* Describe the concept of culture through comparisons of the cultures studied and their own.
* Read, discuss and write about topics concerning the Spanish-speaking cultures featured in textbooks and in target language media at the novice level.
* Use the language both within and beyond the school setting
(The above areas address general education objectives 3.1-3.5 under Cultural and Social Understanding.)
Major Topics to be Included
Topics and situations to be covered are determined largely by the textbooks chosen and are shared with SPA 111, i.e., some are covered in 111 and some in 112:
* Education
* Personal identification
* House and home
* Leisure
* Earning a living
* Family life
* Weather
* Community/neighborhood
* Shopping
* Meal-taking/Food/Drink
* Travel
*
* Current events
Daily routines
* Health and welfare
* Historical developments
* Social patterns of behavior
* Contributions to the arts and sciences | 1,790 | 754 | {
"id": "<urn:uuid:2a3e4973-a7f3-4be2-b180-6564cb5b30ed>",
"dump": "CC-MAIN-2021-49",
"url": "https://www.nvcc.edu/academic/coursecont/summaries/SPA112.pdf",
"date": "2021-12-09T06:30:43",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964363689.56/warc/CC-MAIN-20211209061259-20211209091259-00143.warc.gz",
"offset": 981155966,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9931075870990753,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9930245876312256,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3272,
3796
],
"fw_edu_scores": [
2.609375
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Abbeys Pick and Mix Homework
Topic
English
Fairytale Quiz
Test your knowledge of fairytales by having a go at one of the online quizzes - like this one: https://clubskids.scholastic.co.uk/quizzes/23351/end _quiz
Can you make your own fairytale quiz? Write out your questions on one sheet and the answers on a separate sheet. Quiz your friends and family.
Design Technology
Design and create a model of Cinderella's transport to the ball. Explain what materials you would build it out of and why. Make sure that it is dazzling and magical to whisk Cinderella to the spectacular event.
You can't catch me, I'm the ginger bread man!
Have a race against members of your family or your friends. Who is the quickest? How far was your race? Can you measure the distance using steps? Take it in turns to count whilst someone runs the race. How long did it take?
Make a Gingerbread man
Can you design and make a gingerbread man as delicious as the one in the story? Take a photo or draw a picture of your tasty treat. Make sure that you weigh the ingredients carefully.
Can you create a recipe to make the perfect porridge for Goldilocks? Remember, it mustn't be too hot or too cold, it needs to be just right!
Write a set of instructions for the perfect porridge.
Spelling
Every Friday your child will receive new spellings for a test the next week. Please help your child to learn these spellings. Using the Look, Cover, Write and check strategy each day will help.
Reading
Reading for ten minutes each day is essential to help your child develop their reading skills. Please initial any home reading in the planner so that we can reward each read with a star. Children are encouraged and reminded to change their own books.
Twist in the tale.
Read a traditional tale. Think about how the story ends. How would you alter the ending to make it different? Write and draw your new ending to the story.
Art
Draw a picture of the setting for the story of the Three Billy Goats Gruff. Try to include as much detail as you can. Show the bridge over the river and the lush grass on the other side. Can you label up your picture too?
English activities you might like to practise:
* Forming and joining letters neatly.
* Writing the days of the week.
* Phonics knowledge using the links on our website.
Year 1 & 2 Autumn 1, 2021 Fairytales
Maths
How long is Rapunzel's hair?
Rapunzel's hair is incredibly long! Draw a picture of Rapunzel with her long hair flowing down around her. Measure her hair in your picture. How long is it?
Fairytale shapes
Use shapes to create a fairytale picture. How many circles, squares or hexagons have you used? Label up the shapes in your picture. If you are looking for a challenge – what other 2D shapes could you use in your design?
Number Hunt
What numbers can you find in the fairytales? Draw the items that you find in groups. For example 'three bears', 'one slipper'. Write down ten different numbers. Can you put them in order? Which is the biggest number? Which is the smallest?
Magic Bean Problem
Jack was given 5 lots of 10 magic beans to plant. What number sentence is this? Can you draw the grown beanstalks in their groups?
Maths activities you might like to practise:
* Measuring items around your house in mm, cm and metres.
* Finding shapes around your house.
* Show your family your number bond knowledge. | 1,294 | 769 | {
"id": "<urn:uuid:5901f940-7cb2-442f-8841-e9efe6ded4c8>",
"dump": "CC-MAIN-2021-49",
"url": "https://www.abbeysprimary.milton-keynes.sch.uk/_site/data/files/users/42/6018772F50C4E706A28B087EE35F68DD.pdf",
"date": "2021-12-09T07:06:01",
"file_path": "crawl-data/CC-MAIN-2021-49/segments/1637964363689.56/warc/CC-MAIN-20211209061259-20211209091259-00144.warc.gz",
"offset": 656852363,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9990968704223633,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990968704223633,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3376
],
"fw_edu_scores": [
3.75
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
LEADER'S GUIDE
let's talk about:
Purpose
welcome
Welcome your dads and kids. Serve breakfast.
pride exercises
Have dads turn to their child and say "I'm proud of you this month because…"
shout it out
What does it mean for something to have purpose? Have the kids shout out their answers.
video
Say: Have you ever wondered why your parents, teachers, or coaches ask you to do something? You are trying to discover the purpose of it. Purpose is the meaning behind why something is done, said, created, or exists. As this clip shows, sometimes there is great purpose even in the little things we do.
After the video say: Dads and kids, think about what you saw and let's talk about it.
discussion
GROUP QUESTIONS
How does the boy respond to it in the beginning?
What is the purpose in the jacket exercise?
How does his attitude change as he learns the purpose of the exercise?
How important do you think it is to know the purpose of what we do or who we are? Why or why not?
DAD & KID DISCUSSION QUESTIONS (print + pass out discussion card printable)
Dad to Kid: What is something you would like to do that has a great purpose?
Kid to Dad: What is one thing you do because it has a great purpose?
Kid to Dad: Why do you consider the purpose of that thing important?
Dad to Kid: What is one thing I ask you to do that you don't enjoy? What do you think is the purpose of it?
activity
3 STARS AND 1 WISH
Materials: Colored or plain paper, markers, pens or pencils
Say: Each of us has a purpose for our life. As a kid, you can start now to decide what your purpose is. Let's take a moment to dream.
Instructions: Have the kids draw three (3) stars and a rectangle anywhere on the paper (Ask the dads to help.). Ask the kids to come up with three (3) things they do well and write each in or around the stars. This can be anything about themselves, school, or their activities. Then ask them to come up with a wish. This can be something they need, something want to do better, or a goal. Write the wish in the rectangle. Once everyone is done, ask volunteers to share with the group. Have the dads and kids take home the sheets and display them in a prominent place. Suggest having the entire family look at the goal and see how they can help the child achieve it.
father time reading challenge
Say: Children who are read to frequently and who are encouraged to read on their own often have stronger vocabulary, math, and writing skills. Shared reading also has the additional benefit of promoting closeness between you and your children. This is why we have the Father Time Reading Challenge. To make it easy, we have selected books on this month's topic for you to read to or with your kids. These books are located on the Bring It Home resource on your member dashboard.
encourage membership
Tell the dads the benefits of becoming an All Pro Dad Chapter member by sharing the following points. Then explain how to become a member.
Say: You know that one hour a month in a chapter meeting has a huge impact on your father-child relationship. Here are other benefits for becoming a member. You'll receive:
* The All Pro Dad Play of the Day daily email with tips on how a dad can be a hero to his kids.
* Chapter meeting notifications so you don't miss a single opportunity to connect with your kids.
* The Bring It Home resource, which you can use to go deeper with you kids every month at home.
TO BECOME A MEMBER DADS CAN
2. Find your chapter.
1. Visit http://allprodadchapters.com/chapters
3. Select "Join Chapter."
wrap up
Thank dads and kids for joining! Tell them to login at allprodadschapters.com to download the Bring It Home resource from their member dashboard. Announce the next meeting and encourage them to invite someone new.
LEADER'S GUIDE page 2 | 1,448 | 851 | {
"id": "<urn:uuid:ef421f1f-6fcd-4b15-8eea-d2fa60ff9790>",
"dump": "CC-MAIN-2021-21",
"url": "https://apdc-curriculum-demo.s3.amazonaws.com/pdfs/Purpose-LG.pdf",
"date": "2021-05-11T03:31:16",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991641.5/warc/CC-MAIN-20210511025739-20210511055739-00307.warc.gz",
"offset": 126150073,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.998972624540329,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9989405274391174,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1392,
3795
],
"fw_edu_scores": [
3.21875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
} |
Select one activity from the following to complete. Samples of each activities are also listed. As this is the last 3 days of the school year, a couple of these activities will provide a moment of much needed reflection.
Activity 1: Drawing – Three Styles of Art
-Materials: White Paper, Pencil, Eraser, Ruler, Color Pencils
-Directions: (Subject: refers to the main idea that is represented in the artwork.)
1.) I suggest placing paper horizontally. However, it can be vertical if you desire.
2.) Select a subject. It can be an animal, object, person, or landscape. Your subject will be drawn in three different styles.
3.) Lightly sketch the subject onto your paper. Be sure that the subject covers most of the paper. From left to right and top to bottom.
4.) Divide the paper into three sections lines.
5.) Make changes to your subject to fit the corresponding style in the section. The section on the left will be abstract, the center is realistic, and the right will be non-objective. Remember abstract and nonobjective will look different and odd compare to realistic which is okay! Be sure to keep the sections unified.
6.) When you are satisfied with sketch, use color pencils to color in your subject.
Activity 2: Drawing – Memory Wheel
-Materials: White Paper, Pencil, Eraser, Scissor, Color Pencils, Markers
-Directions:
1.) Place white paper vertically.
2.) At the very center of the paper draw a small circle. You may decorate and label "6 th Grade Memories."
3.) Draw a bigger circle that is close to the edges of the paper. It will look like a giant donut.
4.) Divide the donut into at least 6 sections.
5.) Considering this is your first year of middle school, think back to the first day of 6 th grade. What were your favorite memories? Ex: being a big buddy, trying out/joining a team, a moment when your teacher helped you, maybe something during After School Care, making a new friend(s), student council, etc.
4.) In each section, draw a memory. Try not to use words.
5.) Use color pencils and markers to color in your drawing.
Activity 3: Reflection Drawing – 7 th Grade Bucket List
-Materials: White Paper, Pencil, Eraser, Markers, Color Pencils
-Directions:
1.) Place paper vertically.
2.) You are to draw a large bucket. You can decorate the bucket as you please.
3.) Think about at least 5 goals that you wish to accomplish in during 7 th grade. Ex: make new friend(s), tryout for a team, score the winning point for your team, NJHS, read (#) books every month, have a family or friends movie/game night once a month, receive an award for history and/or science fair, etc.
4.) On the bucket, think about these goals and draw them out. Try not to use words.
5.) Use markers and/or color pencils to color in your bucket list.
Activity 1
Activity 2
Activity 3 | 1,193 | 656 | {
"id": "<urn:uuid:a047b001-e8cf-418e-88ff-8e6ae1a21692>",
"dump": "CC-MAIN-2021-21",
"url": "https://d2y1pz2y630308.cloudfront.net/14029/documents/2020/5/6th%20Grade%20Distance%20Learning%20-%20Wk%2011.pdf",
"date": "2021-05-11T05:30:45",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991641.5/warc/CC-MAIN-20210511025739-20210511055739-00307.warc.gz",
"offset": 213668099,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.995940238237381,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9957939982414246,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2109,
2755,
2767,
2779,
2791
],
"fw_edu_scores": [
4.4375
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Family Devotion:
Family Faith Talk
At Home Sunday School for Your Family
Today's Bible Story:
Read aloud Matthew 28:1-10.
Say: Christ is risen! The disciples saw Jesus die on the cross just days earlier. Now, the women went to the tomb to finish the burial work they couldn't do before the Sabbath. But instead of finding Jesus, they find an angel instead! And what's the first thing the angel says? "Don't be afraid." Don't be afraid! The way Jesus birth was announced by angels is the same way his resurrection is announced by the angel. Seeing an angel must be a frightening thing, especially when you don't expect it. Jesus' disciples were also living in fear at this point anyway - afraid for their lives and what life looks like without Jesus in it. But they didn't have to fear anymore, because Jesus rose from the dead! Even today, with all the scary things in our world and lives, we don't have to fear either, because Jesus is alive! Jesus gives us hope, life, and peace. He is alive forever, he is with us always, and we don't have to be afraid! Christ is risen!
Family Prayer:
Jesus, thank you for rising from the dead! Thank you for the life you give us in heaven because you're alive. Calm our fears and help us to know your peace. In your name we pray, Amen.
This Week's Memory Verse:
He is not here, for he has risen, as he said.
Matthew 28:6a
Song Suggestions:
Search for these groups on YouTube to find great Sunday school and Scripture songs to sing as a family!
Sunday School Songs Concordia Publishing House (a large collection of songs/hymns by CPH)
Seeds Family Worship (Scripture verses)
Lifetree Kids
Cedarmont Kids (more familiar Sunday school songs)
Get your family thinking deeper about the story with these discussion starters:
How might the women have felt before they talked to the angel? How do you think they felt after?
What was the message the angel gave to the women?
How would the story be different if Jesus hadn't risen from the dead?
How does Jesus' resurrection give us hope and peace?
What fears can our family give over to Jesus in prayer?
How can we share the Easter story with others?
What needs does our family have that we can pray about?
Crafts and Activities:
Search Google for "Easter Sunday" for printable coloring pages!
Craft Ideas:
Decorate a window in your home with paper crosses, hearts, Easter eggs and Easter words like Alleluia, He is risen, or Happy Easter. Let your window be one way your family witnesses to others about your faith!
Activity Ideas:
Make a blanket tomb and act out the story of Easter.
Go in the tomb and discover it's empty!
All Wrapped Up: Wrap a family member head to toe in toilet paper. Say: Just like you're wrapped in toilet paper, we are wrapped up in our sin. Our sin makes it hard for us to move or see or do anything right. On Good Friday, when Jesus died on the cross, he took all our sins away. He forgave us completely. On Easter morning, Jesus broke free from death and the tomb by rising again! Just like Jesus rose from the dead, we have new lives now too! As a family, say a joyful, "Christ is risen, he is risen indeed!" as your wrapped up family member breaks free. | 1,256 | 718 | {
"id": "<urn:uuid:e3297a5c-a5d4-4236-b1c9-1bb39451b128>",
"dump": "CC-MAIN-2021-21",
"url": "https://www.ourredeemerkingsford.org/uploads/1/2/4/2/124270072/family_faith_talk_sheet_easter_sunday.pdf",
"date": "2021-05-11T05:14:13",
"file_path": "crawl-data/CC-MAIN-2021-21/segments/1620243991641.5/warc/CC-MAIN-20210511025739-20210511055739-00306.warc.gz",
"offset": 957088181,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9978312253952026,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978312253952026,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
3196
],
"fw_edu_scores": [
2.515625
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Britto Class Autumn Term 1
Dear Parents and Carers
The topic this half term is 'Rivers and Oceans'. This will be a cross curricular unit so will link in to all our subjects this half-term. We will be reading the book 'This Morning I Met a Whale' by Michael Morpurgo.
We will be looking at our class artist Romero Britto and his paintings.
We will be taking a trip to the Horniman Museum to look at the different sea life in the aquarium.
All the learning in this unit has been specifically designed to help your child achieve the skills outlined in the new national curriculum. Children will be reading, researching, writing, illustrating, working on their own and working in groups.
Please discuss with your child the learning they have done as the term progresses and let them teach you.
General Reminders
School starts at 8:50am. The class register will close at 9.00 am.
Children arriving after 8:50am will need to go through the office door and their arrival will be recorded in the late book.
If children arrive after 9.00 am they will be marked as late in the register. Please ensure that your child arrives to school on time every day, we start our learning as soon as the day begins.
Absence
Please ensure that you contact the school to notify them of any absence from school and the reason for this. A phone call on the day is always appreciated.
Jewellery
For the safety of your child please ensure that they do not wear hoop or drop earrings, necklaces, rings or bracelets to school. Children will be asked to remove such items when at school. Small stud earrings are allowed.
P.E
Year 3 will now have a double PE lesson every Thursday afternoon. Please ensure that your child has their Holy Trinity PE kit in school all week. Please ensure the PE kits are taken home each Friday to be washed and returned to school the following Monday.
Labelling Clothing
Please ensure that all clothing is labelled with your child's name. We cannot be liable for lost or misplaced clothing that is not clearly labelled.
School lunches/Packed lunches
Please try to ensure that your child does not change their lunch option in the middle of the half term. This causes confusion for the office. If your child has a packed lunch please ensure that the food provided includes healthy options and forms a wellbalanced lunch.
Breakfast
Please ensure your child has a healthy breakfast and has a good start to the day. We will now be offering children porridge during their morning break time free of charge. However, this is not a substitute for breakfast!
Bedtimes
It is so important that your child goes to bed at a sensible time. A good nights sleep will ensure they are ready energised and ready for learning.
Helping your child to learn … How you can help?
English
Reading records
Reading journals and books should be brought to school every day. It is important that you read with your child at home every day. Ideally you should try to read with your children for 20 minutes every night. Regular practice is the key to achieving greater confidence and fluency in reading as well as continued enjoyment.
Spelling
The words below are common words, which your child will need to know, even to tackle very simple texts.
Learning these words early will help your child develop pace and accuracy in their reading and writing at an early stage.
There are many simple ways that you can help your child to learn these words at home. For example you
could…
- Read the words to your children as well as listening to them reading to you.
- Display the words around the house. This could be done by making labels to stick on cupboards, fridges and doors
- Play games like snap and matching pairs.
Below is a list of words children in Years 3 and 4 are expected to practice.
Maths
One of the most important elements in maths learning is for your child to have a clear understanding of numbers.
This includes them being able to …
- Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
- Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
- Compare and order numbers up to 1000
- Identify, represent and estimate numbers using different representations
- Read and write numbers up to 1000 in numerals and in words
- Solve number problems and practical problems involving these ideas.
It would be helpful if you could practice these skills at home with your child, revisiting these activities regularly to secure your child’s understanding.
By carrying out these simple activities you will be providing a huge boost to your child's learning and progress over this coming year.
Home Learning
Home Learning is outlined below and will be set each Tuesday for return on the following Monday at the very latest.
Pack of home learning
- Daily reading at home using books from home or school recorded in their reading journal with parental comments and brought to school every day.
- a piece of English home learning – linked to the learning covered that week.
- a piece of Maths home learning – linked to the learning covered that week.
- Spellings– for the children to learn. The children will need to know these for a weekly test on Mondays.
We hope this pack gives you a clear understanding of what your child will be doing this term. We appreciate your support and if you need to discuss any matters with us, please feel free to ask any questions. Thank you. | 2,027 | 1,139 | {
"id": "<urn:uuid:3b0b2949-6933-431f-a1a7-aab37769df27>",
"dump": "CC-MAIN-2017-39",
"url": "http://holytrinity.lewisham.sch.uk/wp-content/uploads/2013/12/Year-3-Britto-Class-Autumn-Term-Learning.pdf",
"date": "2017-09-22T08:09:36",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818688926.38/warc/CC-MAIN-20170922074554-20170922094554-00091.warc.gz",
"offset": 153470800,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989553540945053,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993425011634827,
"per_page_languages": [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
26,
2036,
3801,
5242,
5462
],
"fw_edu_scores": [
2.578125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
June 2004
U.S. Government Report Shows Tuna Fisheries Are Still a Threat to Dolphins
In an August 2002 report that has just reached the public, U.S. government scientists admit that two dolphin populations in the eastern Pacific Ocean are seriously depleted and may not recover for 200 years, likely because of the deadly chasing and encircling practices employed by the Mexican tuna industry.
The report, apparently kept under wraps for months until the Earth Island Institute made it public on December 5, says that the "northeastern offshore spotted dolphins are at 20% and eastern spinner dolphins at 35% of their pre-fishery levels; and neither population is recovering at a rate consistent with these levels of depletion and the reported kills."
In other words, both dolphin populations are less than half of what they were in the 1950s, when tuna fisheries began using massive "purse-seine" nets to intentionally chase and encircle dolphins, which frequently swim with tuna in this region. An estimated six million dolphins have been killed since the 1950s, reportedly because of this tuna fishing technique. The report's findings were meant to be the basis for the U.S. Department of Commerce's decision on whether to weaken dolphin protections so that the Mexican tuna industry could sell its fish under the "Dolphin Safe" label in the United States. But on December 31, 2002, despite the findings, Secretary of Commerce Donald L. Evans announced a "no significant adverse impact" finding.
Evan's announcement allowed the government to weaken the "Dolphin Safe" label so that tuna caught with the chasing-and-encirclement technique could use the coveted label. This decision not only threatens more dolphins, but also deceives American consumers who have trusted the "Dolphin Safe" label since 1990 when all major U.S. tuna companies adopted it.
The decision could also affect the recovery of eastern Pacific dolphin populations. The government's 100-page report—prepared by NOAA Fisheries' Southwest Fisheries Science Center and based on research conducted from 1997 to 2002—cites three contributing factors as to why these dolphin populations are not recovering, but scientists clearly suspect the eastern Pacific tuna industry as a major factor.
"Despite considerable scientific effort by the fishery scientists, there is little evidence of recovery, and concerns remain that the practice of chasing and encircling dolphins somehow is adversely affecting the ability of these depleted stocks to recover," the report states.
The report suggests that the "chasing and encircling" technique kills thousands of dolphins a year. Many of them die in the nets, but the inhumane fishing technique also induces stress among dolphins and even separates calves from their mothers, both of which could lead to further mortality.
Some environmental and conservation critics are alarmed that the United States wants to appease Mexico and weaken the "Dolphin Safe" label. The Dolphin Conservation Act, passed in 1997, currently allows for the importation of "dolphin deadly" tuna, but Mexico's fishing industry wants to sell its tuna under the trusted and more coveted "Dolphin Safe" label— without having to change its lethal fishing practices. | 1,378 | 649 | {
"id": "<urn:uuid:abb7cb11-48f7-4890-af05-c30433b6fa04>",
"dump": "CC-MAIN-2017-39",
"url": "http://vidamarina.org/pdfs/june2004d.pdf",
"date": "2017-09-22T08:12:56",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818688926.38/warc/CC-MAIN-20170922074554-20170922094554-00096.warc.gz",
"offset": 342601456,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9971001446247101,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9978805780410767,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2836,
3251
],
"fw_edu_scores": [
2.125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Dot Plate Activities
1. Basic Flash & Response
Flash plates for one to three seconds and ask students to respond with how many they saw. They can respond in several ways, all of which build different skills.
a. As an introductory activity or for younger students, have students recreate the pattern on a blank plate on their desk.
b. Oral response
c. Students hold up number cards or number fans. This format allows all students to answer and allows the teacher to scan the responses held up.
d. Students write responses on white boards.
e. Students hold up the corresponding number of fingers. Have students share their finger representations and the differences. For example, for a plate showing 4 you could see some students with four fingers on one hand, or another with two fingers held up on each hand.
When students have explored part part whole relationships in other contexts, you can have them change their initial finger representation to another equivalent one.
f. As in e, you can have students respond with fingers but they hold their hands up to either side fo their head so they can't see their fingers. This is called bunny ears, and may initially be quite difficult for some students. The ability to visually picture your fingers is called finger gnosia and appears correlate to early math ability.
For any response method, discussion of what students saw is a critical component. Ask How did you know that? or How did you see the 5?
You should start with plates for 1 -3, and build up over time as students become proficient. Leave plates they have mastered in the mix.
2. Near Numbers
Dot plates are a great tool for exploring near numbers.
a. Near Number Flash
Tell the student ahead of time that you will be looking for one more than the number on the plate. Flash a dot late for 1-3 seconds and use one of the response methods from part 1.
Once again, discussion is a critical part of the response.
For example, for one more than this plate
a student might say I thought of a dot in the middle and it looked like the 5 on a dice or I added a dot on this side and it made 3 and 2.
b. Make Near Numbers
Give students two blank plates and two colour counter.
The teacher flashes a dot plate and students create one less than on the left plate and one more than on the right plate.
Key Points for Near Numbers
i. Student should be familiar with different dot plate representations of the number being used. For example, if you are doing one more than and you show 4, they should know several dot plate pattens for 4 and 5.
ii. Some plates should be made or selected ahead of time that scaffold the relationships. Other plates where the relationship is not as obvious can be mixed in.
For example, these plates are a good scaffold for one less.
.
While I might use these for one more.
iii. You should usually approach the relationships in the order of one more, one less, two more, and then two less for each number.
Equality
a. Same Same but Different
Teacher flashes a dot plate. Students create a pattern on their blank plate that has the same number of dots but a different pattern or uses two colours. You can specify whether you want two colours on some days.
A variation is give the numeral orally or an a numeral card and students make their patterns.
b. More & Less
Teacher flashes two dot plates. Students put a thumb left or left to show which has more.
You should also ask which has less.
Have a fun routine for when they are equal - students get to make a wide leveling gesture with both arms, etc.
Odd or Even
Teacher flashes a dot plate. Students respond with odd or even orally or using a two sided card (word odd on one side, even on the other).
Be sure you select plates where pairs of dots can be seen.
Doubles
Teacher flashes a dot plate. Students respond with double the number of dots.
The number range should reflect the grade level, and I would normally avoid two colour plates.
Anchors
Teacher flashes a dot plate. Students respond with how far the number is from 5.
You should start numbers within two and then add other numbers less than 5 as students have explored part part whole for 5 in other contexts.
How far from 10 can be used for older students.
Both these activities should follow similar activities using 5 and 10 frames and after students have become familiar with the dot patterns being used. | 1,681 | 942 | {
"id": "<urn:uuid:2cfd90b1-95bf-4d07-bb8d-b1833d565104>",
"dump": "CC-MAIN-2017-39",
"url": "http://teachmath.openschoolnetwork.ca/wp-content/uploads/documents/DotPlateActivities1.pdf",
"date": "2017-09-22T08:12:07",
"file_path": "crawl-data/CC-MAIN-2017-39/segments/1505818688926.38/warc/CC-MAIN-20170922074554-20170922094554-00094.warc.gz",
"offset": 338700005,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9983163475990295,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9988589286804199,
"per_page_languages": [
"eng_Latn",
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1602,
2967,
4408
],
"fw_edu_scores": [
4.28125
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
Indicate Omission
An ellipsis is a series of three dots ( . . . ) which shows that some text has been left out. Omitted material can include the passage of time, an unfinished thought, or text from a quotation that does not affect the meaning of the quotation.
DIRECTIONS: Read each sentence below. Identify what the ellipsis in each sentence indicates. Write the correct letter on the line.
A. passage of time B. an unfinished thought
C. text from a quotation
_____ 1. "I was thinking . . ." Karen began.
_____ 2. Rachel trained . . . and trained . . . and trained.
_____ 3. When questioned about the incident, Jim said, “Yes, I was there . . . but I didn’t see anything.”
_____ 4. Winter came . . . and then spring . . . and still Jerry did not return.
_____ 5. "I forgot all about it," Jim said. "I just . . . forgot."
_____ 6. The entire town . . . was temporarily devastated by the flu.
_____ 7. Lincoln . . . was very accomplished in many ways.
_____ 8. The moon rose . . . we saw their dark shadows coming across the silvery field at last.
_____ 9. "I was under the impression that . . . didn't you graduate last year?"
_____ 10. They didn’t come across any signs of life, animal or vegetable, for weeks . . . their long, drawn‐out death must have been agonizing. | 806 | 550 | {
"id": "<urn:uuid:38357e5f-eaf8-4be1-8b56-7bbb43558ce9>",
"dump": "CC-MAIN-2019-26",
"url": "https://www.englishworksheetsland.com/grade8/language/5/1indicate.pdf",
"date": "2019-06-18T16:39:24",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998808.17/warc/CC-MAIN-20190618163443-20190618185443-00120.warc.gz",
"offset": 741749452,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9995793700218201,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9995793700218201,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
1284
],
"fw_edu_scores": [
3.71875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
First Grade Assessment and Grading Practices
The First Grade team is committed to creating equal assessments and assessment opportunities for all First Graders. In efforts in doing so, we will all have common summative assessments. These summative assessments will all include a grading rubric. This will provide you a breakdown and explanation of how your child received their grade. The teacher will mark on the rubric which area their grade is in, as well as what questions they have missed. These rubrics should help clarify many questions you may have about where your child stands, and the what grade they received.
Learning Progression
| B/ 1 | P/ 2 | M/ 3 |
|---|---|---|
| A students performing below grade level standard for the standard being assessed. | A student progressing towards meeting first grade level standard being assessed. | A student meeting the first grade level expectations and benchmark for the standard being assessed. |
1. What determines a level 3 and level 4 questions?
- A level 3 question is meeting the standards
- A level 4 question is independently applying the learned skill, or using critical thinking to answer the question. Level 4 questions are not a part of the instruction or the standard.
2. How do I know if my assessment has a level 4 question embedded?
- All assessments will include a rubric to explain how the assessment was graded. This will explain what classifies as a 3 or 4.
- The 4 question will be marked as the "Exceeds Question" or with an "E."
3. What is a quality example of a level 4 question?
- An example of a number sense level 4 question is "Explain a time you use skip counting in real life."
4. What is the frequency of assessments?
- Word study assessments will be assessed weekly on Fridays. These will take place after a full week of instruction.
- Formative assessments will be given throughout units. This will assess progress and understanding throughout that unit.
- Summative assessments will be given at the end of each unit. All summative assessments will include a rubric to explain the breakdown of grading.
5. Will parents be notified when assessments will occur?
- Summative assessment dates will be included in our weekly updates.
6. Are weekly word study assessments being sent home on a weekly basis?
- Word study assessments will be sent home the week after they are assessed.
7. How do I access my child's assessment to determine deficiencies?
- Assessments will be sent home after the assessment is graded. Please see rubric as a guide for each assessment. Areas of need will be circled or marked on the assessment.
8. How frequent are grades being updated on ParentVue?
- Every two weeks teacher will upload grades into ParentVue. These grades will reflect what was assessed within that time period.
PBL Assessments/Performance Based Assessments
1. How are project based learning experiences assessed?
- Project Based Learning experiences will be graded based off a rubric. These may include multiple subject areas, and multiple different grading points. The rubric will be sent home after the PBL experience is completed and graded.
2. Are rubrics being provided to parents for when students are being assessed with a Project Based
Assessment?
- The rubric will be sent home after the PBL/ PBA experience is completed and graded.
3. Are standards being explained to parents within the Project Based Assessment?
- The standards will be attached to all rubrics and summative assessments.
4. Do all Project Based Learning experiences have a rubric?
- Yes, all PBLs will have a rubric.
5. Do our classrooms include traditional and nontraditional grading tools?
- Yes, we include a wide variety of assessments and grading tools. These include observational grades, formatives, summatives, and project based assessments. | 1,703 | 814 | {
"id": "<urn:uuid:7e0bc302-7ef0-47d6-8b12-e077f0286c87>",
"dump": "CC-MAIN-2019-26",
"url": "https://www.lcps.org/cms/lib/VA01000195/Centricity/Domain/24337/FIRST%20GRADE%20Assessment%20and%20Grading%20Practices.pdf",
"date": "2019-06-18T16:40:01",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998808.17/warc/CC-MAIN-20190618163443-20190618185443-00125.warc.gz",
"offset": 807867367,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9993051588535309,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9993571639060974,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2452,
3838
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 1,
"duplicate_count": 0
} |
What is this building and how does it function?
This is the Great Stupa at Sanchi, located on a hill in the countryside of central India just north of presentday Bhopal. It is the largest of several stupas at the site, which also includes the remains of several monastic buildings, including dining halls and pilgrim rooms.
Stupas are dome-like structures, originally mounds honoring the relics of great leaders or princes, which later became associated with the relics of the Buddha. When the historical Buddha died, his physical remains were said to have been distributed among ten burial mounds. Several centuries later, during the reign of the emperor Ashoka (272–231 bce), these remains were subdivided into even more sites, one of which was Sanchi.
Early Buddhist stupas were mounds surrounded by a fence—not unlike the sacred trees and other village shrines found throughout India—that became objects of worship. Devotees walked around the stupa in a clockwise fashion. As stupas became more elaborate, they were crowned with a platform and a series of disks derived from umbrellas (originally used to shade royalty). The dome itself was garlanded with flowers, and gateways were added at the cardinal points. Stupas were venerated as a symbol of the Buddha's final release. The presence of relics or texts rendered the site sacred, similar to the bishop's throne or reliquaries at the heart of European cathedrals. As Buddhism developed across Asia, the stupa evolved into a pagoda form, and as the image of the Buddha developed, it began to appear inside the stupa or in separate image halls.
When and how was it made?
The original stupa at Sanchi was probably a modest burial mound of mud and clay. This stupa was repaired and doubled in size around 150 bce . The dome was encased in masonry, and a walking terrace was con structed 16 feet off the ground. The elaborate stone fence was added on ground level. The Great Stupa achieved its present state around 75–50 bce , most notably with the addition of the four elaborately carved gateways, carved in a finer sandstone, perhaps by ivory carvers as indicated in an inscription on one of the panels. Between around 1100 and 1900, Sanchi lay deserted. Today, it remains the best-preserved example of an Indian stupa.
How do art images function in this type of building?
As stupas became more elaborate, their complexes developed narrative spaces in which to carve stories of the life of the Buddha, as well as to create images of the patrons who commissioned the work. The image of the Buddha in human form does not appear at Sanchi, but the Buddha's presence is honored symbolically with images of footprints, riderless horses, umbrellas, an empty seat, and so on, thus providing evidence for an aniconic phase in Buddhist art according to some scholars. His previous lives (jatakas) are told in rich narra tive detail, and there are numerous scenes of people and animals worshiping the bodhi tree, the wheel, and other sacred sites associated with the Buddha. One explanation for the missing figure of the Buddha is that, having attained nirvana after so many previous lives, it would be inappropriate to show him in the physical form that he has left behind.
Almost all the carving on the Great Stupa appears on the four gateways, each facing one of the four cardinal directions. This photograph has been taken near the southern gateway (right) where the original entrance path would have been.
The two pillars on each gateway support three crossbeams. The images on these pillars and crossbeams give us great insight into ancient beliefs and customs. They also indicate Buddhism's readiness to incorporate indigenous, local beliefs into the Buddhist practice. Several gateways, for example, are adorned with female fertility spirits (yakshis) who bring auspiciousness to the site. A similar figure of a yakshi from a railing pillar can be found in the Indian galleries at the Asian Art Museum. | 1,554 | 843 | {
"id": "<urn:uuid:f933c366-b140-4c78-b407-e68f509ab68d>",
"dump": "CC-MAIN-2019-26",
"url": "http://education.asianart.org/sites/asianart.org/files/resource-downloads/Stupa_Photograph.pdf",
"date": "2019-06-18T18:02:02",
"file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998808.17/warc/CC-MAIN-20190618163443-20190618185443-00129.warc.gz",
"offset": 57180540,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9989903271198273,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9990200996398926,
"per_page_languages": [
"eng_Latn",
"eng_Latn"
],
"is_truncated": false,
"extractor": "docling",
"page_ends": [
2281,
3967
],
"fw_edu_scores": [
3.046875
],
"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.