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Birds of the Brukunga mine Since the native vegetation on the tailings dam has begun to establish, there has been increased bird activity in the area. Birds come to the site to feed on insects, native flowers and to breed. Phylidonyris novaehollandiae - New Holland Honeyeater Diversity The diversity of birds at the mine gives an indication of the status of the vegetation. There needs to be a good mixture of trees and shrubs to make a suitable habitat for different types of birds. This ensures there are a combination of ground foraging birds, understorey birds and upper storey birds. A Birds Australia study indicated that bird diversity increases with the proportion of native vegetation (Gosper 2001). Malurus cyaneus - Superb Fairy-Wren A healthy understorey of native shrubs and/or grasses is one of the most important factors in maintaining bird diversity. Native shrubs provide nesting habitat for small birds, and a range of food such as nectar, seed, insects and fruit that are not always available from eucalypts (Ford 1989, Gosper 2001). At Brukunga we have many native shrubs and trees available for birds to call home. Habitat At Brukunga fallen trees are left in place to provide valuable habitat for birds and other wildlife. Fallen branches decompose to provide nutrients to vegetation. Bark and ground foraging birds are also more abundant in areas with many fallen trees or branches (Gosper 2001). Pardalotus striatus - Striated Pardalote Pests Birds also play an important role in pest control. A healthy bird community removes between 50 and 70% of the leafeating insects from patches of farm trees (Gosper 2001). A range of birds have been observed at the rehabilitated tailings dam on two visits, 17/10/03 and 07/01/04. These observations were conducted both in the early morning and late afternoon, during peak activity periods. However to gather data on migrating species, such as Robins, more observations need to be made during autumn and winter. A regular program of bird observation has been instigated to monitor these trends and to gather data. Table 1 shows the species identified at the site to date. Observers: Ian Hopton and Jayne Randall – PIRSA Environmental Officers Platyceras elegans - Crimson Rosella Vegetation and fallen leaves over the baron tailings surface. * Introduced birds are indicated with an asterisk. References: *These photos have been reproduced with permission from Fotohead at http://www.birdphotos.com.au Ford, H.A. (1989) Ecology of birds – an Australian perspective. Surrey Beattie, Sydney. Gosper, C. (2001) Creating habitat for birds, NSW National Parks and Wildlife Service, Australia.	1,158	606	{ "id": "<urn:uuid:329888a1-332d-4b14-a514-03248ed162fd>", "dump": "CC-MAIN-2019-26", "url": "http://minerals.statedevelopment.sa.gov.au/__data/assets/pdf_file/0007/245617/brukunga_bird_list_060305.pdf", "date": "2019-06-18T16:51:39", "file_path": "crawl-data/CC-MAIN-2019-26/segments/1560627998808.17/warc/CC-MAIN-20190618163443-20190618185443-00129.warc.gz", "offset": 120336837, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9605995714664459, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9943868517875671, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2149, 2673 ], "fw_edu_scores": [ 2.890625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Teacher's Corner Using Literature as a teaching tool helps students answer the who, what, where, when, why and how in stories with rich content and strong vocabulary elements. As students respond to Literature verbally or in written form, it helps them demonstrate key understandings as they explore details and themes that are relevant in our world. The following common core questions can be used to generate further discussions and writing assignments. AMAZING ANNABELLE / LAST MONTH OF SCHOOL Chapter One --What are the names of the races for Field Day? --Which is your favorite race and why? Chapter Two --What are five things you know about The Solar System. Write them down on paper. --What trip is Mrs. Mitchell's class going on and what will they do when they get there? Chapter Three --What happened during the hoola-hoop practice race during Physical Education class? --What did the nurse find out about Tyler during a vision screening? Chapter Four --What was the last game the students played in drama class and how was it played? --What surprise did Mrs. Phillips share at the end of drama class? Chapter Five --What did Annabelle mean when she found herself 'looking at both sides of the coin?' --Tell about what you like about the Solar System. Chapter Six --What is something you're afraid of and why? --How did Mrs. Phillips help ease Annabelle's fear? Chapter Seven --What are the food groups showing on the Food Pyramid? --What is your favorite food in each of the food groups? Chapter Eight --What does the American Flag mean to you? --Why do you suppose Annabelle was chosen to read her writing piece for Flag Day? Chapter Nine --What Patriotic songs do you know that celebrate our country or our flag? --What are a few of your favorite songs to listen to for pleasure? Chapter Ten --What is a special experience you remember sharing with your dad? --What do you like to do after a long hard day of working at school? Chapter Eleven --What is the best thing about school for you? --What are some special things you do during summer vacation? Lesson Plan for: Amazing Annabelle Last Month Of School Title of Lesson: Food Pyramid Common Core Standard: W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Objective: I want the students to know what the major food groups are in the food pyramid. I want the students to understand that food plays an important part in our lives and how food can have a positive or negative effect in our overall health. I want the students to be able to sort different foods into their correct food group categories and gather information and evidence that supports their choices. Materials Needed: - Amazing Annabelle Last Month of School Book -- "Food Pyramid" Poem on chart paper (copy from book in chapter five) -- Food Group Sorting Sheet for groups -- Food Group Sorting Sheet for individual student -- Small Pictures of food from magazines and computer -- Laptop computers Lesson Application: After the students read and review chapter six of Amazing Annabelle Last Month of School which deals with the Food Pyramid, the students will do the exact lesson Mrs. Mitchell opens this chapter with in her class. The teacher will pass out index cards and instruct all students to write down their ten favorite foods. Afterwards, they will exchange cards with a partner who will circle the healthy foods. They will get their cards back and take a tally on chart paper to show how many students chose healthy or not so healthy foods. After this activity, the teacher will assign each food group on the pyramid to a group of students allowing them to gather more specific information on each one using laptop computers. Each group should gather as much detailed information as they can find and prepare to present it to the class. Each group should also use the food group sorting sheet to display foods from their assigned food group, (they can draw it or print out pictures.) Once groups are finished with their research and project they can share with the class. NOTE: This activity may take several days to complete. Assessment: Walk around with clipboard during group work and monitor progress by take notes of interactions, participation and the whole learning process. View group project. You can also give out individual Food Group sorting sheet and have students work independently to complete to see if they have an understanding of all food groups on the pyramid. Name _________________________________________ Food Groups Bread & Grains Meat & Protein Fruits & Vegetables Milk & Dairy Extra Foods Food Group: MEAT & PROTEIN Food Group: BREAD & GRAINS Food Group: FRUITS & VEGETABLES Food Group: MILK & DAIRY Food Group: EXTRA FOODS	2,046	989	{ "id": "<urn:uuid:220ef667-0391-41c1-ba44-bceedb163145>", "dump": "CC-MAIN-2018-51", "url": "https://amazingannabelle.com/wp-content/uploads/2018/05/Book-10-Teacher-Resources-b.pdf", "date": "2018-12-11T22:52:59", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00425.warc.gz", "offset": 523006093, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9526445388793945, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987838864326477, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1272, 2087, 3099, 4578, 4719, 4747, 4775, 4808, 4834, 4859 ], "fw_edu_scores": [ 4.8125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Year 8 French In Year 8, the learning of phonics is consolidated, with the aim of increasing students' confidence in speaking and listening. Students build and increase their knowledge through the study of five topics enabling them to understand and produce short paragraphs made up of linked sentences with more detailed opinions. The grammatical focus is on the present tense, near future tense and perfect tense of the most common verbs. Students are able to use a wider range of subject pronouns. Lessons include a variety of opportunities for students to acquire and apply language skills in listening, reading, speaking, writing and translating. Lessons are initially teacher-led and students are then provided with opportunities to work in pairs or in groups or independently. Lesson content is always culturally based in order to enhance students' enjoyment and knowledge of the French-speaking world. \| \| Methods of deepening and securing knowledge: \| \| \|---\|---\|---\| \| Retrieval practice \| \| Retrieval practice is evident in starter activities and in mini-plenaries and take the form of match up exercise/short translation/ low-stake quizzes. All these tasks are linked to prior learning. \| \| Elaboration \| \| Students are encouraged to elaborate by using simple justifications after providing an opinion with a greater range of adjectives. \| \| Interleaving \| \| Interleaving is essential to embed the grammatical structures and vocabulary taught. Students have access to a vocabulary booklet containing the high frequency words and phrases for each unit. \| \| Concrete examples \| \| Concrete examples are given through teachers modelling grammatical structures. \| \| Dual coding \| \| Dual coding is a strategy that students use to aid revision (highlighting/symbols) \| \| Other \| \| Independent research on cultural topics are set as Independent Learning tasks. \| \| \| \| Autumn term 1 \| Autumn term 2 \| Spring term 1 \| Spring term 2 \| Summer term 1 \| \|---\|---\|---\|---\|---\|---\|---\| \| Topic(s) \| Topic(s) \| Identity - Personality - Friendships Where I live - About town/village - Places in town - Directions \| House - Description of home - Furniture - Meals - Festivals: Christmas \| Free time - TV programmes - Technology - Cinema and films - Reading habits - Music - Festival: la Chandeleur \| Free time - Activity and weather - Clothes - Regional identity - Carnivals A visit to Paris - Historical sites \| A visit to Paris - Asking questions at Tourist Information - Opinions - Transports - Joconde’s mystery \| \| \| Assessment \| \| \| \| \| \| Independent Learning: Independent Learning is an essential part of becoming more proficient in French. It is an opportunity to: - practise further the skills of using the language - become more independent in the use of language - be able to concentrate independently on developing linguistic expertise - enjoy using the language creatively Learning Independent Learning: Regular learning of new words and structures after each lesson is an essential part of making progress in a language. The vocabulary booklet issued at the start of the year is the essential companion to learn new words and should always be the first source of help with the lesson notes in the exercise book. Other Independent Learning: This will normally be in the form of a short written Independent Learning or might be a reading comprehension. Occasionally we will ask for some research to be done and for some sentences to be learnt by heart. Online translators should not be used to translate whole sentences: they don't help students develop their language skills and so they make less progress. Independent Learning tasks are set regularly in lessons and we recommend students to take approximately 20 to 30 minutes to complete them.	1,689	775	{ "id": "<urn:uuid:8b37dc59-4a7b-49d3-ab0d-be7205e19048>", "dump": "CC-MAIN-2022-49", "url": "https://www.richmondschool.net/wp-content/uploads/2021/10/Y8-French-Curriculum.pdf", "date": "2022-11-26T12:50:20", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446706291.88/warc/CC-MAIN-20221126112341-20221126142341-00584.warc.gz", "offset": 1049292508, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979076385498047, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980090260505676, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2558, 3781 ], "fw_edu_scores": [ 3.59375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Topic Key vocabulary Please learn these words with your child and discuss their meaning. \| Word \| Definition \| \|---\|---\| \| amphitheatre \| An arena with seats rising in curved rows around an open space. \| \| Colosseum \| A huge amphitheatre. \| \| gladiator \| Professional fighters in ancient Rome. \| \| villa \| A large house. \| \| Emperor \| A man who rules an empire. \| \| chariot \| A vehicle with two wheels used in ancient times. \| \| Roman numerals \| The numbers that were used in ancient Rome. \| \| habitat \| The place a plant or animal lives. \| \| earthquake \| The shaking, rolling or sudden shock of the earth's surface. \| The Romans –Year 4– AUT 1 UPCOMING DATES AND MESSAGES th 14 September 2022 Parent Welcome Meeting 15 th September 2022 Library Bus 20 th September Year 4 Roman Day (Roman costumes optional) 7 th October 2022 Harvest Festival – Children only th 10 and 11 th October 2022 Individual and Sibling photographs Tempest 13 th October 2022 Library Bus 14 th October 2022 Black History Month Curriculum Day th 19 October 2022 Work Celebration 21 st October 2022 INSET Day - School closed 24 th October 2022 Library Bus Half Term PE Days Wednesday, Thursday and Friday Welcome to Year 4! Ms. Taylor (Pheasants) is the Year Lead. Miss. Earl (Rabbits) and Mr. Hann/Miss. Wakeman (Owls) are the other class teachers. Mrs. Harwood and Miss. Forrest will be supporting all learning. We have lots of fun things planned! Homework will be given each Friday. This will be a short activity linked to the week's learning. Reading at home should take place daily. If your child needs to change their book, they can do so in their classrooms or by visiting the school library. Useful learning links: Topic—https://www.bbc.co.uk/bitesize/topics/zwmpfg8 Reading—https://www.booksfortopics.com/ks2 Maths—https://ttrockstars.com/ andwww.topmarks.co.uk/maths- games/hit-the-button Our Key Text this half term is 'Escape from Pompeii' by Christina Balit. Science Computing \| English As writers we will be using the text ‘Escape from Pompeii’ to: ● Use a range of powerful adjectives, nouns, verbs and adverbs to construct an effective setting description. We will also be considering the impact of sentence length, using a range of conjunctions and sentence types. ● Using time conjunctions and fronted adverbials to write a series of diary entries recounting the eruption of Mount Vesuvius. As readers we will use ‘The Dancing Bear’ by Michael Morpurgo to develop our reading VIPERS skills: ● V –understanding of vocabulary ● I – using clues to make inferences ● P – using what we have read to make predictions ● E – explaining what you have understood referring to the text ● R – retrieving answers directly from the text ● S – summarising the events or main ideas from the text \| PE As athletes, we will be developing our tag rugby skills: passing tactics attacking and defending working in a team We will also be recognising our own strengths and weaknesses and set ourselves appropriate targets within varying tasks. \| \|---\|---\| \| \| Art & DT As artists and designers, we will be using our collaging skills. We will also be creating self- portraits using our sketching and observational skills. We will be responding to the work of John Brunsdon. \|	1,629	814	{ "id": "<urn:uuid:5579ee46-096d-4558-a17b-b00fd9a468c8>", "dump": "CC-MAIN-2022-49", "url": "https://www.queenshill.norfolk.sch.uk/wp-content/uploads/2022/09/Newsletter-Year-4-Autumn-1.pdf", "date": "2022-11-26T12:52:26", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446706291.88/warc/CC-MAIN-20221126112341-20221126142341-00590.warc.gz", "offset": 996191799, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9821538329124451, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9814745783805847, "per_page_languages": [ "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1987, 3293 ], "fw_edu_scores": [ 3.015625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
SESSION OF 4 Jesus and Thomas MEETING AIM To explore what it means for us to trust in Jesus, even when we cannot see him. BIBLE PASSAGE John 20:19-31 BACKGROUND We love to use this story as a finger-pointing, 'look, a disciple got it wrong' moment. But instead, perhaps we should use this story to help us remember that faith isn't always easy. For our youngest children, who may be beginning to question things for themselves and are asking whether the stories they hear match up with their own experiences and discoveries of truth, this session provides a safe space where doubts can be articulated and questions asked as we ask Jesus to reveal himself to us as a group. CIRCLE TIME 5 As you begin the session, invite the children to sit together in a circle and give out your refreshments. Encourage the children to share their stories and news from the week and celebrate special events that have taken place, such as birthdays. Ask the children to think of a time when something or someone has surprised them, and to share these stories. INTRO ACTIVITY You will need: a postcard; scissors Once you have completed your trick, say that sometimes things seem very unlikely and have to be seen to be believed! Today's story is about somebody who found it hard to accept the truth until he saw the evidence for himself. 10 Gather the children together and ask them if they believe you can walk through a postcard. The chances are they won't believe you can, so tell them that you are going to show them how it can be done. If you have never seen this trick before, you can find full instructions for cutting the postcard in the right way at youthandchildrens.work/links. BIBLE STORY story as though sharing his own recollections – it may help to dress your volunteer in a simple 'Bible character costume' You will need: a storyteller to play the part of Thomas who can learn the script and tell the Gather the children to sit in front of Thomas, who should begin the story as follows: You see, we'd all been there when Jesus was taken away to die. It was so very sad and not what we'd expected to happen at all. In the few days afterwards, we tried to lie low, me and the other disciples. We weren't sure if the Romans were going to come after us, so we thought it best to hide away. Then some of the others said they'd seen Jesus! Actually seen him, large as life and walking around again. Hello, I'm one of Jesus' friends. You might have heard of me. My name is Thomas, although sometimes I get called Doubting Thomas. I wonder if you know what that means. I get called Doubting Thomas because I doubted that Jesus really had come back to life. I found it really hard to believe! Well, you would too, wouldn't you? I think it's pretty fair to say I found this hard to believe. How could he be alive again? It just wasn't possible! Well, you'll never imagine what happened. He came! Jesus, I mean. He came to see me and the others too while we were hiding away safely. He came right up to me and showed me the scars in his hands and side. I knew it was him then. Jesus, the Son of God had come back to life again. Jesus is alive! I said I wouldn't believe it unless I saw him with my own eyes, right in front of me. If I could see the scars in his hands and side, then I'd know it was actually him and not just the others hoping for the best. Jesus challenged me. He said it was easy for me to believe he was alive because I'd seen him with my own eyes. He said it would be far better for the people who hadn't seen him but still believed, because they would be really blessed. CHATTING TOGETHER Ask the children these questions, encouraging everyone to take turns to contribute: * What is your favourite part of this story? * What would you ask Jesus if you saw him? * Can you understand why Thomas found it hard to believe? * What helps you believe in Jesus? CREATIVE RESPONSE You will need: scratch art boards; tools Invite the children to use the scratch art to reveal a picture, symbol or question in response to the story today. They may choose to write a question they would like to ask Jesus or draw something that helps them put their trust in him in their day-to-day lives, or a scene from the story. Use the coloured background to reveal the picture as a reminder of the way Jesus revealed himself to Thomas. Scratch art boards are readily available in plain A5 cards or ready-cut shapes from a variety of craft stores, including Baker Ross. Explain to the children that Jesus revealed himself to Thomas by appearing directly in front of them. How does he reveal himself to us? PRAYER group in prayer: Gather the children together and invite them to participate in the actions as you lead the Dear Jesus, even though we cannot see you with our eyes, help us to see that you are right here with us. Hold your hands up to your eyes, as though forming a pair Even though we cannot feel you with our hands, help us to feel you close to us today. Hold your hands out in front of you. Even when it's hard, help us to trust that you are right here with us. Stamp your feet. Amen. of glasses or binoculars. BECKY MAY is a writer who has worked with children and young people for many years, in a variety of different settings. She is the co-founder of The Treasure Box People.	1,931	1,183	{ "id": "<urn:uuid:40c30e8c-7969-4a53-97b2-d4c95fb65517>", "dump": "CC-MAIN-2022-49", "url": "https://d33l0wqr4t2uxa.cloudfront.net/Uploads/download/file/919204.pdf", "date": "2022-11-26T11:33:15", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446706291.88/warc/CC-MAIN-20221126112341-20221126142341-00588.warc.gz", "offset": 229185259, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991310238838196, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991310238838196, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 5319 ], "fw_edu_scores": [ 3.390625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Published on Explorable.com (https://explorable.com) Home > Intrinsic and Extrinsic Motivation Intrinsic and Extrinsic Motivation Sarah Mae Sincero28.5K reads Basically, motivation can be categorized into two types: intrinsic or internal motivation, and extrinsic or external motivation. These two kinds of motivation differ in the sources of pressure and pleasure that give rise to each of them. Intrinsic Motivation A type of motivation that depends on inner pressure, intrinsic motivation emerges from an individual's enjoyment or interest in the task at hand. Intrinsic motivation does not involve working on activities for the sake on an external reward; rather, it involves the feeling of inner pleasure in the activity itself. Furthermore, Malone and Lepper provided a definition of intrinsic motivation in 1987. They view this type of motivation as a force that involves doing activities without external inducement. Without any reward, a person is willing to act as long as he is interested or personally enjoys the task. During the studies conducted in the early 1970s, researchers found out that intrinsically motivated students willingly engage to activities for the sake of skills improvement and/or knowledge enhancement. Intrinsic motivation in these students was caused by their interest in mastering a topic rather than learning the subject to get good grades. It also emerged from their belief of having the skill that makes them capable to be effective in achieving their goals as well as their sense of autonomy towards their educational results and factors influencing them. There are many factors that promote intrinsic motivation. Some of these include challenge, curiosity, control, fantasy, competition, cooperation and recognition. Challenge is a factor that means a person is more likely to be motivated if the task involves activities that include continuously intermediate or escalating levels of difficulty towards personally meaningful goals. Control is a factor that means it is human nature for a person to want to have some degree of control over his situation. Intrinsic motivation may emerge from a person's autonomy in his actions. Curiosity is a force in a person's environment that either gets his attention for new knowledge/skills or presents incongruity between his present knowledge/skills and the possible knowledge/skills that the activity may offer. Fantasy is a factor that is in the form of mental images that stimulate a person to behave to achieve the fantasy. For instance, a student sees himself as a successful engineer after college. Cooperation is a factor that involves achieving a sense of satisfaction when a person helps other people towards the fulfilment of their goals. Competition is a factor that involves comparison of a person's performance with other's performance. Recognition is a factor that also includes the sense of satisfaction when others appreciate their achievements. Extrinsic Motivation As opposed to intrinsic motivation, extrinsic motivation [1] involves executing an action to achieve an external rewards or reinforcements. Simply put, the source of extrinsic motivation is from an individual's physical environment. For instance, bigger salary, more job benefits and high grades are rewards that lead to extrinsic motivation. Crowd cheering a person and competition are abstract sources of extrinsic motivation. This type of motivation also involves negative reinforcement, as in the threat of punishment, potential job loss or risk of failing grades. Source URL:https://explorable.com/intrinsic-and-extrinsic-motivation Links [1] http://www.psychologyandsociety.com/motivation	1,584	683	{ "id": "<urn:uuid:8b3d8d9c-9a54-4314-8a14-b078696a301d>", "dump": "CC-MAIN-2022-49", "url": "https://explorable.com/printpdf/intrinsic-and-extrinsic-motivation", "date": "2022-11-26T13:46:53", "file_path": "crawl-data/CC-MAIN-2022-49/segments/1669446706291.88/warc/CC-MAIN-20221126112341-20221126142341-00596.warc.gz", "offset": 281168821, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.997244656085968, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976239204406738, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1602, 3674 ], "fw_edu_scores": [ 2.6875 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
MEDIA RELEASE Stand together this World Environment Day Immediate release 30 May 2016 World Environment Day is around the corner – a time for us all to unite and respect Mother Earth. The Institute of Waste Management of Southern Africa (IWMSA) is encouraging all South Africans to show commitment for positive environmental change. The United Nations' annual initiative to create awareness for positive environmental action, World Environment Day, is celebrated on 05 June. Prof. Suzan Oelofse, President of the Institute of Waste Management of Southern Africa (IWMSA), says, "World Environment Day is a fantastic day for all citizens to stand together for the common good – everyone can contribute by making small changes in their everyday routines." The IWMSA is southern Africa's waste management industry body and strives towards a cleaner and greener environment. The IWMSA stresses the importance of caring for the environment all year round and calls on all individuals and organisations to reduce their carbon footprint. "We encourage everyone to make a small change each day to their daily routine; small steps make big impacts!" mentions Oelofse. Here are a few tips to follow in order to be more environmentally conscious on a daily basis: 1. Save water – turn off the tap when you are washing your face, brushing your teeth or doing the dishes. 2. Save electricity – turn off the geyser and switch off the lights when you are not using them. Switch off and unplug appliances at the wall when not in use – even when not in use, they still use electricity. 3. Shop smarter – take your own shopping bags for groceries and opt for eco-friendly products. 4. Buy local – buy locally produced products; imported goods have a larger carbon footprint. 5. Less packaging – buy items that use less packaging and use reusable containers for storing food as opposed to foil and plastic wrap that will end up in the dustbin. 6. Get active –cycle or walk to your nearest grocery store instead of driving. 7. Teleconferences – we live in a digital world; when possible, conduct your meetings telephonically instead of traveling to meetings. 8. 9. 10. Recycling – separate your waste at home and the office by putting recyclable materials in the green recycling bin or delivering it to your nearest recycler. To find your nearest recycler, visit www.mywaste.co.za. Composting– turn leftover food into compost by setting up your own composting system at home. Find out how by visiting www.iwmsa.co.zawww.iwmsa.co.za. Reuse items – convert used tires, wooden pallets, toilet rolls, plastic bottles etc. into art work, handy containers or even furniture. "By living consciously, we can all be eco-warriors. Be the change you want to see in the world and do your bit to look after the environment for the benefit of future generations,” concludes Oelofse. For more information on recycling, visit www.mywaste.co.za. For more information on the IWMSA, visit www.iwmsa.co.za. The IWMSA is also on Twitter (https://twitter.com/IWMSA) and Facebook (https://www.facebook.com/iwmsa). ### Released by Reputation Matters Media contact: Winet Fourie Mobile: 081 412 5680 firstname.lastname@example.org Email:	1,405	698	{ "id": "<urn:uuid:804d1d9b-cd85-471c-bbcd-1323394ce2a8>", "dump": "CC-MAIN-2018-30", "url": "http://iwmsa.co.za/sites/default/files/IWMSA_World%20Environment%20Day%202016_Final.pdf", "date": "2018-07-19T08:14:40", "file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590711.36/warc/CC-MAIN-20180719070814-20180719090814-00345.warc.gz", "offset": 184678499, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9951649904251099, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9964002966880798, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2147, 3222 ], "fw_edu_scores": [ 2.453125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
FOR IMMEDIATE RELEASE: April 3, 2012 A Dozen Egg Safety Tips this Easter COLUMBUS – From decorating eggs to baking Easter cookies and treats, nutritious Ohio eggs are a staple for the Easter holiday. However, if not handled properly, eggs can easily lead to illness. "Consumers who purchase Ohio-produced eggs can be confident the eggs they buy are safe and of the highest quality, because Ohio egg farmers make egg safety a top priority," said Jim Chakeres, executive vice president of the Ohio Poultry Association (OPA). "Consumers also can play an important role in keeping eggs safe and free from foodborne illnesses by following proper handling guidelines." Below are a dozen common-sense tips from the Ohio egg experts to make Easter for all consumers a safe and healthy one: 1. Choose the freshest eggs possible and open the carton before purchasing to make sure the shells are not cracked. 2. Separate eggs from other foods in your grocery cart, grocery bags and in the refrigerator to prevent crosscontamination. 3. Refrigerate eggs at 40 degrees or colder. 4. Wash hands well in hot, soapy water before handling eggs at every step, including cooking, cooling, dyeing and decorating. 5. Boil eggs at 160 degrees for 15 minutes. After cooking, cool hard-boiled eggs quickly run under cold water or in ice water and refrigerate immediately. 6. Be sure that all the decorating materials used are food-safe. 7. Keep the eggs refrigerated as much as possible. Be sure to put them back into the refrigerator whenever individuals are not working with them. 8. Dye the eggs in water warmer than the eggs so they do not absorb the dye water. 9. If hiding the decorated eggs, put them where they will not come into contact with pets, other animals or birds or lawn chemicals. 10. After all eggs have been found, throw out any that have cracked. 11. Never place an egg to be eaten on display for more than two hours. 12. Eat properly refrigerated, hard-boiled eggs within seven days. In addition, egg lovers have even more reason to celebrate the incredible egg this Easter. Recent USDA data shows that one large egg is now 14 percent lower in cholesterol, and 64 percent higher in vitamin D than previously recorded. Eggs also provide 13 essential nutrients, while only containing about 75 calories. At an average retail cost of less than 15 cents apiece, eggs are one of the most affordable sources of high-quality protein per serving in today's marketplace. Ohio is the second-largest egg producing state in the nation, producing more than seven billion eggs each year with an estimated retail value of more than $585 million. For more information on Ohio's egg farmers or egg safety, visit www.OhioEggs.com. CONTACT: Diane Hurd, (816) 556-3144	1,147	591	{ "id": "<urn:uuid:a1881896-6e45-4a68-b23a-473c3cef92e4>", "dump": "CC-MAIN-2018-30", "url": "http://www.ohiopoultry.org/media/news/docs/2012/OPA%20Easter%20release%204-3-12.pdf", "date": "2018-07-19T07:14:35", "file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590711.36/warc/CC-MAIN-20180719070814-20180719090814-00344.warc.gz", "offset": 522266500, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991299510002136, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990552067756653, "per_page_languages": [ "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2718, 2755 ], "fw_edu_scores": [ 2.859375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Loons — Family Gaviidae Red‑throated Loon Gavia stellata The Red-throated is the smallest and scarcest of the three loons known from San Diego County, an uncommon winter visitor both on the ocean close to shore and in San Diego Bay. There are only a few records inland, suggesting the Red-throated Loon uses San Diego County as an overland migration route far less than does the Common Loon. Winter: The Red-throated Loon occurs rather uniformly in low density all along San Diego County's coastline. There may be some concentration off Torrey Pines State Reserve (N7), site of several of our higher counts 1997– 2002, including the highest, of 31 on 23 December 2001 (S. Walens). On San Diego Bay, the Red-throated, like the other loons, is more numerous in the north bay. During the atlas period our maximum count there was 15 near North Island (S8) 18 December 1999, while weekly sur veys through 1993 returned a January–March average of 10 and a maximum of 18 on 2 February (Mock et al. 1994). We found only a single individual in Mission Bay, at the southeast corner (R8) 8 February 2001 (P. Unitt). The one found inland during the atlas period, at Sweetwater Reservoir (S12) 15 December 1998 (P. Famolaro), may have been a late fall migrant, though a bird evidently wintering remained at Santee Lakes (P12) 27 January–19 February 1978 (AB 32:393, 1978). Christmas bird counts suggest considerable variation from year to year in the number of Red-throated Loons in San Diego County. Since 1970 the San Diego count has var ied from a low of two in 1974 and 1993 to a high of 117 in 1983; that year yielded high numbers of Red-throated Loons on all three of the county's coastal Christmas bird counts. Migration: The Red-throated Loon may arrive in October (one at Point Loma, S7, 25 October 1976, J. L. Dunn; two on central or south San Diego Bay in October 1994; Manning 1995). But the species' earliest date on the weekly surveys of north San Diego Bay (Mock et al. 1994) was 7 December. Spring departure is largely or entirely completed in April. During the atlas period our latest date was 2 April (2000, two at Torrey Pines State Reserve, D. K. Adams). The various systematic surveys of San Diego Bay recorded the species up to 14 April, except for one on the north bay 18 May and 18 June 1993 (Mock et al. 1994), one of the few records of a summer straggler. Inland, the Red-throated Loon has been found in fall twice at Lake Henshaw (G17), one on 12 November 1978 (AB 33:213, 1979), two from 12 to 17 November 1985 (AB 40:157, 1986), and once at Borrego Air Ranch (H26), one picked up 21 November 1996 and released on a pond in Borrego Springs the next day (R. Thériault, NASFN 51:119, 1997). Inland spring records number six, from 8 March (1964; one at Lower Otay Lake, U13/U14, G. McCaskie) to 26 April (1983, one at Lake Henshaw, R. Higson, AB 37:912, 1983). One of the birds at Lake Henshaw in spring 1983 stayed into summer, noted on 8 August (R. Higson, AB 37:1026, 1983). Conservation: Groves et al. (1996) reported that the num ber of Red-throated Loons breeding in western Alaska fell by 53% from 1977 to 1993, but this change is not paralleled in the number wintering in San Diego County, as suggested by Christmas bird counts.	1,620	916	{ "id": "<urn:uuid:d7f21a9b-eb32-487f-8f7f-2b77fe3a4095>", "dump": "CC-MAIN-2018-30", "url": "http://sdplantatlas.org/birdatlas/pdf/Red-throated%20Loon.pdf", "date": "2018-07-19T07:57:12", "file_path": "crawl-data/CC-MAIN-2018-30/segments/1531676590711.36/warc/CC-MAIN-20180719070814-20180719090814-00345.warc.gz", "offset": 335116213, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9904918074607849, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9904918074607849, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3260 ], "fw_edu_scores": [ 2.421875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Lecture 9: Lesson and Activity Packet MATH 232: Introduction to Statistics October 17, 2016 Homework and Announcements * Homework 9 due in class today * Homework 10 due on Canvas on Friday, to be submitted in your project groups (will be posted to Canvas later today) * Election Prediction Project – Friday will be a project day – Please let me know before Sunday whether your group wants to present on Monday * Quiz 5 on Wednesday (complementary and mutually exclusive events, probability of union) * Extra credit due 11:59 p.m. on Wednesday Questions? Recap of today * Probability of union * Conditional probability For two events that we don't know to be mutually exclusive/disjoint, we have another rule for determining the probability of either one happening: The Venn diagram showing this rule is: The rule is summarized as: "To ﬁnd the probability that E1 or E2 occurs, ﬁnd the number of times E1 occurs and the number of times E2 occurs, adding so that each outcome is counted only once. Then divide by the total number of outcomes in the sample space." Example 1 What is the probability of rolling one die and having the result be ≥ 4 or ≤ 5? Group Exercise 1 (5 minutes) What is the probability of tossing four coins and having the result be either two heads in a row, or two tails in a row? We now introduce conditional probability. Suppose that we toss two dice, and suppose that each of the possible 36 outcomes is equally likely to occur. Suppose further that we observe the ﬁrst dice is a 3 (the second one lands under the table, so we can't see it yet). Given this information, what is the probability that the sum of the two dice equals 8? Group Exercise 2 (3 minutes) What are the outcomes that lead to a sum of 8? List them in a set called E. Group Exercise 3 (2 minutes) Since each of the outcomes that you wrote in E originally had the same probability of occurring, the outcomes still have equal probabilities; what, then, is the probability of the event E that you listed above? If we let E and F , respectively, denote the event that the sum of the dice is 8 and the event that the ﬁrst die is 3, then the probability you just computed is called the conditional probability that E occurs given that F has occurred, and is denoted by the expression A general formula for P (E\|F ) that is valid for all events E and F is derived in the same manner: If the event F occurs, then in order for E to occur it is necessary that the actual occurrence be a point in both E and in F . Deﬁnition 1 Example 2 A coin is ﬂipped twice. Assuming that all four points in the sample space are equally likely, what is the conditional probability that both ﬂips land on heads, given that the ﬁrst ﬂip lands on heads? Group Exercise 4 What is the conditional probability that both ﬂips land on heads, given that at least one ﬂip lands on heads?	1,254	672	{ "id": "<urn:uuid:c238f58d-eecb-4f1e-a82d-d5b383ff1d4c>", "dump": "CC-MAIN-2024-10", "url": "http://erinkiley.com/teaching/math232/2016_aut/L9.pdf", "date": "2024-03-01T12:33:59", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00881.warc.gz", "offset": 10434378, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9966206947962443, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9983863830566406, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 624, 1071, 1315, 2022, 2533, 2874 ], "fw_edu_scores": [ 2.09375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
We strive to be: living as Children of Light (Ephesians 5:8), for if we walk in the light, as Jesus is in the light, we will have fellowship together. (1 John 1:7) Celebrating Our Week Infants looking back at last week We read the Eric Carle book 'Mister Seahorse' and admired the way that the author managed to pack lots of interesting facts into a fictional story. We found out amazing facts about the creatures he mentioned and recapped our knowledge of the features of non-fiction texts. We talked about our own experiences of bonfires and fireworks and thought of words to describe how they made us feel. Reception loved hearing the sound of their own voices reading back their recorded poems from the talking tins. The children spotted rhyming words within the poems and learnt about why exclamation marks were used. Infants Looking forward to next week We will create our own non-fiction books about sea creatures using information we have collected. We will find out about the 'Gunpowder Plot' and how the plot was foiled…as well as the sticky end to which the conspirators came! We will use different types of paint to create our own firework pictures. KS1 will work on 2D and 3D shapes, counting sides and vertices and using different criteria to sort groups of shapes. Reception continue with their poetry and will act out their poems to an audience. They will learn Makaton to sign out nursery rhymes. In Maths Reception will re-investigate 2D and 3D shapes. Best work of the week was awarded to Joshua, Corey, Daisy, Arnie, Maisie, Alice, Haris, Walter and Caitlyn Friday 10th November 2023 Lower Juniors looking back at last week Pupils enjoyed visiting the Grosvenor Museum on Tuesday, where they explored different artefacts and found out why Chester was important to the Romans. They excelled at marching through Chester, participating in Roman solider training in the Amphitheatre. They all passed their Roman soldier recruitment training but were pleased to hear that they couldn't become a soldier until they were 14 years old. In Literacy, pupils predicted and made inferences on the front cover of their new book 'Julius Zebra: Rumble with the Romans' and started a new multiplication unit. Lower Juniors looking forward to next week We will identify features of comic books in Literacy and start to plan characters for our own comic books. In Maths, we will start to look at times tables with Y3's concentrating on the three times table and Y4's concentrating on the six times table. In Computing, pupils will think about which film, book, or game they would like to review for their HTML websites. In Science, we will continue with forces and magnets and look at how magnets repel and attract each other. Upper Juniors looking back at last week We had a great day on our trip to Chester. We enjoyed a workshop in the Grosvenor Museum and looked round their galleries. We went on a walk through the city with a Roman soldier. He took us to the amphitheatre where we had the chance to create formations and try them out on the adults! Back at school, we completed work in our Topic books about what we saw and found out. In RE the children explored the question, 'What is the Trinity?' and started their new PSHE topic 'Being Me'. Upper Juniors looking forward to next week We will start our new topic electricity in Science and will explore different types of electricity and establish what pupils know already. We will look at different electrical and non-electrical appliances. We will read more of 'The Thieves of Ostia' in preparation for writing a mystery story as well as finishing off our i-Movies. Following on from exploring different historical sites in Chester, we will find out more about the Roman baths and what they were used for. PE Stars of the Week Juniors Roman Trip to Chester Forest Schools Sports Events & Results	1,503	844	{ "id": "<urn:uuid:72575666-f016-4485-97e4-f70e380a1b91>", "dump": "CC-MAIN-2024-10", "url": "https://www.southdarley.derbyshire.sch.uk/attachments/download.asp?file=164&type=pdf", "date": "2024-03-01T10:00:29", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00880.warc.gz", "offset": 1010874340, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9703247547149658, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993137121200562, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3837, 3931 ], "fw_edu_scores": [ 3.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The Tabernacle Feast of Trumpets Lesson Overview * References: Leviticus 23:23-25, Numbers 29:1-6 * This feast takes place on the 1 st day of Tishri, the seventh month. o In 2022 it will be September 25-26, and in 2023 it will be September 15-16 * It is observed as a sabbath – Leviticus 23:25 * This feast marks the beginning of a new civil year and the end of the Agricultural year. * Today the Jews call this Rosh Hashanah ("head/start of the year") o This name does not appear in the Bible, though the phrase "rosh hashanah" is found in Ezekiel 40:1 in an unrelated usage. Which New Year's Day? * If you are paying attention, you may have noticed that the Feast of Trumpets, or Rosh Hashanah is the start of a new year. * According to the Jewish rabbis, there are four new years in the calendar: o 1 st of Tishri – "new year for years", a civil calendar. - For the upcoming Hebrew year 5783, this will be September 26, 2022. - Edersheim – "for the Civil, the Sabbatical, and the Jubilee year, also for trees and herbs o 15 th of Shevat – "new year for trees", an agricultural calendar. - This will be February 6, 2023. - Edersheim – "for all fruits of trees" o 1 st of Nisan – "new year for kings and festivals", a regal and religious calendar. - This this will be March 23, 2023. - Edersheim – "for 'kings' (to compute taxation) and for computing the feasts" o 1 st of Elul – "new year for the tithe of cattle", an agricultural calendar. - This this will be August 18, 2023. - Edersheim – "for tithing flocks and herds, any animal born after that not being reckoned within the previous year" The Feast of Trumpets * Silver trumpets and shofars (made from antelope or ram horns) were blown throughout the day – Numbers 10:10, Psalm 81:3 * The offering of the regular "new moon" sacrifices after the morning sacrifice – Numbers 29:6 * o Burnt offerings of two bulls, one ram, and seven lambs with their corresponding meal and drink offerings – Numbers 28:11-14 o The usual sin offering is however omitted. Note its absence in Numbers 29:6. Special offerings were then made: o Burnt offerings of one bull, one ram, and seven lambs with their corresponding meal and drink offerings – Numbers 29:2-4 o A sin offering of one goat – Numbers 29:5 Later Developments * Rosh Hashanah is now celebrating for two days instead of one. * The rabbis taught that on this day three books were opened with names therein: o First, of life with the names of the righteous o Second, of death with the names of the wicked o Third of undecided with those whose fates would be decided in the days leading up to the Day of Atonement. o These likely referred to earthly blessings or curses in the coming year. o This belief was based on Psalm 69:28 and Exodus 32:32. * The Jews began to mark the ten days after the Feast of Trumpets as a time of introspection, repentance, and preparation leading up to the Day of Atonement. * The 1 st of Tishri was associated with the Creation (specifically of Adam and Eve) and Abraham's offering of Isaac. Truths from the Tabernacle * Just as we saw parallels to Christ's earthly ministry in the earlier feasts, we may see parallels in these later feasts to Christ's coming mission. o Trumpets signaled the beginning of a new period (Tribulation?) - A trumpet signals the beginning of the Tribulation – I Corinthians 15:52, I Thessalonians 5:25, Revelation 4:1 o Trumpets signaled for the gathering of the people (regathering of Israel?) - As pictured in Matthew 24:31 and many O.T. promises. o Trumpets signaled for an upcoming battle (Armageddon?)	1,603	943	{ "id": "<urn:uuid:a9f95a21-0d0f-4b73-a5d4-d36a6b6dc43a>", "dump": "CC-MAIN-2024-10", "url": "https://www.baptistbasics.org/wp-content/uploads/2022/07/Tabernacle-17.pdf", "date": "2024-03-01T11:17:44", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00886.warc.gz", "offset": 654825840, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9740430414676666, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9827672243118286, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1841, 3580 ], "fw_edu_scores": [ 2.15625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Year 5 – Summer 2022 Our learning journey this term is 'Stones and Bones' As historians we will: Use a range of primary and secondary sources to gain knowledge about the Stone Age. Study changes in Britain from the Stone Age to the Iron Age and place them on a timeline. Find out about the beliefs, behaviour and characteristics of people within a period studied. Recognise how people's lives have shaped our nation. Produce historically accurate written pieces, using relevant dates, terms and vocabulary. Learn about Stonehenge and Skara Brae and understand their historical significance. As scient sts we will: i Learn that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Make predictions based on scientific knowledge and understanding. Make a variety of relevant observations and measurements. Present scientific findings in a variety of ways. As geographers we will: Name and locate Stone Age settlements in the UK, identifying their human and physical characteristics. Use maps, pictures and other sources to identify similarities and differences between regions. Interpret a range of sources of geographical information and understand what is meant by human and physical and human geography. Communicate geographical information in a variety of ways. English - Apply existing knowledge to produce the following genres of writing linked to our journey: a formal report, an informal diary, a descriptive text, a narrative (story), persuasive writing, poetry and a newspaper report. - Apply expected Year 5 punctuation (commas, brackets, dashes and semicolons). - Evaluate, edit and improve written work. - Focus on improving our GPS knowledge and understanding. Maths - Apply the four operations in a variety of contexts to demonstrate fluency and problem-solving skills. - Combine areas of maths to solve more complex problems. - Apply prior learning and existing knowledge to answer reasoning questions. - Solve multi step problems involving several areas of maths. - Identify areas of revision and build confidence in these areas. - Use VIPERS to develop reading skills across a range of texts. - Tackle 'no-goal' questions to develop fluency. Continue with times tables practise regularly at home. Children will focus on the statutory Year 5/6 spellings from the National Curriculum as well as spelling rules, applying them to their written work where appropriate. Physical Education RSE - Orienteering - Swimming - Athletics (WBA Coach) - Physical Health and Mental Wellbeing - Keeping Safe Online - Growing and Changing Your child should be doing a weekly Purple Mash maths activity. They should also be continuing to use the Spelling Menu to learn the word lists sent home via Purple Mash. Daily reading is essential, at least 20 minutes per day, as is reading to your child regularly. Accelerated Reader - Please encourage your child to read daily. Your child will complete a star test through Accelerated Reader each term which will generate a ZPD based on their comprehension and vocabulary understanding. Your child will then choose a book within that ZPD from school. Once your child completes a book, they will complete a quiz in school. Remember you can log into Home Connect to see your child's AR bookcase and quizzes. Please encourage your child to quiz regularly. Big Cat e-books Visit: https://ebooks.collinsopenpage.com/ Log in details for your child have been sent home and your child has been assigned appropriate books for them to access online. The majority of these books are registered on the Accelerated Reader platform and so your child will be able to complete a quiz, which will contribute towards their Accelerated Reader word count. Please bring in your chosen task by half term. We are asking children to complete one take home task this term from the selection below. Once finished, this can be brought into school. Make a 3D model of a Woolly Mammoth Create a Stone Age Axe Rights Respecting Schools Article 12: The right to be heard. Article 14: The right to believe and think what you want and practise you're a religion of your choice as long as it is not impacting others' rights.	1,837	835	{ "id": "<urn:uuid:35c89b48-ad4e-4a70-a171-fab26db45a34>", "dump": "CC-MAIN-2024-10", "url": "https://glynne.sch.life/Files/Download/52fce56d-de1f-42bb-a422-94c043a56d93/91a3ca14-07a9-48a8-a270-f931245909fc/Y5%20Summer%2022%20Newsletter.pdf", "date": "2024-03-01T11:14:18", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00894.warc.gz", "offset": 280087105, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9961481690406799, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9974713325500488, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2613, 4221 ], "fw_edu_scores": [ 3.953125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Nelson Mandela - Humility EXPLANATION: Nelson Mandela, the South African anti-apartheid revolutionary and Nobel Peace Prize winner was a staunch advocate of peace and applauded world wide for his humility. But what made him humble? In this activity students will research Nelson Mandela's legacy and why he was considered such a humble person. YEAR LEVELS: Years 11 -12 STUDENT GROUPING: Group investigations ACTIVITY LENGTH: 60mins approx. LINK TO CURRICULUM: Representation of General capabilities (English curriculum) Personal and social capability Students develop personal and social capability in English by enhancing their communication skills, teamwork and capacity to empathise with and appreciate the perspectives of others. Close study of texts assists students to understand different personal and social experiences, perspectives and challenges. Students identify and express their own opinions, beliefs and responses by interacting with a range of texts. English actively assists students in the development of communication skills needed for analysis, research and the expression of viewpoints and arguments. Students work collaboratively in teams and also independently as part of their learning and research endeavours. SCOPE OF TASK: Notes about humility: * Humility supports self-awareness, continual learning and personal development * Considered 'other-enhancing' compared to a 'self-enhancing' way of acting * Includes ability to reflect upon acts and behaviours * There are two aspects to humility: - Personal level: humble people have a secure identity that is neither conceited nor self-deprecating, and they are open-minded about new information - Social level: humble people focus on others and see others as having the same value and inherent worth as themselves 1. Gather the students together in a group. Ask students if they know who is Nelson Mandela and why is he well known? Scribe student responses onto the whiteboard to record thinking. If required, students can do a quick Internet search to find out further information about Nelson Mandela. 2. If students have not identified Mandela as a humble person, inform students that he is known for this particular quality. Share the YouTube video in which Mandela discusses with Oprah the character trait of humility: 3. Inform the students about the activity task: In groups students are to research Nelson Mandela and the humble characteristics and acts that he espoused * Students to work in small groups of approx. 4 people * Students use a range of resources e.g. library books, internet to research Mandela (if using the internet remind students of safe internet usage) * Students are to choose a particular trait or event from Mandela's life that they can connect to humility * Provide a report to the class clearly indicating why they believe the act or trait embraces humility * Steps informing the report could include: - Identify something Mandela did that is considered humble or a trait that he has demonstrated that is considered humble - Describe it - Why do you think it embraces humility? - Why do you think people like Mandela are important to society? - What are every day ways that you can be humble? Provide groups of students with 20-30mins approx. to conduct their research study. Encourage students to think about how they will present their report to the group e.g. PPT, recorded video etc 4. When the research has been completed provide time for each group to present their report to the whole group. During this sharing time encourage students to critically discuss each other's ideas and identify similarities and difference in the reports 5. Complete the activity by asking students: What are the everyday things that they think they can do to demonstrate humility and act humbly? RESOURCES: * Computers and internet access	1,691	744	{ "id": "<urn:uuid:230cef7d-bb06-49dd-bd8b-e2e50dc247d6>", "dump": "CC-MAIN-2022-40", "url": "https://thekindnesscurriculum.com/wp-content/uploads/2021/11/Humility-Years-11-12-Nelson-Mandela.pdf", "date": "2022-10-03T23:59:13", "file_path": "crawl-data/CC-MAIN-2022-40/segments/1664030337446.8/warc/CC-MAIN-20221003231906-20221004021906-00717.warc.gz", "offset": 583479603, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9961989323298136, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963498115539551, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1684, 3414, 3855 ], "fw_edu_scores": [ 4.65625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
On August 10, 1972, a large meteorite skipped across the atmosphere above the western United States and western Canada, much like a stone skipped across water. The accompanying fireball was so bright that it could be seen in the daytime sky and was brighter than the usual meteorite trail. (See figure) The meteorite's mass was about 4x10 6 kg; its speed was about 15 km/s. Had it entered the atmosphere vertically, it would have hit Earth's surface with about the same speed. (a) Calculate the meteorite's loss of kinetic energy (in joules) that would have been associated with the vertical impact. (b) Express the energy as a multiple of the explosive energy of 1 megaton of TNT, which is 4.2 x 10 15 J. (c) The energy associated with the atomic bomb explosion over Hiroshima was equivalent to 13 kilotons of TNT. To how many Hiroshima bombs would the meteoritic impact have been equivalent? 7-5 A father racing his son has half the kinetic energy of the son, who has half the mass of the father. The father speeds up by 1.0 m/s and then has the same kinetic energy as the son. What are the original speeds of (a) the father and (b) the son? 7-35 A single force acts on a 3.0 kg particle-like object in such a way that the position of the object as a function of time is given by x = 3.0t – 4.0t 2 + 1.0t 3 , with x in meters and t in seconds. Find the work done on the object by the force from t = 0 to t = 4.0s. 7-46 A 0.30 kg ladle sliding on a horizontal frictionless surface is attached to one end of a horizontal spring (k = 500N/m) whose other end is fixed. The ladle has a kinetic energy of 10 J as it passes through its equilibrium position (the point at which the spring force is zero). (a) At what rate is the spring doing work on the ladle as the ladle passes through its equilibrium position? (b) At what rate is the spring doing work on the ladle when the spring is compressed 0.10 m and the ladle is moving away from the equilibrium position? A 250 g block is dropped onto a relaxed vertical spring that has a spring constant of k = 2.5 N/cm. The block becomes attached to the spring and compresses the spring 12 cm before momentarily stopping. While the spring is being compressed, what work is done on the block by (a) the gravitational force on it and (b) the spring force? (Assume that friction is negligible.) (d) If the speed at impact is doubled, what is the maximum compression of the spring?	1,051	606	{ "id": "<urn:uuid:d30bc2e2-bced-4ad2-8589-7f2f07b61f2c>", "dump": "CC-MAIN-2017-30", "url": "http://pcpepso.com/media/courses/PHYS230/Homework/PHYS230Chapter07.pdf", "date": "2017-07-27T06:36:22", "file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00189.warc.gz", "offset": 267149580, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9976672232151031, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9985645413398743, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1964, 2423 ], "fw_edu_scores": [ 4 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
This resource provides a quick (10-20 mins or so) activity to measure the mental wellbeing of your students. It is based on a mental wellbeing measure (the Emotional Needs Audit) and is a valuable way for students to learn about mental wellbeing and reflect on their own mental health. It uses the Emotional Needs and Resources approach, which says that to be mentally well, we must meet, in balance, 12 Emotional Needs. At Suffolk Mind, we often separate these Needs into 4 groups: Physical Needs, Connection and Relationship, Security, and Achievement. In the worksheets, the questions that correspond to these different groups are coloured purple, yellow, orange and blue, respectively. How will I know how well my students are? Once you have completed this exercise with your students, send the worksheets to Suffolk Mind via our Freepost service (see details below). Then we will send you an infographic with the details of how well your students are in terms of the 4 groups above, and what this means for you. Instructions * Give each student a worksheet to fill in, they then tick the relevant box for each question * You might find it useful to show your students the following video (3:36 minutes) with information on Emotional Needs - https://www.youtube.com/watch?v=NNne2c0w13Y * Clarify to them at the beginning that this is only to do with their own needs and feelings, not a comparison with their peers – for example, one person's definition of sleeping well would be different to another person's * This activity is designed to be repeatable so you can complete it a few times a year to consistently measure wellbeing and see change over time – this can be useful to demonstrate to Ofsted and in pupil progress meetings * We have provided a visual aid of the Emotional Needs cards that you can use if more clarity is needed on the questions – for example 'I look after my body' covers the Needs of Movement and Food and Drink – or if a student struggles to read or process the survey o You can also buy a set of the Emotional Needs cards here https://www.suffolkmind.org.uk/product/early-minds-resource-cards/ Sending the worksheets back * Once you have filled in the worksheets, please fill in the front sheet, and send the worksheets and front sheet back to Suffolk Mind via our freepost service – pop in an envelope and write 'FREEPOST Suffolk Mind' on the front – no need to add a stamp – or scan the worksheets and front sheet and email to email@example.com * If you would like a different infographic per class completed, please keep the worksheets separated by class, with one front sheet per class. If you would like reporting on the school as a whole, feel free to just have one front sheet and all worksheets in together. * If you include an email address on the front sheet, then a member of the Suffolk Mind Research team will send you a follow up email within a month (though possibly quicker) containing a personalised infographic detailing how your students are doing. This will all be anonymised and will let you know what percentage of your students are feeling like they're meeting the different Needs and groups of Needs * If you complete this activity and send your results back to us 3 separate times, you will also get a poster showing that you are using a continuous measure to monitor your students' mental wellbeing * If you'd like to discuss your results or have any questions about the data, please email us on firstname.lastname@example.org If you are interested in a more in-depth analysis of the Emotional Needs, as well as learning new skills to help meet Needs, Suffolk Mind offers the EARLY Minds programme, which enables both children and adults to learn to talk about and take care of their own mental health and to better understand how to help those around them. See https://www.suffolkmind.org.uk/early-mindsprimary-school-mental-health-and-wellbeing/ for more information, or email email@example.com	1,573	835	{ "id": "<urn:uuid:534d7cdb-f57f-4d53-acb9-ed8315f6af36>", "dump": "CC-MAIN-2024-10", "url": "https://www.suffolkmind.org.uk/wp-content/uploads/2022/11/KS1-Teacher-Instructions.pdf", "date": "2024-02-23T23:52:55", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474470.37/warc/CC-MAIN-20240223221041-20240224011041-00501.warc.gz", "offset": 1030898172, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9983208179473877, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9983208179473877, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3985 ], "fw_edu_scores": [ 2.5 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
High-quality doors and counter shutters for eco buildings Today the market of interior doors, front doors and garage gates is filled with different types of products. It is possible to find both qualitative and rather low quality doors. So how to choose a highquality and, what is even more important, Eco-friendly doors that would meet your needs and expectations? Every home owner is committed to make his house consume a minimum of energy to maintain a comfortable indoor temperature. Many people start to perform specific actions in order to make their homes warm and cozy. And, of course, one of the most efficient and easy way to accomplish this task is to replace the old doors and windows, with new Eco-friendly, energy saving high speed fabric doors. Few people know that about 15% of the heat leaves the room through the front doors. Of course, a larger amount of heat is lost through the windows. That is why, when it comes to house warming, most people first of all pay their attention to the replacement of windows rather than doors. By replacing windows, people hope to reduce the heat loss to a minimum. But the window is not the one thing that need to be changed. The doors also play a crucial role in heat saving. Today, those people who are concerned about the problems of ecology and conservation of natural resources, put forward a very strong requirements for the front doors and garage doors quality and materials. Nowadays, every person knows that closed counter shutters may save a lot of energy and prevent heat loss, especially during cold year seasons. Not only highquality counter shutters will make your house or apartment warm in winter, but also they will keep cool temperature inside the premises in the summer and protect your home from direct sunlight penetration. Modern ecologically friendly doors and windows are designed to protect house from noise, dust, drafts, prevent heat loss and, of course, to protect the property from burglary. Advanced technologies that are used in the manufacturing of such products allow to reduce the noise level significantly, which definitely has a positive effect on human health. What is more, such technology reduce heating costs by 25-30%. The Ecofriendly doors are manufactured from solid wood or from wood veneer. So, if "the green house" is not just a popular word for you, choose the doors and garage gates made of solid wood. Wood is quite a capricious material. It is able to absorb moisture, breathe, change the shape, color, crack and even rot. The origin of a wood, is the main point when choosing doors of this material. The replacement of old doors with new Ecofriendly one is a great step that will make your home warm and comfortable. If you are about to make your home "greener", you should contact professionals that will choose and install the right energy saving doors with the help of specialized equipment, such as tilt dock levelers and their skills and knowledge. Remember, proper installation is very important in case you want your doors to serve you effectively, so do not try to do it on your own. D.Tokareva for Generategreenideas.com with the assistance from Universaldoorltd.com	1,186	680	{ "id": "<urn:uuid:79bf02f4-2fad-46a4-8c31-4c3bcf7149bc>", "dump": "CC-MAIN-2017-30", "url": "http://generategreenideas.com/high-quality-doors-counter-shutters-for-eco-buildings.pdf", "date": "2017-07-27T06:45:02", "file_path": "crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00193.warc.gz", "offset": 130349343, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989395439624786, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991274476051331, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2644, 3233 ], "fw_edu_scores": [ 2.546875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Reader's Guide For Dragon Wishes by St acy A. Nyikos A DebutMiddle GradeNovel About the Book Eleven-year-old Alex is searching. So is Shin Wa. They both need to find a path out of the darkness that surrounds them. Shin Wa's journey leads her to the Black mountains of the far north in China. There she discovers more than just the last surviving dragons. She finds a way to save mankind. It all lies in a single pearl of wisdom. The gem is also the key to Alex's own journey. The pearl travels through the ages to find the struggling young girl and her sister. But it is not until Alex discovers how to use the pearl that she finds her way out of the darkness. About the Author Author, Stacy A. Nyikos, loves to travel. Her characters do too. Her award-winning picture book, Shelby, plunges readers deep under the ocean into the mysterious world of sharks. Dragon Wishes, her debut middle grade novel, flies them high above the earth and into the mythical world of Chinese dragons. And her current project, Euromutt, whisks even the most timid traveler far across the ocean and into foreign lands. When she isn't traveling–either through her imagination or around the globe–Stacy lives in Tulsa, Oklahoma, with her two daughters and husband. Discussion Questions 1. There are two heroes in this story, Alex and Shin Wa. But they do very different things. In your opinion how are Alex and Shin Wa similar? How are they different? 2. Alex cannot talk about the death of her parents. It is too big for her. In fact, it actually becomes a character, IT. When Alex finally talks about IT, that character becomes weaker. Why? How can talking about important issues in your life change them? 3. If enough people recognize an object as standing for something, a symbol is born. In this story, a pearl represents wisdom. What are some other symbols in our culture? How are symbols born? 4. Isa is a supporting character, but she doesn't say anything until almost the end of the book. Can a silent character be as strong as one who talks? Explain. 5. The dragon story takes place thousands of years ago and seems very far away from our lives today–for instance, we don't have to find dragons to help people stop fighting. But people still fight each other today. Activity When I was young, I was always trying to come up with new ways to make money. In Dragon Wishes, Alex and Maddie come up with the idea to paint people's faces at the soccer games to earn money. Can your class come up with a fun activity you can do to earn money for the class? Once you've come up with it, try it out. Use the money from your activity to buy books for the class, take a field trip, or have a class party. See how creative you can get!	1,022	609	{ "id": "<urn:uuid:2b8819fe-24ec-4445-9dff-100db3127f5c>", "dump": "CC-MAIN-2024-10", "url": "http://www.stacyanyikos.com/app/download/8918912/StacyNyikosRG.pdf", "date": "2024-02-23T23:30:26", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474470.37/warc/CC-MAIN-20240223221041-20240224011041-00510.warc.gz", "offset": 63790832, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982534646987915, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991348385810852, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2272, 2723 ], "fw_edu_scores": [ 3.59375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The Hazardous Energy Wheel The Energy Wheel The Hazardous Energy Wheel is a tool designed to improve hazard recognition. It is gaining traction in construction and other industries. It consists of 10 listed sources of energy that may be present in the workplace. Workers use the categories on the wheel to find previously unknown or unidentified hazards. Hazards may fall into one or more of the categories. The 10 Hazardous Energy Sources * Biological - Hazards created by living organisms. Examples include blood-borne pathogens, insects, animals, plants, viruses, bacteria, as well as psychological hazards like harassment, violence, stress, conflict, poor workplace relationships and culture, etc. * Chemical – Hazards created by chemicals and their reactions to one another. Examples include corrosive products, cleaning agents and solvents, toxic or flammable fumes and vapours, carcinogens, oxygendeprived or enriched environments, etc. * Electrical – Hazards created by the presence of electrical charge or current. Examples include overhead power lines, static discharge, lightning, cords, plugs, transformers, etc. * Gravity – Hazards created by the downward force of mass towards the earth. Examples include falls from heights, materials or tools dropped from heights, collapse of structures, etc. * Motion – Hazards caused by the motion of objects, machinery and people. Examples include repetitive motions, manual or mechanical lifting or pulling, vehicles and equipment, projectiles, etc. * Mechanical – Hazards created by mechanical means. Examples include gears, cogs, turntables, motors, pulleys, augers, powered tools, springs, conveyors, etc. * Radioactive – Hazards created by subatomic particles, electromagnetic waves and ionizing radiation. Examples include ultraviolet rays from the sun, welding, X-rays, microwaves, naturally occurring radioactive material (NORMS), radioactive waste, nuclear substances, etc. * Thermal – Hazards created by thermal differences. Examples include extremely hot or cold environments, humidity levels, open flames, steam, hot or cold surfaces, liquid nitrogen, friction, etc. * Noise – Hazards created by audible vibrations that interfere with hearing. Examples include heavy machinery, equipment, powered or pneumatic tools, impact tools, ambient noise levels, etc. * Pressure – Hazards created by objects or substances with a high force per unit area. Examples include hydraulics, compressed cylinders, tanks, vessels, pipelines, etc. Practical Application Hazard identification is an important aspect of safety. If we do not identify, we are not aware of what can hurt us. Using this tool correctly can increase the amount of hazards identified by 30%. Workers should use this after "obvious hazards" have been identified, as the tool does not replace their knowledge, but intends to question where additional hazardous energy may be present. This was designed to be a visual aid. To utilize this tool effectively, it must be seen while the hazard assessment is taking place. Consider using this tool while completing your next hazard assessment. Training is available for free from WorkSafe Saskatchewan here: * https://worksafesask.bluedrop.io/storefront/worksafesaskatchewan/o nline-registration/24070	1,463	648	{ "id": "<urn:uuid:70840dd1-5cb5-42a3-94b9-286cc309c84c>", "dump": "CC-MAIN-2024-10", "url": "https://scsaonline.ca/img/uploads/toolboxtalks/TBT_Hazardous_Energy_Wheel_2024_01_26.pdf", "date": "2024-02-23T23:44:08", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474470.37/warc/CC-MAIN-20240223221041-20240224011041-00515.warc.gz", "offset": 527020602, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9952218532562256, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9952218532562256, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3271 ], "fw_edu_scores": [ 2.046875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
St. Michael Youth Program January 2015 This month we will learn about our world that God created, that He made new by the blessing of His presence, and how He wants us to bless it and take care of it. The Spirit of God dwells in us, gives us life, makes us children of God. See Romans 8:11-14 This month, we celebrate Holy Theophany: God's Son, Jesus Christ revealed to us by the Father, His baptism in the River Jordan by John the Baptist, and the Holy Spirit's appearance as a dove. Each year, we celebrate God's blessing the water by His presence and use the Holy Water to bless us and all of God's world. We are baptized in water for the forgiveness of sins, and are united with Christ in his death, burial and Resurrection. Our Godparents speak for us at our Baptism, rejecting Satan, accepting Christ and saying the Creed. They help us to do the same and to learn and grow in the Faith. And when Jesus was baptized, He went up immediately from the water, and behold, the heavens were opened and He saw the Spirit of God descending like a dove, and alighting on Him; and lo, a voice from heaven, saying, "This is My beloved Son, with Whom I am well pleased." Matthew 3: 16-17 Then God said, "Let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the ground. [...] God blessed them and said to them, "Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground." Genesis 1:26 and 1:28 God took great care to make a beautiful world for us, with water, earth, plants, animals and people for us to care for and ask Him to bless. Memory verse: "O Lord, how marvelous are Thy works, in wisdom Thou has made them all." (Psalm 104:24) Look at the baptismal photos or videos of each family member and plan a visit (or a conversation) with your Godparents. Go on a walk and talk about all of the beautiful things that God made. Place a piece of tape with the sticky side out on your child's wrist and have them attach leaves, flowers, sticks and any other treasures they find. For older children, go on a longer hike and clean up any trash you find along the way. Sunday, Jan 4, No Church School Winter Break Sunday, January 18th – Family Hike After Divine Liturgy. Bring snacks & drinks for your family. RSVP to firstname.lastname@example.org Sunday, January 25th – Annual Parish Meeting Children's movie during Church School 1st – St. Basil the Great 6th – Theophany 7th – St. John the Baptist 12th – St. Tatiana 17th – St. Anthony 22nd – St. Timothy 25th – St. Gregory	1,091	674	{ "id": "<urn:uuid:5800903b-c7f1-4819-8bae-287ca209afe3>", "dump": "CC-MAIN-2020-45", "url": "https://www.stmichaelvannuys.org/wp-content/uploads/2018/11/St-Michael-Youth-Program-Curriculum-January-2015-8.5x11.pdf", "date": "2020-10-24T18:31:50", "file_path": "crawl-data/CC-MAIN-2020-45/segments/1603107884322.44/warc/CC-MAIN-20201024164841-20201024194841-00464.warc.gz", "offset": 912126911, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972452521324158, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9972452521324158, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2744 ], "fw_edu_scores": [ 2.125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Honors Advanced Math Practice Test Matrices Name__________________ May 9, 2012 General instructions: Write a complete, fully explained solution to each problem, except where directions say otherwise. The quality of your responses will be a factor in grading. If you use your calculator for a major step, please briefly explain what you did on your calculator. Use exact answers whenever possible, unless the directions say otherwise. 1. Consider the linear transformation T = a b c d ⎡ ⎣ ⎢ ⎤ ⎦ ⎥ , where det T < 0. a. Prove that the image of the unit square is a parallelogram. Include a sketch of the parallelogram. b. Prove that the area of the image parallelogram is equal to the absolute value of the determinant of T. 2. a. Find the intersection of the following three planes. If the intersection is a point, find the coordinate of the point. If the intersection is a line, find the vector equation for the line. If the intersection is a plane, find the equation of the plane. If there is no intersection, demonstrate that this is the case. b. Find the partial fraction decomposition of 3x 2 + 34 x − 62 x − 2 ( ) x −1 ( ) x + 4 ( ) . In other words, find values for A, B, and C such that 3x 2 + 34 x − 62 x − 2 ( ) x −1 ( ) x + 4 ( ) = A x − 2 + B x −1 + C x + 4 3. Suppose that R θ is a 2-by-2 transformation matrix that rotates about the origin by θ in the counter clockwise direction. 5. Find a 2 by 2 matrix for a single transformation that would reflect over the line y = 3x . You may give your matrix either with exact values or with decimal values rounded to the hundredths place. Show how you got this matrix. a. Show that the matrix of this rotation is ⎥⎦ ⎤ ⎢⎣ ⎡ − θ θ θ θ cos sin sin cos . Make sure your explanation is clear. b. Suppose T is a matrix that first rotates by θ counterclockwise about the origin, and then reflects over the line y = −x . Find T. Carefully show how you got your answer. c. What is the determinant of T? Explain geometrically. 4. Consider the linear transformation T = 1 1 5 −1 2 4 4 −1 5 ⎡ ⎣ ⎢ ⎤ ⎦ ⎥ . a. Find the determinant of T. What does this tell you about the matrix transformation? b. T maps all of 3-space to a single plane. Find the equation of this plane. c. The null space of a transformation is the set of all points that map to the origin. Find the null space for T.	1,035	692	{ "id": "<urn:uuid:ea3a450e-b278-496f-99d5-d36cc027dba1>", "dump": "CC-MAIN-2020-45", "url": "http://lhsteacher.lexingtonma.org/haupt/h_am/PracticeTestMatrices.pdf", "date": "2020-10-24T17:55:27", "file_path": "crawl-data/CC-MAIN-2020-45/segments/1603107884322.44/warc/CC-MAIN-20201024164841-20201024194841-00465.warc.gz", "offset": 57693210, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9810660630464554, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9920157790184021, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 727, 1275, 1631, 2341 ], "fw_edu_scores": [ 3.578125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
INTERNATIONAL SCHOOL OF SOUTH AFRICA FORM 1 – UPPER 6 YEARLY OVERVIEW MUSIC RATIONALE Music forms an important part of the International Schools vision in providing a holistic education. Our Music curriculum is designed to equip our students with the necessary knowledge and skills to excel in Music. Furthermore, we offer instrumental tuition to the entire school community and nurture the talents of 'serious' musicians. We feel that each student has musical abilities and we, in the Music department focus on developing the aesthetic value imbedded in Music. OUTLINE OF FORM 1 TERM 1 * Introduction to music as an academic subject. * Basic notation. * Aural perception. * Music and movement. * Rudiments. * Elements in music. TERM 2 * Note, letter names. * Note values. * Notation. * Aural perception. * History of music- Medieval music- Brief introduction. * Musical passport- a journey through various musical genre's. TERM 3 * Notation. * Aural. * Music and movement. * Instruments of the orchestra. OUTLINE OF FORM 2 TERM 1 * Music theory – Note and letter names. * Elements of music. * World music- African music. * Rudiments. * General music knowledge. TERM 2 * Music theory- note and letter names. * Rudiments. * Aural perception. * Introduction to Medieval music- Listening skills. TERM 3 * Music theory- note and letter names. * Rudiment. * Brief history of musical periods- Introduction to Renaissance music. * World music- Impact/influences of music on youth. * Music and movement. OUTLINE OF FORM 3 TERM 1 * Music theory – Note and letter names. * Note values and elements of music. * Rudiments. * Music history- Medieval music to Renaissance music. * General music knowledge. * Introduction to Film music. TERM 2 * Film music and project. * Music theory- Scales, musical terminologies and aural. * Music history- Baroque music and music appreciation (listening skills). * Music history- Classical musical era. * Music history- World music- Blues music. * General music knowledge. TERM 3 * Music theory. * Music history- World music- Calypso and Reggae music. * World music- Project based of world music- Music from India, Japan, China and South America. * General music knowledge- Focus of the 'Music industry and music technology'. * ICT in music. * Melody writing. OUTLINE OF FORM 4 TERM 1 * Music theory. * Aural perception. * Introduction to ICT in music. * Introduction to harmony. TERM 2 * Music practical- Performance- Solo and Ensemble. * Instruments of the orchestra- In depth study. * Music History- Mozart. * Analysis of the Mozart Clarinet Quintet. * Prepared listening. TERM 3 * World music – Unprepared listening. * Composition- Non classical piece. * World music- Indian and Indonesian music. * World music – Japanese music. OUTLINE OF FORM 5 TERM 1 * Music theory revision. * Composition- Classical piece. * Focus of composition. * Preparation for performance component of the IGCSE course. * Music practical- Solo and ensemble playing. TERM 2 * Music practical and composition. * Focus on course work and recording for assessment. TERM 3 * Theoretical work * Unprepared listening- World focus- India, China, Latin America. * Prepared listening- Mozart's Clarinet Quintet.	1,790	738	{ "id": "<urn:uuid:76eb45a7-9b94-4cc4-90ac-ce28ccdd4aa9>", "dump": "CC-MAIN-2020-45", "url": "https://www.issa.co.za/wp-content/uploads/2019/07/YEARLY-OVERVIEW-Music.pdf", "date": "2020-10-24T18:09:16", "file_path": "crawl-data/CC-MAIN-2020-45/segments/1603107884322.44/warc/CC-MAIN-20201024164841-20201024194841-00471.warc.gz", "offset": 767597402, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9820376515388489, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9874647855758667, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 792, 1308, 2018, 2628, 3243 ], "fw_edu_scores": [ 2.515625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
10th Grade Reading and Writing Bundle I: Foundation/Critical Stance P acing Guide: Block Schools: 4 weeks Year Long Schools: 8 weeks 10th Grade Reading and Writing Bundle 2: Literary Analysis PACING GUIDE: Block Schools: 7 weeks Year Long Schools: 14 weeks 10th Grade Reading and Writing Bundle 3: Rhetoric and Persuasion PACING GUIDE: Block Schools: 7 weeks Year Long Schools: 14 weeks \| This unit is designed to build the student’s capacity to engage in deep and complex analysis of informational texts. Students will identify and analyze the effect of rhetorical techniques in a variety of texts. Students will then compose an original argument that requires them to engage in the writing process: conduct research, develop a thesis, address counterclaims, and use rhetorical techniques to target a chosen audience. \| \| \|---\|---\| \| Priority standards will be summatively assessed throughout. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students. \| \| \| RI.10.2 Determine central ideas of a text and analyze in detail their development over the course of a text, including how \| Priority Standard \| \| they emerge and are shaped and refined by specific details. \| \| \| \| Priority Standard \| \| \| Priority Standard \| \| \| Priority Standard \| \| \| Priority Standard \| e. Establish and maintain a task appropriate writing style. \| RI 10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of a text. \| Supporting Standard \| \|---\|---\| \| RI 10.7 Analyze various accounts of a subject presented in different print and non-print formats, determining which details are emphasized in each account. \| Supporting Standard \| \| RI 10.8 Evaluate the argument, specific claims and evidence in a text, assessing the validity, reasoning, relevance and sufficiency of the evidence; identify false statements and fallacious reasoning. \| Supporting Standard \| \| RI 10.9 Analyze documents of historical and literary significance, including how they address related themes and concepts \| Supporting Standard \| \| RI 10.10 By the end of the year, flexibly use a variety of comprehension strategies (ie questioning, monitoring, visualizing, inferencing, summarizing, synthesizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex informational texts independently and proficiently \| Supporting Standard \| \| C 10.3 Use narrative strategically in other modes of writing, utilizing effective technique, well-chosen details and well-structured sequences for an intended purpose, including but not limited to introducing an idea and/or supporting a claim. a. Produce clear and coherent writing in which the development, organization and style are appropriate to task and purpose. b. Engage and orient the reader by setting out a problem, situation or observation, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events. c. Use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters. d. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. e. Use precise words and phrases, telling details, and sensory languages to convey a vivid picture of the experiences, events, setting and/or characters. f. Provide a conclusion that explicitly connects the narrative’s relevance to the intended purpose of the writing. g. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. \| Supporting Standard \|	1,826	815	{ "id": "<urn:uuid:e022ace3-fa53-43c5-8a4e-5ff58c5c6eb6>", "dump": "CC-MAIN-2020-40", "url": "https://www.boone.k12.ky.us/userfiles/3087/my%20files/curriculum/hs-english%202%20-%20district%20final.pdf?id=591138", "date": "2020-09-25T03:58:51", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00423.warc.gz", "offset": 754328404, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9052562117576599, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9533542990684509, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 140, 271, 1392, 3908 ], "fw_edu_scores": [ 3.90625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
EARTH DAY BINGO \| Make an Earth Day journal to keep track of how you are being earth friendly today and every day \| Write an Earth Pledge for yourself and put it somewhere you will see it often \| Eat a meal or snack outdoors \| Compare the sounds you hear outside during the day to those you hear outside at night \| Go on a nature scavenger hunt \| \|---\|---\|---\|---\|---\| \| Go outside at night to stargaze (download a free stargazing app to help you out) \| Learn to tell time using the sun \| Plant native seeds outside or in a reusable container indoors \| Cloud watch \| Build a solar oven and use it to warm a s’more or small snack \| \| Create a picture or design using natural items found outdoors \| Start a compost bin \| Go outside for 5 minutes and breathe in the fresh air \| Keep track of how much trash you accumulate over just one day \| Search for bugs in your backyard \| \| Do some relaxing nature yoga \| Learn all seven Leave No Trace principles \| Find every letter of the alphabet outside in nature \| Go on a litter hike around your house and neighborhood \| Research recyclable items for your area and make a sign for home \| \| Create a leaf rubbing bookmark \| Make a reusable t-shirt bag \| Create an art piece from recycled materials \| Reuse items around your house to make an upcycled bird bath \| Create a decorative piece of art using nature shadows \| Visit to learn more about these activities. bit.ly/gcnwi-earth2020 EARTH DAY BINGO \| Use reusable tote bags \| Use a drying rack instead of a dryer when doing laundry \| Save meal leftovers to eat later on \| Use food items you have on hand to make a meal \| Turn off computers at night \| \|---\|---\|---\|---\|---\| \| Take shorter showers (5 minutes) \| Use smart power strips \| Turn off lights in unoccupied rooms \| Plant and grow your own vegetables in your backyard \| Purchase clothing or items second- hand \| \| Go meatless a few times during the week \| Plant native pollinating flowers in your backyard \| Drink from a reusable water bottle instead of one made from single use plastic \| Use a compost bin to discard food scraps \| Use both sides of a piece of paper when jotting down notes or printing \| \| Refrain from using pesticides on your lawn \| Use collected rainwater to water your garden \| Run the dishwasher only when it is full \| Unplug electronics when you aren’t using them \| Properly dispose of non-recyclable items \| D A Y 5 0 Visit to learn more about these activities. bit.ly/gcnwi-earth2020	1,074	567	{ "id": "<urn:uuid:09f3be4b-6c25-4516-aec4-e6d7513246c2>", "dump": "CC-MAIN-2020-40", "url": "https://www.girlscoutsgcnwi.org/content/dam/girlscouts-girlscoutsgcnwi/documents/Earth%20Day%20Bingo%20Cards.pdf", "date": "2020-09-25T03:18:10", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00422.warc.gz", "offset": 835097720, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9066078364849091, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.8254764080047607, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1427, 2465 ], "fw_edu_scores": [ 3.359375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
COMPILE TIME AND RUNTIME Compile time and runtime are two distinctly different times during the active life of a computer program. Compile time is when the program is compiled; runtime is when it executes (on either a physical or virtual computer). Programmers use the term static to refer to anything that is created during compile time and stays fixed during the program run. They use the term dynamic to refer to things that are created and can change during execution. Example In application MyApp shown below, the data type of variable tax is statically set to double for the entire program run. Its value is dynamically set when the assignment statement (marked ) executes. ``` public class MyApp { public static void main( String [] args ) { double tax; . . . tax = price * TAX_RATE; . . . } } ``` Compiler Tasks The main tasks of the compiler are to: Check program statements for errors and report them. Generate the machine instructions that carry out the operations specified by the program. To do this, the compiler must gather as much information as possible about the items (e.g. variables, classes, objects, etc.) used in the program. Example Consider this Java assignment statement: To determine if it is correct, the compiler needs to know if y2 is a declared variable (perhaps the programmer meant to type y2). To generate correct bytecode, the compiler needs to know the data types of the variables (integer addition is a different machine instruction than floating-point addition). Declarations Program text that is primarily meant to provide information to the compiler is called a declaration, which the compiler processes by collecting the information given. Example A variable declaration. It tells the compiler that the identifier mile refers to a double variable. double mile; Example A class declaration. It tells the compiler that the identifier Pixel refers to a class and, furthermore, that every Pixel object has fields x, y and hue. ``` public class Pixel { public int x, y; public Color hue; } ``` Example A method declaration. It tells the compiler that the identifier pay refers to a method and, furthermore, that this method returns the product of two arguments. ``` public double pay( double wage, int hours ) { return wage hours; } ``` Declarations allow the compiler to find errors in subsequent statements. Example Because of the information in the first line, the compiler can flag the third line as an error. ``` int x; . . . x = 2.5; // ERROR ``` Declarations also allow the compiler to generate proper machine code. Example Because of the declarations, the compiler knows the + on the left must be translated to string concatenation and that on the right to integer addition. ``` String a, b, c; int a, b, c; ``` ``` . . . a = b + c; . . . a = b + c; ``` Executable Statements Program statements that are primarily meant to specify operations that the computer is to carry out at run-time are called executable statements, which the compiler processes by translating them to machine code. \| Examples \| \| \|---\|---\| \| mpg = miles / gallons; \| An executable statement that directs the JVM to fetch the value of miles and that of gallons, divide them and store the result into mpg. \| \| System.out.println( "equals" ); \| An executable statement that directs the JVM to send the string equals to the standard output object. \| Housekeeping Housekeeping refers to tasks that the compiler and JVM must perform to support the translation and execution of a computer program. Housekeeping is not usually explicit in the Java program; you've got to infer it from knowing how Java constructs are compiled and executed. Example Consider these Java statements: ``` 1 2 3 double x, y; y = 3.5; x = 2 * y; ``` Line 1 results in this inexplicit processing: (1) the compiler does its own housekeeping by gathering information about x and y, (2) it generates housekeeping code, which (3) the JVM executes at runtime.	1,790	855	{ "id": "<urn:uuid:a3222b15-a816-4e96-85d7-0b7a002dd029>", "dump": "CC-MAIN-2020-40", "url": "http://faculty.salina.k-state.edu/tmertz/Java/013hardwaresoftwareandcomputerlanguages/13compiletimeandruntime.pdf", "date": "2020-09-25T02:20:28", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00423.warc.gz", "offset": 48853999, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9946072846651077, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9955288171768188, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1162, 2303, 3407, 3990 ], "fw_edu_scores": [ 2.015625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
September Name: _____________________________ First and Last Name Homeroom Teacher: ___________________ CHOICE ___________ Activity ____________ Time (20 minutes +) Speed Swing like you are hitting a ball off a tee and run to first base. Run from one object to another as fast as you can! Do this 3x! Flexibility 3+3+3+3 = ___ Do 3 stretches. Hold each stretch this many seconds. Balance Try walking across your kitchen with a plastic bowl or plate on your head. Did you know your body is over 70% water? Drink at least 6 glasses of water. CHOICE ___________ Activity ____________ Time (20 minutes +) Muscular Endurance Your age + 10= _______ Do this many curl-ups (sit-ups). CHOICE ___________ Activity ____________ Time (20 minutes +) CHOICE ___________ Activity ____________ Time (20 minutes +) CHOICE ___________ Activity ____________ Time (20 minutes +) CHOICE ___________ Activity ____________ Time (20 minutes +) CHOICE ___________ Activity ____________ Time (20 minutes +) CHOICE ___________ Activity ____________ Time (20 minutes +) CHOICE ___________ Activity _ ___ ________ Time (20 minutes +) Coordination Find two small objects. Try to juggle them by throwing one up, switching hands with the other, and keep them in the air CHOICE ___________ Activity ____________ Time (20 minutes +) Directions: Students fill out/complete boxes, parents initial boxes. 1. EACH completed box must be initialed by an adult for credit PJ 2. Pick 1 or 2 squares to complete each day - no more than 2 boxes a day as we are promoting DAILY physical activity. 3. CHOICE boxes must be 20 minutes or more of large muscle physical activities, examples: sports practice, dance, bike ride, tag, mowing lawn, walking dog, physical therapy, family walks, Wii Fit, etc., If they are things you already do, just record them on your Fitness Log. If you are not very active - get moving . 4. If you are unable to do an assigned activity because of a disabil- ity, space, lack of equipment, etc. please replace it with a similar activity that you can do. Muscular Endurance Try to do 5 push-ups. Have a parent or sib- ling join you! If 5 is easy, do 5 more! How long? _______ Cardio-Respiratory Endurance Go for a 10 minute jog! Try to do more jogging than walking Muscular Strength 30-10 = ____ Do this many “Mountain Climbers” Repeat and do it again! First and Last Name Homeroom Teacher: ___________________ Did you know your body is over 70% water? Drink at least 6 glasses of water. Sportsmanship: “When a player walks off the court/field and you really can’t tell whether they won or lost; They carry them self with pride either way.” Jim Courier Grading Scale: 4=ALL 20 3=16-19 2=12-15 1=6-11 Incomplete = 5 or less	1,588	699	{ "id": "<urn:uuid:35f794f6-932d-4c01-b82f-6645e4f6feb7>", "dump": "CC-MAIN-2020-40", "url": "https://connect.issaquah.wednet.edu/cfs-file/__key/telligent-evolution-components-attachments/13-9127-00-00-00-36-68-20/September-Fitness-Log-2019.pdf?forcedownload=true", "date": "2020-09-25T04:56:51", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00421.warc.gz", "offset": 332178336, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9949645400047302, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9949645400047302, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2794 ], "fw_edu_scores": [ 3.578125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Usborne English Twelfth Night • Worksheet answers 1. Write the name of the character who says each of the lines below, which are quoted from the play. Mischief makers Sir Toby Feste Maria A. “Oh ti me, you must untangle this, not I, It is too hard a knot for me to unti e.” ................................. Viola B. “Do you think, because you are virtuous, There shall be no more cakes and ale?” ................................. Sir Toby C. "This is very midsummer madness." ................................. D. “If this young man has oﬀ ended you, I will answer for it.” ................................. E. "If it be thus to dream, sti ll let me sleep." F. "Now you shall be your master's mistress." ................................. G. “A great while ago the world began With a hey, ho, the wind and the rain” ................................. 3. Choose the word on the right that best matches the sense of the phrase on the left . A. "I know, I'll dress up as a boy and call myself Cesario." devoti on B. "I'd build a willow cabin at you gate and call upon you every day." trickery C. "I know how to pay Malvolio back." disguise D. "I'll fake a love lett er from Olivia and let him ﬁ nd it." irony E. "This boy really understands love. If only I could ﬁ nd a girl like him." revenge 5. Can you put the characters in the right places on the diagram below? Viola Duke Orsino Olivia Sir Toby Feste Maria Sebasti an 4. Match each sentence with the one that follows it, then number them from 1 to 5 in story order. A. "What was your loved one like?" B. "Sweet lady, ho ho." C. “If your ship hadn’t found me...” ........ 5 D. “Fair lady, Orsino’s heart is like a book...” ........ 2 E. "Is he in Hell, lady?" "No, he is in Heaven, fool." "Very like you." "Yes, yes, I've read it." "Malvolio, what's the matt er with you?" "I'm glad to have helped you." 2. Fill in the correct form of each verb to complete the paragraph below. Viola ................................. (bite) her lip and ................................. (nod). She ................................. (think) her heart ................................................... (break). In just three days she .............................................. (fall) in love with Orsino herself. Lovers Mischief makers ........ ........ ........ Olivia Antonio Sebastian Feste bit nodded thought would break had fallen 3 4 1 Viola Sir Toby Olivia Sebastian Feste Duke Orsino Maria © 2013 Usborne Publishing Ltd. Not for commercial use.	1,390	645	{ "id": "<urn:uuid:25d11620-b3d7-42b1-a5b5-25c5c56e6c0e>", "dump": "CC-MAIN-2020-45", "url": "https://cdn.usborne.com/quicklinks-library/englishlearnerseditions/twelfth-night-worksheet-answers.pdf", "date": "2020-10-24T17:47:27", "file_path": "crawl-data/CC-MAIN-2020-45/segments/1603107884322.44/warc/CC-MAIN-20201024164841-20201024194841-00474.warc.gz", "offset": 258584301, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.994885265827179, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.994885265827179, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2558 ], "fw_edu_scores": [ 3.875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Lesson 7A ver 2 Across 1. When installing devices for _________ protection in a coaxial cable feedline, ground all of the protectors to a common plate which is in turn connected to an external ground The purpose of a ___ ____ is to lift tower sections or antennas 3. (3,4) 6. A proper grounding method for a tower is separate eight-foot long ground rods for each tower ___, bonded to the tower and each other 8. Put on a climbing harness and safety glasses before _______ an antenna tower 9. It is _____ safe to climb a tower without a helper or observer 10. ____ _____ is the ratio of "on" time to "off" time of a transmitted signal (4,5) 13. Shorting the _______ can cause burns, fire, or an explosion in a 12-volt storage battery 16. Look for and stay clear of any ______ electrical wires when putting up an antenna tower 18. Exposure limits vary with frequency because the human body ______ more RF energy at some frequencies than at others 19. Amateur operators could _______ antennas to prevent exposure to RF radiation in excess of FCC-supplied limits 20. It is unwise to install a 20-ampere fuse in the place of a 5ampere fuse, because excessive _______ could cause a fire Down 2. VHF and UHF radio signals are ___-_____ radiation (3-8) 4. A ____-_____ storage battery could overheat, give off flammable gas or explode if it is charged or discharged too quickly (4-4) 5. Frequency and ______ level of the RF field, distance from the antenna to a person, and radiation pattern of the antenna affect the RF exposure of people near an amateur station antenna 7. Ensure that connections are short and direct when installing ______ wires on a tower for lightning protection 8. A fuse or _____ ______ in series with the AC "hot" conductor should always be included in home-built equipment powered from 120V AC power circuits (7,7) 11. Use of ______ ______ cords and plugs, connect all AC powered equipment to a common safety ground, and use of ground-fault interrupters are a good ways to guard against electrical shock (5- 4) 12. You might receive an electric _____ from stored charge in large capacitors in a power supply even when it is turned off and disconnected 14. You can make sure your station stays in compliance with RF safety regulations by re-evaluating the ______ whenever an item of equipment is changed 15. Connecting the battery to a car's battery and running the engine is one way to recharge a __-____ lead-acid battery (2-4) 17. Explosive ___ can collect near a conventional 12-volt storage battery if not properly vented 6Feb2015	1,154	591	{ "id": "<urn:uuid:ab4c0f24-bdf5-4ceb-806e-f6344ff9f8da>", "dump": "CC-MAIN-2020-40", "url": "https://www.wednettraining.com/uploads/4/6/0/3/46036217/lesson7a-v2-sol.pdf", "date": "2020-09-25T03:40:36", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00422.warc.gz", "offset": 1097119953, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9930933713912964, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9930933713912964, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2572 ], "fw_edu_scores": [ 2.53125 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
*ADAPTED FROM: "How to Choose Your Hero" by Charles Harper How Should We Choose Our Heroes? We human beings are entrusted with a very special place in creation; a place that calls us to embrace and live by certain values, including kindness, generosity, forgiveness, joy and peace. Heroes help us define, develop and live by those values. The ancient Greeks said, "Tell me who you admire, and I'll tell you who you are." According to this logic, choosing heroes is important because who you choose often determines the character of a person and a people. We are in need of heroes more than ever. Collectively and individually, we continue to be a people in search of sages (people who are wise, mature, or who possess good judgment); anxious and eager to find people worthy of our love and loyalty. What kind of heroes should we embrace? Embracing the wrong kind of hero has the potential of fracturing the sacred bonds of society. In the absence of positive heroes, a society will choose the wrong kind of heroes, setting in motion a negative energy more powerful than nuclear fission. It can split the nucleus of the human family and set off a veritable chain reaction of sexism, racism, hate, violence, greed, jealousy, resentment and corruption. This has, unfortunately, happened many times in history. In today's culture we have substituted celebrities for heroes; celebrities from whom we expect little and sometimes get less. So anxious are we as a culture to find someone in whom we can place our love and loyalty that we choose from the riotous parade of the newly famous and already nearly forgotten. (Who do you know that has gotten famous for doing things that are not actually admirable?) And when we lose them, nothing is really lost, for their successors have already claimed the next fifteen minutes of fame. Celebrities attract our curiosity, while real heroes send us to the source of their vision and dreams. (Who do you know that fits this definition of a hero?) We often look at celebrities to find out what our values should be, and when we do, we discover that those values are often very shallow. What is a hero? Real heroes strive for the imperishable trophies (rewards that endure forever, such as love, personal growth, a sense of accomplishment, knowledge that they have changed their world for the better). Their rules and goals are different. They live and work in the world, but they embrace the eternal values of love, joy, peace, patience, kindness, goodness, faithfulness, humility, and self-control. While fame, fortune, and power may come their way, attaining them is not their goal. Heroes who deserve biography, autobiography or memoir are people who may attract attention, but direct that attention beyond themselves to something greater . ( Why does Superman save people? Is he trying to be famous, or does he just want to help? Does the fact that his true identity is hidden help you answer those questions? ) True heroes help us aspire and live up to the values they embrace in their daily lives. Where can we find heroes? Heroes can be found in the daily stuff of life, from parents to teachers, from counselors to that unexpected angel who helps you change a tire during a dark and rainy night. They can also be found in our religious and historical traditions, and among the unsung activists and brave politicians who have taken a stand against the status quo (the existing state of affairs, especially regarding social or political issues). As one historian wrote, "No great man lives in vain (without success or result). The history of the world is but the biography of great men [and women]." Real heroes take us one step closer to fulfilling our human potential. Identifying, spotlighting, and promoting heroes from around the world who personify values that strengthen the fabric of the global village in which we live would be a step toward a better future for all of us.	1,482	799	{ "id": "<urn:uuid:271ef700-d5b0-401e-92dc-4ddcf2084e6a>", "dump": "CC-MAIN-2020-40", "url": "https://myhero.com/Hosted/teachersroomresources/Uploads/How%20To%20Choose%20a%20Hero.pdf", "date": "2020-09-25T03:44:06", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00428.warc.gz", "offset": 529511129, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9985701143741608, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9983660578727722, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3048, 3936 ], "fw_edu_scores": [ 2.65625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
St. Edmund's Girls' School Wyvern College October 2018 Dear Parents/Carers Key Stage Three Ambitious Vocabulary As part of their English homework, each year group have been given a list of 45 ambitious vocabulary words to learn for the year. Each week they are directed to learn five of the words and they are then tested on any of the words they have learnt so far during one of their English lessons. Once students have worked through the 45 words for their homework they will be directed to keep practising these words as these are the only ambitious vocabulary words we would like to students to learn over this academic year/ The spelling tests completed at the beginning of an English lesson are an example of low stakes testing; students will never be asked to call out their marks or to share them with anyone else in the class and we do not ask that students achieve a specific mark out of ten. The style of questioning for the spelling test is as follows: 1. What's another word for kindness beginning with b? Benevolence Students are tested on five words and will be given a mark out of ten: a mark for spelling the word correctly and a mark for knowing the meaning of the word. The words on the ambitious vocabulary list are challenging words and it is not the expectation that students achieve full marks on these every week. We are more interested in students knowing the meaning of the word as (if they know the meaning) they will be more likely to use it in their writing, not just in English but in other subjects too. When students feel confident with the meanings of the words, we hope that accurate spelling will follow. This approach is based on leading research focused on the benefits of exposing students to rich vocabulary ahead of adulthood, irrespective of their current reading and writing abilities. There are several ways that students can practise their spellings from traditional methods such as 'look, cover, say, write, check' to using technology to help them. As a department, we recommend using an app called Quizlet to help with practising the ambitious vocabulary. Students can go to Quizlet.com or download the app and search for StEdsVocab, where they will see an option to select the ambitious vocabulary for their year group. By selecting this students will be able to hear and see the words, play games, complete quizzes and use flashcards to help them practise their ambitious vocabulary. There is an option to create an account, which will store scores for games and quizzes and target specific words, but this is not a necessity and students can easily access everything Quizlet has to offer without an account. We recommend that students spend thirty minutes across a week practising their ambitious vocabulary. If you have any questions regarding the ambitious vocabulary homework, please do not hesitate to contact me. Linda Evans English Teacher and Assistant SENDCo Literacy email@example.com Headteacher: Nicola Bull St Edmund's School, Church Road, Laverstock, Salisbury, SP1 1RD Tel: 01722 328565 Email: firstname.lastname@example.org Website: http://st-edmunds.eu Wyvern College, Church Road, Laverstock, Salisbury, SP1 1RE The Wyvern St Edmund's Learning Campus – part of Magna Learning Partnership, a company limited by guarantee, registered in England and Wales Number 7865850 – registered office c/o St Edmund's School, Church Road, Laverstock, Salisbury, SP1 1RD. An exempt charity.	1,543	729	{ "id": "<urn:uuid:f2937f43-8654-4108-81ae-f1ee2f72d64d>", "dump": "CC-MAIN-2020-40", "url": "http://st-edmunds.eu/wp-content/uploads/LEv-Ambitious-Vocab-letter-Oct-18.pdf", "date": "2020-09-25T03:54:43", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00426.warc.gz", "offset": 119270296, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.999187171459198, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.999187171459198, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3560 ], "fw_edu_scores": [ 3.28125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
TEST No2 Conservation of water resources. Participants in the situation – Martinе and her grandmother. Situation 1 Water and Sewage Company Corp. reported that there will be an increase in the service per cubic metre of water. Martinе checks the bills and finds that it was simply the water that doubled in price, while keeping her grandmother's volume of consumption. Martina's grandmother wonders if she can reduce her water bill to the previous levels amounting to 12-15 BGN per month. Martinе decides to help her. Martinе makes the following measurements of the cold water meter: Friday night 12,554.6 Saturday night 12,703.2 Sunday night 12,854.4 1. From a statistical point of view, we know that it takes at least 3 measurements to be able to say that the resulting values make some sense. Martina doesn't have this possibility, because she's at school on workdays. So, how much is the daily consumption of Martinе's grandmother? a. about 150 liters per day b. about 50 liters per day c. about 250 litres daily d. about 200 litres daily e. about 100 liters per day She then asks her grandmother to mark every time she flushes the water of the toilet cistern. Friday 11 times Saturday 10 times 1 Sunday 12 times She recorded the water meter's readings and flushed the water of the toilet cistern to check how many litres of water was needed in a single cycle. Meter readings: before 12 867 / after 12 874 2. How many liters of water are needed for a single flush of the toilet cistern? a. 12 l b. 3 l c. 7 l d. 5 l e. 8 3. How much of the water consumption is spent by the toilet cistern? a. about 40% b. about 60% c. about 70% d. about 20% e. about 50% Situation 2 Martinе checks that there are more modern toilet cisterns models with water consumption of 6 l, but besides, she reads that there are toilet cisterns with a two-stage flushing mechanism – for half volume and a whole volume, that is, 3 and 6 liters. She shows her grandmother the new models, but she is not convinced that with the change of toilet cistern, her water consumption will decrease. 4. Martinе looks for options to reduce water consumption. She places a 2litre soft drink bottle into the cistern and checks whether it interferes with its normal functioning. Then Martine fills the bottle with water and places it inside. How much will Martine's grandmother save on water monthly? 2 a. 0.5 BGN per month b. 3.5 BGN per month c. 12 BGN per month d. 7.5 BGN per month e. 2 BGN per month Martine does not tell her grandmother but waits for her to be surprised by the lower water bill. 5. The bill for the month arrives and Martine's grandmother is surprised. Martina then explains to her grandmother what she has done, and her grandmother agrees to replace her toilet cistern with a two-step mechanism, which leads to extra savings, but of how much? a. 3 lv b. 1 lv c. 6 lv d. 0.5 lv e. 50 lv monthly. Situation 3 Martine's grandmother is surprised by her granddaughter's wit and asks her to check if there is no other option to reduce the water bill. Martine looks for information and understands that there are shower heads with a maximum consumption of 8 liters per minute, but that would mean that she has to check her grandmother's shower consumption? She takes a standard bucket of 12 litres and it fills for 36 seconds at maximum water flow. 6. What's Martine's grandmother's shower consumption per minute? a. 12 litres b. 4 liters c. 3 litres d. 20 litres e. 16 litres 7. Martine's grandmother takes a shower every other day. Martine finds out that her grandmother showers for an average of 10 minutes, with the shower working for 8 minutes. How many cubic metres will Martine's grandmother save on a yearly basis? a. 180 cubic meters per year b. 1.8 cubic meters per year c. 18 cubic metres per year d. 9 cubic meters per year e. 12 cubic meters per year 8. Martine's grandmother is extremely pleased with the changes. She has a new and economical cistern and shower. Her water bill of BGN 25 per month decreases to a. 20 BGN per month b. 16 BGN per month c. 11 BGN per month d. 8 BGN per month e. 27 BGN per month Martina's grandmother decides to buy her chocolate weekly showing her gratitude towards the behaviour she demonstrates towards protecting water and water resources. And Martina's having a good time. 4	1,837	1,117	{ "id": "<urn:uuid:5f8b88ee-689d-4078-8225-cda2e6764063>", "dump": "CC-MAIN-2020-40", "url": "https://bestu.eu/wp-content/uploads/2020/09/BestU-Water-Scenario-2-EN.pdf", "date": "2020-09-25T04:23:41", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00427.warc.gz", "offset": 291845815, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9974332451820374, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9981992840766907, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1221, 2393, 3479, 4345 ], "fw_edu_scores": [ 3.265625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
CPC HOMEWORK: WEEK 11 OWLS SPELLINGS * f/th sounds * breath * breathe * February * fruit * fruitful * often * therefore * through * enough * length * lengthy FALCONS SPELLINGS ly/ty/ry endings Which word classes are these words in? * Curiosity * library * Identity * Forty * Variety * Secretary * dictionary * frequently * immediately * sincerely * individually OWLS MATHS Welcome to your new job at Mario's Pizza bar! You need to look at the start times and cooking times and tell customers when their pizza will be ready. \| Pepperoni for Mr Wilson Time now: 4.17pm Cooking time: 15 mins Pizza will be ready: 4.30pm \| Hawaiian for Miss Collier Time now: 5.12pm Cooking time: 20 mins Pizza will be ready: ______ \| \|---\|---\| \| Meat Feast for Mrs Ball Time now: 6.24pm Cooking time: 15 mins Pizza will be ready: ______ \| Chicken Tikka for Mr Hamilton Time now: 7.05pm Cooking time: 45 mins Pizza will be ready: ______ \| \| Seafood Special for Miss Peake Time now: 7.35pm Cooking time: 35 mins Pizza will be ready: ______ \| Four Cheeses for Miss Rose Time now: 7.50pm Cooking time: 25 mins Pizza will be ready: ______ \| \| Hot n Spicy for Mrs Abbas Time now: 7.55pm Cooking time: 45 mins Pizza will be ready: ______ \| Donner Kebab for Miss Bird Time now: 6.20pm Cooking time: 20 mins Pizza will be ready: ______ \| \| Meat Feast for Miss Seaton Time now: 4.30pm Cooking time: 15 mins Pizza will be ready: ______ \| Meat Feast for Mrs Pacey Time now: 5.10pm Cooking time: 25 mins Pizza will be ready: ______ \| FALCONS MATHS: PROBABILITY * Useful Vocabulary: * perhaps, might, fair, unfair, likely, unlikely, equally likely, chance, certain, uncertain, probable, possible, impossible, good chance, poor chance, no chance, equal chance, even chance, evens, fifty- fifty, likelihood, probability, possibility. * Use the words above to give the probability for the following scenarios: STATEMENTS * Miss Seaton will come to school tomorrow. * Miss Collier will win a trophy for tennis. * It will get dark tonight. * Enrikas will turn into a fish. * If I roll a dice, I will get an odd number. * It will rain tomorrow. * The sun will rise next week. PARTS OF A PLANT: EASY * Label the parts. * List four plants you know that have these parts. PARTS OF A PLANT: MEDIUM/HARD * Do you remember gathering plants and looking at their parts? Use the vocabulary below to complete the following sentences. You could also draw pictures to go with the statements. STATEMENTS: FLOWERS Flowers are necessary for R________________________. They have colour and S_______ to attract insects. To make P____________ (males sex cells) which join to eggs (female sex cells). Part of the F__________ dies and what is left becomes the new fruit with S_________. STATEMENTS: LEAVES AND STEM LEAVES Necessary for NUTRITION (feeding). The G________ leaves use S___light to change the C________ Dioxide gas and water into food. This is called P________________. Leaves are very important for N_____________ and excretion (getting rid of waste). STEM Necessary to hold up and M______ the plant towards the S___light. It carries W________ and Minerals from the R________ to the rest of the plant. STATEMENTS: ROOTS ROOTS These keep the plant to the G________ so it does not blow away. There are R_____ HAIRS to soak in the W_____ and M____________ from the soil (ground). The roots are very important for N________________.	1,872	889	{ "id": "<urn:uuid:057bbba8-8bb2-4548-beaf-769a006c87fd>", "dump": "CC-MAIN-2020-40", "url": "http://www.jamescambell.com/wp-content/uploads/2020/06/Week-Eleven-Schedule-of-Work-CPC-.pdf", "date": "2020-09-25T04:24:09", "file_path": "crawl-data/CC-MAIN-2020-40/segments/1600400221980.49/warc/CC-MAIN-20200925021647-20200925051647-00429.warc.gz", "offset": 189863869, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9947284817695617, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989213943481445, "per_page_languages": [ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 21, 159, 366, 1509, 1884, 2149, 2244, 2457, 2749, 3186, 3418 ], "fw_edu_scores": [ 3.890625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Mount Pleasant Primary School Year 5 Half-Termly Newsletter Nov-Dec 2017 Our News During this half term, the children will be learning about the Tudors. We will be extending our knowledge of Christopher Columbus through learning about his explorations. We will be thinking about the purpose of exploring new lands and how lands have changed since they were first discovered. We will also be looking at how exploration has helped to develop importing and exporting. We will be having a Science focus day every two weeks. For Science this term we will continue to investigate properties and changing materials. We will be looking at: * Comparative and fair testing. * Reversible and irreversible changes. * How to separate mixtures using, sieves and filters. This term we are beginning to develop our Year 5 garden area. Your task is to design a Tudor themed garden, thinking about herbs they would have used for medicines and healing. You can support your child this half term by: Reading Writing: Please continue to practise reading regularly and filling in the reading journals. We aim to check these on a Friday and expect to see regular entries from the children and an adult's signature to confirm they have read at home. Please ask questions to check your child's understanding of a text. In our reading lessons this term, we will be looking at Oliver Twist by Charles Dickens. The focus will be on making inferences and justifying them with evidence from the text. Using Oliver Twist for inspiration, we will be writing character descriptions and play scripts. In grammar work will be looking in detail at punctuation with a particular focus on the use of commas, dashes and brackets. Please focus on spelling challenges for this half term. Spellings are an integral part of English and allow writers to express themselves clearly and with meaning. Spelling Challenges: 6/11 and 27/11 Maths Our focus for this half term will be counting through zero using negative numbers and solving problems involving negative numbers. We will also be counting in powers of 10, using mental skills. Adding and subtracting 10, 100, 1000, 10,00 and 100, 000 with numbers up to one million. We will be developing reasoning skills through explaining and proving answers. Maths Challenge – Thursday Visits This half term, we will be visiting Brierley Hill Library to share with the children how they can use both books and computers for research purposes. We will particularly focus upon non-fiction texts, discussing how children can use the features to research information. Maths Celebrations Well done to the following children for moving up in their maths challenges: Leon, Rhys, Nicholas, Noah, Amelia, George, Archi, Millie F, Frankie, Libby F, Madison, Caitlin, Max, Matthew, Mia, Izzy, Shay, Henry, Finley, Jack, Zach, Ellie-Mae N, Ruby, Millie P, Libby S, Jayden, Elliot, Jessica, Ellie T, Callum, Thomas, Ellie-Mia W, Rebecca Well done to the following children for moving up in their times table challenges: Rhys, Amelia, Libby F, Sam, Neve, Max, Izzy, Jack, Ewan, Deryn, Elliot, Jessica, Thomas, Ellie-Mai W English Celebrations Well done to these children that moved up in their spelling challenge: Archi, Madison, Millie P, Ellie-Mai White Dates for diaries ``` Wednesday 8 th November – Library visit (half of the class) Thursday 9 th November – Library visit (half of the class) Tuesday 14 th November – Cinema visit Monday 20 th November – Learning Journey Tuesday 21 st November – Parent Appointments 3.15-5.30pm Wednesday 22 nd November – Parent Appointments 5.00 – 7.00pm Friday 1 st December – Christmas Fayre Tuesday 12 th December – Year 5 & 6 Carol Service Wednesday 13 th December – Christmas Lunch Day Tuesday 19 th December – Break for Christmas ``` – End of term Well done to Rebecca, who was the child who achieved the most Class Dojos during the month of December. Will you be our next monthly winner? Happy birthday to the following children for this half term: Jessica, Paige, Madison, Ellie Mai W, Mia, Noah, George, Zach, Frankie, Elliot, Nicholas, Neve	1,798	915	{ "id": "<urn:uuid:4580578a-c417-47fa-8510-b72377eab062>", "dump": "CC-MAIN-2017-47", "url": "http://mount.dudley.sch.uk/pdfs/yeargroups/classnews-y5.pdf", "date": "2017-11-22T18:21:41", "file_path": "crawl-data/CC-MAIN-2017-47/segments/1510934806620.63/warc/CC-MAIN-20171122175744-20171122195744-00474.warc.gz", "offset": 205124927, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9931747019290924, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9968780875205994, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2307, 4111 ], "fw_edu_scores": [ 2.75 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Planning Grid – Year 5 – Autumn 1 2015 PSHE Literacy * SEAL – New beginnings, start of year activities * Develop strategies to cope with uncomfortable feelings and to calm down when necessary. * To understand how others may be feeling when they are in an unfamiliar situation and can help them to feel valued and welcomed. * Design posters on respect. * Circle time sessions on how to solve problems successfully. PE * Dance to Carnival music; focusing on rhythm and movement. * Striking and fielding activities focusing on cricket. Geography * Investigate the types of leisure activities in St Lucia * Locate St Lucia on a map and investigate the physical and human features. * Investigate the climate in St Lucia and look at the impact of tourism on the island. * Compare and contrast localities of UK and St Lucia * Looking at impact of fairtrade and designing posters to highlight this issue. * Write a travel brochure to advertise St Lucia using persuasive language. * Comparing and contrasting themes from stories from other cultures. * Write setting descriptions using complex sentences and noun phrases. * Writing poems based from the Caribbean focusing on metaphors, similes and personification. * Write a character description from the narrative poem 'The Highway Man' * Write persuasive letters from different perspectives. * Retell story from a different point of view * Write a playscript from a piece of narrative. RE * To recognize that Arabic is the symbolic language of Islam. * To understand what Sallah and Zakah is. * Identify food which is special during Ramadan. * To understand the purpose of Haji. * Investigate the range of cultures in St Lucia Numeracy * Read, write and compare numbers to al least 1,000,000 and determine the value of each digit. * Add and subtract whole numbers with more than 4 digits including formal written methods. * Focus on distances between St Lucia and different countries – problem solving. * Working out measures of ingredients to cook St Lucian dishes Art and Design * Fine art illustrations of characters linked to the Highway man. * Landscape pictures of scenery of St Lucia. * Silhouette pictures of sunset of St Lucia Science * To understand and investigate the role of heat in changing foodstuffs. * To appreciate irreversible changes do not need heat. * To investigate the effects of burning on different materials. * To understand iron and the causes and effects of rust. * To investigate vinegar and bicarbonate of soda in particular the creation of carbon dioxide. * DT * Cook Caribbean food for carnival and other St Lucian dishes. * Plan, design and evaluate carnival costumes.	1,212	539	{ "id": "<urn:uuid:97e71cfd-350b-43c3-921c-c366e49af20d>", "dump": "CC-MAIN-2017-34", "url": "http://dkh.org.uk/wp-content/uploads/2014/10/Autumn-1-Topic-web-Y5.pdf", "date": "2017-08-23T21:19:27", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886124563.93/warc/CC-MAIN-20170823210143-20170823230143-00322.warc.gz", "offset": 114484615, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9957096576690674, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9957096576690674, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2662 ], "fw_edu_scores": [ 4.21875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Patient information: Type 2 diabetes (The Basics) Written by the doctors and editors at UpToDate What is type 2 diabetes? — Type 2 diabetes (sometimes called type 2 "diabetes mellitus") is a disorder that disrupts the way your body uses sugar. All the cells in your body need sugar to work normally. Sugar gets into the cells with the help of a hormone called insulin. If there is not enough insulin, or if the body stops responding to insulin, sugar builds up in the blood. That is what happens to people with diabetes. There are 2 different types of diabetes. In type 1 diabetes, the problem is that the body makes little or no insulin. In type 2 diabetes, the problem is that: The body's cells do not respond to insulin The body does not make enough insulin Or both What are the symptoms of type 2 diabetes? — Type 2 diabetes usually causes no symptoms. When symptoms do occur, they include: The need to urinate often Intense thirst Blurry vision If type 2 diabetes rarely causes symptoms, why should I care about it? — Even though type 2 diabetes might not make you feel sick, it can cause serious problems over time, if it is not treated. The disorder can lead to: Heart attacks Strokes Kidney disease Vision problems (or even blindness) Pain or loss of feeling in the hands and feet The need to have fingers, toes, or other body parts removed (amputated) How do I know if I have type 2 diabetes? — To find out if you have type 2 diabetes, your doctor or nurse can do a blood test to measure the amount of sugar in your blood. How is type 2 diabetes treated? — There are a few medicines that help control blood sugar. Some people need to take pills that help the body make more insulin or that help insulin do its job. Others need insulin shots. Sometimes, people with type 2 diabetes also need medicines to reduce the problems caused by the disease. For instance, medicines used to lower blood pressure can reduce the chances of a heart attack or stroke. Medicines are not the only tool to manage diabetes. Being active, losing weight, eating right, and not smoking can all help people with diabetes stay as healthy as possible. Can type 2 diabetes be prevented? — Yes, it can. To reduce your chances of getting type 2 diabetes, the most important thing you can do is control your weight. If you already have the disorder, losing weight can improve your health and blood sugar control. Being active can also help prevent or control the disorder. My Sugar Reading	1,037	562	{ "id": "<urn:uuid:72bafdba-04b1-4d21-9ec1-c169741755ca>", "dump": "CC-MAIN-2017-34", "url": "http://pihmalawi.com/resources/Diabetes.General.pdf", "date": "2017-08-23T21:29:28", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886124563.93/warc/CC-MAIN-20170823210143-20170823230143-00318.warc.gz", "offset": 330801330, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991657733917236, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991657733917236, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2495 ], "fw_edu_scores": [ 2.25 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
Total number of printed pages – 6 B. Tech CPCH 7406 Eighth Semester Examination – 2008 TRANSPORT PHENOMENA Full Marks – 70 Time : 3 Hours Answer Question No. 1 which is compulsory and any five from the rest. The figures in the right-hand margin indicate marks. 1. Answer the following questions : 2×10 (a) Compare Newton's law of viscosity with Hooke's law of elasticity. (b) How does the viscosity vary with temperature and pressure for (i) Dilute gases (ii) Liquids. P.T.O. (c) What is the range of applicability of Stokes's law ? (d) What precautions have to be taken in using formulas with friction factors taken from reference books and original sources ? (e) Compare Fourier's law of heat conduction with Newton's law of viscosity. (f) Would you expect wood to have the same thermal conductivity in all three directions ? (g) What is the momentum-transport analog of a heat source ? (h) What is diffusion ? What factors may cause diffusion to occur ? (i) When is mass fraction equal to mole fraction ? (j) Compare and contrast homogeneous and heterogeneous chemical reactions. CPCH 7406 2 Contd. 2. (a) Derive a relation that enables one to get the viscosity of a fluid by measuring the steady-state rate of fall of a sphere in the fluid. 5 (b) One method of determining the radius of a capillary tube is to measure the rate of flow of a viscous fluid through the tube. Find the radius of a capillary from the following flow data : 3. Determine the velocity and shear stress distribution for the tangential laminar flow of an incompressible fluid between two vertical coaxial cylinders, the outer one of which is rotating with an angular velocity. End effects may be neglected. 10 4. Derive an equation for calculating the maximum temperature rise and average temperature for a system of heat conduction with an electrical heat source. 10 5. A steel pipe 25 mm inside diameter and 33 mm outside diameter and insulated with rockwool carries steam at 178 °C. If the surrounding air temperature is 21 °C, calculate the rate of heat loss from one meter length of pipe. The thickness of insulation is 38 mm. Thermal conductivity of steel CPCH 7406 3 P.T.O. Length of capillary = 50.02 cm Kinematic viscosity of fluid = 4.03 ×10 –5 m 2 sec –1 Density of fluid = 0.9552×10 3 kg m –3 Pressure drop across (horizontal) capillary tube = 4.829×10 5 newtons m –2 Mass rate of flow through tube = 2.997×10 –3 kg sec –1 What is a major drawback to this method ? 5 CPCH 7406 4 Contd. and rockwool are 10.74 and 0.0418 cal/sec-m °C respectively. The inside and outside heat transfer coefficients are 1356.17 and 2.7133 cal/ sec m 2 °C respectively. Contact resistance between the pipe and insulation may be neglected. 10 6. Calculate the value of D AB for mixtures of argon (A) and oxygen at 293.2 K and 1 atm total pressure. 10 Data given : The value of Ω D, AB = 1.003 for a value of kT/ε AB = 2.47. 7. Derive an equation for determining the flux of a liquid diffusion through a stagnant gas film. 10 5 P.T.O. 8. Write short note on any two : 5×2 (a) Mechanism of mass transport (b) Velocity distribution in turbulent flow (c) Forced convection (d) Science of rheology. ––––––––––– – C	1,630	844	{ "id": "<urn:uuid:c93ada0d-ddd8-40cd-951a-3f4c93a60bdf>", "dump": "CC-MAIN-2017-34", "url": "http://bputstudents.com/bput/Semester-Questions/nqs/btech/8THSEM/Transport%20Phenomena%20CPCH%207406.pdf", "date": "2017-08-23T21:30:41", "file_path": "crawl-data/CC-MAIN-2017-34/segments/1502886124563.93/warc/CC-MAIN-20170823210143-20170823230143-00325.warc.gz", "offset": 55148514, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9742020964622498, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9798962473869324, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1119, 2525, 3238 ], "fw_edu_scores": [ 2.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Example 1: A Great Thing 😊 SWIMMING EXAMPLE 1. Description. What happened? 4. Analysis. What sense can I make of the situation? I had a great start. I was first off the blocks. 😊 2. Feelings. What was I thinking or feeling? It felt great when I hit the water. It happened very quickly, I can't really remember what else I was thinking or feeling. Overall good feelings!! 3. Evaluation. What was good about the experience? When I start well, I know I am going to swim well. And I did… I got a win and a PB! All my hard work on my start is paying off. I know that if I start badly, I am not confident when I hit the water. I understand this about myself. 5. Conclusion. What else could I have done? Nothing I can think of. I am happy how it went. 6. Action Plan. How am I going to keep doing this going forward? I am going to keep putting in extra effort on my diving drills after each training session. Example 2: An Average Thing HOCKEY EXAMPLE 1. Description. What happened? 4. Analysis. What sense can I make of the situation? I had a good shot at the goal but the goalie saved it so we drew the match. 2. Feelings. What was I thinking or feeling? It felt great when I hit the ball. It was a good shot. But the goalie made a great save which made me angry and sad at the same time. It's disappointing. I feel all my hard work was worth nothing because we still drew the match. 3. Evaluation. What was good/bad about the experience? Good – the shot. Bad – the fact that the goalie was still able to stop it. I know this goalie is really good. My shot was good too… I must just get better. 5. Conclusion. What else could I have done? I could have gone for the opposite corner of the goal possibly. 6. Action Plan. How am I going to work on this going forward? I need to practice with a better goalie possibly? Or just more difficult drills when practicing a shot at the goal. I will ask my coach and brainstorm. Example 3: A Bad Thing GOLF EXAMPLE 1. Description. What happened? 4. Analysis. What sense can I make of the situation? I missed an easy putt on the 8th and bogeyed the hole. 2. Feelings. What was I thinking or feeling? As I hit the ball I was thinking "don't miss, don't miss" And I missed. Then I got angry! And felt embarrassed too. 3. Evaluation. What was bad about the experience? I felt nervous. I rushed my routine. I felt out of control and stupid once I'd missed because I know I can make that putt easily. I know the moment I start telling myself "don't miss, don't miss" things go badly for me. I rushed my routine instead of slowing down. 5. Conclusion. What else could I have done? I could have re-started my routine when I felt myself saying "don't miss, don't miss". I should have done some breathing or centering exercises. 6. Action Plan. How am I going to work on this going forward? I am going to see my coach this week for more putting drills. I am not happy where my putting is. I also need to see my psychologist to figure out how to stop getting into my head before every putt.	1,152	732	{ "id": "<urn:uuid:4e4c309b-5c83-4c58-8853-886bdefc35ab>", "dump": "CC-MAIN-2023-50", "url": "https://static.s123-cdn-static-d.com/uploads/1114581/normal_6488273bcb5cb.pdf", "date": "2023-12-03T23:46:01", "file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00561.warc.gz", "offset": 610760784, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9995677868525187, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9996094107627869, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 914, 1941, 3057 ], "fw_edu_scores": [ 3.1875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Develop a New Dog Breed A New Canis Familiaris Learning Objectives: Students learn how artificial selection can be used to develop new dog breeds with characteristics that make the dogs capable of performing a desirable task and they "create" a dog that could be bred for their purposes. National Science Teachers Association (NSTA) Standards: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. MS-LS4-4 Materials: Computer with internet access Canis Familiaris sheet (included) AKC article (included) Vocabulary: Force: energy applied to move an object Motion: an act of an object changing its location Inertia: an object in motion stays in motion. An object at rest stays at rest.Inertia is related to mass. Fulcrum: the support or point of rest on which a lever turns Balanced forces: equal and opposite forces Unbalanced forces: forces that cause a change in motion of an object Lesson: Introduction Have students read the AKC article Beagle, Harrier, Foxhound: The Same But Differen t Discuss with students how these three dogs are connected and why they are different. A New Canis Familiaris Lesson: Explicit Instruction/Teacher Modeling Ask students to describe the features or abilities of dogs for which humans might breed. Point out that it is possible to select dogs to breed for particular traits because all dogs are from the same species, Canis familiaris. The various breeds can mate with each other to produce offspring. Independent Working Time Divide students into groups of 2-4. Explain that each group will be attempting to artificially select a new dog with certain traits by crossing two breeds. Students must determine the following: What will we want our dog to be good at? What physical features will he/she need? What behavioral features will he/she need? Students should use the following resources for research: AKC Breeds AKC Compare Breeds AKC DNA Resource Center Once students have collected the information, they will need to fill out the Canis familiaris sheet and introduce their new dog. Review and Closing Invite a few groups to share. Discuss why pure bred dogs are valuable to the community. Develop a New Dog Breed CANIS FAMILIARIS: A NEW BREED PLANNING: 1. What will we want our dog to be good at? 2. What physical features will he/she need? 3. What behavioral features will he/she need? BREEDING: Name: ________________ CANIS FAMILIARIS: A NEW BREED BREEDING: 4. Describe your new breed of dog. Be specific! 5. How will the traits it received from its parents help it to survive? 6. How will these traits help it to be successful with the task you chose? 7. If time allows, draw a picture of your new breed of dog in the space below. Name: ________________	1,338	630	{ "id": "<urn:uuid:b432dbdc-515a-4941-85dd-941a19646c66>", "dump": "CC-MAIN-2023-50", "url": "https://www.akc.org/wp-content/uploads/2021/03/A-New-Canis-Familiaris_-Develop-a-New-Dog-Breed.pdf", "date": "2023-12-03T23:29:44", "file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00567.warc.gz", "offset": 730038356, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972894489765167, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9975640177726746, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1239, 2327, 2542, 2886 ], "fw_edu_scores": [ 4.78125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Primary 4 Term 2 Newsletter ------------------------------------------------------------------------------------------ Hello everyone! I hope that you all had a G.R.E.A.T October break with your families. We are looking forward to another busy and productive Term in Primary 4. Preparations for our Christmas performance will soon be underway, and we can't wait to spread some festive cheer! I will continue to do my best to keep you all updated with dates and important information via Seesaw. Handle with Care If your child is experiencing difficulty at home, I would like to provide additional support at. I understand that details are not always to be shared and that is OK. If your child is coming to school after a difficult night, morning or weekend please pass on a note saying "Handle with Care" with your child in the morning. Nothing else will be said or asked. This will let me know that your child may need extra time, patience and help during the day. Literacy Much of our learning in Literacy this Term will be linked to our whole class novel 'The Boy Who Grew Dragons' by Andi Shepherd. This book tells the story of Tomas as he discovers a strange old tree at the bottom of his grandad's garden. He takes a funny fruit from the tree back into his house - and gets the shock and delight of his life when a tiny dragon hatches! This novel will give us plenty of opportunities to develop our writing skills, for example in: * Personal Writing (Diary and letter writing) * Descriptive Writing (Creating our own dragons!) * Creating Fact-Files * Newspaper Reports * Book Reviews By reading a whole class novel, be it as a one large group, in small groups or in pairs, this will be a fantastic opportunity to have a deep dive into the text. Reading books will continue to be sent home with more of a focus on non-fiction texts for this Term. Updates regarding reading from home will continue to be posted on Seesaw. New Spelling rules will continue be taught every Monday with words being posted to Seesaw on the same day. Practising little and often at home can have a positive impact on your child's spelling. Numeracy In Number, we will continue to focus on solving problems using addition, subtraction, multiplication, and division, whilst making best use of our mental and written strategies that we have developed. These strategies will include: * Repeated addition * Grouping * Arrays * Equal groups/sharing equally We will also be furthering our understanding of Angles, Grid Referencing (Coordinates) and Symmetry. This will include: * Recognising and describing right angles * Knowing and using the compass points – North, South, East and West * Describing, plotting, and using accurate two figure grid references, demonstrating knowledge of the horizontal and vertical location. * Identifying symmetry in patterns, pictures, nature and 2D shapes. * Creating symmetrical pictures and designs with more than one line of symmetry. Other Curricular Areas Mrs Flockton will continue to take the class for P.E. every Tuesday and I will deliver the second session on a Friday. Please make sure that your child has a full change of clothes for P.E. Ms Rees will be delivering French lessons every Wednesday. Class Topic This Term our class topic is 'Christmas Around the World'. We will be learning to compare the lifestyle and culture of citizens in another country with those in Scotland, discussing similarities and differences. The children will be placed into groups with a specific country to research and learn about. In these groups the children will then work collaboratively to plan and deliver a presentation to their peers at the end of Term. Health and Wellbeing In Health and Wellbeing, we will be continuing to build a learning environment where the wellbeing of all is at the centre of everything that we do. Wellbeing Wednesdays will be a dedicated part of our weekly timetable to allow for a range of activities to be delivered. This Term, Wellbeing Wednesday will focus on delivering lessons on the SHANARRI Wheel. P4 will also be learning about substance misuse. We will be learning that there are medicines and some other substances that can be used in a safe way to improve our health and become aware of how choices we make can affect our health and wellbeing. Thank you for your ongoing support and if you have any concerns or queries regarding your child's learning, please do not hesitate to contact the office and arrange a telephone meeting. ------------------------------------------------------------------------------------------ Kind regards, Mr. Reid P4 Class Teacher	1,927	925	{ "id": "<urn:uuid:649373dc-4c18-485c-9cf8-7d0856d70e64>", "dump": "CC-MAIN-2023-50", "url": "https://methlick.aberdeenshire.sch.uk/wp-content/uploads/2023/03/P4-Newsletter-Term-2-1.pdf", "date": "2023-12-04T00:36:35", "file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00568.warc.gz", "offset": 436039019, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987439513206482, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989151954650879, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1599, 2965, 4642 ], "fw_edu_scores": [ 2.515625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Balnarring Preschool & Infant Welfare Association Learning and Living with nature embedding First Peoples perspectives Djeembana Story Board We have had a very calm and productive term and as planned it has all been outside. The children have adapted to the outdoor leaning environment and become familiar with where the experiences would be set up. We have broken the plan into several spaces – under the verandah, under the marquee and in the yard. Over the course of the session we have been supporting children to choose a variety of experiences and begin to connect with different children. Interacting with a variety of children exposes children to different personalities and children with various strengths. This develops their social skills as they learn about the many ways to develop friendships and was of being with their peers. Sometimes children are the leaders of the play, sometimes the follows and sometimes they choose to play solo. Each of these roles requires a different social perspective. We will continue encouraging children to explore multiple connections as the year progresses. It has been so nice having parents join the program. I have observed families gaining a sense of belonging as they have been able to be more involved. Harmony day was an example of that involvement. Hopefully you can try a few of the recipes that came home with the children last week – I will certainly cooking up a storm at my house. Acknowledgement: Balnarring Preschool acknowledges that our children and families play and learn on Boon Wurrung Country. We acknowledge the Boon Wurrung of the Kulin Nation as the First Peoples of this land. We thank them for caring for the land and the waterways and value the sharing of their knowledge and stories. We pay our respects to their Elders: past and present. Balnarring Preschool & Infant Welfare Association Learning and Living with nature embedding First Peoples perspectives The festival was a great success. The committee knows that the success of the festival is reliant on volunteers and people attending. Thank you to all who helped out on the day and attended. We hope your experience was invaluable. Thank you to the fundraising team and all the families who have supported their events Thanks Beth, Cath and Emily for helping us out this term their enthusiasm and energy has been greatly appreciated. It is with great excitement that we welcome Miriam to the team. Miriam will begin with us on the first day of term two. Please help to make her feel welcome We will be hosting university students in term two: Grace studying at Deakin and Esme studying at RMIT. Each will have increased responsibilities are their placement progresses. The perceptual motor program has been going really well, thanks to the help from the parents each week. The children have manged the organisation and the skills very well. We have been very impressed with their skill level and level of engagement. We will run this program again in term two for a four of five week block. Acknowledgement: Balnarring Preschool acknowledges that our children and families play and learn on Boon Wurrung Country. We acknowledge the Boon Wurrung of the Kulin Nation as the First Peoples of this land. We thank them for caring for the land and the waterways and value the sharing of their knowledge and stories. We pay our respects to their Elders: past and present. Balnarring Preschool & Infant Welfare Association Learning and Living with nature embedding First Peoples perspectives Special thanks to all the families for their diligence in keeping children home when they have been unwell, it has meant we have not had any outbreaks and the teaching teams have stayed well. We really appreciate all the effort. Kinder books are coming home for your child to share with you and for you together to add the holiday adventures. The cook book is also included so you can cook with your child over the break Coming events * Wednesday 6 th April – Last day of term one. * Tuesday 26 th April term two commences. Please return the kinder books so your child can share their holiday adventures with their peers. * Emma will be completing six days placement and will be responsible for running most of the program * Grace- student from Deakin - commences her placement on 2 nd May for 20 days some days in Djeembana some in Weelam Thanks for support this term. Regards Karen Anderson Hello song Hello hello hello I'm very glad to be here Hello hello hello it's fun to be with you Marram biik ngoora ( what is your name?) Marram biik Karen ( my name is Karen) It's fun to be with you. Acknowledgement: Balnarring Preschool acknowledges that our children and families play and learn on Boon Wurrung Country. We acknowledge the Boon Wurrung of the Kulin Nation as the First Peoples of this land. We thank them for caring for the land and the waterways and value the sharing of their knowledge and stories. We pay our respects to their Elders: past and present. Balnarring Preschool & Infant Welfare Association Learning and Living with nature embedding First Peoples perspectives Ask your child what type of crab this is?	1,943	1,053	{ "id": "<urn:uuid:ab59968d-3902-4927-879c-c493fb38074e>", "dump": "CC-MAIN-2023-50", "url": "https://balnarringpreschool.org.au/wp-content/uploads/2023/03/Djeembana-News-March-1.pdf", "date": "2023-12-04T00:37:20", "file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00568.warc.gz", "offset": 143942364, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9869314432144165, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.998255729675293, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1823, 3416, 5020, 5185 ], "fw_edu_scores": [ 2.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Incorporating Sensory Input into Daily Activities Bath time: Scrub with washcloth or bath brush, try a variety of soaps and lotions for bathing, play on the wall with shaving cream or bathing foam, rub body with lotion after bath time (deep massage), sprinkle powder onto body and brush or rub into skin. Meal preparation or baking: Let your child mix ingredients, especially the thick ones that will really work those muscles. Let child mix and roll dough and push flat. Allow your child to help you carry pots and pans, bowls of water or ingredients (with supervision, of course). Let your child tenderize meat with the meat mallet. Grocery shopping: Have your child push the heavy cart (as long as the weight is within their capability – some stores offer kid-sized carts). Let your child help carry heavy groceries and help put them away. Mealtime: Encourage eating of chewy foods and drinking out of a straw (try thicker substances – milkshake, yogurt, applesauce). Try having your child sit on an air cushion to allow some movement. A weighted lap blanket may be helpful as well. Household chores: Allow your child to help with the vacuuming or moving the furniture. Let your child help carry the laundry basket or the detergent. Let your child help with digging for gardening or just create a digging-safe zone in the yard. Play time: Reading books in a rocking chair or bean-bag chair may be beneficial. You can help your child make up obstacle courses in the house or yard using crawling, jumping, hopping, skipping, rolling, etc. Listen to soft music. Play the sandwich game (child lies in between two pillows and pretends to be the sandwich, while you provide pressure to the top pillow to your child's desired amount). Ask them "harder or softer?" as you push on the pillow. Some children will like much more pressure than you would expect. You can also go for a neighborhood walk with a wagon and have your child pull it (make it semi-heavy by loading it with something the child would like to pull around). You can do the same with a baby-doll carriage. Swimming in a pool is a wonderful activity if you have that available, as are horseback riding and bowling. Mini or full-size trampolines are excellent for providing sensory input as well. Make sure the child is using them safely. Sandboxes, or big containers of beans or popcorn kernels can be fun play-boxes too, if you add small cars, shovels, cups, etc. Errands and appointments: Before visiting the dentist or hairdresser try deep massage to the head or scalp (if tolerated), or try having your child wear a weighted hat. Try chewy foods or vibration to the mouth with an electric toothbrush. Let your child wear a heavy backpack (weighted to their liking with books and with the straps padded as needed). Be sure to give the child ample warning before any changes in routine or any unscheduled trips or errands. Many children need predictability. Other General Guidelines for the Home * Keep routines and possessions organized. * Be consistent with rules and consequences. * Keep an activity schedule or calendar posted. * Create specific routines for troublesome times of day (bedtime or getting ready for school). * Discuss upcoming anticipated changes in routine at a point in time that is beneficial for your child. You will have to experiment with how early the child "needs to know." * Try to indirectly use your child's sensory preferences for fun rewards to help you handle behavior. For example, having your child work towards an extra trip to go bowling or horseback riding may be helpful. However, try not to restrict movement activities when your child is being disciplined. For example, taking away recess time or playground time for not sitting at the table appropriately during dinner may not be the most effective way to deal with these issues. Your child may need that movement time, and by removing it, his or her behavior may actually become more difficult later.	1,501	815	{ "id": "<urn:uuid:30489f44-6c8d-4e90-ba15-83c03708e07a>", "dump": "CC-MAIN-2023-50", "url": "https://elmhurstcounseling.com/wp-content/uploads/2023/11/Incorporating-Sensory-Input-into-Daily-Activities-copy.pdf", "date": "2023-12-04T00:40:51", "file_path": "crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00572.warc.gz", "offset": 270834535, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988585710525513, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9988585710525513, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3965 ], "fw_edu_scores": [ 3.4375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
English Language A Level Exam Board: AQA Entry requirements: Grade 5 or above in English Language GCSE Intent Structure A-level English Language offers opportunities for students to develop their subject expertise by engaging creatively and critically with a wide range of texts and discourses. Students will create texts and reflect critically on their own processes of production, while analysing the texts produced by others. The specification explores the study of English Language both as a medium of communication and as a topic in its own right, with an emphasis on the ability of students to pursue lines of enquiry, debate different views, and work independently to research aspects of language in use. Language is seen as a creative tool for expression and social connection, as well as for individual cognition. The study of language as a system used to assert power in society is also fundamental to the scope of this specification. Implementation Assessment Methods Content & Sequencing Textual variations and representations- We study a range of texts from a variety of writers, speakers, and subjects and explore how language is shaped according to audience, purpose, genre, context, and other factors. We will also analyse how language is used to enact relationships between writers, speakers and audiences or between participants within a text. Children's language development: We will explore how children develop spoken and written skills. We'll be studying the functions of children's language, semantic and grammatical development, different genres of speech and writing, different modes of communication, and theories and research about language development. Language Diversity and Change: The aim of this area of study is to allow students to explore language diversity and change over time. Students will study the key concepts of audience, purpose, genre and mode and will explore language in its wider social, geographical and temporal contexts. They will explore processes of language change. This part of the subject content also requires students to study social attitudes to, and debates about, language diversity and change. Original Writing: Students will produce one piece of original writing based on one of the following three areas and one accompanying commentary: * The Power of Persuasion * The Power of Storytelling * The Power of Information In preparation for the writing, students will study a range of style models before selecting and analysing one style model in detail. Students will select their own style model in consultation with their supervising teacher. Students will then use this research to inform their own piece of original writing. Two 150-minute examinations (40% each) and 2 assessed pieces of written coursework totalling 3,500 words: 1 language investigation and 1 creative writing. Impact Onward Progression This course builds dynamic, independent thinkers. We allow and encourage students to explore the text they read and look for the inner depths of critical and analytical thinking. We want to build strong lovers of language and that truly understand and appreciate how language is used and developed. A Level English unlocks many doors. It is a marker for high levels of skill in communication and thought processing. It can take you on to a degree in similar areas: Literature / Language / Journalism. However, it can also be used to obtain places on Law degrees and beyond. Most, if not all, professional employers will look favourably on a high level of competency in A level English and therefore it is a great choice as an academic subject. Further information contact Mr Tyson Stevens - Curriculum Leader KS5 English email@example.com	1,601	703	{ "id": "<urn:uuid:a0f5778b-878b-4352-b26e-a5e263d72494>", "dump": "CC-MAIN-2024-10", "url": "https://www.shoreham-academy.org/Portals/0/Sixth%20Form/Courses/2023%20Subject%20sheets/English%20Language%20A%20level%202023.pdf?ver=AvMcNPPChV9JNQ6c6zdKKQ%3D%3D", "date": "2024-02-26T01:34:30", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474649.44/warc/CC-MAIN-20240225234904-20240226024904-00759.warc.gz", "offset": 990651139, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981738924980164, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9981738924980164, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3748 ], "fw_edu_scores": [ 2.1875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
9-12 YEARS Session 5: PREPARATION FOR INITIATION If the Purification and Enlightenment period is taking place during Lent, this Sunday will be Palm Sunday. If this is Palm Sunday, explain the reasons for the palms. At the beginning of the Sunday Mass we all receive palms in memory of Jesus' triumphal entry into Jerusalem. The reason we call this 'Palm Sunday' is because of the palm branches that people waved joyfully in the air and laid down on the ground in front of Jesus. Dismissal After the Elect are dismissed from Mass, they move with the catechist to another area which has a sacred space arranged and comfortable seating for those gathered. Today at Mass we heard readings from … (name the readings e.g. Isaiah or Matthew). 1. Tell me something that you heard from the Mass or the readings at Mass. 2. Let's go back and look at the gospel again. Read from the Bible and as you read this, focus on what you might have seen if you had been there. Share your thoughts if you would like to. 3. Read the passage again and pay attention to what might have been heard such as background sounds, people talking. Pay attention to the questions that Jesus or the disciples ask. 4. Now that you have heard this gospel, what will it mean for you this week? Has this created a new impression for you about God or the Church? What is Jesus saying to you? Make a commitment to what you will do differently from now on. © Crossroads \| Archdiocese of Brisbane 2018 17 5 SESSION 5: PREPARATION FOR INITIATION Activity Book - Gospel Space In your Activity Book (page 37), after listening to and discussing the gospel, write down what you think Jesus is asking you to do this week. Exploring These readings on Passion Sunday give us an account of how people approached Jesus then, and how we approach him now. How do you think the disciples felt when Jesus entered the city? They were overwhelmed with joy and excitement. What did the Pharisees think of Jesus? They seemed jealous, concerned, and a little indignant. It was a scene of great celebration. Jesus had just raised Lazarus from the dead and the crowds gathered for the Passover feast. Jesus was celebrated and popular. The crowds were hysterical and there was shouting, singing, and anticipation. No one, except Jesus, knew what was going to happen next. If a similar scene were to take place today, how do you think the crowd would react? Activity Book In your Activity Book (page 38), is the following prayer that you can pray each day as you prepare for your Baptism, Confirmation and first Communion: Loving God, as I continue on my journey of faith, help my ears to be open to your word and let my lips share your word with those I meet. I ask this through Christ our Lord. Amen. Prayer Before we leave today, let us ask for God's blessing upon our week with a modified prayer from Numbers 6:24-26. In the name of the Father, and of the Son, and of the Holy Spirit. Amen. ORD May the L bless us and keep us; ORD May the L make his face to shine upon us, and be gracious to us; ORDlift up his countenance upon us, and give us peace. © Crossroads \| Archdiocese of Brisbane 2018 May the L 18	1,308	725	{ "id": "<urn:uuid:2370071d-28f5-47b4-b9e9-205957cb04b2>", "dump": "CC-MAIN-2024-10", "url": "http://crossroadsrcia.org/assets/uploads/9-12-session-5.pdf", "date": "2024-02-26T02:05:45", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474649.44/warc/CC-MAIN-20240225234904-20240226024904-00759.warc.gz", "offset": 10133813, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9979486763477325, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.99797523021698, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1474, 3187 ], "fw_edu_scores": [ 2.1875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Marnhull Green Teams was founded in early 2020, after a village 'Eco Day' the previous autumn. Membership is free, and open to anyone from the Marnhull area. The TEAMS part of our name, given to us by local schoolchildren, is both an acronym for what we do and a description of how we do it - small teams of people working on environmental projects that particularly interest them. Although the COVID-19 emergency has postponed further village hall events like the original Eco Day, we have still been able to make progress. * One and a half plots at the village allotment site have been taken over as a community allotment, open to anyone to grow vegetables and flowers. * Another plot has become a community orchard, with traditional varieties of apple and pear trees planted on a wildflower-rich sward. Village schoolchildren have helped us here. * We have published a Recycling Guide for the Marnhull Area, available as a pdf and in hard copy, and we run a recycling centre taking in waste that the Council cannot accept. * We have acquired and sold on a substantial number of saplings, mostly oaks, which would otherwise have been destroyed. * An organic gardening group has been meeting. * We are encouraging the juicing of surplus apples into tasty pasteurised apple juice, using a local farmer's facilities. * We have monthly online meetings, sometimes with guest speakers, and we publish a one-page monthly newsletter, plus articles in local publications such as the Marnhull Messenger and the Blackmore Vale Magazine. * And now we are working hard on developing a day of Eco Trails, scheduled for Saturday 12 June 2021. The Trails will be walking- and cycle-friendly routes around the village, linking volunteers willing to chat about their experience with solar panels, batteries, ground- and airsource heating, electric cars & bikes, meadows & wilding, eco-dying & printing, wildlife gardening, composting, apple juicing, tree-planting, beekeeping, litter-picking, recycled glass art, and recycling in general. The Trails map will also include 'nature spots' focussing on particular trees and hedgerows, animal habitats, and the differences between ecologically friendly and less friendly local environments. An identification app (iNaturalist) will be recommended, encouraging people following the Trails to focus on their natural surroundings, and to report what they find at the Trails' focal point, the village hall, where additional displays and refreshments will be available. Find out more on the Marnhull Green TEAMS Facebook page, or email firstname.lastname@example.org or phone 01258 268714.	1,079	551	{ "id": "<urn:uuid:61697ca8-6127-4150-a761-e51b876221ca>", "dump": "CC-MAIN-2024-10", "url": "https://www.dorsetcan.org/images/case_study_7_marnhull_green_teams.pdf?_cchid=e1808d9c3d21f4788e6bbaba6cc32d38", "date": "2024-02-26T01:35:35", "file_path": "crawl-data/CC-MAIN-2024-10/segments/1707947474649.44/warc/CC-MAIN-20240225234904-20240226024904-00763.warc.gz", "offset": 747165905, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986701011657715, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986701011657715, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2613 ], "fw_edu_scores": [ 2.171875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
1. Indicate whether the following statements are True (T) or False (F). (a) Unicellular organisms have a one-celled body. (T / F) (b) Muscle cells are branched. (T / F) (c) The basic living unit of an organism is an organ. (T / F) (d) Amoeba has irregular shape. (T / F) Ans. (a) Unicellular organisms have a one-celled body. (T) (b) Muscle cells are branched. (F) (c) The basic living unit of an organism is an organ. (F) (d) Amoeba has irregular shape. (T) 2. Sketch the human nerve cell. What function do nerve cells perform? Ans. The function of a nerve cell is to transmit messages to the brain and also to take away messages from the brain to the receptor organs. Thus, it controls the working of different parts of the body. 3. Where are chromosomes found in a cell? State their function. Ans. The nucleus contains thread-like structures called chromosomes. Chromosomes play an important role in the inheritance of characters. They carry genes that help in the transfer of characters from the parents to the offspring. 4. Cells are the basic structural units of living organisms. Explain. Ans. Cells constitute various components of plants and animals. A cell is the smallest unit of life and is capable of all living functions. Cells are the building blocks of life. This is the reason why cells are referred to as "the basic structural and functional units of life". All cells vary in their shapes, sizes, and activities they perform. In fact, the shape and size of the cell are related to the specific function it performs. 5. Write short notes on the following. (a) Cytoplasm (b) Nucleus of a cell Ans. (a) Cytoplasm. It is a fluid that fills the cell and occurs between the plasma membrane and the nucleus. Cell organelles such as mitochondria, ribosomes, Golgi bodies, etc. are suspended in the cytoplasm. The cytoplasm helps in the exchange of materials between cell organelles. (b) Nucleus of a cell. The nucleus is a spherical structure generally present at the center of a cell. The nucleus is composed of the following components. (i) Nuclear membrane. It is a double-layered membrane that separates the contents of the nucleus from the cytoplasm. The nuclear membrane has nuclear pores that allow the transfer of specific substances in and out of the nucleus. (ii) Nucleolus. It is a small spherical body that is not bound by any membrane. (iii) Chromosomes. These are thread-like structures that carry genes. Genes contain information necessary for the transfer of characteristics from the parents to the offspring. Thus, chromosomes play an important role in the inheritance of characteristics. 6. State the difference between eukaryotes and prokaryotes. Ans. \| Prokaryotes \| Eukaryotes \| \|---\|---\| \| Most prokaryotes are unicellular. \| Most eukaryotes are multicellular. \| \| The nucleus is poorly defined due to the absence of a nuclear membrane. \| The nucleus is well defined and is surrounded by a nuclear membrane. \| \| Nucleolus is absent \| Nucleolus is present. \| \| Cell organelles such as plastids, mitochondria, golgi bodies, etc. are absent. \| Cell organelles such as plastids, mitochondria, golgi bodies, etc. are present. \| 7. Make sketches of animal and plant cells. State three differences between them. Ans. Animal Cell Plant Cell They are generally small in size. They are usually larger than animal cells. 8. Which part of the cell contains organelles? Ans. The cytoplasm is the part of the cell that contains various organelles such as mitochondria, ribosomes, Golgi bodies, etc. The cytoplasm is a fluid that fills the cell and occurs between the plasma membrane and the nucleus. 9. Explain why chloroplasts are found only in plant cells? Ans. Chloroplasts are found only in plant cells. They contain a green pigment called chlorophyll. This green pigment is important for photosynthesis in green plants. This chlorophyll pigment traps solar energy and utilizes it to manufacture food for the plant. 10. Complete the crossword with the help of the clues given below. Across 1. This is necessary for photosynthesis. 3. Term for component present in the cytoplasm. 6. The living substance in the cell. 8. Units of inheritance present on the chromosomes. Down 1. Green plastids. 2. Formed by a collection of tissues. 4. It separates the contents of the cell from the surrounding medium. 5. Empty structure in the cytoplasm. 7. A group of cells. Ans. Across 1. CHLOROPHYLL 3. ORGANELLE 6. PROTOPLASM 8. GENES Down 1. CHLOROPLASTS 2. ORGAN 4. MEMBRANE 5. VACUOLE 7. 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WHAT IS THE WEATHER LIKE? It is sunny. It is hot. It is pleasant. It is windy. It is stormy. IT'S SUMMER TIME! IT'S VACATION TIME! WHERE ARE YOU GOING TO GO? I am going to go to a camp. I am going to go abroad. I am going to go to the lake. I am going to go to the beach. I am going to go to the hills. WHAT ARE YOU GOING TO DO? I am going to sleep in a tent. I am going to sit at a campfire. I am going to visit other countries. I am going to stay in a camping. I am going to swim. I am going to eat ice cream. I am going to climb hilltops. WHAT ARE YOU GOING TO TAKE? I am going to take a tent. I am going to take a torch. I am going to take my passport. I am going to take lots of suitcases. I am going to take my sunglasses. I am going to take my swim-suit. I am going to take suntan oil. I am going to take my hiking boots and my back pack. English grammar: practice "I am going to + verb" and summer vocabulary. Summer song It's summer time! We eat cold noodles. We drink iced tea. We go to the lake. We play in the sea. It's summer, summer, summer, summer time. 2x We hear cicadas. We feel mosquitoes bite. (ouch) We are hot all day. We are hot all night. It's summer, summer, summer, summer time. 2x We have water fights. We swim in the pool. We learn lots of English at summer school. It's summer, summer, summer, summer time. 2x We go on vacation with our family. Summer is fun for you. Summer is fun for me. It's summer, summer, summer, summer time. 4x It's summer time! https://www.youtube.com/watch?v=u_1Y3ogkPDg	718	513	{ "id": "<urn:uuid:b328704a-c361-43ae-a410-b73f733fd4a4>", "dump": "CC-MAIN-2023-23", "url": "https://www.eletkenyere.org/uploads/6/1/8/9/6189634/fagyis_angol_%C3%B3rav%C3%A1zlat_2015_v%C3%A9gleges_1.pdf", "date": "2023-06-06T23:38:07", "file_path": "crawl-data/CC-MAIN-2023-23/segments/1685224653183.5/warc/CC-MAIN-20230606214755-20230607004755-00728.warc.gz", "offset": 828663137, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9996755123138428, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9996755123138428, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1583 ], "fw_edu_scores": [ 3.203125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Diploma Programme subject outline—Group 4: sciences School name Thomas Jefferson High School School code 052227 Name of the DP subject Biology Level (indicate with X) Higher Standard completed in two years X Standard completed in one year * Name of the teacher who completed this outline Sheridan Gillam Date of IB training 10/12/2017-10/14/2017 Date when outline was completed Name of workshop (indicate name of subject and workshop category) CASIE Category 1 Biology response to particular pathogens gives specific immunity. Antibiotics block processes that occur in prokaryotic cells but not in eukaryotic cells. Viruses lack a metabolism and cannot therefore be treated with antibiotics. Some strains of bacteria have evolved with genes that confer resistance to antibiotics and some strains of bacteria have multiple resistance. 6.4 Gas exchange Ventilation maintains concentration gradients of oxygen and carbon dioxide between air in alveoli and blood flowing in adjacent capillaries. Type I pneumocytes are extremely thin alveolar cells that are adapted to carry out gas exchange. Type II pneumocytes secrete a solution containing surfactant that creates a moist surface inside the alveoli to prevent the sides of the alveolus adhering to each other by reducing surface tension. Air is carried to the lungs in the trachea and bronchi and then to the alveoli in bronchioles. Muscle contractions cause the pressure changes inside the thorax that force air in and out of the lungs to ventilate them. Different muscles are required for inspiration and expiration. 6.5 Neurons and synapses Neurons transmit electrical impulses. The myelination of nerve fibres allows for saltatory conduction. Neurons pump sodium and potassium ions across their membranes to generate a resting potential. 6.6 Hormones, homeostasis and reproduction A gene on the Y chromosome causes embryonic gonads to develop as testes and secrete testosterone. Testosterone causes pre-natal development of male genitalia and both sperm production and development of male secondary sexual characteristics during puberty. Estrogen and progesterone cause pre-natal development of female reproductive organs and female secondary sexual characteristics during puberty. The menstrual cycle is controlled by negative and positive feedback mechanisms involving ovarian and pituitary hormones. 1. The group 4 project As the IB guides say, "The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to 'encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.'" Describe how you will organize this activity. Indicate the timeline and subjects involved, if applicable. IB Biology is currently the only IB science, so model C will be used. The topics of molecular biology and human physiology will be addressed. The students will have an entire day to work do work on the track area of the school. They will also be given time to present their findings. 2. IB practical work and the internal assessment requirement to be completed during the course 3. Laboratory facilities The current science classrooms have sinks, outlets, lab tables, safety shower, eyewash station, fire extinguisher, and a fire blanket. 4. Other resources The school has an iPAD cart for IB, but is going to buy more iPADS for students to use for lab simulations. Laptop carts for DP science will also be provided by IB so students can do data logging and graph plotting. The science classrooms require a proper acid/base disposal unit, new dissection materials, and microscopes. These materials will be paid for by the science budget and used in classrooms for next year. 5. Links to TOK You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson. 6. International mindedness 7. Development of the IB learner profile	1,867	855	{ "id": "<urn:uuid:cfa903c5-49d6-4e3a-865d-27ebe15de75d>", "dump": "CC-MAIN-2018-43", "url": "https://schools.saisd.net/upload/page/0034/Group%204%20IB%20subject%20outline%20Biology.pdf", "date": "2018-10-23T04:22:58", "file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583516003.73/warc/CC-MAIN-20181023023542-20181023045042-00123.warc.gz", "offset": 805909950, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9807949513196945, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9971511363983154, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 486, 3216, 3312, 4185, 4214, 4256 ], "fw_edu_scores": [ 3.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
English Can I understand both the books I can already read accurately and fluently and those I listen to by discussing the significance of the title and events? Can I ask and answer questions? Can I write stories by sequencing sentences to form short narratives? Can I punctuate sentences and develop writing with interesting adjectives and vocabulary? W Read stories with a familiar setting 'Little Beauty'. Read stories from other cultures 'Handa's Surprise'. Make prediction, retell the story and learn names of exotic fruit and African animals. Discuss the character's feelings and dilemmas in different environments. (P4C) Develop higher order questioning. Explore non-fiction texts 'Discover Africa' to find out more about the country. Write about real life events; holiday news, diary entries, and recounts of school events. Music Can I use my voice expressively and creatively by singing songs and speaking chants and rhymes? Charanga: Hey You! Learn new songs: The Sunflower Song, songs for Harvest and Christmas. Crash Bang Wallop Music Trip! History Events beyond living memory that are significant nationally and globally. Can I learn about significant people from the past? Remembrance 100 years since The Battle of the Somme: Why do people wear poppies? The Gunpower Plot: Who was Guy Fawkes? What did Guy Fawkes try to do? Why do we have fireworks? Christopher Columbus: Find out who Christopher Columbus was. Learn interesting facts about this famous explorer. WE GET ON! RE Unit 1.1 Looking at me, looking at you. What makes us special? Looking at me, looking at you: Find out why babies are baptised. Listen to Bible stories. How did Jesus help people? Celebrate together and find out why Christians celebrate: Harvest and Christmas. Maths Can I count, read and write numbers 1-20? Can I explore number patterns and begin to count in twos, fives and tens? Can I add and subtract one-digit and two-digit numbers to 20, including zero? Calculate the answer using concrete objects, pictorial representations and solve abstract problems (number sentences) Can I sequence events in chronological order using words; before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening? Can I learn the days of the week and the months of the year? Can I recognise and name common 2D and 3D shapes? Y1 Autumn Term Design & Technology Can I design, make and evaluate? Can I create mini scarecrow? Hook Day: Create imaginative scarecrows on different scales. Dress like a scarecrow, sing scarecrow songs and design and make a special lollystick scarecrow. Christmas Fair Enterprise: Can I follow instructions to make a plant pot snowman? Art and Design Imaginative Art and Design: Can I use drawing, painting and sculpture to develop and share ideas, experiences and use my imagination? Create imaginative African art; patterns, masks and sunset paintings. Computing Can I log into Purple Mash independently and become familiar with the simple programs? Unit 1.1 Begin to learn about online safety & explore Purple Mash. Unit 1.2 explore programs that focus on grouping and sorting. Unit 1.3 learn about pictograms. Unit 1.4 have fun with the Lego builders! Science Can I identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock? Describe the physical properties of materials. Distinguish between an object and the material from which it is made. Compare and group materials. Test materials. Can I observe seasonal changes and discuss how day length varies and the weather associated with each season? Outdoor learning: Explore the changes from: Summer to Autumn and Autumn to Winter Working Scientifically: Use observations and ideas to suggest answers to questions. SMSC Can I think about anti-bullying and why friendship is important? Discuss and share thoughts about : Why am I special? Mental Health: How do I feel today? To establish class rules and write a class charter together. British Values: Mutual respect- getting on together. Macmillan Coffee Morning- 28 th September. Geography Can I name and locate the world's seven continents and five oceans? Can I compare similarities and differences between the U.K. and Kenya? Use Geographical vocabulary. Develop map reading skills. Explore and compare the African settings in stories with England and parts of the U.K. Go on a Kenyan Safari! PE Can I master basic movements including running, jumping, throwing and catching, and begin to apply these in a range of activities? Throwing and catching games. Harvest and Fruit dances. African animal yoga. Gymnastics: to develop control and co-ordination.	1,910	963	{ "id": "<urn:uuid:e3f3c574-4f47-4c8d-9f90-77ae1ecae637>", "dump": "CC-MAIN-2018-43", "url": "http://stanfordschool.org/curriculum/themes/sunflower%20Medium%20Term%20Plan%20Autumn%202018.pdf", "date": "2018-10-23T03:26:51", "file_path": "crawl-data/CC-MAIN-2018-43/segments/1539583516003.73/warc/CC-MAIN-20181023023542-20181023045042-00125.warc.gz", "offset": 337676048, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9972294569015503, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9972294569015503, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4662 ], "fw_edu_scores": [ 3.6875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
CONCERT BAND Matthew Dowell \| firstname.lastname@example.org \| www.butlerband.com Materials Overview All students must bring the following to rehearsals: -Instrument -"Foundations for Superior Performance " book -Metronome/Tuner Combination -Pencil -Necessary Instrument Accessories (Sticks, Oil, working reeds, reed bottle, mute, etc.) -Assigned Music/Handouts Grading Standards Formal Assessments (70%): 1) Performances 2) Musicianship Standards Informal Assessments (30%): 1) Participation in class 2) Written assignments Technique We will spend a lot of time working on tone, scales, rhythm and technique. These skills are necessary to be successful musicians. It is the mission of the David W. Butler instrumental music program to create functionally literate, independent musicians, who continually exhibit the highest level of character. Our musicians accomplish this through individual musical growth, dedication, student leadership and loyalty. We represent Butler High School and the community as ambassadors of excellence, pride, respect and talent. Course Objectives 1. The student will develop an understanding of their role as a member of a performance ensemble. 2.The student will develop an understanding of their role in support of community and school functions. 3.The student will develop and articulate their musical ability through the use of small ensembles and co-operative learning groups. Evaluation Students will be evaluated through performing tests along with written assignments. What is a Rehearsal? A rehearsal is a time when a group of musicians get together to work on musical issues that relate to balance, intonation, phrasing, dynamics, tempo, transitions, rhythmic alignment, etc. Rehearsal is not practice…practice happens alone, or with others at home or before/after school. Homework As with anything, success comes from practice every day. Students should practice at least 30 minutes each day. Performance Guidelines As performers we must respect our art form and our audience by presenting ourselves in a p ro f e s s i o n a l m a n n e r. I n addition to our musical performance, this also means t h a t w e m u s t d r e s s appropriately. Only students dressed in proper attire will be permitted to perform. Ladies: Black dress purchased from band boosters, black shoes. No bright, un-natural hair color and no bright nail polish. Jewelry should be silver or black. Class Expectations 1. LEARN YOUR MUSIC. Students are expected to prepare notes and rhythms during personal practice time at home. 2. RESPECT YOUR INSTRUMENT. If you own your instrument, you know how important it is to maintain its care. If you are using a school-owned instrument, treat it as if it were your own. Polish it, clean it, oil it, put it properly in the case, and store the case appropriately. 3. RESPECT THE FACILITY. This is your band room. Everyone is expected to pick up after themselves, store instruments in their proper location, and not bring food or drink into the room. Storage areas in the band room will be used for instruments and band equipment only. Please note that personal items (i.e. clothes, shoes, books, etc.) are not allowed in the instrument storage room. 4. RESPECT ONE ANOTHER. Respect one another by not worrying about anyone other than yourself when it comes to roles within the ensemble. Show respect for each other's instruments and personal property as well. 5. BE PROFESSIONAL. This is perhaps the most important expectation of all since it embodies and encompasses everything we do from rehearsal, to practice at home, to performance, to attending a concert. * Be prepared for rehearsal. * Practice at home, not at rehearsal. Amateurs practice until they get it right. Professionals practice until they cannot get it wrong! * Remain quiet during rehearsal when you are not being addressed. * Always mind what you say when representing the ensemble. Profanity is NOT tolerated! * Extend respect to individuals outside of the ensemble and Butler. Gentlemen: Black suit or tux, tux shirt, black bow tie, black belt black socks and black dress shoes. Shirt must be tucked in. No bright, un-natural hair color. * Leave a positive impression in the minds of others about our band and our school! * When in concert (band, orchestra, choral, theatre etc.) never speak during the performance, either on stage or in the audience. * Be human. Kindness can have the most profound impact of all. If you have nothing nice to say, keep it to yourself. If it will brighten someone's day, say it!	1,945	977	{ "id": "<urn:uuid:7636d3fc-eaca-44ad-99ac-7081629a92f1>", "dump": "CC-MAIN-2018-05", "url": "http://butlerband.com/wp-content/uploads/2017/07/Concert-Band-Syllabus.pdf", "date": "2018-01-19T22:57:52", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084888302.37/warc/CC-MAIN-20180119224212-20180120004212-00468.warc.gz", "offset": 62051709, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9940451681613922, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9963667392730713, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1955, 4565 ], "fw_edu_scores": [ 2.671875 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
St Josephine Bakhita was born in Sudan in 1869. Bakhita was not the name she received from her parents at birth. The fright and the terrible experience she went through made her forget the name her parents gave her. Bakhita, which means "fortunate", was the name given to her by her kidnappers. Sold in the markets of El Obeid and Khartoum, she experienced the physical and moral humiliations and sufferings of slavery. In the Sudanese capital, Bakhita was bought by an Italian consul, Callisto Legnani. For the first time since the day she was kidnapped, she realised with pleasant surprise that no one used the lash when giving her orders; instead, she was treated with love and cordiality. In the consul's residence Bakhita experienced peace, warmth and moments of joy, even though veiled with nostalgia for her own family whom she had lost forever. The political situation forced the consul to leave for Italy. Bakhita asked and obtained permission to go with him and a friend of his, a certain Mr Augusto Michieli. On their arrival in Genoa, Mr Legnani, at the request of Mr Michieli's wife, agreed to leave Bakhita with them. She followed the new "family", which settled in Zianigo, near Mirano Veneto in northern Italy. When their daughter Mimmina was born, Bakhita became her babysitter and friend. The acquisition and management of a large hotel in Suakin on the Red Sea forced Mrs Michieli to move to Suakin to help her husband. Meanwhile, on the advice of their administrator, Mimmina and Bhakita were entrusted to the Canossian Sisters of the Institute of Catechumens in Venice. It was there that that Bakhita came to know about God, whom "she had experienced in her heart without knowing who he was" since she was a child. "Seeing the sun, the moon and the stars, I said to myself: who could be the Master of these beautiful things? And I felt a great desire to see him, to know him and to pay him homage..." After several months in the catechumenate, Bakhita received the sacraments of Christian initiation and was given a new name, Josephine. It was 9th January 1890. She did not know how to express her joy that day. Her big and expressive eyes sparkled, revealing deep emotions. From then on, she was often seen kissing the baptismal font and saying: "Here, I became a daughter of God!" When Mrs Michieli returned from Africa to take her daughter and Bakhita, the latter, with unusual firmness and courage, expressed her desire to remain with the Canossian Sisters and to serve that God who had shown her so many proofs of his love. The young African, who by then had come of age, enjoyed the freedom of choice which Italian law guaranteed. Bakhita remained in the catechumenate where she experienced the call to be a religious and to give herself to the Lord in the Institute of St Magdalene of Canossa. On 8th December 1896 Josephine Bakhita was consecrated forever to God, whom she called by the sweet name of "the Master!" For the next 50 years this humble Daughter of Charity, a true witness to the love of God, lived in the Schio community, involved in various services: cooking, sewing, embroidery and attending to the door. When she was on duty at the door, she would gently lay her hands on the heads of the children who daily attended the Canossian schools and caress them. Her amicable voice, which had the infection and rhythm of music of her country, was pleasing to the little ones, comforting to the poor and suffering and encouraging to those who knocked at the institute's door. Her humility, simplicity and constant smile won the hearts of all the citizens. Her sisters in the community esteemed her for her constant sweet nature, exquisite goodness and deep desire to make the Lord known. "Be good, love the Lord, pray for those who not know Him. What a great grace it is to know God!" she said. As she grew older she experienced long, painful years of sickness. Mother Bakhita continued to witness to faith, goodness and Christian hope. To those who visited her and asked how she was, she would respond with a smile: "As the Master desires." During her agony, she relived the terrible days of her slavery and more than once begged the nurse who assisted her: "Please, loosen the chains...they are heavy!" It was Blessed Mary who freed her from pain. Her last words were: "Our Lady! Our Lady!" and her final smile testified to her encounter with the Lord's Mother. Mother Bakhita breathed her last on 8th February 1947 at the Canossian convent in Schio, surrounded by the sisters. A crowd quickly gathered at the convent to have a last look at their "Mother Moretta" and ask for her protection from heaven. The fame of her sanctity has spread to all the continents and many receive graces through her intercession. Josephine Bakhita was beatified on 17th May 1992 and canonised on 1st October 2000. Her feast day is 8th February.	1,832	1,111	{ "id": "<urn:uuid:22859ee8-10e3-42ca-9d71-e61ce892fd46>", "dump": "CC-MAIN-2018-05", "url": "http://caritasdioceseofportsmouth.org.uk/wp-content/uploads/2016/01/St-Josephine-Bakhita.pdf", "date": "2018-01-19T22:59:35", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084888302.37/warc/CC-MAIN-20180119224212-20180120004212-00468.warc.gz", "offset": 68640389, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9990227520465851, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989768266677856, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3835, 4873 ], "fw_edu_scores": [ 2.515625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Name of Prophet: Dawood (David) peace be upon him. Special characteristics: * Dawood used his beautiful voice to worship his Lord. * Allah give him the ability to make armour with his bare hands. * Dawood would fast one day then miss a day. * Even though he was the king of the Israelites, Dawood would earn his own money from which he would buy food. * Dawood loved and cared for his family very much and felt very protective of them, locking his door every time he left them. * Dawood was very brave, he would never back off from the enemy, no matter how big and strong they may be. He feared no one but Allah. Early life: Prophet Dawood (peace be upon him) was only a youth when he found himself in the Israelite army of the good king Taloot. The army had set out to fight a fierce enemy led by a terrifying warrior, a true weapon of mass destruction. The warrior's name was Jaloot (Goliath). Jaloot had challenged Taloot to either come out and face him or else he was going to come and destroy Taloot and his men. Dawood volunteered to go and fight Jaloot after no one else stepped forward. The two met, a boy against a human killing machine. A simple sling against fearsome weaponry. Yet Dawood had a special weapon – that of Eman (faith). And with that a boy defeated the undefeated and it wasn't long after that he became king of the Israelites after the death of Taloot. Middle life: Allah gave Dawood the ability to make iron soft in his hands, he could then shape the metal as he wished. He was able to make armour with his own hands. Being a Prophet, Dawood had to convey and remind his people of the message of Allah. The message that there is no God worthy of being worshipped except Allah and gave them the good news of Paradise. He warned his people about falling into Shirk and about Allah's punishment, the fire of Hell. Allah had given Dawood a beautiful voice and he would recite the special book Allah had given him, the Zabur (Psalms). His voice was so beautiful that even the birds and mountains would join in with him, glorifying and praising their Lord, morning and evening. Even though he was the king, Dawood would go out to work and with the money he earned he would buy food and clothing for his family. The Israelites loved Dawood, because he was honest, kind and merciful. He was also famous for his justice. One case highlights how good a judge he was: It so happened that on one occasion, two men came arguing with each other before the king. One claimed that the other had taken his cow. But the other man denied the claim. Dawood told them he would decide later. During the night Allah revealed to Dawood that he should kill the one making the claim. So when morning arrived he told the claimant that he was going to kill him so he should speak the truth. The man said he was speaking the truth, but he had killed the other man's father. After this case, Dawood's justice became well known throughout the land. www.prosyst3ms.co.uk 2009 www.prosyst3ms.co.uk 2009 www.prosyst3ms.co.uk 2009 www.prosyst3ms.co.uk 2009 Death: Dawood had led a busy and purposeful life, worshipping Allah and guiding and judging by His laws, bringing peace and stability throughout the land. Dawood took great care of guarding his family, so whenever he went out he would lock the door so no one could enter his house until he returned. One day he left his house and locked the door as he normally would. Sometime later his wife was shocked to see a man stood in the middle of the house. Turning to the other members of the household she said, "How has this man entered the house when the door was locked?!" When Dawood returned he found the mysterious man stood in the middle of his house. Seeing him, he asked him who he was. The man answered, "I am the one who does not fear any king, nor could be stopped by any hurdle." Dawood, the wise king understood that this could only be the 'one' that everyone will meet one day. "So you could not be but the Angel of Death, so welcome to Allah's command," replied Dawood. They both waited patiently, until the appointed time when the Angel would take the precious soul of the Prophet King Dawood, peace be upon him. After his death, Dawood was washed and wrapped in his burial cloth. When they took him out to be buried they found the sun was up and shining. So Dawood's son, Sulayman said to the birds, provide shade to Dawood. The birds heard the command and obeyed. When all the birds did this it became dark, Sulayman then commanded them to fold one wing, which they duly did, obeying their master and the new King and Prophet of the Israelites, Sulayman, peace be upon him. www.prosyst3ms.co.uk 2009 www.prosyst3ms.co.uk 2009 www.prosyst3ms.co.uk 2009 www.prosyst3ms.co.uk 2009	1,671	1,120	{ "id": "<urn:uuid:81969950-fd06-482b-940c-ad14c181fa32>", "dump": "CC-MAIN-2018-05", "url": "http://www.prosyst3ms.co.uk/downloads/prophets/prpht_dawud.pdf", "date": "2018-01-19T23:32:02", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084888302.37/warc/CC-MAIN-20180119224212-20180120004212-00468.warc.gz", "offset": 535840099, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987622201442719, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987936615943909, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3062, 4767 ], "fw_edu_scores": [ 2.3125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Safety Tips for Campfires - Campfires are the nation's leading cause of children's camping injuries, and the primary catalyst for damaging forest fires. - Campfire building may be safely undertaken if you practice proper burning techniques and safety measures to protect yourself and Indiana forests. - Check the weather forecast. Weather fluctuations, such as sudden gusts of wind, could make debris burning spark a wildfire. - A safe burning site will be far away from power lines, overhanging limbs, buildings, automobiles, equipment, rotten stumps, shrubs, dry grass and leaves. The fire will have a vertical clearance at least three times the height of the pile, as heat from the fire extends far past the actual flames that you see. - The ground around the fire or burn site should be surrounded by gravel or mineral soil (dirt) for at least ten feet in all directions. Keep the surrounding area watered down. - Keep the fire in a contained unit such as a burn barrel, BBQ unit, hibachi or a small pit with rocks around it. Building a fire directly on the ground can allow the fire to spread underground through root systems or decaying material. - When building a fire, start with dry twigs and small sticks. Add larger sticks as the fire builds up. Put the largest pieces of wood on last, pointing them toward the center of the fire, and gradually push them into the flames. - Never use flammable liquids to ignite or keep your fire burning. Avoid gasoline, diesel fuel, lighter fluid and other dangerous fuels. - After lighting the fire do not discard the match until it is cold. Douse it with water to be sure. - Stack extra firewood upwind, away from the fire. - Keep campfires small and do not let them get out of hand. The suggested size is 2', X2', X2'. - Never allow children or pets near the fire and do not leave them unsupervised. - Keep plenty of water nearby and have a shovel for throwing sand on the fire if it gets out of control. - Teach kids how to stop, drop and roll if their clothing catches fire. Have a fire extinguisher on hand for emergencies and teach children how to use it. - Never leave a campfire unattended. Even a small breeze could quickly cause the fire to spread. - When extinguishing the fire, drown it with water. Make sure all embers, coals, and sticks are wet. If you do not have water, use dirt. Mix plenty of soil and sand with the embers. Continue adding and stirring until all material is cooled. - Do not bury your coals, they can smolder and start to burn again.	952	582	{ "id": "<urn:uuid:d7023f04-6b1d-4967-8a42-90d67f40173f>", "dump": "CC-MAIN-2018-05", "url": "http://www.montezumasheriff.org/wp-content/uploads/2016/08/August-2016-Burn-Ban-Lift-Fire-Safety.pdf", "date": "2018-01-19T22:55:29", "file_path": "crawl-data/CC-MAIN-2018-05/segments/1516084888302.37/warc/CC-MAIN-20180119224212-20180120004212-00475.warc.gz", "offset": 510459693, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988604187965393, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989876747131348, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 739, 2207, 2517 ], "fw_edu_scores": [ 3.609375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
The Ring of Gyges Once upon a time there was a man called Gyges who was a shepherd for the King. He was tending to the sheep one day and then all of a sudden there was an earthquake and a giant crack in the side of the hill opened. He peeked inside the crack and he saw that it had uncovered a cave hidden deep inside the earth. He climbed down into the cave and was amazed to see that it contained a hoard of treasures. There was gold coins, rubies and statues everywhere. His eye was drawn to a skeleton lying amongst the coins. The skeleton's clothes were still on and when he looked closer he saw that the skeleton was wearing a big golden ring on his finger. He took it off the skeleton and put it in his pocket and left the cave thinking that he would come back tomorrow to pick up the rest of the treasure. When he was walking down the hillside, he came across then King who asked him to come to the palace the next day and tell him about how his sheep were doing. The very next day, Gyges got up and walked nervously to the palace. He was worried that the King would find out about his treasure. As he was waiting with other people for the King to arrive he was fiddling with the ring in his pocket and it slipped on to his finger. All of a sudden he realised that he was invisible!! He took the ring off and became visible again!! He was amazed that this magic ring made him invisible to those around him when he wore it. He decided that he would put it on and go for a wander around the King's palace to all the rooms that the public were not allowed to go to. As he was walking around and was invisible to all the guards, Gyges decided that he would put a few of the King's fancy things into his pockets to keep. No one was going to catch him anyway! When he made his way to the King's private bedrooms he saw the Queen asleep. She was so beautiful and he fell instantly in love with her. He sat invisible with the ring on watching her sleep and when the King came to wake her up he became jealous and killed the King. Your assignment is: Write no more than 2 sides of A4 giving your thoughts on "If we all had a ring of Gyges, what would happen?" Consider the following: Do you think Plato is right, that we are good only because we are afraid of getting caught? Do people want to be good, or are they only good because they will get something out of it, like the approval of their parents, friends, employers, etc or some other reward? What is the difference between someone who is morally good and someone who is not? Would you like to have a ring of Gyges or not ? Why ?	759	592	{ "id": "<urn:uuid:d846cfa2-bec9-473f-b53c-928c14f4e47d>", "dump": "CC-MAIN-2018-39", "url": "http://www.welwynhatfieldconsortium.org.uk/images/InductionAssignments2018/Religious_Studies_2.pdf", "date": "2018-09-21T09:50:21", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267157028.10/warc/CC-MAIN-20180921092215-20180921112615-00005.warc.gz", "offset": 429240007, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991235136985779, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991235136985779, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2599 ], "fw_edu_scores": [ 3.203125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Understanding the Teen Well-Visit Schedule When Should Your Teen See Their Doctor? Teens should see their doctor at least once a year, every year, between the ages of 11 and 21. These visits play an important role in monitoring the growth, development, and well-being of teens and ensure they are building the right habits for a healthy future! What Happens at Each Visit? Doctors will tailor their exams and appointments based around a child's health history and unique needs, but there are common activities that take place each year. Visits may include: From 11 to 14 years old: From 15 to 17 years old: From 18 to 21 years old: * Monitor height & weight to measure growth * Check blood pressure to monitor for emerging health conditions * Complete basic screenings for mental health concerns * Discuss eating habits, sleep, & physical activity that is appropriate for their age * Answer questions and share information about bodily changes & development * Complete a full physical exam with medical clearance for sports or activities * Provide immunizations to ensure all required vaccines are given * Order follow-up testing for anemia, high cholesterol, tuberculosis, and sexually transmitted infections (STIs) if needed * Monitor height & weight to measure growth * Check blood pressure to monitor for emerging health conditions * Complete basic screenings for mental health concerns * Discuss eating habits, sleep, & physical activity that is appropriate for their age * Answer questions and share information about puberty and hormonal and bodily changes * Complete a full physical exam with medical clearance for sports or activities * Provide immunizations to ensure all required vaccines are given * Order follow-up testing for anemia, high cholesterol, tuberculosis, and STIs if needed * Monitor height & weight to measure growth * Check blood pressure to monitor for emerging health conditions * Screen for depression, anxiety, eating disorders, suicidal ideation, and more * Verify that these young adults have developed a sense of self, value individual relationships over peer groups, have become more independent, are able to think abstractly, and have long-term plans for the future * Address questions about the future, college, or entering the workforce * Provide strategies for coping with stress and other pressures as they reach adulthood * Share important information on daily safety like driving, social media, sexual health, healthy relationships, sunscreen, safe living situations, etc. * Prepare patient to transition to adult care We prioritize your questions and concerns during these visits! Doctors can help and want to address questions about physical health, emotional health and well-being, safety, social media use, sexual health, alcohol or drug use, and more. Together, we can help raise a new generation of happy, healthy teens! Don't forget to schedule your teen's yearly well-visit today.	1,298	572	{ "id": "<urn:uuid:54048950-c84f-46ce-ac99-18b97b67439b>", "dump": "CC-MAIN-2024-30", "url": "https://illinoisaap.org/wp-content/uploads/2024/07/ICAAP-AdolescentHealth-Flyer_Well-Visit-Schedule_DIGITAL.pdf", "date": "2024-07-13T17:52:45", "file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00146.warc.gz", "offset": 268194386, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9934806823730469, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9934806823730469, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2942 ], "fw_edu_scores": [ 2.765625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
2024 Grade One Spirit of Math Contest Solutions 1) C Regroup the numbers to make the calculation easier: = 3 + 7 + 8 + 2 3 + 8 + 7 + 2 = 10 + 10 2) B The day before Tuesday is Monday. = 20 3) B Each new term is created by adding two to the previous number. Therefore, the next term is 8 + 2 = 10. 4) A There are six flamingos. Since each flamingo has two feet, Eesha counted 2 + 2 + 2 + 2 + 2 + 2 = 12 or 6 × 2 = 12 feet. 5) C The one who is not Shane is Sean, so the other one is Shane. 7) D A square has four sides and a rectangle also has four sides, 4 + 4 = 8. 6) C There are two blue cars and four red cars. The number of cars that are either blue or red is 2 + 4 = 6 cars. 8) A There are four stuffies in total, one of which is Ted and another one is on Ted's right. Therefore, there are 4 – 2 = 2 stuffies on Ted's left. 10) A There are 20 students in total. However, when adding the 10 students who have dogs to the 15 students who have a cat, it gives a total of 25. This means 25 – 20 = 5 students were counted twice. 9) B Rephrase the question: "All of them went swimming, except three who did not go swimming." Therefore, three friends did not go swimming. Total: 20 Therefore, five students have both a cat and a dog. 11) A A) "On which page did Mr. Venn start reading?" is the first logical question you should ask to help solve the problem. C) "What is the name of the book?" does not help to solve the question. B) "On which page did Mr. Venn finish?" is given in the question. D) "Did Mr. Venn finish reading at the top or bottom of the page?" is also given in the question. 12) D Aneesh needs 6 × 2 = 12 pieces of cake. Therefore, he will need to make 12 – 1 = 11 parallel cuts. ©2024 Spirit of Math Schools® Inc. Page 1 2024 Grade One Spirit of Math Contest Solutions 13) C The first and last digit must be the same, so option A and option B cannot be palindromes. Option D has the same first and last digit but the second and second-last digits are not the same. Since 567765 can be read the same forwards and backwards, option C is a palindrome. 14) B Each person must have the same number of pencils after sharing, and there are a total of 4 + 5 + 6 = 15 pencils. Then they must each have 5 pencils after sharing since 5 + 5 + 5 =15 or 15 ÷ 3 = 5. 15) C Each gamer plays one game against each of the five other gamers, meaning that 5 + 5 + 5 + 5 + 5 + 5 = 30 or 5 × 6 = 30 games are played. However, in this answer each game is counted twice. Therefore, half of 30 games are played, which is 15 games since 15 + 15 = 30 or 30 ÷ 2 = 15. 17) D There are 4 digits in 2023 and 7 days in a week. Multiply the values to get a product of 4 × 7 = 28. Add the digits to get 2 + 8 = 10. 16) B Raoul eats half the pie, which is 8 pieces since 8 + 8 = 16 or 16 ÷ 2 = 8. There are now 8 pieces left. Ren eats half of the 8 pieces, which is 4 since 4 + 4 = 8 or 8 ÷ 2 = 4 . There are now 4 pieces left. After Ron eats, there are 3 pieces left. Therefore, Ron ate 4 – 3 = 1 piece. 18) D Draw a diagram to help you count: Ben's Icecream Each intersection is the sum of the two preceding intersections. Therefore, there are 35 ways for Tika to reach Ben's Icecream Shop. 19) A Since CAT STREET CLAMPS translates to A TREE LAMP, we can conclude that to translate Fibian to English you must remove the outside letters of each word. Therefore, SNOW PLOWS is translated to NO LOW. 20) D Draw a diagram: \| 1 \| A, B, C, E, F, G \| 6 \| \|---\|---\|---\| \| 2 \| AB, BE, DE, EG, FG \| 5 \| \| 3 \| ABC, BEG \| 2 \| \| \| \| 13 \| There are a total of 13 triangles in the shape. ©2024 Spirit of Math Schools® Inc. Page 2	1,803	1,122	{ "id": "<urn:uuid:f7980f58-b6a5-43bc-ac56-753123b78585>", "dump": "CC-MAIN-2024-30", "url": "https://spiritofmathcontest.com/contest/wp-content/uploads/2024/04/SoMC_Gr1_2024_Solution.pdf", "date": "2024-07-13T15:13:14", "file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00146.warc.gz", "offset": 459147052, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9973289966583252, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976637959480286, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1751, 3623 ], "fw_edu_scores": [ 4.09375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Java Encryption COMP620 Information Privacy and Security Programming Assignment * This project should be done by teams of two students * One student creates a program that writes encrypted data to a file * The other student's program must read the encrypted data and display it in plaintext Encryption Program should * Read a text password from the keyboard * Read a plaintext file * Create a message authentication code (MAC) from the plaintext * Encrypt the plaintext file * Write both the encrypted data and MAC to an output file Decryption Program should * Read a text password from the keyboard * Read the encrypted file * Decrypt the file * Create a message authentication code (MAC) from the plaintext * Verify the MAC created against the MAC received * Display the decrypted data Design Questions * Encryption algorithm to use * How to convert the text password to an encryption password * Format of the output file which contains the text and MAC Deadline * Upload the programs to Blackboard under the userid on one student on the team * Comments in the programs should credit both team members * Due before midnight on Thursday, August 30, 2018 Java Encryption Classes * The standard Java library provides several classes and methods for cryptography * The javax.crypto package provides the tools to do encryption and "Message Authentication Code" (MAC) Creating Cipher Keys * The class javax.crypto.spec.SecretKeySpec can be used to create a key * SecretKeySpec secretKey = new SecretKeySpec(key, "AES"); • where key is an array of 16 bytes * Other encryption algorithms are supported Encrypt and Decrypt Class * The class javax.crypto.Cipher can be used to encrypt or decrypt bytes * Cipher cipher = Cipher.getInstance(algorithm name); * where algorithm name is a string indicating which encryption algorithm is to be used * "AES/ECB/PKCS5Padding" will work * cipher.init(Cipher.ENCRYPT_MODE, secretKey); Encrypting cipherObj.update( byte[] data) * will encrypt the data byte[] ciphertext = cipherObj.doFinal( byte[] data) * will complete the encryption and returns the ciphertext Message Authentication Code (MAC) * Your program needs to calculate a MAC on the plaintext and include it in the file * The class java.security.MessageDigest can create a MAC * java.security.MessageDigest.getInstance("SHA-1") will return a MessageDigest object * mdObj.update( bytes ) will add data to the hash Completing the Hash * mdObj.digest( bytes ) will return a byte array with the hash Bytes, not Strings * The encryption methods use arrays of bytes, not Strings * There are methods to convert between Strings and byte arrays * You have to decide how to write the data to the file * There are multiple encoding methods [x] Base64.getDecoder().decode(stringInput) [x] Base64.getEncoder().encodeToString(bytes)	1,452	604	{ "id": "<urn:uuid:78aea6a7-fa2a-4f70-b3c6-c93f541e9ade>", "dump": "CC-MAIN-2018-39", "url": "http://williams.comp.ncat.edu/COMP620/JavaEncryption.pdf", "date": "2018-09-21T10:32:48", "file_path": "crawl-data/CC-MAIN-2018-39/segments/1537267157028.10/warc/CC-MAIN-20180921092215-20180921112615-00016.warc.gz", "offset": 277687763, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9706185559431711, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9897668957710266, "per_page_languages": [ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 57, 293, 537, 794, 964, 1165, 1376, 1610, 1933, 2112, 2425, 2510, 2835 ], "fw_edu_scores": [ 2.546875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Lesson 2 Working with equilibrium expressions and constants of homogeneous systems. Significance of high equilibrium constant – high equilibrium constants indicate that the reaction will use up a high percentage of the reactants to produce a high amount of product. However it does not indicate the rate at which the reaction takes place.. Units of the equilibrium constant-the units of the equilibrium constant depends on the chemical equation and hence the equilibrium expression. When the total number of moles of products, in a balanced chemical equation, is equal to the total number of moles of reactants, then K has no units. For example: N2 (g) + O2 (g) ⇌ 2NO (g) Units of concentration will cancel out in the expression shown. Expression dependent on equation- before an equilibrium expression can be written the balanced chemical equation has to be known. Reactants appear in the denominator and products in the numerator. Below are a few examples. eg1 Consider the following reaction at equilibrium. 2 2SO (g) + O 2 (g) 2SO 3 (g) The equilibrium constant at 1000 o K is 2.71 X 10 2 M -1. a) Write the equilibrium expression for the reaction 2SO2(g) + O2(g) 2SO3(g) b) Write the equilibrium expression for the reaction SO2(g) + ½ O2(g) SO3(g) c) Calculate the equilibrium constant for the reaction below at 1000 o K 2SO 3 (g) 2SO 2 (g) + O 2 (g) 1) A mixture of nitrogen and hydrogen gases was placed in a sealed vessel and allowed to reach equilibrium according to the equation below at a constant temperature. 2 N (g) + 3H 2 (g) 2NH 3 (g) When no further change to the mixture was observed the concentration of each gas present was analysed and recorded. The results are given below. [NH3] = 0.142 M [H2] = 0.121 M [N2] = 0.101 M a) Write the equilibrium expression for the above reaction. b) Calculate the value of the equilibrium expression c) The temperature in the reaction vessel above was altered and the mixture was again lowed to reach equilibrium. The equilibrium constant at this new temperature is 1.27 X 10 4 M -2 . i. Write the equilibrium expression for the equation below. 3 2NH (g) 2 N 2 (g) + 3H (g) ii. Calculate the equilibrium constant at this temperature for the reaction in i. above. iii. What can you say about the yield of nitrogen and hydrogen gases at this temperature? 2) A mixture containing 2.00 mol of SO2 gas and 2.00 mol of O2 gas was placed in a 2.00 litre, sealed, vessel and allowed to react according to the equation below. SO 2 (g) + ½ O 2 (g) SO 3 (g) The mixture was allowed to reach equilibrium at constant temperature. At equilibrium 0.500 mol of SO3 gas was present. a) Write the equilibrium expression for the reaction. b) Calculate the equilibrium constant for the system at the given temperature. 3) Consider the production of hydrogen gas according to the equation below. 2 CO(g) + H O(g) CO 2 (g) + H 2 (g) ΔH = +41 kJ/mol A mixture of CO and H2O gases was placed in a 2.00 litre vessel at 225 o C, a few minutes later the mixture was analysed and found to contain 2.00 mol of CO, 1.00 mol of H2O and 2.00 mol of H2 gas. At 225 o C the equilibrium constant for this reaction is 23.6 a) How many mol of CO2 was present in the mixture at equilibrium? b) Write the equilibrium expression for this reaction. c) Calculate the value of the equilibrium expression. d) Had the reaction reached equilibrium? Explain. e) What can you say about the forward rate of reaction when compared to the backward rate of reaction? Explain f) In another vessel, of unknown volume, a mixture of CO and H2O gases was allowed to react and reach equilibrium at 225 o C. After reaching equilibrium the mixture was sampled and revealed the following concentrations, [CO] =3.00M and [H2O] = 2.24 M. Calculate the concentration of H2 gas.	1,963	1,010	{ "id": "<urn:uuid:e49849d0-0dda-4b27-b14f-68a1694243c4>", "dump": "CC-MAIN-2024-30", "url": "http://www.dynamicscience.com.au/tester/solutions1/chemistry/equilibrium/Lesson%202%20equilibrium.pdf", "date": "2024-07-13T16:16:25", "file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00151.warc.gz", "offset": 37972131, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9215231339136759, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9740552306175232, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 965, 2200, 3878 ], "fw_edu_scores": [ 3.1875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
LOYOLA COLLEGE (AUTONOMOUS), CHENNAI – 600 034 B.Com.& B.B.A.DEGREE EXAMINATION – CORPORATE SECRE. & BUSI. ADMIN. THIRD SEMESTER – NOVEMBER 2018 MT 3209– BASIC MATHEMATICS Date: 30-10-2018 Dept. No. Max. : 100 Marks Time: 01:00-04:00 PART A Answer ALL questions( 10 ×2 = 20 ) 1. Define Total Revenue function. 2. Find the slope of the inclination of the line joining ( 4,8) and (8,4) . 3. If 2 5 1 3 A and 1 1 3 2 B find AB and BA. 4. State Cayley- Hamilton theorem. 5. Define Optimum solution. 6. Explain the Transportation problem. 7. What percent of 4.8 kg is 24 gm. 8. Find the value of ( 45% of 750 ) ( 25% of 480 ). 9. A person walks 9 hrs at a speed of 3 km per hour and again walks 6 hours at a speed of 4 km per hour. What is the average speed in km per hour. 10. Write the formula for finding the Spearman's rank correlation. PART B Answer ANY FIVE questions( 5 ×8 = 40 ) 11. a) Find the equation of the line whose intercept on the y-axis is 6 and which pass through the point (4, 2) b) Find the intercept of the equation 2 3 x y .( 5 + 3 ) $$12. Prove that 3 2 2 2( ) 2 a b c a b c b c a b a b c c a c a b $$ 13. Verify Cayley-Hamilton theorem for the matrix 1 2 4 3 A . 1 14. Obtain the initial basic feasible solution by North-West corner rule. 16. The average weight of A,B,C is 48 kg. If the average weight of A and B be 40 kg and that of B and C is 43 kg, Find the weight of B. 17. Consider the problem of assigning five jobs to five jobs to five persons. The assignment costs are given as follows. Job Persons 18. Find the standard deviation, coefficient of variation and variance. Answer ANY TWO questions ( 2×20 = 40 ) 19. a) Find the equation of the straight line passing through the points (2,3) and perpendicular to theline 2 8 x y . c) Define equilibrium price, Find the equilibrium price given 8 2 d p Q p and 2 s Q p . ( 8 + 8 + 4 ) 20. a) Find the inverse of the matrix 2 1 3 2 A . b) Solve by using Cramer's rule. 2 21. a) Find the solution by Least Cost Method. To Supply b) Solve by graphical method 22. a) Two ladies were asked to rank 7 different types of lipstick. The ranks given by them as follows. \| Lipsticks \| A \| B \| C \| D \| E \| F \| \|---\|---\|---\|---\|---\|---\|---\| \| Neela \| 2 \| 1 \| 4 \| 3 \| 5 \| 7 \| \| Neena \| 1 \| 3 \| 2 \| 4 \| 5 \| 6 \| Calculate the Spearman's rank correlation. b) Ramu was 4 times as old as his son 8 years ago.After 8 years,Ramu will be twice as old as his son. What are their present age. c) A,B and C started a business by investing Rs1,20,000,Rs 1,35,000 and Rs1,50,000 respectively. Find the share of each, out of an annual profit of Rs56,700. ( 10 + 5 + 5 ) 3	1,700	1,049	{ "id": "<urn:uuid:976efa49-aeac-46a9-a463-212715896a43>", "dump": "CC-MAIN-2024-30", "url": "https://www.loyolacollege.edu/qpaper/mathematics/NOV2018/MT%203209.pdf", "date": "2024-07-13T17:27:06", "file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00147.warc.gz", "offset": 707213705, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9435424009958903, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9704436659812927, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1286, 2122, 2806 ], "fw_edu_scores": [ 2.984375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
LET'S GO TO SCHOOL An activity and story book for children and families about starting kindergarten Charlie woke up and remembered – today was the first day of kindergarten! He ate his breakfast slowly. "Are you excited about school?" asked his mum. "I'm not sure yet," said Charlie. After breakfast he got dressed in his uniform. "Why don't we wear our own clothes to school?" he asked. "So everyone knows who their new friends are," said his mum. "Don't forget your hat!" "It's a lot to remember," said Charlie. Help Charlie get dressed by colouring in his uniform - it's the same colour as yours. Tip for families: Ease into the new school routine and practice getting ready in the uniform and shoes. Don't forget to label your child's belongings! While Charlie got dressed, Dad packed his new lunchbox into his bag with his water bottle. "Vegemite and cheese, with a fruit snack! Sound good, Charlie?" "I'm not sure yet," said Charlie. Tip for families: Help your child look forward to school by letting them choose an exciting new lunchbox, and practise opening and closing it. This lunchbox belongs to: Charlie waved goodbye to Mum as she went to the train station, and he and Dad walked to school together. Charlie could see lots of other kids and parents at the school gate. "There's your teacher, Miss Gonzalez – wave hello, Charlie!" said Dad. Charlie didn't exactly feel like waving just then. "He was so excited last night," said his dad to Miss Gonzalez. The bell rang, and all the kids lined up their school bags. Everyone waved goodbye to their parents. Charlie's dad smiled. "See you after your first big day, kiddo! Mum will get you after school." Miss Gonzalez Mustapha We put up our hands to speak Lira We are kind to each other We ask others if they would like to join in Abhi We learn and have fun! After lunch some older kids came into the classroom, smiling and waving. "These are your buddies," said Miss Gonzalez. "Not so long ago they were just starting kindy too!" Miss Gonzalez asked the big kids to talk about how they felt when they started school. Tip for families: Discuss the different emotions children feel about starting school. Happy Scared Excited Curious Shy "What's your favourite thing about school?" Charlie asked his buddy, Rayan. The other kids started talking too. "We get to have fun in the playground with our friends." "I can be myself, and people are still friendly." "At school we learn to read and write" Trace the letters with a pencil Fill in the letters underneath We learn other things too: "To be nice to others" "That everyone likes different things" "To remember not to lose my things!" "To share" What do you want to learn? Charlie began to smile. Big school wasn't scary, this was going to be fun! Those kids had a bell that rang for class, a sick bay for kids who got hurt, with lunchboxes and teachers and libraries too! The bell rang for the end of the day. "That went so fast!" said Charlie's new friend Lira. Charlie smiled. "Yeah, it did!" "Hey mum!" said Charlie as he saw her waving at the gates. "How was your first day? How did you go?" And he told her all about it.	1,168	706	{ "id": "<urn:uuid:d53b83d9-181b-45c3-854d-e7ac35559a5b>", "dump": "CC-MAIN-2024-30", "url": "https://erskinevil-p.schools.nsw.gov.au/content/dam/doe/sws/schools/e/erskinevil-p/kindy-orientation/Transition_to_School_activity_book.pdf", "date": "2024-07-13T16:37:54", "file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00158.warc.gz", "offset": 204950502, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9896203689277172, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9998418092727661, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 100, 289, 762, 954, 1125, 1424, 1687, 1850, 2113, 2238, 2409, 2460, 2565, 2812, 2938, 3064, 3198 ], "fw_edu_scores": [ 3.453125 ], "minhash_cluster_size": 3, "duplicate_count": 1 }
SALVINIA QUICK TREATMENT REFERENCE GUIDE Salvinia (salvinia molesta) is present in all Australian mainland states but is more common in NSW and QLD. It is an introduced species that is extremely invasive. It can form dense mats that cover the entire water surface in freshwater systems. Salvinia molesta Salvinia is a free floating fern that is made up of pairs of oval, green to brown leaves connected by a horizontal stem. When infolded their appearance has been compared to the wings of a butterfly. Salvinia molesta Primary Growth Stage 0-30% of the water body is covered in Salvinia Primary growth occurs in the early stages of an infestation, when plants are not crowded. Secondary Growth Stage 30-60% of the water body is covered in Salvinia Secondary growth occurs when the water surface is barely visible but the Salvinia is still only a single layer. Tertiary Growth Stage 60-100% of the water body is covered in Salvinia Tertiary growth occurs when the plants become crowded and mature in infestation. Overlapping is common. Multilayered Growth Stage 100%+ of the water body is covered in Salvinia (mature & overlapping growth) Tertiary weed mats become multilayered, displaying ridge-like thickenings as layers overlap and build up. Once you have categorised your Salvinia bloom, you can then choose your treatment. Use the table below to help you: \| Growth Stage \| AQ200 Herbicide \| Orange Oil Herbicide \| \|---\|---\|---\| \| Primary \| ✓ \| ✓ \| \| Secondary \| ✓ \| ✓ \| \| Tertiary \| ✓ \| \| \| Multilayered \| ✓ \| \| TREATMENTS AQUATIC TECHNOLOGIES OFFER What you use your water body for will also play a role in the type of treatment most suitable for you. For example if you are unable to withhold using the water for 10-days, then a traditional herbicide may not be suitable. There are different treatment methods available to suit most types of water bodies. Continue reading to find out which treatment is most suitable for your waterbody. Chemical Herbicide Treatment: AQ200 + Wetting Agent 1L of AQ200 + 500mL Wetting Agent will treat between 250m² – 500m² of surface area depending on how dense the Salvinia growth is. Tips for treatment: * If Salvinia is greater than 60% surface coverage and/or is multilayered, AQ200 is the only treatment method that will work. * AQ200 is a 1-hit application that requires no follow up. Spot treat any new Salvinia with AQ200 as needed. * Using a gentle shower spray, spray the AQ200 + Wetting Agent evenly to make contact with the Salvinia. When multilayered, make sure to well wet the Salvinia with AQ200 to get good coverage. * AQ200 is a non-residual herbicide that has a strict 10-day withholding period after use. DO NOT use the water for human consumption, irrigation, livestock watering, etc. for 10 days after application. Orange Oils: Natural Treatments 1L of Orange Oil will treat between 250² - 500m² of surface area depending on the Salvinia coverage. Tips for treatment: * Suitable for lower level infestations up to 60% surface coverage. For large infestations greater than 60% coverage, consider AQ200 or physical removal. * Orange Oil is a natural herbicide that won't alter the water and has no withholding period. The water can be used immediately after application. * Orange Oil requires a minimum of 3 separate applications, on day 1, day 2, and day 4. It's advised to do several light applications, instead of a single heavy dose. Physical Removal: Salvinia Skimmers Tips for treatment: Physically removing Salvinia from the water's surface with an Salvinia Skimmer will reduce the likelihood of future blooms by decreasing the total amount of nutrients in your waterbody. Nutrient-rich water lets aquatic vegetation thrive, meaning you may experience repeat infestations of unwanted Salvinia or other aquatic weeds. Easily remove Salvinia from your water body in 4 steps: 3. Dump the Salvinia out onto the bank or into a container for easy transport 4. Repeat 1. Toss the skimmer in the water 2. Slowly pull it back in using the string attached 5. Follow-up spot spraying with either AQ200 or Orange Oil herbicide is recommended. 2	1,943	977	{ "id": "<urn:uuid:3a794bae-2cfc-4965-af32-de5fa280c860>", "dump": "CC-MAIN-2024-30", "url": "https://thedamdoctor.com.au/product/aquatic-weed-rake/?attachment_id=5275&download_file=2ws6oaba42zfc", "date": "2024-07-13T15:51:49", "file_path": "crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00161.warc.gz", "offset": 466050134, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9935806095600128, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9956512451171875, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1537, 4174 ], "fw_edu_scores": [ 2.21875 ], "minhash_cluster_size": 3, "duplicate_count": 0 }
GCSE RELIGIOUS STUDIES HOW TO ANSWER EXAM QUESTIONS GENERAL INFORMATION - The Y9 exam paper is divided into three sections. In each section you will have a choice of two questions - you must answer one question only and not mix and match! - Each question is divided into 4 parts – a, b, c and d. Read the guidance below on how to answer each type of question. - You should spend 20 minutes on each question in the exam. - You will be expected to include Bible passages and Christian teaching, where relevant, to support your answers and use the key words that you have learnt. - You will be assessed on the Quality of your Written Communication (QWC) in all the 'c' questions. You should take particular care on these questions with your spelling, punctuation and grammar. - Questions in Section 1 are where your spelling, punctuation and grammar will also be assessed – this can give you an extra 4 marks. TYPES OF QUESTIONS 'A' TYPE QUESTION (2 marks) - These questions are based on the key words glossary. You will either be asked for a definition of a word or an example of the word. e.g. What is atheism? (2) - You get 2 marks for a correct answer or 1 mark for a partially correct answer. 'B' TYPE QUESTION (4 marks) - These questions are asking for evaluation of issues, beliefs and teachings. You need to give your personal opinion with TWO reasons for your point of view and explain why you hold this view. This view can be: - two reasons agreeing with the statement - two reasons disagreeing with the statement - or if you are unsure you can give two opposing views. e.g. Should all priests be celibate? Give two reasons for your point of view. (4) - To get 4 marks you need to give your personal opinion with two developed reasons. 'C' TYPE QUESTION (8 marks) - This is an UNDERSTANDING question and usually begins with the word 'EXPLAIN'. e.g. Explain how a religious upbringing in a Roman Catholic family can lead to belief in God? (8) 'Explain' means to give reasons. For the question above you should give four features of a Catholic upbringing and explain, in two or three sentences for each, how they might lead to belief in God. * For this question you also get marked for your QUALITY OF WRITTEN COMMUNICATION which means you need to write in clear English, spell words correctly, use sentences and paragraphs and use specialist vocabulary (the words in your glossary). - To get 8 marks your answer needs to show a clear understanding of the issue which means you give four reasons or two developed reasons or three reasons with one developed or a comprehensive explanation using one reason only. You need to ensure that your English is clear, you have spelt words correctly, written in full sentences and paragraphs and used key words in your answer. - If you DESCRIBE instead of explain then the most you can get is 2 marks out of 8. 'D' TYPE QUESTION (6 marks) - These start with a stimulus quote: e.g. "Evil and suffering prove that God does not exist". and then you are asked: (i) Do you agree? Give reasons for your answer. (3) (ii) Give reasons why some people may disagree with you. (3) The quote is intended to be controversial and elicit arguments in favour and against the point of view stated in the quote. It does not matter which view you hold. You need to: - decide what you think about the statement - give at least THREE reasons, or TWO longer reasons, or a paragraph supporting your point of view for (i) - look at the opposite point of view and give at least THREE reasons, or TWO longer reasons, or a paragraph reasons for why people have this view for (ii) * ONE OF YOUR POINTS OF VIEW SHOULD ALWAYS BE A CATHOLIC ONE – without this the maximum mark you can get is 3 out of 6 * - To get 3 marks for each part you need to give three reasons or two developed reasons or a fully developed reason. You must ensure that in (ii) you give an alternative view to the one in (i).	1,804	893	{ "id": "<urn:uuid:f97f5c4d-9ffa-4f76-b584-0b36103b15a7>", "dump": "CC-MAIN-2019-04", "url": "http://bishopwalsh.net/welcome/download/exams/KS4-Y9-revision-guides/Y9-RE-How-to-answer-exam-questions.pdf", "date": "2019-01-22T21:48:40", "file_path": "crawl-data/CC-MAIN-2019-04/segments/1547583874494.65/warc/CC-MAIN-20190122202547-20190122224547-00638.warc.gz", "offset": 28783008, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978331625461578, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9979121685028076, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1757, 3946 ], "fw_edu_scores": [ 2.09375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
REDDISH EGRET Egretta rufescens Order: Ciconiiformes Family: Ardeidae FNAI Ranks: G4/S2 U.S. Status: None FL Status: Species of Special Concern U.S. Migratory Bird Treaty Act and state Wildlife Code prohibit take of birds, nests, or eggs. Description: Striking, long-legged wader with a neutral gray body and shaggy chestnut plumes on head, neck, and upper breast. In breeding season bill is distinctly bicolored (pink or flesh-colored at base and black at end) and legs become turquoise blue. Late in nesting season and in non-breeding adults, pink in bill fades and bill becomes dusky overall, and legs and feet black. White morph exhibits white plumage at all ages. Actively pursues small fish by running erratically, flapping its wings, and generally lurching about. © Barry Mansell reddish egret, but has bluish bill with black tip and yellow-green legs. Distinctive foraging behavior of reddish egret also distinguishes it from other wading birds of similar size. Similar Species: The little blue heron (Egretta caerulea; see species account) is smaller, darker bird with bluish bill with a black tip and black (breeding) or grayish-green (non-breeding) legs. Immature little blue heron has white plumage like white phase Habitat: Almost exclusively coastal. In Florida, typically nests on coastal mangrove islands, or in Brazilian pepper on manmade dredge spoil islands, near suitable foraging habitat. Generally forages in shallow water REDDISH EGRET (typically < 6 in. [15 cm]) of variable salinity. Broad, open, marine tidal flats and shorelines with little vegetation are ideal feeding areas. Also important are salt evaporation pools and lagoons, often located inside mangrove keys or just inside shoreline on mainland. Seasonal Occurrence: Mostly resident where it breeds. Immatures and non-breeding adults especially may disperse north along Atlantic and Gulf coasts, rarely into interior. Rare but regular visitor in spring and fall (less frequent in winter) to panhandle and northern peninsula. Nests in Florida Bay and Keys primarily November - March, although may occur yearround. Nesting begins late February - April along Atlantic and Gulf coasts, with late nests in May. Florida Distribution: Nests from Pinellas County on the Gulf coast and Brevard County on the Atlantic coast, south through the Florida Keys. An estimated two-thirds of the Florida population occurs in Florida Bay and the Lower Keys. The non-breeding range extends north along both coasts. Range-wide Distribution: Occurs along coasts of Florida and Gulf coast states, Mexico, Belize, Greater Antilles, Bahamas, and north coast of Columbia and Venezuela and associated islands. Accidental or only scattered sightings in Lesser Antilles and most of Central America. A few individuals may disperse as far north as Carolinas and southern California following nesting season. Conservation Status: Our rarest heron. Only 2,000 pairs are thought to breed in U.S. Nearly extirpated from Florida by plume hunters by 1910. Florida's population in early 1990s estimated at 350 - 400 pairs, only about 10 percent of population prior to plume hunting. Of these, 100 - 125 pairs occur in Florida Bay. Most known breeding sites occur within National Audubon Society sanctuaries and national parks and wildlife refuges. As with other coastal species, increasing human population and concomitant increase in recreational activity place additional strains on population, even in protected areas. Because of restricted habitat requirements, extremely vulnerable to coastal development and alterations including dredging, filling, and bulkheading. Protection and Management: Health of Florida Bay is crucial to success in Florida. Educate public regarding sensitivity of coastal species to disturbance. Increase funding to continue and supplement surveying, monitoring, and patrolling. Florida Fish and Wildlife Conservation Commission and Department of Environmental Protection have developed setback distances around wading bird colonies of 330 ft. (100 m) to prevent human disturbance. Selected References: Paul 1991, Robertson and Woolfenden 1992, Rodgers and Smith 1995, Rodgers et al. (eds.) 1996, Runde et al. 1991, Stevenson and Anderson 1994.	2,011	948	{ "id": "<urn:uuid:0307cf2d-e00a-4d6c-b645-46ecfa4a0b62>", "dump": "CC-MAIN-2019-04", "url": "http://fwcg.myfwc.com/docs/red_egret.pdf", "date": "2019-01-22T20:59:06", "file_path": "crawl-data/CC-MAIN-2019-04/segments/1547583874494.65/warc/CC-MAIN-20190122202547-20190122224547-00639.warc.gz", "offset": 87796636, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9895242154598236, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9909456372261047, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1467, 4276 ], "fw_edu_scores": [ 2.09375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Steritech® FOODBORNE ILLNESS EDUCATION SERIES SHIGELLA & SHIGELLOSIS Foodborne illness can be caused by numerous pathogens. The U.S. Food and Drug Administration (FDA) has designated Shigella species as one of the "Big Six" microorganisms that can cause severe foodborne illnesses. Shigella outbreaks have been linked to both food handlers working while ill and contaminated foods. Foodservice establishments and retailers need to be aware of this microorganism and how to protect food from contamination. ABOUT SHIGELLA * Humans are the most typical hosts of Shigella species, as it is not usually found in gastrointestinal tracts of other animals. * There are several strains of Shigella that cause a gastrointestinal disease called shigellosis that can damage the intestines. TRANSMISSION, SYMPTOMS & STATISTICS * The U.S. Centers for Disease Control and Prevention estimates there are approximately 500,000 cases of shigellosis annually. * Shigella is transmitted easily from person to person through the fecal-oral route. Shigella infection can be transmitted through any foods touched by an infected food handler who prepares food that is served without further cooking. Not washing hands after using the toilet or changing a diaper are ways hands can be contaminated with Shigella bacteria. * Foods harvested from Shigella-contaminated waters (shellfish) or grown in fields that use contaminated irrigation water on produce could also result in illness, especially if these foods are eaten raw. * Foodborne illness outbreaks attributed to Shigella species have included various salads (tuna, chicken, turkey, shrimp, and potato), strawberries, spinach, raw oysters, milk, luncheon meats, pudding, and rice balls. * Symptoms of shigellosis infection include: sudden severe diarrhea that is sometimes bloody, fever, severe abdominal cramp ing, nausea, and vomiting. Immunocompromised individuals, the elderly, and the very young are the most susceptible. * On-set time is 24 to 72 hours after exposure. Illness usually lasts 5 to 7 days; however, it can cause long-term health effects such as reactive arthritis, an autoimmune disease. KEEP YOUR OPERATIONS & CUSTOMERS SAFE * Have strong supplier approval programs that verify suppliers: monitor produce growers for Good Agricul tural Practices; verify shellfish are not harvested from contaminated waters; have HACCP programs and intervention programs to reduce and prevent Shigella contamination; have trace-back capabilities; and are in compliance with all federal and local regulations. * Ensure an approved water supply is used for all food facility operations. * As preventive measures, have in place HACCP plans and Standard Operating Procedures for produce washing, hand washing, personal hygiene, and sanitation. * Have an employee wellness policy to exclude employees with symptoms of foodborne illness, such as vomiting and/or diarrhea. * Maintain facilities so there is no sewage backflow, an imminent health hazard. Require the food establish ment to close if this occurs in a food preparation area. * Follow-up on any customer foodborne illness claims without delay and notify health department of multiple reports immediately. 800.868.0089 5 MUST-KNOW FACTS FOR LOCATION EMPLOYEES Wash hands thoroughly, especially after using the restroom. Pay special attention to scrubbing fingernails, between fingers, and wrists. 1 Cook all foods to safe internal temperatures. Remember that seafood and produce represent special Shigella risks. Cook seafood to 145°F and vegetables to 135°F. 3 Wash raw vegetables and produce before preparing or eating. 2 Use gloves, tongs, or deli paper to prevent bare-hand contact with ready-to-eat-foods. 4 If you have any symptoms of foodborne illness, such as vomiting and/or diarrhea, inform your manager and do not work. 5 www.steritech.com	1,769	814	{ "id": "<urn:uuid:802e3f4a-6c4d-43f2-acf0-c8e9930c3721>", "dump": "CC-MAIN-2019-04", "url": "https://www.steritech.com/assets/content/files/foodborne-illness-education-series-shigella.pdf", "date": "2019-01-22T22:32:50", "file_path": "crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00000.warc.gz", "offset": 954678425, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9962836503982544, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9962836503982544, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3856 ], "fw_edu_scores": [ 2.34375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Making Hydrogen – Teacher's Instructions For Demonstration/Class Activity Make Sure You Have… Sodium Hydroxide (NaOH, 6 M) solution Aluminium Foil (Al) Crystallising dish Detergent in water (adding a bit of glycerol can help to make the bubbles stay!) Test tube with side arm Test tube stopper Rubber tubing Clamp stand Plastic pipette with bulb cut off Splint Matches Pipette What To Do…. 1. Attach the rubber tubing to the side arm of the test tube 2. Push the cut pipette into the other end of the rubber tubing 3. Clamp your newly-made bubbling apparatus (it will get hot!) 4. Fill the crystallising dish with about 1 cm depth of soapy water 5. Put a small lump of aluminium foil in the test tube 6. Carefully measure ~10 cm 3 of sodium hydroxide solution pour onto the foil in the test tub 7. Stopper the test tube 8. Put the end of the pipette in the detergent/water solution and allow a few bubbles to develop (set up shown below). 9. Remove the pipette to a safe distance (remember it will probably still be producing hydrogen) 10. Pop the bubbles with a lit splint (keep hair/faces/sleeves well back!) 6 M NaOH Solution Aluminium Foil Quickfit Test tube with side arm Quickfit Lid Soapy Water Rubber Tubing Cut-off pipette The bubbles are flammable so there should be a good pop and a flame 11. Wash everything carefully with water into the bucket provided and leave the station as you found it. 12. Wash everything up (solutions can go down the sink) What's Happening? Sodium hydroxide reacts with Aluminium to produce Hydrogen, the most common element in the universe. Note that it takes a few seconds for the reaction to get going. This is because Aluminium is always covered by a layer of un-reactive Aluminium Oxide. In order for the Aluminium to react, the Aluminium oxide layer has to be broken down first. Hydrogen reacts with oxygen to form water. This reaction is extremely quick and produces a lot of energy. You will have seen this from the bubbles of hydrogen that you lit with the splint. 2H2 + O2 2H2O A lot of research is being done into using this energy to power things such as cars. This is better than fossil fuels such as petrol as hydrogen can be made from renewable sources and the only chemical produced when you burn it is water!	1,011	561	{ "id": "<urn:uuid:5cf1a54d-36b7-4367-b730-ec87e7e98aab>", "dump": "CC-MAIN-2019-04", "url": "http://www.chem.ed.ac.uk/sites/default/files/outreach/experiments/hydrogen-teach.pdf", "date": "2019-01-22T22:34:40", "file_path": "crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00003.warc.gz", "offset": 261746172, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9849056005477905, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9947315454483032, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 835, 1601, 2295 ], "fw_edu_scores": [ 3.625 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
Have Fun in the Sun without Getting Burned Did you know that every Canadian has a 1 in 7 chance of developing skin cancer in their lifetime and that 90 percent of all skin cancers can be prevented? Skin cancer results from exposure to UV rays whether they're from the sun or a tanning bed. UV Radiation 101 Ultraviolet light is high energy, invisible light. There are three types of UV sun rays: UVA, UVB, and UVC. UVA rays penetrate deep into the skin and cause both wrinkles and skin cancer. (Tanning beds emit up to five times more UVA rays than natural sunlight.) UVB rays cause sunburns and skin cancer. An easy way to remember is A is for Aging and B is for Burns. UVC rays are filtered by the ozone and rarely reach the earth. UV rays penetrate windows and clouds. So even on a cloudy day, when you don't feel the heat or see the sun, your skin is still exposed to damaging UV rays. Moreover, both water and snow reflect and magnify the sun's rays, so you should be extra careful when you're in the water or spending the day skiing. Skin Cancer There are three types of skin cancer: melanoma, basal skin cell cancer and squamous cell cancer. Of these, only melanoma is deadly; luckily, it is the least common form of skin cancer. Melanoma starts as a flat brown spot with an irregular border. It doesn't resemble other freckles as it is often asymmetrical and may be made of colors other than brown such as red, grey or black. Melanomas can also be raised and itchy. If caught early, it is almost always curable. Unfortunately, the most common spots are on men's upper backs and ladies calves, two places people fail to look. At the Nasseri Medical Centre, I routinely do a thorough mole check on all my fair-skinned patients in April and if there are any concerning lesions, we either remove them immediately or have a repeat check at the end of the summer to look for changes. Basal cell carcinoma is the most common type of skin cancer. It is found on sun-exposed areas and classically appears as a blister-like bump that is pink or flesh-coloured. It usually grows until it becomes crusted over. It will destroy all the underlying tissue if left alone. I've seen patients who've lost their entire nose to basal cell skin cancer. Squamous cell carcinomas can be brown or pink and are also found on sun exposed areas. They usually occur in people with a history of one or more severe sunburns. Like basal cell skin cancer, squamous cell cancer is not deadly but it needs to be removed early as it can eat away at all your normal skin. Sunscreen Tips Choose a sunscreen with both UVA and UVB protection. Previously, sunscreens only denoted SPF (Sun Protection Factor) which is a measure of protection against UVB rays. All new sunscreens must now denote their degree of protection against UVA rays as well. When choosing a sunscreen, make sure to pick one with at least SPF 30 and with broad spectrum UVA coverage and wear it daily. There are two types of sunscreen ingredients: chemical and barrier. Chemical sunscreens should be applied at least 15 minutes before going outdoors and are not safe in children under two. Barrier sunscreens are safe for all ages and can be applied immediately before going outside. If the label states "water-resistant," then there will be 40 minutes of protection during water exposure whereas "water-proof" sunscreen lasts 80 minutes in the water. The most common reason people burn even when wearing sunscreen is that they have not applied a sufficient amount. Adults require a minimum of 2 tablespoons of sunscreen for full-body coverage and this should be reapplied every two hours. My personal favourite sunscreens are "Neutrogena Sensitive Skin Sunblock" and "Vivier's SPF 30 Triple Block Protection" as they are both non-comedogenic barrier sunscreens, safe for all ages. Enjoy the sun and remember, wear sunscreen!	1,543	847	{ "id": "<urn:uuid:0c3a2d61-e8dd-4de0-bf7f-017adca0e2b8>", "dump": "CC-MAIN-2018-51", "url": "https://www.healthyskincentre.com/wp-content/uploads/2011/06/Article-1.pdf", "date": "2018-12-16T07:39:11", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376827596.48/warc/CC-MAIN-20181216073608-20181216095608-00301.warc.gz", "offset": 927166672, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982730448246002, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990760684013367, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2554, 3881 ], "fw_edu_scores": [ 3.234375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
What exactly are 21 st Century Skills and why do We Need to Teach Them? The main four 21 st Century Skills are considered the Digital Literacies: Creating, Communicating, Collaborating, and Critical Thinking. These are the major areas of focus for most teachers, although they are supported immensely by the other 21 st Century Skills: Digital Citizenship (behaving appropriately and intelligently online); Technology Operations and Concepts (knowing how to run and utilize effectively several different technology systems and tools); Information Fluency (knowing how to validate resources and search for expert opinions); and Innovation (using sourced and validated information to remix and create new ideas). Simply put, 21 st Century Skills are the content knowledge and applied skills that today's students need to master to thrive in a continually evolving workplace and society. Our students today live a world that has never NOT known an Internet, has never NOT used computers or SmartPhones or iPods, or has never NOT been able to connect instantly with people from around the world. That may be hard for some of us to wrap our brains around, but students today see the world as small, connected, and easily navigated. Information is merely a click away - it is our job to teach them how to navigate this world of continually growing information and data. How do they validate a website? How do they know that what they are reading is true? How can they determine who is an 'expert' and who is not? How can they protect themselves online which searching for answers and commentary? Students want information instantly, and can usually get it. The new job of a teacher is not to hammer rote memorization into students, but to teach students how to ask poignant, driving questions about what they want to know, and then teach them the skills to navigate a sea of information in order to find their answers. We need to teach them how to summarize, remix, and articulate what they have learned to express their knowledge in a new way, and show them how to effectively and intelligently share their learning with a wider, global audience. No longer is it okay to just present information to the teacher or the immediate classroom: students live a world of global collaboration. They want comments and constructive criticism from Australia, London, and Shanghai. And they will get it - we need to teach them how to ask for it without betraying their personal information, and how to respond to one another without being belligerent, rude, or negative. Their view is not unique: this is also how modern workplaces and companies operate. Business meetings are held intercontinentally via video conference and FaceTime, company employees are not expected to memorize details but ARE expected be able to find details instantly, and collaboration and creation are done online regardless of the distance between collaborators. Our job is to prepare students to be successful in a world with these demands - and we can't even begin to hypothesize what new demands will be placed upon our students in five or ten years down the road. We have no choice but to embrace technology, not just to teach students how to use the tools, but to teach the students how to use technology AS a tool in order to master these 21 st Century Skills and be successful in their very exciting futures. I hope this document gives you a better idea of what the new "21 st Century Skills" are and why they are so important. This is why the U21C project has been introduced in Crestomere School, and the reason we do what we do at this school. I look forward to seeing all of us grow and learn together – staff, students, parents, and community members all!	1,448	754	{ "id": "<urn:uuid:bf58b58f-5c82-44d1-9e91-ff5f4b863dd2>", "dump": "CC-MAIN-2019-04", "url": "https://crestomere.wolfcreek.ab.ca/download/109935", "date": "2019-01-22T22:50:50", "file_path": "crawl-data/CC-MAIN-2019-04/segments/1547583875448.71/warc/CC-MAIN-20190122223011-20190123005011-00005.warc.gz", "offset": 459982289, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989476799964905, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9989461302757263, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2568, 3749 ], "fw_edu_scores": [ 2.96875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
BEAR SNORES ON by Karma Wilson, ill. by Jane Chapman Ages: 3-6 Themes: Animals, Winter, Hibernation, Humor, Poetry Running Time: 8 minutes SUMMARY While bear slumbers through a long winter, his friends take refuge in his cave during a winter storm. Bear remains in a deep sleep as Mouse and Hare brew tea and pop corn. He doesn't awake even when they are joined by Gopher, Mole, Wren, and Raven. The friends start a fire, sing, dance, and cook… while Bear snores on. Young viewers will be surprised and delighted at Bear's reaction when he finally does awake, to find himself surrounded by a group of uninvited guests. OBJECTIVES * Students will learn about bears and hibernation. * Students will learn about dif ferent animals' adaptations to winter. * Students will learn about rhyming. BEFORE VIEWING ACTIVITIES Have students draw a winter scene that shows how different animals survive during the winter. Give students the opportunity to present their drawings and explain what is happening. Highlight any students' drawings of hibernating animals. If there are none, guide a discussion towards this idea. Guiding questions: * How do animals survive in the winter? * Do you know what bears do in the winter? * How does hibernation help bears? BEAR SNORES ON Wrap up the discussion with a brief explanation of the story, telling students that the movie that they are about to see is an imaginary story of what happens during one bear's hibernation. Practice the comprehension strategy of making predictions with the children. Set the scene by briefly summarizing the movie for the students, up until the part where Bear wakes up. (Suggested summary: Bear is in a peaceful sleep for the winter when all of his friends sneak into his cave to find protection from a winter storm. They begin to have a party while Bear sleeps. What do you think Bear will do when he wakes up?) Let students take turns making predictions. As an extension, you can write or they can draw their predictions before viewing the movie. After viewing the movie, revisit the predictions to see if anyone was close. AFTER VIEWING ACTIVITIES Revisit students' predictions. Did anyone guess correctly? Were any of the guesses close? How was Bear's reaction different from what the students had expected? Tell students that making predictions is a way to understand books and movies better. Have students make a rhyming book. Replay part of the movie and tell them to listen closely for words that sound alike. Tell them that words that sound alike are words that rhyme. Give examples with pictures and words of words that rhyme. Then, have students choose their own word. Make a list of all of the words that the student can think of that rhyme with that word. Students can make a book titled "Words that Rhyme With Students can also play a rhyming game. Ask the children to sit in a circle. The first person says a word and then each child in the circle says a word that rhymes with that first word. Continue until students can't think of any more words. Collect books, with photos or pictures if possible, about how different animals survive in the winter. Read them aloud to the children so that they can see the adaptations of different animals. Also collect magazines such as National Geographic, Outdoor Magazine, or animal magazines and have students make a collage of different animals adapting in a winter environment. (Often, grocery stores and book stores will give away dated magazines at the end of the month, so it is worth a trip to save some money!) Other videos available from Weston Woods include: Animals and their habitats: ANTARCTIC ANTICS by Judy Sierra, ill. by Jose Aruego GOOSE by Molly Bang IN THE SMALL, SMALL POND by Denise Fleming MAKE WAY FOR DUCKLINGS by Robert McCloskey OWL MOON by Jane Yolen, ill. by John Schoenherr Poetry and Rhyme: IS YOUR MAMA A LLAMA? by Deborah Guarino, ill. by Steven Kellogg JOHNNY APPLESEED by Reeve Lindbergh, ill. by Kathy Jakobsen * What other animals hibernate? _________________" and write and draw a WAITING FOR WINGS by Lois Ehlert rhyming word on each page. TO ORDER OTHER W E S TON WOODS VIDEOS: 800-243-5020	1,814	943	{ "id": "<urn:uuid:b6a1610b-e08c-46bb-b351-84560dace5a7>", "dump": "CC-MAIN-2018-51", "url": "https://westonwoods.scholastic.com/products/westonwoods/study_guides/bear_snores_on_cover.pdf", "date": "2018-12-16T08:43:03", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376827596.48/warc/CC-MAIN-20181216073608-20181216095608-00306.warc.gz", "offset": 798216086, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987795948982239, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987795948982239, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 4191 ], "fw_edu_scores": [ 4.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Name _______________________________ Class _____ Date ___________ The Pythagorean Theorem – Real Life Problems All the problems below can be solved using the Pythagorean Theorem. (Hint: It is helpful to draw a diagram of the situation to help determine which measurements refer to the legs and hypotenuse of the triangle.) Round all numbers to the nearest tenth. 1. To get from point A to point B you must avoid walking through a pond. To avoid the pond, you must walk 34 meters south and 41 meters east. To the nearest meter, how many meters would be saved if it were possible to walk through the pond? 2. A baseball diamond is a square with sides of 90 feet. What is the shortest distance between first base and third base? 3. Best Buy is selling 55 inch HD TV's. This measurement is the diagonal distance across the screen. If the screen measures 48 inches in width, what is the actual height of the screen? 4. Two joggers run 8 miles north and then 5 miles west. What is the shortest distance they must travel to return to their starting point? 5. Oscar's dog house is shaped like a tent. The slanted sides are both 5 feet long and the bottom of the house is 6 feet across. What is the height of his dog house, in feet, at its tallest point? 6. You're locked out of your house and the only open window is on the second floor, 25 feet above the ground. You need to borrow a ladder from one of your neighbors. There's a bush along the edge of the house, so you'll have to place the base of the ladder 10 feet from the house. What length of ladder do you need to reach the window? 7. Mrs. Stevens is building a slide for her kids. The ladder is 10 feet tall and the slide is 15 feet long. What is the distance between the base of the ladder and the bottom of the slide? 8. Andrew wants to swim across a river that is 400 meters wide. He begins swimming perpendicular to the shore he started from but ends up 100 meters down river from where he started because of the current. How far did he actually travel from his starting point? 9. Jill's front door is 42" wide and 84" tall. She purchased a circular table that is 96 inches in diameter. Will the table fit through the front door? Explain. 10. The WBZ TV tower in Needham is almost 1300 ft. tall. One of the guy wires is 1385.6 feet long. It is attached to the tower 1200 ft. above the ground and is anchored to the ground. How far from the base of the tv tower is the guy wire attached to the ground? 11. Maggie has let out 50 meters of kite string when she notices that her kite is flying directly above her friend Emily. If Emily is 35 meters from Maggie, how high is the kite above the ground? 12. Mr. Kelly wants to make a small rectangular table. The sides of the piece of wood he wants to use for the table top are 36" and 18". If the diagonal of the piece of wood measures 43", is this piece of wood square? ("square" in this case means the piece of wood has right angles at the corners.)	1,190	722	{ "id": "<urn:uuid:45a9d208-576c-4570-974e-c9443c0f0eec>", "dump": "CC-MAIN-2019-09", "url": "http://drpmath.com/Inv-Pythag/Pythagorean%20Theorem%20-%20Real%20Life%20Problems.pdf", "date": "2019-02-15T23:49:21", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247479627.17/warc/CC-MAIN-20190215224408-20190216010408-00475.warc.gz", "offset": 85062612, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9995937347412109, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.999652624130249, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1264, 2983 ], "fw_edu_scores": [ 4.09375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Poison Ivy, Poison Sumac and Poison Oak Poison Ivy: Many are familiar with the old saying "Leaves of three, let them be". This holds true for poison ivy– the leaf texture and what individual plant leaflets look like varies from plant to plant, but it will always grow in sets of three leaflets. The plant is seen both as a vine and as a short woody perennial. The plant has been seen growing in the understory of many forests, along fence rows, or in deserted areas. Whitish berries will appear on the woody stem in late summer and will remain throughout the winter months. Poison Sumac: In contrast to the shorter poison ivy plant, poison sumac is a larger shrub or tree, reaching a mature height of about 20 feet. The leaves are arranged in leaflets anywhere from 7 to 13. The midribs are often red or scarlet in color, and the leaves are glossy green on top and pale green on the bottom. Fruits are ivory to pale green and appear in late summer. They hang in loose clusters and are about 8 inches long. Most poison sumac are found growing in wet, swampy areas. Poison sumac is quite possibly the most poisonous plant in this area, leaving many people with skin irritation, rashes and blisters for days after coming in contact with it. Poison Oak: Poison ivy and poison oak look rather similar. Typically, they will grow as a small shrub-like plant and they have leaflets of three. The leaves are glossy on top but typically have more lobes on the leaflets than poison ivy does. White-green berries form in clusters in mid– to late summer. They are most likely to be found along fence rows, or in wild or forested areas. General Information: All three plants have urushiol oil inside the plant, which is what causes the skin irritation in humans. One important thing to note is that susceptibility to the oils in the plant can develop at any time. Even though you may have not gotten a rash at one time from touching the plant, it doesn't mean you are immune. The oils also remain active in the plant in the winter months and up to 5 years in dead plants. All parts of these plants except the pollen are poisonous, so pulling dormant twigs in the winter months will still result in an uncomfortable rash. Use extreme caution when dealing with these weeds at all times of the year! Created by: Jessica Wickland Seasonal Horticulture Assistant Outagamie County UW-Extension 3365 W Brewster St. Telephone: (920) 832-5119 Website: http://outagamie.uwex.edu/ Publications: http://learningstore.uwex.edu Control: If one wants to eradicate this weed, patience is needed. Some have found that spraying a nonselective herbicide such as glyphosate repeatedly throughout the summer does help to knock it down and eventually get rid of it. It's been found most effective to spray in May through July when the plant is in bloom and most susceptible. A different option is to cut the plant about 6 inches above the soil and paint glyphosate on the open wound. Another product that can be used is Brush-B-Gon. It's not recommended to use a lawn mower or weed whipper to knock the plants down as the plant parts will be airborne, and thus there is a higher probability that you may get a rash. Never under any circumstances burn an area with these plants in it; the irritants on the plant will get in your lungs and it can be fatal. After Contact: As stated earlier, some people may not react when they first come in contact with the plant, but over time they will become more susceptible to it. If you know you were in contact with any of these plants, the first thing to do is wash any exposed skin with rubbing alcohol. Next, wash the skin with water. Once you have cleansed the skin with rubbing alcohol and water, take a shower with soap and water. Don't use soap before this, as it will bond with the oils and move it around the body. Typically, after you've been exposed to it once, you will notice redness and swelling in 12 to 48 hours. Without treatment, the rash and blisters disappear between 14 and 21 days. Your doctor will be able to tell you what medication to use to ease the itching and blistering. Fall Color Created by: Jessica Wickland Seasonal Horticulture Assistant Outagamie County UW-Extension 3365 W Brewster St. Telephone: (920) 832-5119 Website: http://outagamie.uwex.edu/ Publications: http://learningstore.uwex.edu	1,758	1,015	{ "id": "<urn:uuid:418e7bc1-8bd0-4393-a5e3-26bf1dc6b65f>", "dump": "CC-MAIN-2019-09", "url": "https://counties.extension.wisc.edu/outagamie/files/2016/07/Poison-Ivy-Oak-Sumac.pdf", "date": "2019-02-16T00:17:57", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247479627.17/warc/CC-MAIN-20190215224408-20190216010408-00478.warc.gz", "offset": 523374083, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9989115595817566, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9990493655204773, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2529, 4383 ], "fw_edu_scores": [ 2.375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Overscheduled! An excerpt from Once Upon a Teenager – a series of vignettes about growing up. By Claudia I. Haas email@example.com CAST: Cassie (f) – 10 yrs. old – an overscheduled kid Kelly (f) – 10 yrs. old – Cassie's best friend; similarly overscheduled Time: a November afternoon Place: outside of school or in the school halls 1 Overscheduled! CASSIE But we always do Taco Tuesdays after school! It's been two months! KELLY I know! But I have play practice every afternoon now. When the play is over we'll definitely do the taco thing. CASSIE Then basketball begins. KELLY I'll go to your Saturday games and then we can go out for tacos. CASSIE You babysit your brother on Saturdays. KELLY Oh yeah! Friday nights! I don't have rehearsal Friday nights! CASSIE That's pizza-family-game night at home. I have to be there. It's a family requirement. How about Monday nights? KELLY Scouts. CASSIE You still do scouts? KELLY Yeah. We've been together since first grade. I like it. CASSIE Okay. How 'bout Thanksgiving weekend? We'll be sick of turkey and tacos will be perfect! KELLY I'm in Ohio that weekend. Grandma's. It's a family tradition. Christmas vacation? CASSIE Cross-country skiing. It's a new family tradition. KELLY January? CASSIE I start the children's choir at church. It's pretty intense. It's over in March though. KELLY I'm hoping to do soccer. That's every day and games on weekends. CASSIE Spring break? KELLY We go to our other Grandma's. How about May? Never mind – I still have soccer. CASSIE When do we get out of school? KELLY Second week of June. CASSIE Last day of school. Let's do taco Tuesday then – no matter what day it is. Is it a date? KELLY Definitely. Oh! Gotta go. Can't keep the director waiting. CASSIE Talk to you online? KELLY Absolutely. I should be done with homework by 8 p.m.. CASSIE It's a date. (And KELLY and CASSIE go off their separate ways.) END OF PLAY	1,005	563	{ "id": "<urn:uuid:1a81b731-2ac2-42ae-b9ff-bf297d32ff32>", "dump": "CC-MAIN-2019-09", "url": "https://www.claudiahaas.com/uploads/4/5/1/0/45105785/overscheduled_-_new_website.pdf", "date": "2019-02-15T23:11:01", "file_path": "crawl-data/CC-MAIN-2019-09/segments/1550247479627.17/warc/CC-MAIN-20190215224408-20190216010408-00480.warc.gz", "offset": 814505716, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978262980779012, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9996110796928406, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 347, 1295, 1995 ], "fw_edu_scores": [ 2.265625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
ideas for teachers on how to use mystery boxes in their classroom CONTENT * 5 boxes containing one ball and a different internal structure for each box * 5 neodymium magnets A box with an unknown internal structure contains a steel ball, whose movement is determined by the constrained path hidden in the box. By moving the box, students try to figure out when the ball moves freely and when it encounters a wall. They must build models and test them to arrive at a description of the box's internal structure. ACTIVITY TYPE Group work DURATION 45-50 minutes ACTIVITIES PLAN Engage Show a box to the class and move it in various directions. Describe the object and explain that inside it there is a ball whose movement is constrained by the internal structure of the box. Encourage students to share ideas on how to explore this structure. Emphasise that the box cannot be opened. Divide the class into groups and assign each group a box: it's time to start the investigation! Explore Give students time to examine the mystery box and ask them to develop a theoretical model of its internal structure. For assistance, you can draw an image of a possible internal structure and guide them in formulating their first idea to test. Students should focus carefully on the sound produced by the ball as it moves through the box. For example, if the internal structure is a square shape, students are expected to perceive four impacts when they rotate the box on itself. It is advisable that they represent their model by drawing on a sheet of paper for better visualisation of the expected dynamics. Once the model is completed, they should test the hypotheses and record the observations. If the observations do not agree with the hypotheses, it is important for them to improve the model and draw a new version on paper. Explain Each group shares its observations and conclusions reached with the others. It is likely that no one has yet formulated a precise description of the internal structure of the box. Ask them to explain why this is the case and what they would like to do to improve in their experiments. It is time to introduce the use of an instrument that would allow more accurate measurements: the magnet. Each group receives a small magnet that can attract the steel ball when brought close enough. Using the magnets, students can re-test their models: if the ball cannot be pulled into a certain area of the box, this indicates the presence of a barrier preventing its movement. This approach will enable them to formulate more solid conclusions. Make sure that each step in the process is clearly understood and that conclusions are based on verified models. Elaborate At this stage, the exchange of boxes between groups takes place. Students will be engaged with a different structure, repeating the process. By this time, they should have established familiarity with the investigative method and proceed more quickly. At the end of the activity, allow time for them to discuss and compare the conclusions reached by the different groups relative to the same box. If divergent conclusions emerge, they may decide to repeat the experiment and agree on a common strategy. Evaluate At this stage, the class can go over what was done during the two lessons, analyse the differences between the two activities and discuss the difficulties encountered. Aspects that should emerge are: * Science is an empirical process made up of hypotheses and experiments * Science is a creative process * Scientific models change over time * Science is a collective effort. It takes time to arrive at scientific discoveries	1,357	706	{ "id": "<urn:uuid:21419b61-068c-44ba-b57d-45bbf0866c06>", "dump": "CC-MAIN-2025-08", "url": "https://www.leveluptrento.com/en/_files/ugd/2bee03_7d6da9689b75460980119d910258adde.pdf", "date": "2025-02-06T22:09:40", "file_path": "crawl-data/CC-MAIN-2025-08/segments/1738831951463.20/warc/CC-MAIN-20250206212213-20250207002213-00743.warc.gz", "offset": 814996497, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9990850985050201, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991374611854553, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1829, 3640 ], "fw_edu_scores": [ 4.65625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The Seven Fallen Sons of Sutton As is the case with so many towns and villages across the UK, the names of the seven men from Sutton St. Nicholas who were killed during the First World War have been read out as part of the Act of Remembrance every Armistice Day since 1920. In memory of those men and in order to only know their names, Sue & Mike Winnell carried out research to try and provide some background about their lives. The result of their research is shown below. Harold George Wright Harold was born in March 1891 and baptised in St. Nicholas church on 23 rd March 1891. His parents, Alfred & Hannah Wright, lived at Sutton Lakes, where his father was a wagoner on a farm Harold joined the Border Regiment and was the first of the seven fallen sons of Sutton to die. He was killed in France, on 18 th November 1916 and is buried in the Munich Trench of he Waggon Road Cemetery, Beaumont-Hamel, France. When he died, Harold was 25. William John Phillips Known as Billy, he was born in late 1890 to John & Elizabeth Phillips and was the eldest of 4 children. His family home was Holly Lodge, Breinton, where his parents owned a Market Garden. His father died in 1901 and in 1903 his mother married Tom Watkins and they moved, first to West Lydiate, Withington, then to The Firs, Wyatt Road. When Billy joined the Army, he was assigned to the Labour Corp. Later he transferred to the Kings Liverpool Rifles. In the Spring of 1917 Billy was wounded in France and re-patriated to Shrewsbury Hospital. His mother visited him there twice and it was she that the War Office notified of his death. Billy died aged 27 on 10 April 1917 and is buried in St Nicholas's Churchyard. Fredrick Wright Frederick was the older brother of Harold Wright who had been killed in action in November 1916. He was born on 1 st May 1883 and lived at Sutton Lakes for all of his life and he was a farm worker. On 21 st October 1907, he married Emily Prosser and in 1910 they had a son, who they named Rowland. He initially joined the Cheshire Regiment, but was later transferred to the Labour Corp. He is buried in the Dickebusch Cemetery, Belgium. Frederick died on 20 th July 1917 when he was 34. George Duggan He was born on 7 th November 1889, possibly at Byford. His parents' names are not known. During his childhood he lived with his grand-parents, Edward & Ann Duggan, at their smallholding called "Middlefield", which is still located the Wyatt Road. George worked as a gardener at "Sugwas Pool", which is where Wyevale Garden Centre is now located. In 1913 he married Florence Barrow and by 1917 they were living in Malvern. A member of the Royal Welsh Fusiliers, George was killed in action in France on 26 th October 1917 though he has no known grave, his name is recorded on the Tyn Cot Memorial, near Zonnebeke, Belgium. George was 26 when he was killed Oswald Pumphrey: He was born in Dilwyn, on 8 th October 1888, to John & Betsey Pumphrey. Oswald was the son of his mother's second marriage and he had 5 half-brother's and sisters from her first marriage to a Mr Williams. When growing up, his family home was the Golden Cross Pub. Oswald worked as a clerk for the Great Western Railway in Newport, where in 1910, he married Mabel Hurn. They had a daughter they named Marjorie in 1913. Mable died in1914 and Oswald married Lily Lloyd in 1917. He was in the Royal Engineers Regiment and died when the transport ship he was on struck a mine in entrance to Alexandria harbour. His body was never found but his name is inscribed on the Chatby Memorial at Alexandria. He was age 29. George Martin White Known as Martin, he was the younger brother of Thomas White and was born on 25 April 1897. His first home was also at The Moor, Bodenham, later moving with his family to Sutton when his father became a wagoner, probably at Court Farm A few years later, the family moved to Little London, on the Ridgway Road and Martin became a farm worker. He served in the Royal Welsh Fusiliers and was killed in Italy on 3 rd May 1918. His name is inscribed on the Giavera del Montello Memorial, which is in the town of that name, some miles north of Venice. Martin was 21 when he was killed Thomas George White: Thomas was born on the 5 th June 1891. His parents were Thomas and Eliza White of The Moor, Bodenham. By 1901, his family were living at Slade Villa, which still stands on the Marden Road, opposite Court Farm. At that time his father was working as a wagoner, probably for Court Farm. By 1911 he and his family were living at Little London and Thomas was also working as a wagoner. During the war he served in the Royal Field Artillery. At the time of his death in France on 23 rd March 1918 he was a sergeant. There is no grave recorded for Thomas, but his name is inscribed on the Arras Memorial, in the Pas-de-Calais region of France. Thomas was 26 when he was killed.	2,040	1,205	{ "id": "<urn:uuid:a417540d-3262-4d25-a3af-ee7218894a10>", "dump": "CC-MAIN-2018-51", "url": "https://suttonstnicholas.co.uk/wp-content/uploads/2018/11/The-Seven-Fallen-Sons-of-Sutton.pdf", "date": "2018-12-16T23:50:34", "file_path": "crawl-data/CC-MAIN-2018-51/segments/1544376828018.77/warc/CC-MAIN-20181216234902-20181217020902-00276.warc.gz", "offset": 774319205, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992605745792389, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993143081665039, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2864, 4895 ], "fw_edu_scores": [ 2.53125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Lessons from Community-Based Conservation Approach in the Laramie Foothills Landscape context Community-based conservation approach Evolution of the Laramie Foothills project Results Challenges ahead Lessons learned TNC Colorado Priority Landscapes Laramie Foothills Conservation Area Natural Landscape Human Landscape Intensive C-B C high biodiversity high threats to biodiversity complex strategies no partner (s) and/or lead role necessary lots of time or $ needed Laramie Foothills: Approach Selective Strategic Engagement Conservation Reserve or "Bull Pen" high biodiversity high threats to biodiversity less complex strategies 1 or more partner (s) TNC to assist with resources, science, planning Low to high threats to biodiversity Partners abating threats TNC monitor and assist when needed Laramie Foothills: mid 1980s – early 1990 start-up years traditional land trust approach work focused inside TNC's boundary knowledge of place establish TNC's role and identify, engage and learn from partners Laramie Foothills: early to mid 1990's ბ building years ბ community-based conservation approach ბ shared conservation vision across boundary ბ conservation values, identify threats, design strategies & to abate threats at scale ბ work focused outside TNC's boundary ბ getting dirty-shared work & learning Laramie Foothills: mid 1990s - 2008 ☼ landscape scalestrategic approach ☼ partners share risk, responsibility, resources & leadership ☼ increased complexity ☼ new & creative toolsbeyond the watershed ☼ expanded relationships ☼ shared vision for conservation success ☼ measuring success Laramie Foothills Measuring Success Laramie Foothills: 2008 onwards ☼ selective strategic engagement approach ☼ partners lead & manage risk, responsibility, resources, success ☼ tools & strategies were in place to face high costs and complexity ☼ expand relationships & shared vision of conservation success ☼ supporting& assuring partner success Laramie Foothills: Community BasedConservation Results ☼ 100,000 conserved private acres connected to 110,000 public acres ☼ 50% of watershed committed to conservation ☼ integrated invasive species mgmt across boundaries ☼ use of prescribed fire as a restoration tool ☼ improved grazing management ☼ creative approach for ecological flow restoration ☼ place-based education program ☼ funding/resources/tools for conservation ☼ diverse partnerships committed to conservation ☼ continuation of compatible livelihoods ☼ shared vision for the future Laramie Foothills: Challenges Ahead * new tools & strategies to respond to higher costs & increasing complexity * resources to sustain partners & projects * training-next generation of conservationists * monitoring for and responding to new or changed threats * preparedness for project re-engagement-when, how and who Intensive C-B C high biodiversity high threats to biodiversity complex strategies no partner (s) and/or lead role necessary lots of time or $ needed Laramie Foothills: Approach Selective Strategic Engagement Conservation Reserve or "Bull Pen" high biodiversity high threats to biodiversity less complex strategies 1 or more partner (s) TNC to assist with resources, science, planning Low to high threats to biodiversity Partners abating threats TNC monitor and assist when needed Lessons Learned Relationships founded on openness, reciprocity, honesty, and integrity Explicit level of engagement over time Strategic and prioritized approach to conservation-based on credible data and local knowledge-people & "science" Partnerships based on understanding & sharing roles, responsibility, risk & resources Focus on the shared vision/voiceusing solution-oriented, creativity, adaptability, embracing complexity, celebrating success	1,904	916	{ "id": "<urn:uuid:0ffe2ed4-2e56-4a7a-9c1e-def1c35aafe1>", "dump": "CC-MAIN-2019-43", "url": "http://rangelands.org/internationalaffairs/2010_symposium/Community-Based%20Conservation%20Approach%20in%20the%20Laramie%20Foothills.pdf", "date": "2019-10-20T11:25:58", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00330.warc.gz", "offset": 161165637, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9608107967810198, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9804476499557495, "per_page_languages": [ "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 75, 221, 255, 292, 311, 328, 824, 1040, 1347, 1635, 1672, 1985, 2533, 2855, 3351, 3807 ], "fw_edu_scores": [ 2.40625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
The Importance of Positive Self-Esteem for Kids By Bob Cunningham, EdM At a Glance * Kids with positive self-esteem feel good about themselves. * They're more motivated to keep trying and to ask for help. * You can help your child build positive self-esteem. Self-esteem is how much people value themselves and how important they believe they are in their world. You might hear people talk about the importance of self-esteem in kids, and "positive self-esteem" in particular. But what exactly is it? And why does it matter so much? Simply put, positive self-esteem is when people feel good about themselves. Learn more about positive self-esteem, and how to help your child build it. Why Positive Self-Esteem Is Important for Kids Kids with positive self-esteem feel confident and capable. They value themselves and their abilities. They're proud of the things they can do and want to try their best. When kids are confident and secure about who they are, they're more likely to have a growth mindset. That means they can motivate themselves to take on new challenges and cope with and learn from mistakes. They're also more likely to stand up for themselves and ask for help when they need it. How Kids Develop Positive Self-Esteem Kids develop positive self-esteem by working hard toward a goal and seeing their hard work pay off over and over again. Accomplishing things shows them they have what it takes to face new challenges. Their success makes them feel good about themselves, and they learn that it's even OK to fail. When kids do well at something, it also pleases other people, like their friends and the adults who care about them. That feedback also makes them feel good. And over time, they continue to build positive self-esteem. When kids have positive self-esteem they: * Feel respected * Are resilient and feel proud even when they make a mistake * Have a sense of control over activities and events in their life * Act independently * Take responsibility for their actions * Are comfortable and secure in forming relationships * Have the courage to make good decisions, even in the face of peer pressure The Toll of Negative Self-Esteem on Kids Many kids have trouble building and maintaining positive self-esteem, for lots of reasons. One common reason is when kids struggle in school. If kids experience failure in school, they probably don't get a lot of positive feedback from adults or their classmates. The feedback they do get is often negative because they're constantly hearing about the things they didn't do well. In some cases, they might get positive feedback that's not sincere. This can make them mistrust the adults who are supposed to be helping them. Or they might become wary of the kids who are supposed to be their "friends." As a result, they feel less sure of themselves and their abilities. They may not feel motivated to try things that are hard for them, and have a tough time dealing with mistakes. Deep down, they may not believe they're worthy of good treatment or success. Kids who have negative self-esteem may also: * Feel frustrated, angry, anxious, or sad * Lose interest in learning * Have a hard time making and keeping friends * Be more likely to be teased or bullied * Become withdrawn or give in to peer pressure * Develop self-defeating ways to deal with challenges, like quitting, avoidance, silliness, and denial * Kids with negative self-esteem can also have a harder time standing up for themselves. In other words, they have trouble developing strong self-advocacy skills. How to Help Your Child Build Positive Self-Esteem Building self-esteem is possible. Kids can learn to improve how they see and value themselves. Being a supportive, realistic—but not overprotective—parent or caregiver is key. Asking teachers to be supportive but realistic is important, too. It's important to praise kids in ways that build self-esteem and teach them to be proud of their efforts and accomplishments. Praise kids' efforts, but don't lavish praise on everything they do. Kids know when they've been successful and worked hard—and when they haven't. Friendship is a big part of building positive self-esteem, too. That doesn't mean kids have to have tons of friends or be popular. Just having one friend who accepts you for who you are can make all the difference. Read about how to help grade-schoolers and middle-schoolers connect with other kids. And hear from an expert on what to do if your child doesn't seem to "fit in." Help your child discover strengths to build on. You can even help your child set a "competence anchor" to build self-esteem. A competence anchor helps kids trigger a memory of something they did well in the past. That allows them to tap into joy and confidence and take that feeling with them as they tackle challenges. Key Takeaways * Positive self-esteem gives kids confidence to face challenges. * Kids who value themselves are more likely to ask for the help they need. * Being supportive but realistic is key to helping your child build positive self-esteem. Adapted from: Team, Understood. "Bob Cunningham EdM- Adapted from: Team, Understood. "Amanda Morin - https://www.understood .org/en/friends-feelings/empowering-your-child/ celebrating-successes/ways-praise-can-empower-kids-learning-issues""	2,015	1,108	{ "id": "<urn:uuid:07c403b5-721e-44fa-b483-60f3c4f7a50d>", "dump": "CC-MAIN-2019-43", "url": "https://sdw.waukesha.k12.wi.us/cms/lib/WI02216052/Centricity/Domain/16/September%20Newsletter-SPED.pdf", "date": "2019-10-20T12:06:00", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00333.warc.gz", "offset": 684408927, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9959784150123596, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.99635249376297, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1879, 3853, 5317 ], "fw_edu_scores": [ 4 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Elementary Physical Education Dear Parents and/or Caregivers: During the third trimester, the physical education staff will be testing each student on their overhand throwing technique. The results of this assessment will be on your student's final report card in June. You can help your child achieve this skill with encouragement and practice at home. Below are the benchmarks for each grade level. On the back of this document, you will find activities to help correct common faults. Thank you for supporting your child! If you have any questions or concerns, please contact your child's physical education specialist. A. PIVOT: Face the target. Pivot on the throwing-side foot so the body is sideways to the target. (Weight is on the back throwing-side foot with the non-throwing shoulder toward the target.) B. T-POSITION: Swing arms out to the sides so elbows are in a direct line with both shoulders. Ball is held with two or three fingers on top and the thumb are on the bottom. C. STEP: Transfer weight onto the front foot by stepping directly toward the target with the foot opposite the throwing arm. (Left foot when throwing with right hand). D. TWIST: Throwing action starts by twisting and rotating the hips, followed by the trunk and shoulders. E. ARM ACTION: Bend the throwing arm 90 with the elbow leading the lower portion of the arm. Straighten the arm as the elbow passes the shoulder and release the ball. F. FOLLOW THROUGH: Follow through toward target and down to opposite knee of throwing hand. G. MATURE FORM: Demonstrate the above elements of form with consistency, rhythm, and coordination. Suggestions to Improve Side Slide Throwing overhand is an object-control skill involving eye-hand coordination. Children who master proper throwing technique will be able to throw farther, faster, harder, and more accurately. When children become efficient at throwing, they feel more confident participating in healthy, lifelong activities. The overhand throw can be broken down into small parts. Each part of the throw should be worked on separately; all elements should then be combined together until mature form is mastered. The following suggestions will assist your child in improving his/her overhand throwing technique: 1. Moving flat-footed Have the child stand with feet positioned shoulder-width apart and knees bent slightly. 2. Incorrect Foot Forward Give the child verbal reminders to step forward with the correct foot. Have child balance on the back foot. 3. Poor Weight Transfer Have the child stand with feet shoulder-width apart, rocking back and forth on each foot. Have child perform the above motion, adding arm swing with weight transfer and count: 1 (back), 2 (forward) to develop rhythm. 4. Ball Held in Palm Demonstrate correct grip using two fingers on top of the ball with the thumb on the bottom. Make sure the ball is not too big for the child's hands. 5. Arm Not Reaching a T-Position Have the child swing arms down and back until reaching the T-position. 6. Poor Timing of Release Ensure that the child is using correct grip. Remind the child to keep the elbow above the shoulder and straighten the arm as the elbow passes the shoulder and releases the ball. 7. Not Enough Follow-Through Verbally remind the child to touch the opposite knee upon completion of the throw. 8. Eyes Not on the Target Post a bright and interesting, easy-to-see target, reminding the child to have "head up and eyes on the target. Learn to Move ~ Move to Live	1,432	724	{ "id": "<urn:uuid:ea50430e-cc10-4982-831f-f67f7e616b45>", "dump": "CC-MAIN-2019-43", "url": "http://moodle.tcaps.net/pluginfile.php/155137/mod_resource/content/1/Overhand%20Throw.pdf", "date": "2019-10-20T12:08:42", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00341.warc.gz", "offset": 137754541, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9981850683689117, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9983763098716736, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1621, 3512 ], "fw_edu_scores": [ 4.0625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
TAIPEI TIMES • MONDAY, JANUARY 25, 2010 Wandering hippo returns after ten-day romp 落跑河馬遊蕩十天後自動返家 A two-tonne hippo named Nikica who escaped her pen during floods in Montenegro has returned home to a private zoo after tasting 10 days of freedom, the zoo owner said. "Nikica returned to her home last night and she is now resting in her pen," Dragan Pejovic, the owner of the zoo in Plavnica told AFP. Nikica escaped from her enclosure when it was flooded during heavy rains in Montenegro two weeks ago. She trotted off to nearby homes putting the wind up some villagers but the zoo's owner said she was extremely tame. After returning home, the two-tonne beast came out of her pen and patiently posed for a throng of photographers. "She has tried to get back to her pen in the past days, but she could not as everything was still flooded so she was wandering around neighboring farms," Pejovic said. During her escape Nikica often came back to sleep near a pool at the zoo complex while zookeepers fed her and cov- TODAY'S WORDS 今日單字 1. enclosure 圈地 / ɪnʻkloʒɚ / n. (quan1 di4) 例: The winning horse was paraded around the winner's enclosure. (這匹優勝的馬沿著飼主的圈地遊行。) 2. mascot / / n. 吉祥物 ʻmæskɑt (ji2 xiang2 wu4) 例: Our university has launched a competition to design a new mascot. (我們大學舉辦了一個新吉祥物的設計比賽。) 3. native / / adj. 原生的 ʻnetɪv (yuan2 sheng1 de5) 例: A lot of species of tree are native to France. (許多品種的樹木都原生於法國。) ered her with hay to protect her from cold. The 11-year-old animal has been living in the zoo for nine years and became a mascot of the nearby tourist complex in Plavnica. Hippos are natives to Africa and considered the thirdlargest land animals. They can be extremely dangerous due to their body mass and mature individuals can weigh more than three tonnes. (afp) 蒙特內哥羅共和國一家私人動物園的所有人表示，園內兩公噸重的河馬「妮琪卡」藉著大水逃出圍欄，在品嚐過十天自由的滋味後，已自行返回動物園。普拉夫尼卡村這家動物園的所有人卓甘．佩卓維耶對法新社表示：「妮琪卡昨晚自行返回住處，現在正在畜欄裡休息。」兩週前蒙特內哥羅因大雨而淹大水，妮琪卡趁機逃出圈地。她跑到鄰近的住家，嚇壞部份村民，但動物園主人說她其實非常溫馴。這隻兩公噸重的動物返家後，走出畜欄耐心地供攝影記者們拍照。佩卓維耶說：「過去幾天來她一直想要回到畜欄，但因為到處都還在淹大水，所以只好在鄰近農場四處閒晃。」妮琪卡落跑期間，經常回到園區的一座水池邊睡覺，而動物管理員會餵她，並用乾草為她遮蔽禦寒。這隻十一歲的河馬在這家動物園住了九年，已經成為該村鄰近觀光渡假區的吉祥物了。河馬原生於非洲，被認為是陸地上體型第三大的動物。因為體重的關係，牠們是極為危險的動物，一隻成年河馬的體重可能重逾三公噸。（法新社╱翻譯：袁星塵） A man feeds Nikica in her home in a private zoo in the village of Plavnica, about 10km south of the Montenegro capital Podgorica, on Jan. 20, 2009. photo: AP 二００九年元月二十日，蒙特內哥羅首都波德戈里察南方約十公里處的普拉夫尼卡村內，一名男子在某私人動物園裡餵食河馬「妮琪卡」。照片：美聯社 LANGUAGE POINT 重要片語 put the wind up 使某人害怕 If you put the wind up someone, you scare them. According to the article, the hippo put the wind up some of the local villagers. Examples: "Walking near the train station at night really puts the wind up me," or "That earthquake this morning put the wind up me." 如果你「put the wind up」某人，就表示你讓他們感到害怕。上文中提到，這隻河馬嚇壞部份當地村民。例如：「晚上走在火車站附近真的讓我感到害怕」，或是「今天早上的地震把我嚇個半死」。	1,053	1,231	{ "id": "<urn:uuid:2af5fbd4-18c0-4a39-9bc4-00ead0ed9ac8>", "dump": "CC-MAIN-2019-43", "url": "http://www.taipeitimes.com/images/2010/01/25/TT-990125-P15-IB.pdf", "date": "2019-10-20T11:57:20", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00337.warc.gz", "offset": 313496322, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9860754013061523, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9860754013061523, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2904 ], "fw_edu_scores": [ 2.6875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Dolphins learn from each other to beg for food from humans 28 May 2012, By Jo Manning (Phys.org) -- Dolphins may learn harmful or undesirable behaviors, such as begging for food from humans, from each other, Murdoch University researchers have discovered. After investigating the illegal feeding of Indo-Pacific bottlenose dolphins by recreational fishers in Cockburn Sound, a popular Perth waterway, researchers from the Murdoch University Cetacean Research Group (MUCRU) and the Conservation Medicine Program observed that dolphins were more likely to beg from humans if they associated closely with dolphins which had already learned to accept food handouts. This begging behavior was also more likely if they spent more time in areas with large numbers of recreational fishers. Over the course of a decade of monitoring, the researchers found that the number of dolphins who interacted with recreational fishers for food increased from one to at least 14 individuals nearly 20 per cent of the dolphins resident in Cockburn Sound. Marine biologist Bec Donaldson, from the Conservation Medicine Program, said the findings suggested that observing close associates beg for food might help dolphins learn how to become beggars themselves. "In humans, social learning allows novel behaviours to spread rapidly through societies. The case will be similar for many wildlife," she said. "Social learning makes sense in smart social animals like dolphins but most new behaviours are beneficial. It is worrying to see wildlife learning harmful behaviors. "Interactions between humans and wildlife are often dangerous, and may impact on threatened species. Our findings highlight how social learning may influence whether harmful behaviours spread through wildlife populations. We hope this knowledge informs policies to protect wildlife." The researchers found that the dolphins which learned to beg from humans had higher rates of injury from boat strikes and entanglement in discarded fishing line. Humans are also at risk from accidental bites during the interactions, which are illegal under state and federal law. Fines of up to $10,000 apply. The monitoring upon which the research is based took place between 1993 and 2003. MUCRU researchers carrying out more recent studies of dolphins in Cockburn Sound have said the greater enforcement by the Department of Environment and Conservation, extra signage and a community education campaign run in 2008 for 18 months had reduced but not eliminated illegal feeding. Ms. Donaldson was the project officer on the federal government-funded community education campaign, entitled Keep Perth's dolphins and sea lions wild, which saw her work with Rockingham Wild Encounters, DEC, councils and industry 1 / 2 Powered by TCPDF (www.tcpdf.org) groups to construct signs and interpretive shelters at boat ramps and jetties, produce and distribute information pamphlets and give presentations to over 100 Perth classrooms. "We would like to expand this initiative across the state because our study suggests that even a small number of dolphins begging creates a risk of others engaging in the behaviour too," added Ms. Donaldson. "If humans do not feed dolphins, they will not get the opportunity to learn this damaging and dangerous behaviour from each other." MUCRU's current Coastal and Estuarine Dolphin Project, which began in 2011, will allow researchers to follow up on the findings from 1993 to 2003. Ms. Donaldson's paper on the research, which was co-authored by Dr. Hugh Finn, Associate Professor Lars Bejder and Dr. Mike Calver from Murdoch University, and Dr. David Lusseau from the University of Aberdeen, was recently published in the journal Animal Conservation. Provided by Murdoch University APA citation: Dolphins learn from each other to beg for food from humans (2012, May 28) retrieved 20 October 2019 from https://phys.org/news/2012-05-dolphins-food-humans.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. 2 / 2	1,785	814	{ "id": "<urn:uuid:57d9745c-7555-498e-b01e-bbc0da3bb2d4>", "dump": "CC-MAIN-2019-43", "url": "https://phys.org/pdf257413278.pdf", "date": "2019-10-20T13:09:09", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00346.warc.gz", "offset": 626779325, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.996839702129364, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9976783394813538, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2763, 4178 ], "fw_edu_scores": [ 2.078125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
IIMSAM Pilot Projects Our plan: Food fortification through Spirulina would serve as an innovative means to address the Global Food Crisis. FACT: Ten Spirulina centers of 10 hectares each can produce over 360 million Spirulina doses annually, comprising of 10 grams of Spirulina per dose, to be mixed with cereals and flour that can recuperate and save the lives of 6 million people per year. Project IIMSAM Fallujah This project seeks to build a 10 acre Spirulina farm in Fallujah, Iraq. Nutritional supplementation will initially be focused on children from the ages of 1-5, and will later expand to other target groups. The first phase of the Project was recently completed. Visit : www.iimsam.org for more information. Future project include: Somalia,Benin,Burundi, India, Iraq, Argentina, Haiti, Mexico, Nigeria, Ghana, Rwanda, Kenya,, Sudan, Ecuador, Peru, DRC and Ethiopia. IIMSAM Who are we? IIMSAM is an intergovernmental permanent observer to the UN Economic and Social Council. IIMSAM strives to make Spirulina a key driver to eradicate malnutrition, achieve global food security, and bridge the health divide, with a special priority for the developing and least developed states. Official Treaty Members of IIMSAM Multilateral Treaty For more information please visit our website at www.iimsam.org Intergovernmental Institution for the use of Micro-Alga Spirulina Against Malnutrition Spirulina for Youth Empowerment United Nations Millennium Development goal 1 Eradicate Extreme Hunger and Poverty Between 1990 and 2015, halve the proportion of people who suffer from hunger. FACT: Each day the world holds over 850 million malnourished people FAO: Though hunger may have somewhat diminished in recent years, the number of people suffering from malnutrition has actually increased. FACT: Every five seconds a child under the age of 5 dies from hunger or hunger related diseases. Spirulina against Malnutrition World Food Conference 1974: Spirulina is possibly the "Best food for the future…." Nutritional Advantages of Spirulina * More protein than any other natural food * 200x the protein of beef * 85%-95% digestible * Cures Vitamin A deficiency as well as pure Vitamin A dosages * Second highest levels of GLA, to build healthy brain tissue, second only to mother's milk Earth Food: These health benefits have made Spirulina an excellent food for rapid recovery of children in countries such as Mexico, Togo, Romania, China, Rwanda, Zaire, India, Ukraine, and Belarus. World Health Organization: "Spirulina is able to be administered to children without any risk. We at WHO consider it a very suitable food." Spirulina for the Environment Earth food: Spirulina offers more nutrition per acre than any other natural food. Cultivation of Spirulina * Cultivated using non-fertile land and brackish water * 50% of weight is oil that can be used to make biodiesel fuel * Produces 100,000 grams of alga oil per acre (vs. Soybeans: 50,000 grams; Corn: 30,000 grams) Left: Typical Spirulina farm, located in Kenya and run by disabled youth. FACT: A 100 sq. meter basin can grow enough Spirulina to supplement the diets of 100 children a day. Earth Food: "The hot, arid coast of Peru, with its poor land and scarce fresh water, is a typical climate for Spirulina."	1,667	782	{ "id": "<urn:uuid:61b22ef7-acdb-4a99-862f-095841e72207>", "dump": "CC-MAIN-2019-43", "url": "http://iimsam.org/eng/wp-content/uploads/2014/05/IIMSAM_YOUTH_BROCHURE_2008.pdf", "date": "2019-10-20T11:42:56", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00344.warc.gz", "offset": 93670988, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9897803664207458, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9906560182571411, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1447, 3315 ], "fw_edu_scores": [ 2.546875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Seaman James Harcus James William Moodie Harcus was born in Firth on 17 th August 1920, an elder son in the large family of Sinclair Harcus and Margaret Harcus (née Rendall), who came originally from Westray. Jim took part in two Arctic Convoys as a merchant seaman. He described in diaries two trips to Russia in SS Ocean Faith, built in the USA to a Liberty Ship design with a welded hull and a nominal gross tonnage of 7,174 tons by Todd-Bath Iron Shipbuilding Corporation, Portland, Maine for the British Ministry of War Transport and managed by Headlam & Son of Manchester. Ocean Faith's engines were built by General Machinery Corporation, Hamilton, Ohio and her coal fired boilers gave a speed of 11 knots. Jim's diaries make it clear that he became fond of the ship and was proud of her contribution to the war effort. Jim's first trip was to Archangel in Convoy PQ18, which lost thirteen out of 44 merchant ships in September 1942 at the cost to the Germans of 44 aircraft (38 torpedo-bombers of KG26) and two submarines (U457 and U589). PQ18 was the first Arctic Convoy to include air support from an escort carrier, HMS Avenger, also had increased anti-aircraft support with two auxiliary cruisers with significant anti-aircraft guns. SS Ocean Faith returned to the UK in Convoy QP15, its 28 merchant ships sailing on 17 th November. They were scattered by a series of gales, losing a British steamer and a Russian freighter to U625 and U601 respectively, while the remainder reached Loch Ewe in two groups on 30 th November and 3 rd December. Jim's second trip was in Convoy JW52, whose Commodore, retired Vice-Admiral Sir Malcolm Goldsmith, was aboard SS Empire Clarion. The Germans lost two He115 torpedo bombers of KG406 attacking JW52 on the 24 th but it arrived intact in the Kola Inlet on 27 th January 1943. SS Ocean Faith returned to the UK in Convoy RA53, which had a total of 30 merchant ships escorted by the cruiser HMS Scylla, 13 destroyers, 4 corvettes and 2 trawlers. U255 sunk the American ship Executive and damaged Liberty Ship Richard Bland on 5 th March. The Liberty Ship J.L.M. Curry cracked across her after deck on the 7 th and sank next day. The Liberty Ship John H.B. Latrobe broke down on the 7 th , but was towed to Iceland by the destroyer HMS Opportune. U586 sank another American ship Puerto Rican on the 9 th , when U255 torpedoed Richard Bland again and blew her in two – the stern sank, but the bow was towed to Iceland. SS Ocean Faith was bombed and torpedoed off the Portuguese coast on 15 th August 1943, but survived the war and was eventually scrapped in Italy in 1962. Jim Harcus also survived the war and continued at sea in the Merchant Navy, also working in the oil industry in heavy-lift offshore vessels. Jim brought up his family in Darlington, where he died in Ashlie House on 12 th January 2000, aged 79.	1,352	701	{ "id": "<urn:uuid:739a3301-19d0-4688-9a1e-21cde30bcfc4>", "dump": "CC-MAIN-2019-43", "url": "http://www.rbls-kirkwall.org.uk/memorials/Kir/JimHarcus.pdf", "date": "2019-10-20T12:06:50", "file_path": "crawl-data/CC-MAIN-2019-43/segments/1570986707990.49/warc/CC-MAIN-20191020105426-20191020132926-00343.warc.gz", "offset": 316138042, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9980369210243225, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9980369210243225, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2880 ], "fw_edu_scores": [ 2.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
FOR MORE INFORMATION, CONTACT: Doug Bolnick, Public Information Officer, (636) 949-7408 FOR IMMEDIATE RELEASE September 22, 2015 BLOCK BUG BITES BY TAKING PRECAUTIONS THIS FALL Use Repellents, Take Steps to Reduce Exposure to Insect-Borne Diseases St. Charles County, Missouri – As the weather begins to cool in the fall, outdoor activity heats up. With this increase in hiking, camping, sports, community celebrations and other activities also comes a greater opportunity for insect bites and exposure to dangerous illnesses that mosquitoes and ticks may carry. "In addition to leaving behind an annoying, itchy mark, bites from infected insects can transmit diseases," said Ryan Tilley, director of the St. Charles County Division of Environmental Health and Protection. "Although instances of serious illnesses related to insect bites are rare, taking a few simple steps before, during and after any outdoor activity this fall can minimize the exposure risk for your family." According to the Centers for Disease Control and Prevention (CDC), 46 states have reported West Nile virus activity this year, and ticks throughout the country have been found to carry pathogens causing Lyme disease, ehrlichiosis, Rocky Mountain spotted fever and other severe illnesses. About 80% of those who become infected with West Nile virus will not experience any discomfort, but those who do can show symptoms such as fever, headache, body ache, fatigue and rash. In extreme cases, especially involving those 60 or older or who have previous medical conditions, the disease can cause brain inflammation, neck stiffness, seizures, coma and death. Common symptoms associated with tick-borne infection are fever, fatigue, muscle aches, swollen lymph nodes, severe headaches, nausea/vomiting, and a rash (although a rash might not be present many ehrlichiosis cases). If not treated, these tick-related illnesses can cause long-term health problems, and in extreme cases, death. The most effective ways for minimizing illnesses from insect bites are to use repellent whenever outdoors and to check for bugs after you return home. An insect repellent containing DEET, picaridin, IR3535 or oil of lemon eucalyptus has been proven to provide protection when used according to manufacturer's instructions. Products containing permethrin can be applied to clothing but should not have direct contact with skin. In addition, those outdoors should wear long sleeved shirts/jackets, long pants and should tuck pants into socks to minimize exposure. When returning from the outdoors, check for insects on your body (ticks prefer to settle in dark, warm areas such as hair, behind ears, and along the armpits, groin or back of the knee) and your pet, and remove them immediately (using tweezers to ensure you remove the entire creature). For additional tips on preventing insect bites, please visit http://www.cdc.gov/features/StopMosquitoes/. To help decrease the mosquito population in St. Charles County, the Division of Environmental Health and Protection inspects problem areas and applies treatment when surveillance systems or public alerts notify of problems. Staff targets habitat areas to control larvae before they develop and treats adult populations with insecticide. Residents who would like tips on minimizing mosquito activity in their neighborhoods should visit http://www.sccmo.org/959/Vector-Mosquito-Control or contact St. Charles County's mosquito control program at (636) 949-1800 to request treatment.	1,579	702	{ "id": "<urn:uuid:43b3c7d2-d9c2-4ac0-b606-e6056c02fae0>", "dump": "CC-MAIN-2022-21", "url": "https://sccmo.org/ArchiveCenter/ViewFile/Item/2746", "date": "2022-05-23T12:30:14", "file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662558015.52/warc/CC-MAIN-20220523101705-20220523131705-00769.warc.gz", "offset": 564551431, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.996147096157074, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.996147096157074, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3508 ], "fw_edu_scores": [ 2.078125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
CHLD 209: Child, Family and Community IRIS Module: Collaborating with Families For this assignment you will be completing the web-‐based learning Star Legacy Module on Collaborating with Families. To access this training, go to Collaborating with Families. * IRIS Center. (n.d.). Star Legacy Modules.Collaborating with Families. Available from http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm To begin the training click on the "Challenge" button at the top of the star graphic. Complete the following sections of the module. * Challenge * Thoughts * Perspectives and Resources * Assessment * Wrap-up Be sure to watch all of the videos and read all the materials for each section. Use the "Next" button located at the bottom of each webpage to navigate through the training. After completing the web-based learning module Collaborating with Families answer the following questions. Use direct quotes and specific examples from the "Perspectives and Resources Section" of this module to help you answer the questions. 1. Describe the range of emotions associated with being the parent of a child with special needs. Select two emotional states and describe how you as a teacher would work with a parent experiencing these emotions. 2. Identify and describe three roles that a parent of a child who has a disability might undertake that are unlike the roles typically associated with parenting. 3. Reese is a young girl with cerebral palsy. Her primary means of mobility is a manual wheelchair, though she is also able to take a few independent steps. Reese's parents have recently separated and are in the process of divorcing. Reese, her mom, and two older siblings have temporarily relocated and are now living in the upstairs of her grandparents' house. As a result of the move, Reese has transitioned to a new school. Although her mom is generally very involved with her child's education, there are currently many stressors in her life. Describe at least two of the stressors, besides divorce, that Reese's mom might be experiencing and explain how you think they might affect her time and involvement with the school. 4. Imagine you are a teacher in Reese's new school. Describe three ideas you have for building a relationship with Reese's family and how you would go about making the family feel welcome in your school. 5. Imagine that you, as Reese's new teacher, have just returned from a visit to Reese's grandparents. During your home visit, Reese's mother vented about her failed relationship with her husband and the reasons for their divorce. Now the teachers in the teachers' lounge are pushing you for the juicy details. What is your responsibility in this situation and why?	1,080	888	{ "id": "<urn:uuid:b7e7a0c4-37c1-4ef5-8bba-636ffba34280>", "dump": "CC-MAIN-2022-21", "url": "https://www.heartland.edu/documents/heip/faculty2/CHLD209/Activities/CollaboratingWithFamilies.pdf", "date": "2022-05-23T10:39:44", "file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662558015.52/warc/CC-MAIN-20220523101705-20220523131705-00772.warc.gz", "offset": 905165996, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9951583743095398, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987080097198486, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1247, 2709 ], "fw_edu_scores": [ 2.984375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Name(s) CALIFORNIA STATE SCIENCE FAIR 2005 PROJECT SUMMARY Project Number S1423 Christina Zhu Project Title The Effect of Concentration of Fluoride in Saliva on the Remineralization of Hydroxyapatite Objectives/Goals Abstract What is the effect of the concentration of fluoride in saliva on the remineralization of hydroxyapatite? My objective is to find the optimal concentration of fluoride to restore minerals to teeth without causing fluorosis. A. Demineralize teeth by placing in 3M HCl. Methods/Materials B. Place 3 teeth in 3 separate beakers with calcifying solutions (containing calcium, phosphate, and carbonic acid) with no fluoride (control group) for 30 minutes. D. EDTA titration of calcium ion. C. Acid-base titration of phosphate ion with nitric acid. E. Repeat steps B-D with 1.6 ppm, 21.6 ppm, and 41.6 ppm sodium fluoride. Results F. Independent variable: concentration of fluoride; dependent variable: amount of calcium and phosphate ions taken up by teeth; 3 trials each for 0 ppm, 1.6 ppm, 21.6 ppm, and 41.6 ppm fluoride. As the concentration of fluoride increased, the concentration of calcium ion remaining decreased, meaning more calcium ion was taken up by the teeth. At 0 ppm and 1.6 ppm fluoride, calcium was actually lost from the teeth, while calcium was restored to the teeth at 21.6 and 41.6 ppm fluoride. The phosphate ion titrations were unclear and inconclusive. Fluorosis was observed as white spots, more common on dentin than on enamel, at 21.6 ppm and 41.6 ppm fluoride. At 1.6 ppm, teeth were white, but did not show signs of fluorosis. At 0 ppm fluoride, demineralization from the HCl was still evident as faint pink/orange erosion. Fluoride does indeed have an effect on the remineralization of the hydroxyapatite mineral in teeth. In this experiment, the optimal concentration of fluoride was 1.6 ppm, because remineralization was visible from the lack of pink/orange erosion, and fluorosis did not occur. At certain concentrations, fluoride is beneficial, but higher concentrations can cause fluorosis. Conclusions/Discussion Summary Statement The experimenter sought to discover the optimal concentration of fluoride in saliva to restore minerals to teeth. Help Received	1,092	536	{ "id": "<urn:uuid:94ca6350-6698-4ba8-bfc7-6b7c56b59355>", "dump": "CC-MAIN-2022-21", "url": "http://csef.usc.edu/History/2005/Projects/S1423.pdf", "date": "2022-05-23T11:54:16", "file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662558015.52/warc/CC-MAIN-20220523101705-20220523131705-00777.warc.gz", "offset": 13891364, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9812732934951782, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9812732934951782, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2236 ], "fw_edu_scores": [ 2.15625 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
PUBLIC SCHOOL DARBHANGA SESSION (2020-21) ENGLISH CLASS-3 Emma's puppy problem As soon as she turned eight years old, Emma knew she was old enough for the responsibility of looking after a puppy. She had even promised to start doing all of the things you would do with a dog to prove to her grumpy dad that she could. Emma knew she had to go on long walks twice a day, although she did not get out of bed before noon. She watered the plants in the house every day to prove that she could keep something alive, although she watered them a bit too much. Emma also knew one thing for certain: she would not be picking up anything that the dog left in the backyard. Not once. Not ever. That was her dad's job. Quick Questions 1. Who is stopping Emma from getting a puppy? 2. Why do you think the author describes her dad as "grumpy?" Emma What makes you think that 3. is not text. ready to get a puppy? Use evidence from the 4 Summarize the main point of this story in 20 words or less. As soon as she turned eight years old, Emma knew she was old enough for the responsibility of looking after a puppy. She had even promised to start doing all of the things you would do with a dog to 2. prove to her grumpy dad that she could. Emma knew she had to go on long walks twice a day, although she did not get out of bed before noon. She watered the plants in the house every day to prove that she could keep something alive, although she watered them a bit too much. 3. Emma also knew one thing for certain: she would not be picking up anything that the dog left in the backyard. Not once. Not ever. That was her dad's job. Answers Who is stopping Emma from getting a puppy? DAD Why do you think the author describes her dad as "grumpy?" Because he will not let her get a dog. What makes you think that Emma is not ready to get a puppy? Use evidence from the text. Accept ANSWers which quote the text and discuss that Emma does not do the necessary things to look after the dog and she does not even have one yet. She will not be A responsible owner because she refuses to do the jobs of A pet owner. Summarize the main point of this story in 20 words or less. Emma wants a dog, but isn't responsible enough to get one.	784	527	{ "id": "<urn:uuid:b1f545e3-fd22-4cce-97b5-08c3384c60d0>", "dump": "CC-MAIN-2021-04", "url": "http://publicschooldarbhanga.in/sm/20eng4.pdf", "date": "2021-01-28T14:44:34", "file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704847953.98/warc/CC-MAIN-20210128134124-20210128164124-00285.warc.gz", "offset": 77436459, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9992436468601227, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9993289709091187, "per_page_languages": [ "eng_Latn", "unknown", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 932, 995, 2234 ], "fw_edu_scores": [ 3.84375 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Class 3 Raging Rivers English In English this term, we will be writing Setting descriptions, narrative mysteries, nonchronological reports and informal letters. After half term, we will be writing poems, eye witness reports, conversations and creating a narrative about another world. Maths We will be focusing on: Decimals, Mass and Capacity, Money, Time and Statistics. We always work hard on learning our Times Table, with the Year 4's working towards the Multiplication Check. Science Science this term will be finding out about humans and other living animals. They will be finding out about the right types of food for animals including humans to stay healthy. This will include the right types and amounts of nutrients. Children will be finding out about how the skeleton and muscles help us, move, support and protect us. We will then be looking at the digestive system in humans and study the different types of teeth in a human and how we use them. The final part of our science will be investigating and making our own food chains, identifying producers, predators and prey. P.E Lacross, Athletics, Cricket and Rounders. Music Children will enjoy learning a repertoire of songs, play percussion instruments as an ensemble and continue to appreciate different genres of music. PSHE Geography The children will find out more about why rivers are so important to the towns and villages that have developed on their banks. By looking at the features of rivers, and the natural and human ways that rivers change over time, children will explore the life stories of rivers. Children will learn the names and locations of the major rivers of the UK and the world. Art Our topic will be on 'Bodies' where the children use pen, charcoal, felt tip, make maquettes, make paper clothes and sculpt Giacometti-inspired models to create quality artwork. The children will also have the opportunity to explore the work of 'Bodies' artists Julian Opie, Alberto Giacometti and Henry Moore. Children will learn how to keep healthy and look after their bodies as well as exploring global issues in our 'One World' unit. French Class 3 will be able to talk about the weather in French and learn about the people, culture, and geography of France in a project entitled 'All about Paris'. RE We will be trying to answer the questions: What does it mean to be a Hindu in Britain today? What can we learn from religions about deciding what is right and wrong? Homework- Please support your child to continue achieving their weekly targets. 1) Mathletics 1000 points 2) Spelling activity in book ready for test. 3) Reading at home to an adult as often as possible. Please record this in the reading record. Please come and ask if you have any questions. Many Thanks Class 3 Team.	1,094	580	{ "id": "<urn:uuid:08b0ec64-faec-4909-ad6d-3658f26e9fa8>", "dump": "CC-MAIN-2022-21", "url": "https://www.hamptonlucyschool.co.uk/wp-content/uploads/2022/05/Class-3-Raging-Rivers-Topic-Web.pdf", "date": "2022-05-23T10:19:19", "file_path": "crawl-data/CC-MAIN-2022-21/segments/1652662558015.52/warc/CC-MAIN-20220523101705-20220523131705-00778.warc.gz", "offset": 908240165, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9987073540687561, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987073540687561, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2791 ], "fw_edu_scores": [ 3.8125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
1 Age of asteroid sample return HISAYOSHI YURIMOTO 1,2 Natural History Sciences, Hokkaido University, Sapporo 001-0021, Japan 2ISAS/JAXA, Sagamihara, Kanagawa 252-5210, Japan Since the final Moon sample return by Apollo 17 in 1972, Hayabusa succeeded the first sample return from an asteroid 25143 Itokawa in 2010 by touchdown on the asteroid. Pickup operation of Itokawa particles larger than 10 µm in length from the sample container of Hayabusa started from 2010 and continues today. Itokawa particles listed for international science research exceed 880 grains which sizes are 35 µm in length for average and 270 µm for maximum. Now, two new asteroid sample return missions, Hayabusa 2 and OSIRISREx, are in progress. Hayabusa 2 succeeded touchdown on an asteroid 162173 Ryugu two times in 2019 to collect samples. Hayabusa 2 will return the samples to Earth in late 2020. OSIRIS-REx reached the proximity of an asteroid 101955 Bennu in 2018 and a contact with the surface is planned in 2020. Conditions of both spacecrafts are healthy. Chemical and oxygen isotopic compositions of Itokawa particles demonstrate that ordinary chondrites come from Stype asteroids such as Itokawa. Differences of reflected spectrum between ordinary chondrites and S-type asteroids result from effects of space weathering. Analysis of return samples revealed how solar wind irradiation set up space weathering to change chemical and physical properties of mineral surface and how fast the weathering occurred on the asteroid. The space weathering rates reveal dynamics and evolution on the asteroid. These insights had not been approached from meteorite studies because intact surface of meteorites had completely lost by evaporation when meteorites entered the atmosphere. Unlike Itokawa, Ryugu and Bennu are classified into Ctype and B-type asteroids, respectively, and thought to be corresponding to some kind of carbonaceous chondrites. An albedo of Ryugu is smaller than those of carbonaceous chondrites, but albedo of Bennu is likely to those of carbonaceous chondrites. Water contents of Bennu are moderate, but those of Ryugu are smaller than those of most carbonaceous chondrites. Returned samples will clarify whether Ryugu and Bennu are composed of some kind of carbonaceous chondrites or unique objects unlike known meteorites. In this talk, I will review materials returned from asteroids and compare them with meteorites.	1,108	552	{ "id": "<urn:uuid:b70e7022-0c14-48b7-809b-ee4c482ecf3a>", "dump": "CC-MAIN-2021-04", "url": "https://goldschmidtabstracts.info/2020/3061.pdf", "date": "2021-01-28T16:13:31", "file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704847953.98/warc/CC-MAIN-20210128134124-20210128164124-00287.warc.gz", "offset": 351196896, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.990493655204773, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.990493655204773, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2430 ], "fw_edu_scores": [ 2.125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
PUBLIC SCHOOL DARBHANGA SESSION ( 2020-21) CLASS-VI MATHEMATICS KNOWING YOUR NUMBERS Worksheet no.1 1. Fill in the blanks: 2. Place commas correctly and write the numerals: (a) Seventy three lakh seventy five thousand three hundred seven. (b) Nine crore five lakh forty one. (c) Seven crore fifty two lakh twenty one thousand three hundred two. (d) Fifty eight million four hundred twenty three thousand two hundred two. (e) Twenty three lakh thirty thousand ten. 3. Insert commas suitably and write the names according to Indian System of Numeration: (a) 87595762 (b) 8546283 (c) 99900046 (d) 98432701 4. Insert commas suitably and write the names according to International System of Numeration: (a) 78921092 (b) 7452283 (c) 99985102 (d) 48049831 5. A book exhibition was held for four days in a school. The number of tickets sold at the counter on the first, second, third and final day was respectively 1094, 1812, 2050 and 2751. Find the total number of tickets sold on all the four days. 6. Shekhar is a famous cricket player. He has so far scored 6980 runs in test matches. He wishes to complete 10,000 runs. How many more runs does he need? 7. In an election, the successful candidate registered 5,77,500 votes and his nearest rival secured 3,48,700 votes. By what margin did the successful candidate win the election? 8. Kirti bookstore sold books worth Rs 2,85,891 in the first week of June and books worth Rs 4,00,768 in the second week of the month. How much was the sale for the two weeks together? In which week was the sale greater and by how much? 9. Find the difference between the greatest and the least 5-digit number that can be written using the digits 6, 2, 7, 4, 3 each only once. 10. A machine, on an average, manufactures 2,825 screws a day. How many screws did it produce in the month of January 2006? 11. A merchant had Rs 78,592 with her. She placed an order for purchasing 40 radio sets at Rs 1200 each. How much money will remain with her after the purchase? 12. A student multiplied 7236 by 65 instead of multiplying by 56. By how much was his answer greater than the correct answer? 13. To stitch a shirt, 2 m 15 cm cloth is needed. Out of 40 m cloth, how many shirts can be stitched and how much cloth will remain? 14. Medicine is packed in boxes, each weighing 4 kg 500g. How many such boxes can be loaded in a van which cannot carry beyond 800 kg? 15. The distance between the school and a student's house is 1 km 875 m. Everyday she walks both ways. Find the total distance covered by her in six days. 16. A vessel has 4 litres and 500 ml of curd. In how many glasses, each of 25 ml capacity, can it be filled? (a) 1 lakh =.................... ten thousand. (b) 1 million = .................. hundred thousand. (c) 1 crore = ................. ten lakh. (d) 1 crore =.................. million. (e) 1 million = .................. lakh.	1,429	755	{ "id": "<urn:uuid:ed6918c4-6a50-434b-823b-4ae232003401>", "dump": "CC-MAIN-2021-04", "url": "http://publicschooldarbhanga.in/sm/28mat3.pdf", "date": "2021-01-28T15:38:18", "file_path": "crawl-data/CC-MAIN-2021-04/segments/1610704847953.98/warc/CC-MAIN-20210128134124-20210128164124-00290.warc.gz", "offset": 77815489, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.996028333902359, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9959414601325989, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1568, 2881 ], "fw_edu_scores": [ 4.28125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Literacy The children will have the opportunity to develop and extend their writing through weekly 'News' writing sessions. They will be encouraged to use extended sentences through the use of connectives such as 'and' and 'then'. During guided work the children will continue to apply phonics to read both Oxford Reading Tree books and other stories. They will also have the opportunity to write both fiction and non-fiction based on our topic. Communication & Language Through this largely historical Topic, the children will learn to talk using past, present and future forms correctly. They will be able to explore the artefacts within the classroom centred around our topic of 'Stones & Bones' and then share their findings with the class. Expressive Arts and Design Children will access a range of media and materials during 'freeflow' time, continuing to develop their understanding of art, dance and music. During guided work they will be using other materials including creating pattern and texture using imprints. Streetsbrook Infant & Early Years Academy Curriculum Overview for Parents Reception, Spring Term 2 Stones & Bones Understanding the World The World In Understanding the World children will learn about past events in their lives and relate this to similarities and differences in early history. Children will also learn about the bones in their body and how these compare in size of some dinosaurs. People and Communities Children will learn about the importance of symbols in religion including the candle used for prayer and peace. Technology The children will be using ICT to make music. They will use computer software to emulate the footsteps of dinosaurs and they will use instruments to create some 'theme music' for a dinosaur documentary and record it using ICT. Children will also have the opportunity to use Emily's Dinosaur Adventures software on our new school iPads. Personal, Social and Emotional Development Children will be given opportunities to develop their social skills and sensitivity to others. Through 'freeflow' play and group activities they will show that they can consider the consequences of their words and actions. During Circle Time discussions they will understand a range of feelings and show them when appropriate. Maths Children will continue to read write and order number to twenty and beyond. We will look at estimation and begin to consider counting in steps of 2 and 10. Working with concrete materials and number lines we will return to addition and subtraction and make links between doubling and halving. In topic related contexts we will continue to solve problems involving comparing objects by size, weight, length and capacity . Physical Development Children will develop their ball skills during this topic. They will be throwing and catching small and large balls, aiming and hitting targets. They will use their skills to play a 'basketballtype' game at the end of the half term. They will also choreograph a dinosaur dance inspired by some of the books they have read. The children will also have the opportunity to take part in a yoga session once a week within the classroom.	1,260	599	{ "id": "<urn:uuid:c725feb3-3e1e-49f7-8860-3d0f1ac540f8>", "dump": "CC-MAIN-2018-17", "url": "http://streetsbrook.co.uk/parents/LettersAut17/Reception%20-%20Spring%20%202%20-%20Stones%20&%20Bones.pdf", "date": "2018-04-22T03:10:38", "file_path": "crawl-data/CC-MAIN-2018-17/segments/1524125945484.58/warc/CC-MAIN-20180422022057-20180422042057-00518.warc.gz", "offset": 306241688, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9986137747764587, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9986137747764587, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 3180 ], "fw_edu_scores": [ 4.03125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
FIRST PENANCE AT ST. JEROME AND ST. JAMES CHURCH The Rite of Penance, first announced by the Congregation for Divine Worship in 1973, was broadly implemented in the United States during 1976. The Sacrament of Penance and Reconciliation brought with it a unifying emphasis on the ministry of reconciliation. "By the hidden and loving mystery of God's design people are joined together in the bonds of supernatural solidarity, so much so that the sin of one harms the others just as the holiness of one benefits the others. Penance always entails reconciliation with brothers and sisters who are always harmed by our sins" (5, Rite of Penance). The familiar parts of the sacrament — confession, sorrow, absolution, and penance — remain the parts of the Sacrament of Penance. But these separate moments in the sacramental action all work toward reconciling person to person, person to God, and people as a whole to God. First Penance introduces children to a more conscious, active participation in the sacramental life of the Church. A child's experience of first penance is a simple, but vital, beginning. Although parish celebrations of reconciliation are adult celebrations, the parish community nurtures its children and calls them to grow by including them. As they mature, children will deepen their understanding of reconciliation by participating in these celebrations. Family life is foundational to all these experiences. Children first learn attitudes of forgiveness at home, in the family circle. There they establish patterns on which they build for the rest of their lives. The NDC states, "Since the family is intimately involved with the formation of a child's moral conscience and ordinarily integrates the child into the wider ecclesial communities, parents should be involved in the preparation of their children for this sacrament so that they can affirm and reinforce frequent participation in the sacraments. They orient the child toward God and encourage continual growth in the understanding of God's mercy and love." (36.B.2.) 1. Be baptized and already practicing the Catholic faith that is age appropriate. 2. Are participating in the parish stewardship process according to age and ability. 3. Have a desire to enter into the process. 4. Have successfully completed one year of the parish faith formation programs, (PFF, Parochial School, or HFF) and be currently enrolled and participating in one of these options. Preparation will include: - Preparation sessions for parents. - Periodic liturgical ritual celebrations within the Sunday Mass. - Timely completion of the parish Reconciliation Preparation Materials. - Experience the parish communal celebration of the Sacrament of Penance with their family. Celebrate the Sacrament of Penance prior to beginning preparation for First Eucharist.	1,162	564	{ "id": "<urn:uuid:dc920cd8-8aff-4951-babf-5d35f17a68d4>", "dump": "CC-MAIN-2018-47", "url": "http://stjeromeparish.org/pdf/policyPenance.pdf", "date": "2018-11-20T16:12:06", "file_path": "crawl-data/CC-MAIN-2018-47/segments/1542039746465.88/warc/CC-MAIN-20181120150950-20181120172950-00387.warc.gz", "offset": 307898182, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9967898726463318, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9967898726463318, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2828 ], "fw_edu_scores": [ 2.515625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
th 9 grade American history Chapter 3 part 3 exam Please choose 1 of the two options for your assessment of this chapter - Describe the events that took the colonists and the british from friends to enemies before the american revolution o Include at least 3 events that took plase during this time and describe them in detail including why they happened and what the response was to them. o This should be incronological cause/effect order (wink wink… pages 102 and 103 at the top will help you.) - PLEASE BE DETAILED IN YOUR RESPONSES! VAGUE ANSWERS WILL NOT RECEIVE FULL CREDIT. Your essay should: - Include an introductory paragraph of at least 5 sentences that includes a thesis statement - Have three body paragraphs of at least 8 sentences each - Have a conclusion paragraph of at least 5 sentences that summarizes your overall feelings or idea about the topic. - Follow the standard rules for grammar - Have a list of references (MLA citation) including your textbook that you used in writing the essay for assistance with this please visit http://citationmachine.net/index2.php?reqstyleid=1&newstyle=1&stylebox=1 - Minimum of 34 sentences in all! Your essay should NOT: - Be copied word for word from your textbook, a classmate, or an internet site (you will get a zero) - Use contractions, short hand, or text vocabulary - Include any content that inappropriate for school including cursing or slang terms If you choose the essay option please type or neatly print your answer. If you do not have access to a computer it must be neatly hand written in pencil, blue, or black ink If you type it but cannot print it please email it to email@example.com Writing the essay relieves you from having to take the test with the class. You have from the time you receive this paper until the day of the test to write the essay at home. In order to be dismissed from the test your completed essay must be turned into me at the beginning of the class period on test day (no exceptions). Your essay will be graded and hold the same weight as a test (100 points). Things I will be looking for while I read them include: o Do you have an understanding of the material? o Did you include facts? o Did you use the proper format? o Was it legible? o Does your answer make sense? o How detailed were you in giving you answer? o Did you cite your sources? Furthermore, remember our rule about plagiarism, if you get information from ANYWHERE you must tell me where you got it! I WILL BE CHECKING!!! If you do not choose to use the essay option or do not have your essay to turn into me at the beginning of class on test day you will be expected to take an exam based on the information from this chapter. The test will consist of the following types of questions: - Multiple Choice - Completion (with a word bank) - Matching All test questions will come from information found in your text book and class notes. THIS WILL BE AN OPEN NOTE (not book) TEST Terms and people to know: 1. Sam Adams 2. Parliament 3. Committees of correspondence 4. Stamp act of 1765 5. Boston Massacre 6. Tea Act 7. Boston Tea Party 8. Boycott 9. Intolerable acts 10. Quartering act 11. Writs of Assistance Concepts to understand: 12. Why did Samuel Adams begin the committees of correspondence? 13. What was the purpose of the Sugar Act (1764)? 14. What was mean by the slogan "No taxation without representation"? 15. Why did Great Britain raise taxes of the colonists? 16. What started the Boston Massacre? 17. What was the purpose of the Boston tea party? 18. How did Britain respond to the Boston tea party? 19. Why did the colonists feel they should not have to pay the taxes being placed on them? 20. The 6 effects of the intolerable acts (page 102) NOTE: If you forgot you book or would like to review the notes given in class please visit www.greeneco.com you can access all class information by clicking the "9 th grade" link. -Your entire textbook is available for download in PDF format (it takes awhile to download. I suggest saving it so you never have to wait again). For the text book click "Digital text" -PDF versions of class notes are available for download by clicking the "class notes" link and selecting "chapter 3 part 3". -Remember your packet is also due the day of the test, if you have lost yours you can also download and print a new copy by clicking the "study guides" link and selecting "chapter 3 part 3".	1,935	1,027	{ "id": "<urn:uuid:c95298e8-456b-44bc-ad40-dfc55e2e5ad1>", "dump": "CC-MAIN-2018-47", "url": "http://greene-co.com/files/NH3.3_options.pdf", "date": "2018-11-20T15:53:46", "file_path": "crawl-data/CC-MAIN-2018-47/segments/1542039746465.88/warc/CC-MAIN-20181120150950-20181120172950-00387.warc.gz", "offset": 134472674, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9973641633987427, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9981656670570374, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2509, 4439 ], "fw_edu_scores": [ 2.59375 ], "minhash_cluster_size": 1, "duplicate_count": 1 }
KONKURS IDIOMY W JĘZYKACH OBCYCH ORGANIZOWANY PRZEZ I LO W ŚWIDNIKU Body Idioms –Explanations 1. you have your hands full – you are very busy 2. to win sth hands down – to win sth easily 3. to bite the hand that feeds you – to harm someone who has helped you or supported you 5. to have a big mouth – to say too much or tell another person`s secrets 4. to look down in the mouth - to look unhappy 6. to head for something - to be destined for something, especially something unpleasant 8. can`t make head or tail of sth – to be unable to understand sth 7. to lose one's head - to panic 9. to put your foot down - to say very firmly that someone must do sth or must stop doing sth 11. have one foot in the grave – be very old or very ill 10. to get sb on their feet - to help someone recover or return to a normal condition after an illness or a difficult time 12. put your foot in your mouth = put your foot in it – to say sth without thinking carefully, so that you embarrass or upset someone 14. to make sb`s blood run cold – to make someone feel extremely frightened 13. to make sb's blood boil - to make someone extremely angry 15. It`s like getting blood out of a stone. - It`s almost impossible. 17. say sth with your tongue in your cheek – say sth as a joke 16. to hold your tongue - not to say anything 18. to make a clean breast of something - to tell the truth about something wrong that you have done 20. to feel / know something in your bones - to be certain that something is right / true without being able to explain why 19. to get something off your chest - to tell someone about something that has been worrying or annoying you for a long time 21. the bare bones – the most important details of sth 22. a bone of contention – sth that causes arguments between people 23. to be skin and bone – to be very thin 25. to have a chip on your shoulder - to behave rudely or aggressively (usually because you feel inferior or you think you have been treated unfairly) 24. to need a shoulder to cry on - to need a person who will listen sympathetically to your troubles and will try to comfort you 26. a pain in the neck - something or somebody annoying or irritating 28. to be all ears - to listen carefully 27. to stick your neck out - to take a risk, to do something that will make you open to danger 29. your ears are burning – you think that people are talking about you 31. to pull sb's leg - to tell someone something untrue for a joke 30. to have sth coming out of your ears – to have too much of sth 32. to be on your last legs – to be very tired 34. to get/put sb`s back up - to do or say something that will make someone annoyed 33. to stomach something - to endure, put up with 35. to give sb a pat on the back - to show, express approval or praise 37. to stick out like a sore thumb - to be very obvious or noticeable 36. to have your back against/to the wall - to have very great problems which you may not be able to overcome 38. to put your finger on something – to be able to explain exactly what is wrong, different or unusual about a situation activities and to have influence over a lot of people 39. to have a finger in every pie – to be involved in many 40. to have green fingers – to be good at making plants grow 42. an eyesore - sth extremely ugly 41. to have sticky fingers – to be likely to steal sth 43. to turn a blind eye to something - to pretend not to notice, ignore 45. to see eye to eye - to agree, share the same opinions or views 44. have eyes like a hawk – to notice every small detail or everything that is happening and therefore be very difficult to deceive 46. to have/keep your eyes glued to sth – to be watching sth with all your attention 47. to make sb`s hair stand on end - to make someone very frightened or worried 49. the hair of the dog - an alcoholic drink taken as a cure the morning after an occasion when one has drunk too much alcohol 48. to let your hair down – to enjoy yourself and start to relax, especially after working very hard 50. to put on a brave face - to try not to show how unhappy or upset you really are 52. not to move a muscle – to remain still, not to do anything 51. let`s face it - an expression used when stating a fact or making a comment about something unpleasant or something one doesn't really want to admit 53. to have a brainwave - to have a sudden clever idea 55. to have a nose for something - to have an instinctive ability to find or recognise something 54. rack your brains – to try very hard to remember or think of sth 56. it`s no skin off my nose – used to say that you do not care what another person thinks or does 58. to pay lip service to sb - to say that you are in favour of something although you really have no intention of supporting it properly 57. to keep your nose to the grindstone – to work very hard, without stopping to rest 59. my lips are sealed – used to say that you will not tell anyone about a secret 60. to grease sb`s palm – to give someone money in a secret or dishonest way in order to persuade them to do sth	1,928	1,243	{ "id": "<urn:uuid:aa638795-d382-4c5c-a812-0576b56e8476>", "dump": "CC-MAIN-2018-47", "url": "http://1lo.swidnik.pl/images/konkursy/2018/idiomy-w-jezykach-obcych/jezyk-angielski-body-idioms-2018.pdf", "date": "2018-11-20T16:00:10", "file_path": "crawl-data/CC-MAIN-2018-47/segments/1542039746465.88/warc/CC-MAIN-20181120150950-20181120172950-00390.warc.gz", "offset": 1159783, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9966758688290914, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9971461296081543, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1785, 3750, 5043 ], "fw_edu_scores": [ 2.828125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Dear Parents, Last week, thanks to the wonderful PTO, the students attended an assembly on character education. Parents also were invited to attend a night meeting to see some of the performance and to hear tips on bullying prevention. Below are highlights of the parent presentation by Jim Vagia, better known by the children, as Magic Jim. Sincerely, Ivette Ellis Character Education with Magician Jim Vagias Respecting Responsibility Caring Myths about bullies: * Bullies have low self esteem * Bullies come from problem homes * Bullies do not have friends Telling vs. tattling: Telling is when you need help, tattling is when you are trying to get someone else in trouble. Teasing vs. Bullying: Bullying is when you are intentionally hurting or harming another person who you perceive as inferior to you in some way, for example, shorter than you, overweight, speak with an accent, new to the school, etc. Teasing can start as good natured joking/play that can turn into conflict. In teasing there is no intent to hurt. Students are perceived to be equal. The 3 victims of bullying: There are 3 victims of bullying, the aggressor or "bully", the victim, and the bystander. All three are in need of support. The bully should be supported to determine why he or she shows aggression. The victim needs support to overcome the effect of the abuse. The bystander is in need of support as he or she may be fearful that they will be bullied next. How do I identify if my child is being bullied? Significant change in behavior: not wanting to come to school, frequent visits to the school nurse, academic decline, loss of appetite, withdrawn. What should I tell my child to do to prevent being bullied? Follow No, Go, Tell: No means telling the bully to stop. Go means walking away from the bully. Tell means reporting the incident/s to an adult at school or home. Other tips: - When approached by a bully, use humor to deflect the bullying. - Try not to show the bully that you are being bothered by their words. - Respond to the bully taunts with one word answers, for example, no, so, whatever. - Parents should give their child/ren lots of self-confidence. Children should be reminded of their strengths/talents regularly. They should be told they are loved and cared for as often as possible. - If the victim and bystanders surround the bully to let him or her know they do not approve the behavior or the words, the bully will feel outnumbered and stop. - Parents should role play with their child how to deal with a bully if the child finds him or herself in that situation. Do not assume that the child will be able to follow your recommendations. Catch phrase: NO GO TELL	1,095	602	{ "id": "<urn:uuid:84baede5-e8fc-459f-b2e0-85ebe904f7f1>", "dump": "CC-MAIN-2018-47", "url": "http://ses.norwalkps.org/UserFiles/Servers/Server_75232/File/Magic%20Jim%20summary%20points.pdf", "date": "2018-11-20T15:23:06", "file_path": "crawl-data/CC-MAIN-2018-47/segments/1542039746465.88/warc/CC-MAIN-20181120150950-20181120172950-00390.warc.gz", "offset": 293444951, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9988176822662354, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991647005081177, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1902, 2725 ], "fw_edu_scores": [ 4.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
SHF Rabies Free Zone "Madurai" Rabies is a viral infection that primarily spreads through a bite from an infected animal.Over 99% of human rabies cases are caused by an infected dog bite. Every year, millions of healthy dogs are inhumanely killed for fear of this deadly disease. However, this culling of dogs still doesn't halt the spread of rabies, which causes the death of at least 59,000 people a year all around the world - the majority of which are children under 15 years of age. The "SHF Rabies Free Zone Madurai" program is going to change that". According to scientific research the most effective rabies control strategy is through the vaccination of stray dogs in all rabies-risk areas. The Safe Home Foundation (SHF) non-profit organization / charity plans to conduct a mass rabies vaccination program in and around Madurai city and surrounding areas. In the first step, we will complete a comprehensive survey of the numbers of stray dogs in Madurai city and the surrounding areas. Based on the information from the survey, we will then conduct a mass rabies vaccination program, starting with the areas that are most at-risk of rabies transmission. Our primary goal is to initially vaccinate at least 80% of the stray dogs within each area. We will then we consider such areas to essentially be a rabies free zone. This vaccination program will proceed across all areas in and around Madurai city and surrounding areas. Every year the mass vaccination program will be continued with the goal to eliminate rabies in Madurai city. The SHF mass vaccination program aims to completely eliminate human deaths from rabies in an around Madurai city and surrounding areas. The comprehensive vaccination program will also in parallel, include educational programs to help protect both the human and canine populations.The „Human Education Programme‟ is designed to cultivate empathy and kindness to animals,through teaching children about animal‟s needs as well as sensitizing them to the suffering of animals.Safe Home Foundation‟s„Human Education Programme‟focuses on animal welfare, animal behaviour and bite prevention, the importance of vaccination and sterilisation,responsible pet ownership,zoonotic diseases including rabies and includes the animal welfare law in India. We are going to start our mass vaccination program all over Madurai city and surrounding Area 1.This survey was completed by staff members from the Safe Home Foundation. 2. This survey was conducted with care and attention in each area and in each and every corner of the streets surveyed. However, it is recognized that this still remains an approximate value. TOTAL SURVEY REPORT OF MADURAI CITY ATTACHED :- (next page)	1,121	542	{ "id": "<urn:uuid:4ef18ebb-a060-4689-9835-e2eb27ea4859>", "dump": "CC-MAIN-2025-05", "url": "https://safehomefoundation.com/wp-content/uploads/2024/09/SHF-Rabies-Free-Zone-1.pdf", "date": "2025-01-18T10:25:43", "file_path": "crawl-data/CC-MAIN-2025-05/segments/1736703362389.84/warc/CC-MAIN-20250118091504-20250118121504-00545.warc.gz", "offset": 530713151, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982206523418427, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9987967610359192, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1548, 2716 ], "fw_edu_scores": [ 2.78125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
U.S. History I Dixie Middle School Mr. Williams 628-0441 email@example.com Course Disclosure: The information on this sheet is for the student and their parents/guardians. It does not need to be signed or returned. Please retain this sheet for information about this course. Course Description: 8 th grade U.S. History covers events and issues from the First Americans through Reconstruction. Topics will include Pre-Cp;umbian America, exploration, colonization, the Revolutionary War, constitutional issues, nation building, western migration and expansion, the Civil War and reconstruction. We will also study the role of geography in shaping historical events and the relationships between events of different time periods including today. The main goal of this class is to understand and analyze the events in the history of the United States and then to evaluate their effects on us today. Cell Phones etc.: The unauthorized use of cell phones, and other electronic devices severely disrupts the learning environment. As a consequence, and in accordance with district policy, no electronic devices may be used in the classroom without prior consent by the teacher. Any such devices used in class without permission will be taken from the student and turned in to the vice-principal. Students will be required to go to the vice-principal after school to get them back. Communication between parents and their students should be done through the main office at 628-0441. Students are Required to Bring the Following to Class Every Day: 1. A two-pocket folder that is to be used only for this class. (I will provide one per student for the year. If it doesn't last, students will be required to replace it on their own.) 2. Pencil. Students are allowed to use a pen on some assignments. 3. Colored pencils or highlighters. I will provide some but this will require sharing. 4. An open mind and a love of learning. Student Absences: Students who miss class will be required to complete any work they missed. This is the student's responsibility. All lecture PowerPoints may be located on Canvas. Grading: The following grading scale will be used: (Unless changed by the district administration.) Course Work: Classes will begin with a warm-up activity. Students will also be required to complete one or more assignments every class. Anyone caught being dishonest while taking a test will receive no credit for that test and be required to make up the test after school. They will then receive the average of the two scores. Students will be allowed to retake any test. The student must make arrangements before or after school for this retake. No retakes may be taken the final week of the quarter or on the final test for each quarter. Should the students be unable to finish their assigned work in the time given they will be expected to complete it as homework. Hall Pass: Our school uses a digital hall pass system called SmartPass. All hall pass usage is timed and recorded. This is to be used by necessity only. The hall pass may not be used to excuse tardiness to class. Food and Drink: No food or drinks (except water) are allowed in the classroom. If I see it, I will take and dispose of it. Chewing gum is permitted in class as long as wrappers and used chewing gum are disposed of properly. Tardy Policy: You must be in your seat and ready to begin class when the bell rings, if not you will be marked tardy. Classroom Rules: 1. BE PROMPT 2. BE PREPARED 3. BE POLITE 4. BE A PARTICIPANT	1,408	735	{ "id": "<urn:uuid:ba70c468-b07b-4adb-aa0f-ed62982ae3eb>", "dump": "CC-MAIN-2023-40", "url": "https://schools.washk12.org/dms-v2/wp-content/uploads/sites/111/2023/08/L1-Course-Disclosure.docx_.pdf", "date": "2023-09-27T10:58:01", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233510297.25/warc/CC-MAIN-20230927103312-20230927133312-00242.warc.gz", "offset": 555923879, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9991254210472107, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9991649389266968, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2115, 3529 ], "fw_edu_scores": [ 2.3125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
HANDOUT MULTIMODAL TEACHING FOR TEACHERS & PUPILS This handout has been devised to help teachers pay explicit attention to the multimodal nature of digital stories. Specifically, before students start designing their own digital story, teachers can raise their awareness of how different semiotic resources (audio narration, images, images, video clips, and so on) are used to construct a digital story by analysing with them a few examples available on the internet or on the DigLit website (www.diglit.eu). The analysis, which can be carried out following the layout on the next page, will encourage students to become critical multimodal designers while also help them to better understand what product is expected of them at the end of the digital storytelling process. The layout on the next page can be made easier or more difficult depending on the age and language level of the students. Suggested Citation: Fina, Maria Elisa, and Fabiana, Fazzi. (2023). DigLit Mutlimodal Analysis Handout. https://diglit.eu STEP 1 The teacher and students watch an example of a digital story togeter and the students use the handout (see page 4-5) to guide their analysis of how the different semiotic resources are used/orchestrated to support meaning-making. STEP 2 Students are divided into small groups and are asked to carry out the analysis of other two digital stories following the same layout. Each group has also to evaluate which story they like best and give reasons why. STEP 3 Each group shares the result of their analysis and briefly comment on which story they like best. The teacher engages students in a reflection on the overall activity. 1. Macro features 1.1. Length: __________ 1.2. Narrator: _________ 1.3. Point of view (1st, 3rd person narrator, etc.): ____________ 1.4. Theme of the story: _________________ 1.5. Structure of the story: Beginning Body End 1.6. The story has been produced by using and combining the following multimedia elements: a) ________ b) ________ c) ________ 2. Micro features 2.1.Now concentrate on each single element and briefly describe it. a) Speech a(1) style of English: a(2) prosody: intonation pauses emphasis b) Music b(1) What type of music? b(2) How loud is it compared to speech? c) Pictures c(1) What do pictures represent? c(2) Do they (always) match what the narrator say? c(3) Is it easy to understand what they represent? 2.2. What are the values/emotions conveyed by the story? -_________________ -_________________ -_________________ 2.3. Are speech, music and pictures combined appropriately so as to convey these emotions? What would you change/improve?	1,272	616	{ "id": "<urn:uuid:2f202a5f-9ca9-42ae-a141-5b684a6f1648>", "dump": "CC-MAIN-2023-40", "url": "https://diglit.narrativedidactics.org/wp-content/uploads/2023/05/Multimodal-Analysis-Handout.pdf", "date": "2023-09-27T12:27:34", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233510297.25/warc/CC-MAIN-20230927103312-20230927133312-00246.warc.gz", "offset": 224716173, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9794903993606567, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9982327818870544, "per_page_languages": [ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 50, 1022, 1663, 2031, 2666 ], "fw_edu_scores": [ 4.0625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
What if . . . Anne James Wilkinson didn't bring her daughter, Raven, to see the Ballet Russe de Monte Carlo perform Coppélia at the age of five, even though Raven wouldn't see anyone on stage who looked like her? What if, four years later, Raven's uncle didn't gift Raven ballet lessons at the all-white Ballet Russe School, even though he saw talent in Raven that, despite a separated world, could not be extinguished? What if . . . Blanche Rudolph simply accepted that her prematurely-born daughter, Wilma, would always remain a small, sickly child? What if she didn't sacrifice what little time she had left after working six days a week to make the slow bus ride from Clarksville, Tennessee, to Nashville to the Black hospital for treatment to help Wilma regain use of her polioweakened leg? What if . . . Alberta King, gentle yet fiercely protective, didn't instill in her son, Martin, Jr., the value of empathizing with those around him, but rather sheltered him from the plight of people who looked like him? What if she didn't tirelessly fight to ensure she raised her kids to have confidence in themselves in an era that condemned them for being Black? Or if Martin, Sr. simply stayed quiet, not sharing with his son the fallacies of a divided system and the injustices that followed as a result? What if, as he and his oldest son walked side by side down the street, he didn't mutter aloud, "I don't care how long I have to live with this system, I will never accept it"? The world has revered the name of Raven Wilkinson, the first Black woman to dance for a major classical ballet company. The world has also heard of Olympic gold medal champion, Wilma Rudolph, known as the fastest woman in the world in the 1960s. And, of course, the world knows of Martin Luther King, Jr. and his role in the Civil Rights Movement. But often overlooked are the caring adults in their lives, the fierce legacy protectors whose influence can still be felt in our world today. They couldn't have known it then, but their unwavering guidance and steadfast determination shaped our stories, our history. They are beautiful examples of faith despite the circumstances and hope for a future that only lived in their dreams. For Black History Month, we honor the caring adults in the lives of history's brave and prolific leaders. 4 Tips for Talking to Kids and Teens About Racism and Social Unrest Parents are grappling with questions from their kids about racism, violence, and injustice. Here are four tips for parents who want to engage the topic of racism with their children in a meaningful way. The Conversation I Wish Every White Parent Had with Their Kids If you choose not to talk about race with your kids, you're missing out on an opportunity to shape how your kids view differences. It might be an uncomfortable conversation, but it's still a conversation worth having. Raising Kids Who Will Initiate Racial Equality Though it's essential for children to see people who look like them doing amazing things, it's also essential for children to see people who don't look like them doing those same amazing things.	1,164	663	{ "id": "<urn:uuid:196d9b3f-d7a9-49f6-8c7c-4721bb82c8f5>", "dump": "CC-MAIN-2023-40", "url": "https://d21c586e995f3c92a464-d53df5cabddc07b2d780d94fa7e0ca39.ssl.cf2.rackcdn.com/uploaded/w/0e11648654_1614188348_want-help-having-family-conversations-about-race-check-out-these-resources.pdf", "date": "2023-09-27T12:40:18", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233510297.25/warc/CC-MAIN-20230927103312-20230927133312-00246.warc.gz", "offset": 208416532, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9982051650683085, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.99825119972229, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 798, 1487, 3131 ], "fw_edu_scores": [ 2.84375 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Flight to Freedom 1. In the beginning of the book, Yara writes about her time in Escuela al Campo. How would you feel about being sent far from home to work and study in a country school? How do you think that experience changed Yara? What would you miss most being far from home? 2. Under the new communist government, the political and personal freedoms are taken away from Cubans. What are some of them? Which civil rights do you think are most important? Why? 3. Yara writes that the revolution "is more like a guava fruit — green on the outside and red on the inside." What does she mean? Have you lived through any situations in which you felt one way but had to act in another way? 4. Yara is both excited and scared when she leaves her homeland and lands in Miami. Why? What would you miss most if you had to leave where you now live? What would you be happy to leave behind? 5. Yara's parents have very different reactions to exile in the United States. Which parent handled the change better? Do you think the move was better for Yara's mother? Why or why not? 6. The first Cuban children met with discrimination when they arrived. Does this still happen to refugees and immigrants coming over? What examples can you provide from the news? 7. Find a student in your school who has recently arrived or is visiting from a different country. Ask what's different and what's the same in his or her school experience. 8. Family plays an important part in the Garcias' lives. Can you point to examples in which your family came together to help each other out? 9. Yara and her family deal with many losses in the book: loss of country, loss of property, loss of a loved one. How does each character handle these losses? Is there a right and a wrong way? Does it depend on the loss and the person suffering the loss? 10. Yara and Jane become friends at school. How does this help Yara in her transition into her new environment? What do the friends learn from each other? Reading Guide 11. Have you ever been the new kid in school or in another activity? Have you ever befriended a new person at your school? 12. Ileana, Yara's oldest sister, rebels openly against her family's strict rules. Why does she do that? Could she have handled conflict in a different way? Have you rebelled against the rules imposed by your family?	820	516	{ "id": "<urn:uuid:71f08bb3-5903-44ee-80bc-f7e5b1e18a88>", "dump": "CC-MAIN-2023-40", "url": "https://www.anavecianasuarez.com/_files/ugd/933758_8935928ed0254a38900ee91c6108bd48.pdf", "date": "2023-09-27T12:24:32", "file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233510297.25/warc/CC-MAIN-20230927103312-20230927133312-00249.warc.gz", "offset": 710929998, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9996922612190247, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.999690055847168, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1976, 2332 ], "fw_edu_scores": [ 3.671875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Crazy work week? Not sure what to make for dinner? Here are a few tips on creating a healthy meal with items already in your kitchen. STEP 1: THINK BASIC! Lean protein + high-fiber carbohydrate source + non-starchy vegetables = balanced meal Use a basic formula: * Proteins and fiber take longer for the stomach to fully digest making you feel fuller for longer. * Vegetables are a great low-calorie food providing many nutrients along with fiber, and can take up more volume in the stomach. * Fat has a similar effect because it is more calorie dense. The fat or oil in a meal may naturally be in the food items used, but can also be incorporated into any toppings, sauces or dressings. STEP 2: KNOW YOUR SERVING SIZE * Fiber rich carbohydrate = ½ cup or the size of a baseball or ¼ of your plate * Meat/protein = palm of your hand * Vegetables = unlimited amount usually half of your plate * Healthy fat = use sparingly from 1 tsp to no more than 1 tbsp depending on its use as a garnish, cooking medium, or the source (i.e. nuts, avocado, oils, cheese) ENJOY SOME OF OUR FAVORITE RECIPES RECIPES DIRECTIONS * Protein and fiber-rich carb: ½ cup canned black beans (look for BPA-free package) * Vegetables: 2 cups shredded romaine, 1 cup chopped vegetables (I use onions, bell peppers, and tomatoes), 2 tbsp salsa * Fiber-rich carb: 2 whole corn tortillas * Healthy fats: 1 tsp olive oil, ¼ medium avocado, 2 tbsp shredded cheese In a large skillet, heat olive oil over medium heat. Sauté chopped vegetables. Add black beans. Warm tortillas in the microwave between two damp paper towels. Smash avocado onto tortillas and top with some of the bean and vegetable mixture, plus cheese and salsa. Make a salad with the romaine, remaining bean and vegetable mixture, and remaining cheese and salsa. * Protein: 3 oz cooked chicken breast * Vegetables: 1 to 2 cups baby spinach, 1 cup chopped vegetables (I use cucumbers, tomatoes, and red onion) * Fiber-rich carb: ½ cup cooked farro * Healthy fats: 2 tbsp chopped olives, 1 tbsp crum bled feta, 1 tsp olive oil * Extras: Lemon wedge, dried oregano Toss spinach and chopped vegetables with olive oil, oregano, olives and feta. Drizzle with lemon juice. Cut chicken into bite-sized pieces. Top salad with chicken and cooked farro. * Protein: 4 oz extra-firm tofu * Vegetables: 2 cups chopped vegetables (peppers, onions, snap peas, and broccoli) * Fiber-rich carb: ½ cup cooked brown rice * Healthy fats: 1 tbsp olive oil Easy Vegetarian Tacos (makes one serving) Per serving: 368 calories, 13 g fat (5 g saturated), 49 g carbs, 10 g sugar (0 g added sugar), 16 g fiber, 17 grams of protein Greek-Style Chicken Salad (makes one serving) Per serving: 421 calories, 13 g fat (3 g saturated), 49 g carbohydrate, 11 g sugar (0 g added sugar), 12 grams of fiber, 35 g protein Simple Stir-Fry (makes one serving) Per serving: 463 calories, 22 g fat (3 g saturated), 51 g carbs, 13 g sugar (0 g added sugar), 9 g fiber, 21 g protein Helpful hint: The best way to sear tofu is to add it to hot oil in a hot pan, then let it sit for about 2 minutes per side without touching it at all. That way, you'll get maximum browning without breaking the tofu apart too much. It also helps to cook the tofu and vegeta bles separately and combine them at the end, since tofu is super delicate and will crumble if you toss it too much. * Extras: 1-2 tsp Sriracha or red pepper flakes Heat half the oil in a large skillet. Add tofu and sear on all sides. Set tofu aside on a plate. Heat the remaining half the oil in the skillet. Add chopped veg etables and cook until soft. Add soy sauce and Sri racha or red pepper flakes, and stir together to coat. Add tofu and lightly toss everything together. Serve tofu and vegetables on top of cooked brown rice. V120920	1,820	968	{ "id": "<urn:uuid:75dd1884-6a14-4ac1-ad1a-e590676d7c30>", "dump": "CC-MAIN-2021-43", "url": "https://www.myehcs.com/wp-content/uploads/quick-dinner-tips-ideas.pdf", "date": "2021-10-24T13:01:18", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585997.77/warc/CC-MAIN-20211024111905-20211024141905-00133.warc.gz", "offset": 1079680169, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9949766099452972, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9949721097946167, "per_page_languages": [ "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 1061, 3812 ], "fw_edu_scores": [ 2.671875 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
BBC LEARNING ENGLISH Take Away English 随身英语 Fitness obsession 为什么有人会痴迷于健身？词汇： fitness 健康 Do you like to keep fit? We're always told that regular exercise is good for our body and mind. More and more people are taking up activities that improve their fitness. But is there a risk some of us might get obsessed and overdo it? Well, for some people, fitness has become an obsession as they aim for perfection. And fitness trackers and apps can add to this addiction, especially if someone is driven by achievement and perfectionism. And sharing data on social media means exercising becomes public and competitive, which could cause problems in someone who is vulnerable. Experts say this can lead to a medical condition called orthorexia nervosa, or addiction to 'healthy' eating and over-exercise. Untreated, it can lead to malnutrition and mental health complications. According to a BBC Worklife article: "Research from scientists at University College London in 2017 found that higher Instagram usage was associated with increased likelihood of developing orthorexia, especially among followers of the 'healthy eating' influencers." Too much exercise can also take its toll on someone's physical health as well. Symptoms of over-exercising include injuries such as stress fractures, tendinitis and a low immune system. So how much exercise is too much? Research by the Journal of the American College of Cardiology found the ideal pace to jog was about eight kilometres per hour – and that it was best to jog no more than three times a week or for 2.5 hours in total, showing that moderate jogging is possibly more beneficial than being inactive or undertaking strenuous jogging. If you're more of a couch potato than a sprinter, this might sound like good news. But for amateur athletes who can't help but push their bodies to the limit, the advice from Martin Turner, a sports and exercise psychologist, is, "it's all about letting go, not being obsessed, learning not to control everything, saying, 'You don't need to be perfect.'" 1. 阅读课文并回答问题。 1. What is thought to add to people's fitness addiction? 2. When might healthy eating and over-exercise lead to malnutrition and mental health complications? 3. True or false? According to research, being inactive is better for you than moderate jogging. 4. Which verb used in the article relates to athletes doing something to their body's limit? 5. Who might prefer to hear the news that it's best to jog no more than three times a week or for 2.5 hours in total? 2. 选择意思恰当的单词或词组来完成下列句子。 1. My boyfriend strives for physical ________ and spends hours at the gym. perfect perfection perfecting perfections 2. After being ________ for a few days, my legs have seized up, and now it’s hard to walk. strenuous keep fit addiction inactive 3. I'm test-driving a new sports car, and I'm going to push it ________. to a limit to the limit in the limit at the limit 4. Too much eating and drinking at Christmas has ________ – I’ve put on so much weight! taking its toll take it tolls taken my toll taken its toll 5. Learning how to speak a new language fluently in just a few months is a great ________. malnutrition achievement perfection amateur 1. 阅读课文并回答问题。 1. What is thought to add to people's fitness addiction? Fitness trackers and apps can add to the addiction of exercising. 2. When might healthy eating and over-exercise lead to malnutrition and mental health complications? If untreated, it can lead to malnutrition and mental health complications. 3. True or false? According to research, being inactive is better for you than moderate jogging. False. Research suggested that moderate jogging is possibly more beneficial than being inactive or undertaking strenuous jogging. 4. Which verb used in the article relates to athletes doing something to their body's limit? The word is 'push'. "Amateur athletes who can't help but push their bodies to the limit…" 5. Who might prefer to hear the news that it's best to jog no more than three times a week or for 2.5 hours in total? If you're more of a couch potato than a sprinter, this might sound like good news. 2. 选择意思恰当的单词或词组来完成下列句子。 1. My boyfriend strives for physical perfection and spends hours at the gym. 2. After being inactive for a few days, my legs have seized up, and now it's hard to walk. 3. I'm test-driving a new sports car, and I'm going to push it to the limit. 4. Too much eating and drinking at Christmas has taken its toll – I've put on so much weight! 5. Learning how to speak a new language fluently in just a few months is a great achievement.	1,888	1,058	{ "id": "<urn:uuid:6e5f3b02-55e1-4f1d-adb4-8948221f5070>", "dump": "CC-MAIN-2021-43", "url": "https://elt.rti.org.tw/wp-content/uploads/2021/05/bbc_tae_fitness_obsession.pdf", "date": "2021-10-24T12:58:13", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585997.77/warc/CC-MAIN-20211024111905-20211024141905-00136.warc.gz", "offset": 336284610, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9990295767784119, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.999085545539856, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2046, 3223, 4616 ], "fw_edu_scores": [ 2.28125 ], "minhash_cluster_size": 2, "duplicate_count": 0 }
Marks: 25 20.08.19 EVERWIN VIDHYASHRAM STD: X PERIODIC ASSESSMENT- II Time: 1hr ENGLISH T.T I. Explain with reference to the context: 3x1=3 "I would not intrude on him; A dime, another ball, is worthless, Now He senses first responsibility. in a world of possessions 1. Why is money or another ball worthless for the boy? 2. How does the boy senses his responsibility? 3. What do you mean by „a world of possessions‟? II. Answer in short: (40 words) 5x2=10 1. Why does Amanda dream to be an orphan? 2. Was Anne right when she said that the world would not be interested in the musings of a thirteen year old girl? 20.08.19 EVERWIN VIDHYASHRAM Marks: 25 STD: X PERIODIC ASSESSMENT- II Time: 1hr ENGLISH T.T I. Explain with reference to the context: "I would not intrude on him; A dime, another ball, is worthless, Now He senses first responsibility. in a world of possessions 1. Why is money or another ball worthless for the boy? 2. How does the boy senses his responsibility? 3. What do you mean by „a world of possessions‟? II. Answer in short: (40 words) 5x2=10 1. Why does Amanda dream to be an orphan? 2. Was Anne right when she said that the world would not be interested in the musings of a thirteen year old girl? 3x1=3 3. What does Anne write in her first essay? 4. What do you think „ to have fun with her" means? 5. In What way Wanda different from the other children? III. Answer in detail: (40 words) 1. Write a short character Sketch of Horace Danby. IV. Omission: 6x½=3 V. Complete a story starting with the given lines: \| For Mother Teresa, social service was not end \| a) \| \|---\|---\| \| in itself; it was a means serve God \| b) \| \| Thus, Mother Teresa, later the nuns \| c) \| \| of order she founded, always set \| d) \| \| for prayer that they never \| e) \| \| forgot whom they never forgot \| f) \| \| whom they were working for \| \| (5) "It was a rainy day. No one is in the road. It was very calm and cool day…..But…. 3. What does Anne write in her first essay? 4. What do you think „ to have fun with her" means? 5. In What way Wanda different from the other children? III. Answer in detail: (40 words) 1. Write a short character Sketch of Horace Danby. IV. Omission: 6x½=3 V. Complete a story starting with the given lines: \| For Mother Teresa, social service was not end \| a) \| \|---\|---\| \| in itself; it was a means serve God \| b) \| \| Thus, Mother Teresa, later the nuns \| c) \| \| of order she founded, always set \| d) \| \| for prayer that they never \| e) \| \| forgot whom they never forgot \| f) \| \| whom they were working for \| \| (5) "It was a rainy day. No one is in the road. It was very calm and cool day…..But…. 4x1=4 4x1=4	1,356	780	{ "id": "<urn:uuid:a3aed65c-eac9-4d32-a1bf-398f0bcd3ef3>", "dump": "CC-MAIN-2021-43", "url": "http://edc.evervid.in/examinations/documents/215-question-1566289567.pdf", "date": "2021-10-24T11:30:16", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585997.77/warc/CC-MAIN-20211024111905-20211024141905-00139.warc.gz", "offset": 23632361, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9978758692741394, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9978758692741394, "per_page_languages": [ "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 2726 ], "fw_edu_scores": [ 3.203125 ], "minhash_cluster_size": 1, "duplicate_count": 0 }
Popular Descriptive Essay Topics for Students A descriptive essay is the easiest type of write my essay, and students would like to write this type of essay. In a descriptive essay, an essay writer provides some detailed information about the subject. Some students consult the essay writing service writers and get help from them in the essay topic selection phase. However, if you choose the topic independently, you have to follow some great expert tips. Here are some tips: * Create a list of essay topics, and then choose the one that you find interesting. * Consult your professor for the essay topic. * The essay topic should be relevant and according to your interest. * Read articles, blogs, and other writer's work and get ideas from them for your essay topic. Therefore, follow these tips and choose a great essay topic. Also, keep in mind that you don't need to worry about how I write my essay if you have a great essay writing service. Descriptive Essay Topics for Students Below are some great descriptive essay topics for college and high school students to use for your essay assignment. * Describe an inspiring friend or family member. * How I spent my time with my grandparents * What can an astronaut see? * Describe your favorite celebrity for the class. * Your favorite book store * Describe when you moved to a new city * An item left too long in your refrigerator. * The essay writer * How would you define your potential enemies? who made a difference in my life * Describe your daily routine and what you do before and after school * The most interesting work of art you have ever seen * Creative writing on my temper with annoying noises * Can you describe the different models of the Toyota Corolla? * A line at an amusement park ride * Describe your most favorite place in the world is and why you like it most * The most memorable school event in the current year * Describe the first time you drove a car or rode a bicycle. * My bed makes me feel comfortable. * The most important event in our history * Describe a piece of object you are most attached with * A refrigerator or washing machine * What is the greatest lesson you have learned * Write how you feel when attending your childhood places. * What kind of job would you like to get after graduation? * Describe the childhood toy that you liked to play with * A person who has had a significant influence on my life * How it feels to walk down a quiet street * The most imposing building structure you've ever seen. * Describe a time when you perform in front of the crowd * Worst accident you have been in * Describe how you get lost in a new city while traveling with your family * Getting lost in a strange new place * How I spend my time with my family * A write my paper where you love hanging out with your friends * Describing a smartphone to someone from the '60s * The importance of self-esteem and confidence for children * Write about a space journey that you took in your imaginations. * Write how your favorite video game has impacted you. * A study on the family concepts of nuclear families * Describe your pet, its habits, and favorite toys * Describe an unforgettable event or concert you once attended * How to survive your first year of college? * Describe flying on an airplane. * Describe a piece of art hanging in your dining room You have to pick the best descriptive essay topic from the list and start writing your essay. You also get essay topics from paper writing service or ask someone to write my essay for me if you need professional writing help for your essay assignments. Related Questions: Is it Illegal to Have Someone to Write My Paper for Me? Where Can I Get Someone to Write My Paper for Cheap Rates? Are Online Paper Writing Services Legal to Use? How Can a Custom Research Paper Writing Service Help You? How to Spot an Authentic Paper Writing Service? What is the Most Reliable Paper Writing Service for College Essay? Know Here	1,561	818	{ "id": "<urn:uuid:e0bfc134-cc06-4abf-a6fa-2ffaee1981a4>", "dump": "CC-MAIN-2021-43", "url": "https://registru.datepersonale.md/documents/21493/8c4b513f-3331-412f-949b-f4e2b845455b", "date": "2021-10-24T12:43:51", "file_path": "crawl-data/CC-MAIN-2021-43/segments/1634323585997.77/warc/CC-MAIN-20211024111905-20211024141905-00138.warc.gz", "offset": 598829500, "language": "eng_Latn", "page_average_lid": "eng_Latn", "page_average_lid_score": 0.9841691851615906, "full_doc_lid": "eng_Latn", "full_doc_lid_score": 0.9959806203842163, "per_page_languages": [ "eng_Latn", "eng_Latn", "eng_Latn" ], "is_truncated": false, "extractor": "docling", "page_ends": [ 953, 3604, 3976 ], "fw_edu_scores": [ 3.15625 ], "minhash_cluster_size": 1, "duplicate_count": 0 }

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