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"0": "Back in February we put out a call for new contributors to fill out our bullpen of excellent young writers. We’re happy to say we’ve brought in some talented bloggers to help out with Fire matchday coverage and midweek features. We’re pleased with the current Hot Time roster for the MLS season, and we think you’ll love what we’ve got in store this year!\nWe also added Sandra Herrera to the Red Stars desk, and her match previews have already made our WoSo coverage richer. But we’re still looking for help with CRS matchday coverage, and if you’d like to contribute to Chicago WoSo we’d love to have you onboard!\nIn particular we’re looking for help with the social media aspect of our Red Stars matchday coverage. Twitter, primarily, although we’re looking to expand into other platforms like Snapchat. We also welcome contributors who’d like to help out with CRS matchday coverage and/or would like to write about the team during the week.\nWe are a volunteer shop and thus, unfortunately, cannot offer any pay. I really wish we could, because writers and social media managers deserve to be paid for their work. But if you have the time and the inclination, and are excited to help build and reinforce a thriving community around women’s soccer in Chicago, we would be deeply grateful for your time and labor.\nInterested parties must be 18 and over. Priority consideration will be given to women, writers of color, and LGBTQ folks.\nLeave a comment below, reach out to us on Twitter, or email me at: james[dot]bridget[dot]gordon[at]gmail[dot]com.",
"1": "updated at 02:08pm on 15/01/2020\nBrilliant Doctor and surgery\nI have decided to share my positive experiences with this practice and specifically one particular doctor, who my children and I have been with for the past 5 years or so. The practice is run efficiently and appointment times are kept, and this doctor is knowledgeable, as well as kind and understanding. He has supported me through both of my pregnancies and with my young sons. It is with much regret that I have had to change GP to align with my son’s treatment under Surrey, rather than Croydon (speech therapy etc). I would not hesitate to recommend this practice to anyone in the area, and am sad to be changing Doctors.\nVisited in December 2019, Posted on 14 January 2020\nCouldn't be more satisfied!\n1st class service from both the front desk staff and Dr. If you need a thorough and patient GP, you know where to go. The staff do all they can to book you an appointment even at the last minute. Thank you!\nVisited in October 2019, Posted on 18 October 2019\nIts taken me 36 years to find a GP who listens and actually knows what he is talking about. He acts quickly and is very thorough. I can not fault him. He treats our whole family and we all say the same, everything you need in a GP - knowledge, professionalism and attention to detail.\nVisited in July 2019, Posted on 07 October 2019\nI cannot speak more highly of the GP and his team! The care given to both my husband and myself on an ongoing basis is second to none! He is so kind and caring and the reception staff are so lovely and helpful!\nVisited in March 2019, Posted on 22 March 2019\nFunctional Cookies are enabled by default at all times so that we can save your preferences for cookie settings and ensure site works and delivers best experience.\n3rd Party Cookies\nThis website uses Google Analytics to collect anonymous information such as the number of visitors to the site, and the most popular pages.\nKeeping this cookie enabled helps us to improve our website.",
"2": "[LINK] An International Analysis of the Real Value of a Digital DVD Movie.\ntomk at unwired.com.au\nSat Jan 10 14:41:16 AEDT 2009\nBased on Broadband costings - I have posted an article which compares\nthe real entertainment disparity between Australia and countries like\nthe US, Japan etc. at being around $27.00 per movie.\nAnd yes it will be in my comments on my Feb 11 submission.\nMore information about the Link",
"3": "Hello, hope you are well and thanks so much for reading my blog.\nI’ve not been at QVC for a few weeks as I have been away using up some leave and doing some travel. I was actually supposed to be back for a week in early September but after a positive Covid test after travel I had to isolate for 10 days. Luckily I had no symptoms whatsoever for which I felt very lucky/grateful/blessed!\nWhilst I was away it was my birthday, and the group I was with organised a lovely cake, the restaurant had a band that sang ‘Happy Birthday’ in Spanish, and I had a really lovely day and evening.\nJust before I went away I was able to spend some time with Paul and visit the Bermondsey Street Festival, an annual festival in the area I live which is always great fun. You can see us in the main stage area enjoying (or not!) the heavy metal band (rather a strange choice for a summer festival but nonetheless….)\nI will back at QVC on Monday 4th October, and I’m really excited to be back on the day we have a great offer on the Theragun Mini. I have not been able to try it since I’ve not been there, but I love my full size Theragun, its so great for easing tension all over the body and I particularly love it if I am feeling a bit stiff after exercise or simply feeling a bit tense. I also use it on my feet after standing a lot and on my forearms after hours of typing on a keyboard. Here’s some photos of me using mine, its not the same model but you get the idea of it and the Mini will be even more agile and portable!\nI have other wonderful shows the week I am back, including Kipling at 11am on Monday (I’ve decided I need a Kipling bag with good organisation after a major panic in the airport thinking I’d lost all my documents!), three hours of fashion for the Fashion Event on Tuesday 5th and Christmas-inspired shows on Thursday 7th.\nFinally, have you tired the Skinsense range at QVC? I’m a fan of the Hydranet Collection from Skinsense and have been using it whilst I have been away. The leave-on mask is great after travel, less sleep or being in the sun and has really given my skin a boost. You can see me using it here, and yes it looks patchy but that’s the product sinking into the my skin where it needs it most!\nBig big hugs and see you on Monday!",
"4": "You'll be seeing stripes when you slip into our stunning Zebra T-Shirt. Celebrate the most striking animal on four hooves with our natural looking Zebra T-Shirt. Others will undoubtedly pay you compliments and ask you where you earned these sassy stripes. If you love this t-shirt but need a warmer garment, consider ordering one of our Zebra Sweatshirts which features the same 12 x 9 inch design. You'll be pleased to know we only use premium weight, durable fabrics for our apparel. See below for your options of size and color.\nFor prices & styles, click in the box below called Style.\nBecause all of our Shirts & Sweatshirts are custom made to order, please choose your size carefully.\nI was searching for a website that had animal sweatshirts, and this was the cheapest and easiest site to use.",
"5": "Not feeling Great? Want to do something about it? Here are three simple practical things you can do today to change all that. They’re fun and sometime in the next few months you’ll even get more clothes. Interested?\nFast and Furious - Three Short Fast Bits to Change Your Life that pack a punch.\nA Life Success Secret That All Great Leaders Use to Gain the Upper Hand.\nWhat we do daily builds the foundations from which we create a life. Here are Ten of my Daily Habits which build and maintain my health. I got them from some pretty smart people. Enjoy..",
"6": "Patsy’s February Savings\nGet an extra $2 off all bags of cat or dog dry food! Frequent Buyer Members Exclusive Sale. To join Patsy’s Frequent Buyer Members – Click below to sign up. Don’t be left out!\nSign Up for Patsy’s Frequent Buyer Club!\nBOLD BY NATURE IS NOW IN STOCK!\nThis new raw food is now available in Texas. During the month of February, when you buy a bag of this high-quality and affordable raw food, you get 2 tickets for a chance to win a $200 gift card!\nZIGNATURE SALE on LAMB\nLamb is the flavor of the month! And this deal is one of the best to help you save money on a great pet food. Get $3/ $7/ $15 OFF bags of Zignature Lamb. Lamb is always easy on the belly and great for dogs that need to watch their weight.\nGet a FREE Primal Goat Milk Quart with the purchase of any Primal Raw Pattie. 2 of Patsy’s favorites… raw fresh food mixed with Goat Milk. Goat Milk is always the perfect addition to your pet’s bowl.\nPATSY’S FLASH SALE FRIDAY!\nEvery Friday in February, all Northwest Naturals freeze-dried treats and toppers are on sale. Get $5 off 12 ounce and $8 off 25 ounce freeze dried. $3 off treats and toppers!",
"7": "Poetry Cara Shoe Ladies\nUP TO 40% OFF SELECTED ITEMS. DISCOUNT APPLIED.\nThe Cara Shoe is bold, stylish and a must-have this season. Its classic lace-up style allows for it to be worn for all occasions and the slightly stacked heel will elevate your look.",
"8": "Corporate and Private Groups\nLet’s work TOGETHER to make your creative ideas\nbecome a reality on the homestead.\nYouth Group Events\nSpecial Interest Groups\nInterested in using our homestead to host\nyour own private or corporate group activity?\nWe will be offering both INDOOR and OUTDOOR settings to host your customized event. Enjoy the peaceful country setting, beauty of rolling hills and woodlands, the entertainment of farm critters with the convenience of modern amenities available to you.\nContact us for pricing and availabilities. We recommend you book in advance and plan to visit in-person prior to finalizing your ideas.\nWe look forward to working with you!",
"9": "11 June 2021\n1641. Urban Artifact The Gadget\nDecent sour. I don't love it, but it's very drinkable.\nIt's more tart than sour, and the two berries together just seem kind of off.\nI don't really like blackberries, so maybe they are just hurting the flavor for me.\nI still drank a few of them, and they go down quickly.\nShane M. White\nShare to Twitter\nShare to Facebook\nShare to Pinterest\nPost a Comment\nPost Comments (Atom)",
"10": "About to purchase linux license\nI am a current CrashPlan user and need help.\nI have a single machine which I need to backup (central repository for all my files from my various computers) which I mostly use for storing pictures (just under 700 gigs) and a few documents (less than 500 megs). At the time when I started backing up, the software I needed was in the windows realm. My machine does have a large windows partition to hold my pictures and organization software. I do most of my work (99%) on the linux partition on the same machine but a separate drive.\nI want a reliable backup. I like to know if anyone has experience with using both versions of the backup software windows and linux.\nWhat is a better choice? Purchase the windows license and backup with widows? I can work on linux and save on the windows partition. I rather not use windows and stick with linux. For about a year or two I did run crashplan on linux exclusively but the processor intensive java based application sort of turned me off from it.\nIf I get the linux software, can I backup my windows partition with no problems? (just a few folders ctually - I can restore windows rather quickly if needed) Can I backup with either software to two locations? I like to backup so Amazon but also to a local NAS for \"quick\" access in case of a HDD failure. Internet speed is good in the present but you never know when things can go wrong.\nAny help or suggestions will be greatly appreciated.\nThank you in advanced.\nBy the way, I did some reading on some pages but was unable to find my specific answers.\nSorry if I could not find the right pages but any help to find the answers and I will do the work searching more.\nHave you downloaded a trial version of our Linux version yet? You get a free 15 day trial, this may be one of the best ways to evaluate if it will work for you. Our Windows version does include a hybrid mode that backs up to 2 locations at one (local and cloud), that feature will eventually make it to the Linux version.\n, it should work fine if you use the Linux OS to run backup of both Linux and Windows partitions (provided that your distro has NTFS driver updated). Keep in mind, however, that our Linux Backup is younger than our Windows Backup and many features available in the latter are not yet available in the former - for example, running one backup plan to 2 destinations. You can still run two separate backup plans to different destinations though, just make sure to not allow them cross in time.\nThank you very much for all the answers and clarification.\nI will definitely would like to leave windows behind but need it for support I give to some.\nI will definitely purchase the license and try to get it to run the way I want it to.\nI do not need fancy features for my simple backup but I am about to start a service of managed backup and I need to dip my toe in the water with a personal system and a business system.\nThank you all. I will report on my progress on another post.\nSign in or register to add a comment.\nAdd a Comment\nWelcome to MSP360 Forum!\nMSP360 Managed Products\nManaged Backup - General\nManaged Backup Windows\nManaged Backup Mac\nManaged Backup Linux\nManaged Backup SQL Server\nManaged Backup Exchange\nManaged Backup Microsoft 365\nManaged Backup G Workspace\nBackup for Linux\nBackup SQL Server\nConnect Free/Pro (Remote Desktop)\nTranfer license and backup routines from Windows to Linux\nBackup for Linux fails to backup files with diacritics in file names (Spanish, French, German etc.)\nTrying use Cloudberry Backup for Linux to move file to Oracle Cloud\nBackup for Linux v 184.108.40.206 - release notes\nTerms of Service\nUseful Hints and Tips\nCreated with PlushForums\n© 2024 MSP360 Forum",
"11": "Marcus Morris is leading the Knicks in scoring, but there are other areas of his game that aren’t leaving a positive lasting impression on the dysfunctional, rebuilding team.\nIt’s an understatement to say that the Knicks are not off to the kind of start the team or fanbase was hoping for. After 11 games yielding a robust 2-9 record, the head coach and entire front office are reportedly sitting on rapidly warming seats, and there have only been five players on the roster who haven’t dramatically underperformed expectations: Taj Gibson (who never plays), R.J. Barrett, Frank Ntilikina (for whom there’s a pretty steep grading curve), Kevin Knox, and one of the last signings, Marcus Morris.\nWhen Morris backed out of his two-year, $20 million deal with the Spurs to sign a one-year contract with the Knicks worth $15 million, it was clear that it wasn’t just the money that drew him but also the role. As a playoff-tested vet residing among the reclamations and development projects up and down the Knicks’ ill-fitting roster, he would have the ultimate green light, a chance to flex his primary-option muscles, and if that eventually yielded an asset from a playoff team looking to get over the hump—looking at you, Portland—so much the better.\nSo far, the idea of an “ultimate green light” has proven to be the case. Morris is putting up shots at a career-high rate, dishing out the lowest assist percentage since his rookie year nine years ago, and generally operating with a level of offensive freedom usually reserved for players far more esteemed.\nAnd to his credit, he’s been decently effective to this point. Morris leads the team in scoring at 18.5 points per game, over four points per contest better than his previous career high. He has the Knicks’ fourth-highest three-point percentage (42.2%) on 5.8 attempts per night, the highest such mark on the team, and is 11th in the league in minutes played.\nMarcus Morris with the stepback 3 over the Pony pic.twitter.com/Wo090zys9I— The Knicks Wall (@TheKnicksWall) November 9, 2019\nDespite the relative success Morris has enjoyed, Fizdale’s offense has been an absolute train wreck. The flaws in Fiz’s schemes have been widely and publicly panned, especially since the rise of the great Front Office vs. Head Coach debate of the last week, but few summed it up better than Forbes’ Tommy Beer, who posted the following thread a few days ago:\nKnicks are also near the very bottom of the league in frequency (15.4%) and points scored (13.8 ppg) off pick-and-roll action.— Tommy Beer (@TommyBeer) November 11, 2019\nKnicks are currently top-5 in post-up frequency, but one of only nine teams in the league scoring less than 0.8 points per post-up possession.— Tommy Beer (@TommyBeer) November 11, 2019\nFizdale has seemed unable or unwilling thus far to gameplan an offense more complicated than a “my turn, your turn” isolation rotation between Barrett, Morris, and Randle. While this strangled the offense like a boa squeezing the life out of its prey, it has allowed Morris and Barrett to “get theirs,” which at times seems like Fizdale’s primary concern (Randle’s lack of “getting his” is due to him being an abject disaster on both sides of the ball).\nMarcus Morris showing off his Tear Dropper badge for the And 1 pic.twitter.com/WZUHoo2o7q— The Knicks Wall (@TheKnicksWall) November 7, 2019\nSo what happens if Morris’ tough-shot making turns to tough-shot missing? According to NBA Stats, Morris currently has the 34th-most isolation possessions per game in the league, only 0.1 possessions fewer than Trae Young, Donovan Mitchell, and Kemba Walker. Among the players who have used as many or more possessions in isolation as him, his effective field goal percentage of 36.1% on such plays is only ahead of D’Angelo Russell (35.7%), Caris LeVert (27.5%), Jeremy Lamb (25%), Julius Randle (34.6%—yikes), and Spencer Dinwiddie (31.1%). Not exactly an inspiring list, and yet something ties together all the non-Knicks that appear: players forced into a bigger role than they’d otherwise have because of injuries to star players. That’s not the case for Randle and Morris—these are the guys the front office went out and got to be the first and second offensive options.\nThis is particularly concerning because when watching the games, Morris seems to be hitting a huge amount of difficult shots, whether step-backs off the dribble or contested fadeaways, and his three-point percentage is considerably higher than his career numbers—his previous high was 38.1% in the 2013–14 season, which suggests a regression is coming.\nAnd if/when it does? Our brief history with David Fizdale suggests he’s not exactly proactive in addressing ineffective play unless it comes from Frank Ntilikina, Allonzo Trier, or Damyean Dotson. Will he keep rolling with his clunky, outdated offense? Will he be willing to move his most hot-headed, second-highest paid player to the bench in order to foster a more balanced offensive system (focused on the players who will actually be here next season)?\nLast season, Morris got off to a blazing hot start, shooting well over 40% from three in 170 attempts over the first three months of the season. But even under a disciplined offensive coach like Brad Stevens, as the year progressed and his shooting fell off a cliff, his shot selection and frequency didn’t seem to change much. Despite talking a big talk of accountability and a “keep what you kill” mentality, Fizdale has shown no such inclination to actually hold his players, especially his more established players, to any sort of standard of play, and this could come back to hurt the team in several different ways.\nThe first way is how it impacts the prospects’ development. The reason you bring vets to a young team is so they can instill winning habits and show the youth what it takes to survive and thrive in the league. So far, the only guy who could possibly function in that role is Taj Gibson, who has been about as solid as you’d expect Taj Gibson to be when given minutes. Randle, Morris, Portis, and even Ellington have not exactly been sterling examples of playing the right way, or sacrificing personal accomplishments for the good of the team.\nThe second way is how it effects trade value. Last year, the front office tried to flip their reclamation projects at the deadline, but got no bites. Noah Vonleh, Mario Hezonja, and Emmanuel Mudiay weren’t drumming up much interest from playoff teams. This year, the team signed vets that playoff teams could convince themselves would give them a late-season bump in the right direction. There are the teams that consider themselves contenders but still need more juice from the forward spots like Portland, Houston, and Utah. There are the potential playoff teams trying to get over the hump like Dallas, Brooklyn, or Minnesota, who could use his scoring and defense. Morris is one of a number of Knicks veterans on team-friendly, short-term deals, and it will be imperative to the rebuild for Scott Perry and Steve Mills to get some assets out of these guys. But for that to happen, Fizdale will need to put them in positions to succeed, or at least to not look their absolute worst.\nSo, how is Marcus Morris doing on the Knicks? pic.twitter.com/kyZIrWWz0H— Cameron Songer (@CameronSonger) November 7, 2019\nUnfortunately for everyone involved, we really have no data that suggests Fizdale has the ability to identify how to best utilize his players and then institute a system that works to that effect. Morris has a long enough track record that teams can know and feel comfortable with what he brings to the table in the event of a trade. If he’s going to keep playing at this current level of offensive leadership, it’s going to be in spite of Fizdale, not because of him.",
"12": "Stevia Herb Cut (Stevia rebaudiana)\nOrder by Phone: (310) 667-7998 | Mon-Fri 12-4 PM\nStevia Herb Cut is a premium quality, all-natural sweetener that is perfect for those who want to enjoy the delicious taste of sweetness without the calories and negative health effects of sugar. This herb is made from the leaves of the Stevia plant, which is native to South America and has been used for centuries as a natural sweetener.\nOur Stevia Herb Cut is carefully harvested and dried to preserve its natural sweetness and freshness. It is free from any additives, preservatives, or artificial colors or flavors, ensuring that you are getting only the purest form of this natural sweetener.\nStevia Herb Cut is an excellent choice for those who are looking to reduce their sugar intake or manage their blood sugar levels. It is also perfect for anyone who is following a low-carb or ketogenic diet, as it is a zero-calorie sweetener that does not spike blood sugar levels.\nTo use Stevia Herb Cut, simply add a small amount to your favorite food or beverage. It can be used to sweeten coffee, tea, smoothies, and even baked goods, making it a versatile and convenient sweetener to have on hand.\nIf you are looking for a natural and healthy way to satisfy your sweet tooth, Stevia Herb Cut is an excellent choice. With its many health benefits and delicious taste, it is a must-have addition to any healthy diet and lifestyle.\nThis listing is for Stevia Herb Cut. Available in 1 ounce, 2 ounce, 1/2 pound, and 1 pound.\nScientific name: Stevia Rebaudiana\nAll herbs are packed and shipped in FDA and USDA approved packaging, no additional purchase of bags is necessary. Additional supplies can be found in our supplies section.\nyes you can seriously use this and it will make your tea sweet. i love it\nThe herbal information on this web site is intended for educational purposes only. These statements have not been evaluated by the FDA. The information on this web site is not intended to prevent, diagnose, treat, or cure any disease. Please see a medical professional about any health concerns you have and before beginning any herbal regimen.",
"13": "This Roth adaptation isn’t brilliant, but it’ll do\nFilm | by Jorge Ignacio Castillo\nOpens Friday 25\nPhilip Roth’s literary oeuvre is famously known for being difficult to adapt to the big screen. The American stalwart enjoys jumping through time, inner monologues and references to previous novels, none of which translate well. The ratio of failed attempts to successful adaptations is probably five to one (although the recent Indignation was a solid one).\nGiven all that, first-time director Ewan McGregor couldn’t have picked a project with a higher level of difficulty: American Pastoral is Roth’s seminal novel, and a fairly well-known one.\nMcGregor doesn’t quite succeed, but is far from the disaster early reviews indicated.\nMcGregor takes the lead role, Seymour ‘Swede’ Levov, an all-American athlete turned pillar of the community. In paper, Swede has it made — married to a beauty queen (Jennifer Connelly) and father to a brilliant child. Perfection, however, carries the seed of its own destruction: at the height of civil unrest in the ’60s, Swede’s daughter (Dakota Fanning) becomes a radical — and the main suspect in a post office bombing.\nAmerican Pastoral has two things going for it: solid casting and the strength of the source material. Connelly embodies the concept of shiksa to perfection, and delivers chilling insights about pretty girls and the male gaze. Fanning is also solid as the stuttering, rebellious Merry, whose misguided idealism costs her dearly. David Strathairn is a great choice for Nathan Zuckerman, Roth’s recurring alter ego: bitter, but forever curious.\nSome strong material falls by the wayside, but for the most part, McGregor’s judgement is sound. Many ideas are introduced just to go undeveloped (beauty affects the social order, revolutions can be easily co-opted), but that’s a predictable problem when turning a dense novel into a two-hour film.\nIf nothing else, American Pastoral may inspire you to pick up the source material. Counts it as a win.",
"14": "Welcome to our first Boston Meetup of 2024! We're kicking off the year at ElastiFlow's offices. Doors open at 5:30, talks start at 5:45, followed by pizza, drinks & networking.\nDate & Time:\nWednesday, January 24th, from 5:30-7:30 pm EST\nElastiFlow Office 9th Floor: 120 Causeway St., Boston, MA 02114\nFrom the street, look for the Rapid 7 entrance. Check in at the front desk and then take the elevator to the 8th Floor. There will be an ElastiFlow team member working the elevator up to their space on the 9th floor.\n5:30 pm: Doors open; say hi, grab a seat, and eat some food.\n5:45 pm: Leveraging Time Series Data Streams for Efficient Network Flow Data Storage (Robert Cowart - CEO & Co-Founder, Elastiflow)\n6:30 pm: Analyzing the Boston Celtics using Python, Elasticsearch, and Kibana, followed by Q&A - Jessica Garson (Sr. Developer Advocate at Elastic)\n7:00 - 7:30 pm: Networking & refreshments\nLeveraging Time Series Data Streams for Efficient Network Flow Data Storage (Robert Cowart - CEO & Co-Founder, Elastiflow)\nNetwork Flow data is not a typical time-series data source, presenting unique challenges in terms of storage and management. ElastiFlow has created an innovative method using Elasticsearch's Time Series Data Streams (TSDS) to address these challenges, enabling users to achieve up to a 70% reduction in flow data storage requirements.\nIn this talk we will delve into the journey of developing this solution, exploring the process that led us to the final TSDS-based approach and examining the advantages and disadvantages along the way.\nAnalyzing the Boston Celtics using Python, Elasticsearch, and Kibana -Jessica Garson - Sr. Developer Advocate at Elastic)\nA little over a year ago, while going through a stressful time, I got into basketball to shift focus. I wanted to dive deeper and learn more about my favorite Boston Celtics team, so I built a dashboard with Elasticsearch and Kibana. This talk will show you how to load data in Elastic using Python, Elasticsearch to write queries, and Kibana to create a dashboard.",
"15": "Urgent Care Web Design Services and Marketing Case Study\nFirst Aid Urgent Care Website Design and Markeitng\nFirst Aid Urgent care is a stream of urgent care locations throughout California that specializes in streamlined and an added level of customer care leveraging Urgent Care Web Design Services and Marketing services from Tack Media. Their urgent care services includes tele-medicine, in-person care and more ways to connect through technology.\nUrgent Care web directory, web design and marketing services. Includes SEO Strategy, content marketing, unique geo-targeted directories.\nAbout First Aid urgent Care\nWhen you hear about First Aid Urgent care, you think friendly staff, attentive and professional physicians and excellent satisfaction. We have one goal here at First Aid Urgent care and that is to treat every person with the utmost care and attention when they visit us. We look forward to seeing you and we appreciate that you think of us when you or a loved one needs care.\nFirst Aid Urgent Care leverages the latest in modern marketing automation and the latest in cross-device technology. First Aid urgent care also takes advantage many marketing opportunities including organic visibility with SEO and paid media along with the latest user experience strategies. This enables diversity in marketing efforts for Urgent Care Web Design and Marketing and Marketing services.\n- Marketing Automation\n- Responsive Web Design\n- App like UI/UX\n- Strong Calls to Action",
"16": "MT2 Sofa by Ron Arad, 2005\nMt”, the acronym defining this collection designed by Ron arad, in English is pronounced “empty” which means “vacuum” and emptiness is really the key element of this project. The volume is hollowed and presents provocatively its interior, finished in different colors. This is possible thanks to a double step in the rotational molding. First of all the polyethylene of the outer shell color is placed in the mold. Once formed this layer, the second color is inserted and adhered to the first without merging the two polymers, even though this process takes place in blast furnaces. Once extracted from the mold, a five-axis laser will cut off the lateral ends of the product, revealing the two-tone side of the MT. From the typological point of view is also reported the presence of a rocking chair, a rarity in the contemporary world.\nPolyethylene monobloc sand white (RAL 1013) colored outside and red or black colored inside. Indoor/outdoor use.\nHeight: 85 cm\nWidth: 180 cm\nDepth: 85,4 cm\nSeat Height: 42 cm\nPlease check the technical sheet and material Sheet in the files attached.\nFor help and advice contact us! [email protected]",
"17": "When facing criminal charges, one of the most crucial decisions you will make is choosing the right criminal defense lawyer to represent you. The outcome of your case can profoundly affect your life, so it’s vital to choose a lawyer you can trust to provide effective legal representation to protect your rights. You need a lawyer that offers years of experience and knowledge in handling similar cases, provides effective communication at every step of the process, and is a trusted ally to aggressively defend your rights.\nThe criminal justice system can be overwhelming to take on alone. At Hayes Law, PLLC, we understand what it takes to fight fiercely on your behalf. We go beyond advocating for you in the courtroom but offer support during a challenging time. As a top-rated criminal defense law firm, Hayes Law, PLLC provides sound legal counsel and experienced guidance throughout the legal process.\nSelecting the right criminal defense lawyer is critical when it comes to defending your legal rights and obtaining a favorable outcome for your case. By working with a lawyer with the following qualities, you can increase your chances of success in obtaining a favorable outcome in your criminal defense case:\nExperience is a critical factor when selecting a criminal defense lawyer. You want someone who has handled cases similar to yours so that they have a robust understanding of the nuances of your case, along with an extensive track record of success in your specific area of criminal law. Experienced lawyers should know the criminal justice system, understand how to navigate court proceedings, and have the knowledge and skills necessary to build a strong defense.\nCriminal defense cases require extensive research and time dedicated to understanding the specifics of your case. This includes investigation and analysis to dive deeper into any factors that can be used to point to your innocence or lessen the charges against you. Additionally, your attorney should be able to think outside the box and develop innovative legal strategies to help you overcome legal obstacles and achieve your legal goals.\nWhen selecting the right criminal defense lawyer, you want to work with someone who will be accessible and responsive, keep you informed about the progress of your case, and answer your questions promptly. Additionally, your lawyer should be able to explain complex legal concepts in simple terms so you clearly understand your legal options.\nFacing criminal charges in New Hampshire can be a stressful and emotional experience. That’s why it’s essential to work with a lawyer who has compassion and empathy for their clients. Your lawyer should understand the true impact your case is having on your life and provide emotional support and guidance throughout the legal process.\nAggressiveness is an important quality in a criminal defense lawyer, as they should be willing to fight for your legal rights and fiercely defend you in court. An aggressive approach can help you secure the best possible outcome for your case.\nGauging trustworthiness is essential when selecting a criminal defense lawyer, as you want to rely on them throughout the legal process to act in your best interest and maintain confidentiality. Your lawyer should be honest and direct about the potential outcomes of your case and transparent about other issues, such as legal fees and billing structures.\nAt Hayes Law, PLLC, we understand the weight of selecting the right criminal defense lawyer and how much is at stake. Our lawyer has extensive experience representing clients across New Hampshire and knows how to aggressively fight for your legal rights in and out of the courtroom.\nAttorney Justin Paul Hayes, Esq. provides each client with an honest assessment of their case so that you can rest assured that he is committed to safeguarding your future every step of the way. Schedule a complimentary consultation today by calling (978) 314-4950 or filling out our contact form.",
"18": "If you are excited for the upcoming Minecraft movie, you should know that it will take more time until you’ll have a chance to enjoy it in a cinema. A new Mojang post revealed the release date for the movie.\n“That date is March 4, 2022. Does it sound distant? We beg to differ! It’s only 1053 days. Or about 34 months, or 150 weeks, or a million and a half minutes. Not that we’re counting, of course. Besides, it turns out that making a live-action, full-length feature film is really complicated!” read the blog post.\nThe Mojang blog post also revealed a couple of details about the plot of the upcoming movie. As it turns out, the film will tell “the story of a teenage girl and her unlikely group of adventurers”. They must save Overworld from the evil Ender Dragon. The movie will be directed by Peter Sollett, who is known from Nick & Norah’s Infinite Playlist. The post also announced that Warner Bros will be the studio handling the movie.\nTaking their time\nWe were glad to see that developers seem to be very excited when it comes to the movie. The post also explained that “making a live-action, full-length feature is really complicated” so we can understand why it will take some time until the movie will be done.\nMore than that, game developers explained that they are trying their best to make sure that the movie won’t be just a copy of the game. They even listed some of their sources of inspiration, including the things created by the Minecraft community. In fact, the blog post explains that the movie is made specifically for Minecraft fans.\nSeems like we’ll have to wait two more years until the movie is out, but hopefully it will be worth it.\nNora Reynolds is a major in biology and a minor in Biological Basis of Behavior, writing about science in general. She also likes to try new gadgets and sports about the AI new era.",
"19": "Norm Sparks is a graduate of the UNSW school of Optometry. He is the principal optometrist of Sparks & Feros. Having been in practice since 1984 Norm has been part of, and seen many changes in the development of modern professional eye care. He attends regular continuing education events to ensure that his patients receive up to date best practice eye care. Norm interests include retinal imaging for checks for cataracts, glaucoma, macular degeneration, contact lens fitting and Industrial Optometry. He has completed the Ocular Therapeutics Course in 1993 run by the Pennsylvania College of Optometry.\nTo raise awareness for need of \"eye protection at work\" he speaks on radio 2RPH as an eye safety advisor to industry. Norm Sparks is a board-certified optometrist and a member in good standing of Optometrists Association of Australia.",
"20": "Similar stories unfold across the entire Eastern Bloc, sharing its wartime memories, and later those related to the communist regime. Prague-based artist Martina Smutná makes us realize how close and ambiguous the notion of the small fight can be – small as opposed to the one that overw helms. Smutna’s paintings are dominated by fatigue and sadness of an individual person – the human factor of big stories. In this case, the artist is a writer focusing on the fate of modest relationships, such as the mother-daughter bond recovering from an earlier conflict (Blue Onion, 2020) or the lonely bride that prepares for her wedding (Preparation, 2020).\nThe idiom “z pan brat”* gives the show a male-centered twist. The full version of the above phrase – “być z kimś za pan brat” – means “to be on intimate terms with someone”. To announce the deconstruction of the eponymous archaism, the exhibition is promoted with the painting titled Wedding Cake (2020), featuring the bride’s hand reaching for a cake knife. There are thin trickles of blood both on the cake and the dagger. It is a world of emotions and relationships seen from the perspective of stereotypes about social roles.\nThe paintings, deliberately aestheticized by the artist, discuss the issues of imposed representations and roles, someone else’s bodies, and finally fatigue and anger, which, according to the artist, contributes to emancipation. In single stories, hidden under smoothly laid paint, the artist jumps from topic to topic to finally write a captivating and seemingly innocent tale about social norms. Smutná wonders how to “overthrow” commodity painting so that it becomes a pure critical instrument. The question is, is it necessary? Perhaps we will never brush off the market value of the canvas, perhaps under the pastel colors and small sizes we can hide something other than what we see on the occasion of – among other things – street protests which are not appropriate to monetize, which does not mean that it cannot be.\nMartina Smutná graduated from the Prague Academy of Fine Arts and participated in numerous exhibitions and art projects. She was a finalist in the EXIT Award (2015), the Critics’ Award (2014). She participated in residence program at the “Izolyatsia” Cultural Center in Kiev and at the Czech Center in Bucharest. The artist recently exhibited at EXILE gallery in Vienna and took part in the Baltic Triennial 14. Her works will be exhibited at MODEM gallery in Budapest. She received a fellowship with the Academy of Fine Arts in Vienna where she developed her PhD thesis focused on the origin and consequences of using the gender-different indication, such as “female painting”. In some of her series, she raises the question of the relationship between the upper classes of the 18th century and today’s middle-class bourgeoisie. Smutná portraits the relation between the pursuit of change and disciplined inertia, the tension between power and powerlessness. The last series of her paintings depicts a family and traditions, as well as the risk of the generational transfer of traditions. She considers her artistic work a language she uses to talk about intimate, personal subjects, as well as general social issues. Her paintings are transgressing the confines between the past, present and apocalyptic future.\n* The semantic overtone of the idiom „as thick as thieves”, the English equivalent of „za pan brat”, is a little different. “Za pan brat” is an anachronism of the Polish language and a moral testimony. It conveys a courteous manner of addressing family members. In this case, the phrase “panie bracie” was used when addressing a male relative. “Pan” means “Mr” and “bracie” – “brother”.",
"21": "Does your child love to help out in the kitchen? Are they the next Julia or Jacques or Ina or José? If your kid is keen on cooking — or maybe you want to introduce them to it in a fun way — there is a company who’s specialty is just that!\nTiny Chefs is the premier provider of kids cooking parties, classes, and camps in Washington, DC, Maryland, Virginia, and Connecticut. Their cooking events are a fun way for kids to flex their creative muscles, spend time working in peer groups, and best of all, introduce them to the joy of cooking and baking!\nCooking teaches kids valuable skills that they can carry with them through life. Children practice basic math when they measure ingredients, reading comprehension as they follow a recipe, and team building as they work in groups. Bonus: They also build a strong foundation for healthy eating.\nEven more, all of these skills are mixed in with delicious food and fun. Check out Tiny Chefs services to see how you can book or work them and get your kids cooking!",
"22": "The use of meaningful daily objects in visual working memory (VWM) tasks revealed two uncharacteristic findings: enlarged memory capacity, and strong proactive interference (PI), which was previously believed to play only a modest role in VWM. To disassociate the roles of meaning and visual complexity in these effects, a set of stimuli composed of meaningful daily objects was compared to visually similar meaningless sets. These sets were included in a Repeated (PI-prone) condition in which stimuli were repeatedly drawn from a limited set of items, and in a Unique (PI-free) condition in which each stimulus appeared only once. In line with past findings, the results consistently showed superior memory for meaningful stimuli. Importantly, they also showed a stronger PI-effect for meaningful stimuli as the difference between the Repeated and Unique conditions was greatly reduced (Experiment 1) or eliminated (Experiment 2) for meaningless stimuli. Together, these results strongly imply that meaning, and not visual complexity, plays a key role not only in boosting memory capacity but also in inflating the role of PI in VWM.\nBibliographical notePublisher Copyright:\n© 2022, The Psychonomic Society, Inc.\n- Proactive interference\n- Semantic categorization\n- Visual working memory",
"23": "Have you heard of Adi Kailash? Surely, you have. It is only one of the most revered locations in all of Hinduism. Also known as Chota Kailash, Shiva Kailash, and Baba Kailash, it was once an abode to Lord Shiva and his family, i.e., Devi Parvati and their two sons, Lord Ganesha & Kartikeya. And while Lord Shiva and the family have moved to Mount Kailash that has not diminished the significance of this place over the years.\nEvery year, thousands of devotees journey on this oftentimes treacherous trek to get a glimpse of one of the holiest sites. Adi Kailash is one of the Panch Kailash; just a Darshan of it can cleanse your inner self and make you enlightened. Another noteworthy fact about Adi Kailash is that it is believed that Ravana, the demon king of Lanka, meditated and prayed to Lord Shiva at this same place. He was blessed with the strength of 20 arms and the brains of 10 heads for his devotion to the Supreme God of Creation and Destruction.\nYour journey will begin in the hill town of Kathgodam and will take you through some of the most beautiful sites hidden in the Himalayan folds. Your path will take you through lush valleys, rustic but scenic bridges, and past gurgling rivers. It would not be a stretch to say that you will be mesmerized by what awaits you. How can you not fall in love with it? Yes, the trek can be a bit of a challenge, and it will surely test you physically, mentally, and spiritually as well, but the destination is worth all the effort you put in there. And what is great is that you will not be alone on this tour. Accompanying you will be our guides as well as fellow travelers who are as dedicated to reaching the summit as you are. You will be guided and assisted every step of the way on your travels.\nIn this journey, you will not be a traveler but a seeker. A seeker of beauty, of adventure, of wisdom, and, above all else - inner peace. So, are you ready to take your first step on this magical journey? You only need to reach out to us and book your preferred tour dates. (Please note that only travelers between the ages of 18 and 70 are permitted on the Adi Kailash trek, and they must pass a physical fitness test). Now, let’s look at the detailed itinerary of the trip.\nDay 01: Kathgodam to Pithoragarh\nDay 02: Pithoragarh to Dharchula\nDay 03: Dharchula - Gunji\nDay 04: Gunji - Adi Kailash - Gunji\nDay 05: Gunji - Om Parvat - Gunji/ Nabi\nDay 06: Gunji/ Nabi to Dharchula to Didihat\nDay 07: Didihat - Bhimtal\nDay 08 – Bhimtal to Kathgodam\nBest Season to Travel\nInclusion and Exclusion\nGuidelines for Passengers\nDuration : 8 Days / 7 Nights",
"24": "Chicago Wheat: were at $11.6 per bushel, rebounding from the two-week low of $11.1 touched on May 26th as forecasts of rain in North America threatened to hinder sowing of spring wheat.\nPrices remain volatile as they are closely linked to geopolitical developments regarding the war in Ukraine. Futures were 10% lower than the 14-year highs of $12.8 touched in mid-May as Russia said it would open safe corridors to allow foreign ships to leave Black Sea and Sea of Azov ports, allowing commercial shipping of Ukrainian grains after three months of warfare, should Western countries lift sanctions.\nAlso, US producers are expected to divert farming capacity from corn to wheat after a deal to increase trade between China and Brazil pushed down corn prices. Still, prices remain supported by India’s decision to impose an embargo on wheat exports to guarantee food security for its food welfare program",
"25": "The Complete Collection of Anne of Green Gables 8 Hardback Deluxe Set Anne Ingleside\nFormat : Hardcover\nISBN-13 : 9781804455302\nAnne Of Green Gables:\nMarilla and Matthew Cuthbert wanted a boy to help with the farm work but of all the things Anne can imagine, leaving Green Gables isn’t one of them.\nAnne Of Avonlea:\nFive years ago, Anne arrived at Avonlea a skinny orphan without a friend in the world; now it would be impossible to imagine Green Gables without her.\nAnne Of The Island:\nAt eighteen years old Anne is leaving Green Gables for university - her life's dream. But her feelings are bittersweet: although excited to see the world, she is heartbroken to leave her home and everyone she loves.\nAnne Of Windy Poplars:\nAnne Shirley has left Redmond College behind to begin a new job and a new chapter of her life away from Green Gables. Now she faces a new challenge: the Pringles.\nAnne House Of Dreams:\nUnfortunately the town’s most powerful family have already taken a disliking to her and Anne’s charm appears to have met its match.\nAnne Of Ingleside:\nAnne, now Mrs Doctor Blythe, is still sometimes as impetuous as when she was the girl from Green Gables. But with six lively children and hard-worked Gilbert to look after - not to mention Gilbert's disapproving aunt, Anne has to be practical too.\nAnne Of Rainbow Valley:\nThere was a little unfailing spring, always icy cold and crystal pure, in a certain birch-screened hollow of Rainbow Valley in the lower corner near the marsh.\nAnne Of Rilla Of Ingleside:\nAnne's daughter Rilla is just fifteen when her childhood ends. With the outbreak of WWI there's no time for mooning over handsome Kenneth Ford.",
"26": "Zone Isolation Cylinder\nOptimal distribution of steam can significantly improve the recovery factor of a heavy oil or bitumen reservoir. Thermal recovery utilizing steam, has been extensively and successfully used in many heavy oil wells.\nAlthough steam injection has enhanced oil recovery, history has also shown us that steam injection has created challenges. Some of these challenges result in having steam break though on Steam Assisted Gravity Drainage (SAGD) wells, or unwanted water production through lower zones in horizontal wells, or thermal expansion causing failure to seals and hangers. These problems can result in costly work-overs associated with down hole equipment failures, reduced recovery, or loss of the well.\nSpecifically designed and engineered Zone Isolation Cylinders (ZIC) are placed within the production liner at specific depths or positions within the well. The production liner may be a sand control device that is hung within the well or a production liner that is cemented and perforated. In either case, the ZIC are installed within the production liner in areas that will separate sections of the well. These zone separations will assist in solving the challenges previously mentioned.\nWhen zone isolation is required, the Flow Control Device (FCD) liners used for injection or production, would be installed within the production string containing the ZICs. These FCD liners will contain Zone Isolation Blocks (ZIB) that will coincide with the ZIC to create isolation. Refer to Zone Isolation Blocks (ZIB) for further information.\nEach Zone Isolation Cylinder installed within the production liner will decrease in inside diameter (ID) as the depth of the liner increases. The coinciding ZIB will also decrease in outside diameter (OD) by the same amount as its mating ZIC. When the FDC liner’s ZIB line up with the production liner’s ZIC, the ZIB will slide inside their mating ZIC to complete a seal. The ZIC and ZIB work in conjunction with the FCH liner to inject, produce, or isolate specific sections of the well.\nA specific gas nitrating process is applied to the ZIC during manufacturing, which creates a hardened and non-corrosion finish to the i.d. of the ZIC. Unlike coatings, this process is impregnated into the ZIC material and does not affect diameter tolerances or separate during thermal material movements.\n- Thermally enhanced oil recovery applications – steam injection wells.\n- High temperature and pressure wells requiring debris / sealing capability during pipe movement.\n- Vertical or horizontal well zone isolation to enhance steam distribution, shut off steam or water breakthrough.\n- Hardened and non-corrosive finish for ZIB installation and longevity.\n- Hardened and non-corrosive finish allows drill string runs through the ZICs without internal damage.\n- Same threaded connection characteristics as the casing it is being run with.\n- Provide thermal expansion protection to the FCD liner.\n- Easy installation. No special makeup requirements.\n- Ability to isolate zones to decrease work over costs, or permanent loss of well.",
"27": "Social Media Advertising Overview\nSocial media advertising is a powerful tool, offering businesses an opportunity to reach a large and specific audience. This can be done through various social media platforms such as Facebook, Instagram, Twitter, LinkedIn, and more. These platforms offer different advertising options, such as sponsored posts, promoted tweets, or LinkedIn ads. With over 3.6 billion active social media users worldwide, social media advertising provides a significant potential for businesses to gain visibility, increase brand awareness, and drive sales.\nOpportunities in Social Media Advertising\nSocial media advertising offers several opportunities for businesses:\nTargeted Advertising: Social media platforms offer specific targeting options based on demographics, interests, behaviors, and location, allowing businesses to reach their specific audience more effectively.\nCost-Effective: Social media advertising can be much cheaper than traditional advertising methods, allowing small businesses with limited budgets to create effective campaigns.\nIncreased Visibility: Social media users spend an average of 2 hours and 24 minutes per day on social media platforms. This presents businesses with an opportunity to increase their visibility and reach a larger audience with social media advertising.\nBrand Awareness: Social media advertising presents an opportunity to raise brand awareness, and create brand recognition amongst targeted audiences.\nChallenges in Social Media Advertising\nDespite the advantages, social media advertising also presents some challenges:\nAd Fatigue: As social media users are bombarded with ads daily, there is a risk of ad fatigue, whereby users become desensitized and scroll past ads, diminishing their effectiveness.\nAd Blocking: A high number of users have installed ad-blockers on their browsers, limiting the effectiveness of social media advertising.\nChanges in Algorithm: Social media platforms regularly update their algorithms, which can impact advertisers’ campaigns and their effectiveness.\nCompetition: Given the popularity and effectiveness of social media advertising, competition is fierce, and potential reach can be limited by other businesses targeting the same audiences.\nSocial Media Advertising Best Practices\nHere are some best practices to ensure success with social media advertising:\nDefine Your Goals: Define your objectives and specific goals for the campaign, such as increasing sales, brand recognition, or website traffic.\nKnow Your Audience: Understand your target audience’s characteristics and interests to create relevant and targeted ads.\nCreate Engaging Content: Develop creative, attention-grabbing, and relevant content to capture users’ attention, drive engagement, and create better conversion rates.\nOptimize Ads: Optimize ads to improve their placement and relevance to reduce costs and improve engagement.\nMonitor and Adjust: Monitor campaigns regularly and make necessary adjustments to optimize results and achieve advertising objectives.\nFuture of Social Media Advertising\nSocial media advertising presents significant potential and opportunities for businesses, and it is essential to adapt to its changing landscape. As technology advances and social media platforms’ algorithms evolve, businesses need to embrace new trends and opportunities, such as video ads, influencer marketing, and augmented reality ads. These can offer businesses an opportunity to stay ahead of the curve and reach larger audiences effectively.\nSocial media advertising offers businesses an opportunity to reach a large, specific audience effectively. The opportunities and challenges presented by social media advertising require businesses to embrace new trends, optimize campaigns, and adjust based on new platform updates. By employing best practices, businesses can achieve their advertising objectives, drive sales, and increase brand recognition. For a complete educational experience, explore this suggested external website. It offers additional and valuable information about the subject, helping you broaden your understanding of the topic. Investigate this informative research!\nWant to learn more? Check out the related posts we’ve chosen to enhance your reading experience:\nCheck out this reliable source\nExamine this helpful article\nGet informed with this external publication\nRead this helpful study",
"28": "DETROIT—The industry's push into electrification is bringing innovations out of some of its key suppliers in the growing field of battery technology.\nNew solutions are emerging in battery safety, performance and thermal management. In some cases, suppliers are reaching beyond their traditional expertise to carve out roles in the realm of battery components.\nSeveral were on display at last month's Battery Show, a three-day expo of more than 700 companies in suburban Detroit.\nGore Automotive Products unveiled a low-pressure evacuation vent designed to address the challenge that thermal runaway presents in the development of smaller and more efficient battery packs. Thermal runaway occurs when a short-circuiting battery produces enough heat to create a chain reaction of fire with surrounding battery pack cells. Gore has developed a low-pressure evacuation vent for battery packs that uses a flexible, waterproof membrane that expands and releases extra pressure that occurs from overheating. It then returns to its original state.\nDonaldson Co.'s dual-stage battery vent performs standard passive protection against possible debris, but it also provides active rapid degasing in case of a thermal runaway. Vents in a battery housing can't always expel gases quickly enough. Donaldson's solution equalizes pressure while preventing the ingress of water and contaminants. It then quickly expels heat and gas in a controlled direction from inside the battery cell, according to Jake Sanders, Donaldson applications engineering manager of integrated venting solutions.\nDuPont, traditionally a supplier of polymers, adhesives, fluids, lubricants and silicone, has shifted some of its focus to battery pack assemblies and charging unit infrastructure. The new work includes creating impact-resistant, flame-retardant materials for a battery pack and separators for lithium ion batteries to provide temperature stability.\nDuPont's Energain battery separators use materials that allow for higher voltage performance and reduce battery heating. And they can help boost power 15 to 30 percent. The supplier has introduced a new-generation separator technology under the name Nomex.\nBorgWarner has introduced a charger for plug-in hybrids or electric vehicles to improve power conversion, density and safety compliance using silicon carbide technology, according to BorgWarner. The charger is compatible with all battery chemistries and voltage up to 800. It also integrates power factor correction, which can maximize current- carrying capacity and improve voltage to the vehicle.\nAdhesives and sealants supplier Henkel Corp. has been channeling its knowledge into new approaches to fill gaps in lightweight lithium ion batteries. Henkel's materials include the Bergquist gap pad, which conforms to a variety of surfaces to transfer heat away from battery cells. Henkel acquired Bergquist Co., a supplier of thermal management products for electronic applications, in 2014.\nIn April, Henkel introduced its Bergquist silicone-free liquid gap fillers to manage battery pack heat and minimize heat-induced stress.",
"29": "Are you looking for Jani Suraksha Yojana (JSY)? So the complete information about Jani Suraksha Yojana will be given to you here in this post. Here we are providing Janani Suraksha Yojana. Here we will tell the information about Jani Suraksha Yojana (JSY) and also what is the purpose of Jani Suraksha Yojana by the government. Who will benefit from the Jani Suraksha Yojana? How to benefit? Where are the documents required? How much benefit i.e. help get? Information about it is given in this article. Which are as follows.\nJani Suraksha Yojana 2023\nDownload Jan Jani Suraksha Yojana Application Form and Register PM Jani Suraksha Yojana Online The government of our country launches schemes from time to time to improve the condition of new born baby and pregnant women. Today we are going to give you information about one such scheme called Jani Suraksha Yojana. Through this article, you will get all important information related to Jani Suraksha Yojana.\nAvailability of medical facilities in rural areas is still very difficult. Keeping these problems in mind, this scheme has been launched by the central government. Providing medical facilities and financial assistance to pregnant women through Jan Suraksha Yojana registration.\nWhen Jani Suraksha Yojana was implemented in Gujarat\nAs you all know, through Jani Suraksha Yojana, free medicines, food, free treatment etc. are provided to pregnant women. Apart from this free nutrition is provided for 3 days in case of normal delivery and 7 days in case of C-section.\nThis scheme has now been implemented in Gujarat as well. The PGI administration has issued written orders to implement the scheme on June 23. After which free medical services will be provided to registered pregnant women and newborns up to 1 month after delivery in all institutions.\nUnder this scheme, regular checkup facility is provided to pregnant women. Besides, all services from delivery till home are provided free of charge. Newborns are also provided free treatment up to 1 month after birth.\nFeatures of Jani Sankarsha Yojana\nJSY is implemented in all states and union territories, but the main target is to develop low performing states like Gujarat, Lakshya Bihar, Orissa, Rajasthan, Jharkhand, MP, UP, J&K, Chhattisgarh etc.\nEvery beneficiary enrolled under the scheme must have an MCH card as well as a Jani Suraksha Yojana card.\nJani Suraksha Yojana (JSY) is a 100% centrally sponsored scheme and integrates cash assistance.\nThe scheme has recognized ASHA as an accredited social health worker.\nPregnant women who give birth at home with the help of Anganwadi or Asha doctors. These candidates will get an amount of Rs.500.\nImmunization information is sent to the mother-child for five years after the free delivery of the child and free immunization is given.\nAll women enrolled under the Jani Suraksha Yojana 2023 will be given at least two antenatal check-ups, which are absolutely free. Apart from this, Asha and Anganwadi workers will also assist them in the post-delivery period with related services.\nMonitoring of Public Safety Scheme\nA monthly meeting will be held at the sub center level to monitor the scheme.\nThis meeting will be held every month.\nThis meeting will be held on the third Friday of the month.\nIf Friday is a holiday, the meeting will be held on the next day.\nAsha and the role of other health workers\nIdentification and registration of beneficiaries.\nProviding assistance to women in obtaining all important documents.\nProviding assistance to beneficiaries in last three AMC checkups.\nIdentifying government health center and accredited private health institution.\nTo motivate the beneficiaries to deliver the organization.\nAdministering vaccinations to newborns up to 14 weeks.\nProviding information about birth or death of child and mother to ANM or MO.\nTake care of mother’s health.\nPromotion of family planning.\nHow to apply?\nFollow the steps below to apply for JSY yourself.\nFirst, visit JSY @ nhm.gov.in through the link below.\nYou will be redirected to the official portal of National Health Mission.\nFrom the home page, click on JSY located on the menu.\nSelect Apply Online button.\nClick on Download Application Form Online PDF option.\nThe application form will be downloaded to your device.\nOpen the application form.\nTake a print out of the application form.\nFill all the details asked in the application form like name, mobile number, address, state and etc.\nPin the required certificates and documents in the application form.\nNow take the application form and submit it to Mako Anganwadi or Women’s Health Care Centre.",
"30": "The process of enlargement has transformed the European Union. It has had far-reaching implications for the shape and definition of Europe, and for the institutional set-up and the major policies of the Union. This has been accomplished through a number of enlargement rounds, which the first section of the chapter analyses in detail. This is followed by a review of the enlargement process itself, with a focus on the use of conditionality and the role of the main actors involved. The contributions of neo-functionalism, liberal intergovernmentalism, and social constructivism to explaining the EU’s geographical expansion are evaluated in the third section of the chapter. The success and prospect of future enlargement are discussed in the context of wider EU developments, especially the effect of the economic crisis in the euro area, ‘enlargement fatigue’, the domestic context in the candidate countries, and Brexit.\nAna E. Juncos and Nieves Pérez-Solórzano Borragán\n13. Colonialism, Capitalism, Development\nThis chapter discusses some of the connections between colonialism, capitalism, and development. The making of colonial economies — through the organization of commodity production and trade by colonial states, settlers, and companies — entailed the 'breaking' of existing patterns of production and social existence, of whole ways of life. This process was encapsulated in the formation and functioning of colonial labour regimes. Other aspects of social and cultural change under colonialism also contributed to new forms of social differentiation among the colonized, and exposed the contradictions of colonial rule, not least in challenging its legitimacy. The European colonial empires were dismantled in the decades following the Second World War: anti-colonial movements became stronger, and international capitalism led by the USA no longer required the direct political rule of Asia and Africa (an 'imperialism without colonies'), while the proclamation of strategies of 'national development' by the newly independent states assimilated many of the tensions and ambiguities of the 'doctrines of development' of the era of (industrial) capitalist colonialism.",
"31": "Comparing antifreezes used in water based heat transfer fluids or brines.\nDifferent types and concentrations of antifreezes like\ncan be used to freeze protect water based heat transfer fluids or brines where the temperature in the fluid is below 0oC (32oF). Typical advantages and disadvantages for the freeze protection fluids are listed below.\nNote! Check the related documents listed below for details.\nOnline calculators, figures and tables showing specific heat , Cp and Cv, of gasous and liquid ethanol at temperatures ranging from -25 to 325 °C (-10 to 620 °F) at atmospheric and higher pressure - Imperial and SI Units.\nThe Engineering ToolBox (2008). Freeze Protection of Water based Heat Transfer Fluids. [online] Available at: https://www.engineeringtoolbox.com/freeze-protection-d_1155.html [Accessed Day Month Year].",
"32": "St. Stephen’s Day is celebrated on December 26 every year. As the name suggests, the day is dedicated to the Christian Saint Stephen. This day commemorates the saint who was the first Christian martyr and was known for his service to the poor and needy. In Ireland, this day is sometimes called ‘Day of the Wren,’ which got its name from an old tradition involving using a wren’s feathers for good luck. St. Stephen’s Day stems from the Catholic tradition, and some Christians may even go to the church for a special sermon on this day.\nHistory of St. Stephen's Day (Ireland)\nSt. Stephen is known to be the first Christian martyr. It’s believed he was stoned in Jerusalem around 33 A.D. According to an Irish myth, it was a wren that betrayed St. Stephen while he was hiding from his enemies. This led to his eventual demise. There is another Irish legend that talks about the wren’s betrayal. Around the year 750 A.D., there were Viking raids in Ireland that happened on St. Stephen’s Day. In an attempt to get rid of the invaders, Irish soldiers headed towards a Viking camp. However, the Viking soldiers became aware of their approach due to the noise of a wren that had started eating crumbs from a drum. This story also led people to believe that it was the wren that betrayed the Irish people and it should be stoned to death as St. Stephen had once been.\nOn this day, boys used to traditionally go on hunting trips to hunt down a wren by throwing stones at it. They tied the wren to a stick when it was dead and showed it off around the whole village. The children did this to collect money for a dance or party for the whole village. By 1900, this tradition of killing wrens and parading them on St. Stephen’s Day had died out. However, St. Stephen’s Day is still referred to as the Day of the Wren, especially in rural Ireland. Due to its Catholic roots, St. Stephen’s Day has been a holiday in Ireland for many years. It was only in 1871 that it became a public holiday after the Bank Holidays Act of 1871 was passed.\nSt. Stephen's Day (Ireland) timeline\nAccording to an Irish myth, a wren betrays St. Stephen while he is hiding from his enemies, leading to his eventual demise.\nAnother Irish myth tells the story of Irish soldiers being caught by Viking intruders due to the actions of a wren on St. Stephen’s Day.\nSt. Stephen’s Day becomes a public holiday after the Bank Holidays Act is passed.\nThe tradition of killing wrens and parading them on St. Stephen's Day comes to an end.\nSt. Stephen's Day (Ireland) FAQs\nWhat do Italians do on St. Stephen's day?\nOn this day, many Italians visit the Nativity scenes at their churches. They also go to markets, carnivals and festivals.\nWhat is the most celebrated holiday in Ireland?\nSt. Patrick’s Day is the most popular Irish holiday. It commemorates Saint Patrick and the arrival of Christianity in Ireland.\nIs St. Stephen’s Day a public holiday?\nYes, it is a public holiday. All banks, government offices, and public institutions remain closed on this day.\nHow To Observe St. Stephen’s Day\nSpend the day with your family\nThere’s nothing like taking the day off to spend some quality time with those nearest and dearest to you. These moments don’t come by all too often so make the most of them!\nAttend a church service\nGet in touch with your Christian roots this St. Stephen’s Day. Attend a special church service at your local neighborhood church and take a moment to pray.\nDonate to charity\nFollow the example of the saint himself and use this opportunity to care for the poor and needy. Find a local charity and donate to support them!\n5 Facts About St. Stephen’s Day\nIt is also known as ‘Boxing Day’\nKnown as Boxing Day in the United Kingdom, small gifts are given to household servants for their work throughout the year.\nHungary once renamed it ‘Constitution Day’\nIn 1949, Hungary’s communist regime announced a new constitution on St. Stephen’s Day, thus renaming it Constitution Day for a short while.\nBudapest carries out public processions\nA ritual on this day involves carrying the case containing the remains of St. Stephen’s right hand in parades throughout the streets of Budapest.\nStephen is a patron saint\nStephen is known to be the patron saint of deacons and stonemasons.\nStephen is a Greek name\nThe name Stephen is Greek, and it is believed that he was a Hellenist, i.e. a foreign-born Jew who spoke Greek.\nWhy St. Stephen’s Day is Important\nWe learn to value what we have\nThis day is a much-needed reminder for us to count our blessings. It helps us to be grateful for what we have.\nWe get to reflect and introspect\nThis day helps us take a break from the hustle and bustle of everyday life. It is important to self-evaluate our lives and pause to meditate.\nIt’s a chance to give back to the community\nIt’s not only a saint that can care for the poor and needy, we all can too. This day serves as a clarion call for those who are willing to lend a helping hand.\nSt. Stephen's Day (Ireland) dates",
"33": "Choosing healthier habits\nThere is a technique in Health Coaching known as “Crowding out.” The principle revolves around replacing unhealthy foods or habits with healthier ones. The theory is that it is much easier to “add” foods and activities, thereby replacing unhealthy ones, than it is to expect folks to simply stop eating certain foods, or cease an unhealthy activity like over drinking or eating sweets. Restrictive diets never work in the long term because they are simply unsustainable, a folks will only deprive themselves from something they love for a period of time before going back to old habits. It is emotionally more palatable to add healthy practices, like drinking more water or adding fruits and vegetables to every meal (think THE ALIVE FIVE!) Continue to do so for up to six months, the new “habit” will crowd out the old one and eventually replace it. The result : Healthier lifestyle and better health. Try this:\nTomorrow morning, rather than that very first cup of coffee, drink two 8 oz glasses of cold, clear water, pausing to enjoy it and appreciate it reaching every cell of your body, refreshing them, hydrating and providing strength and clarity. Then do it again tomorrow morning and every morning for 4-6 weeks and it will be ingrained as a habit, likely replacing one or two cups of coffee, making you feel a little less “wired”, driving your stress hormones a little less, and best of all, Improving your health!\nMore examples of crowding out: Apple slices with peanut butter for evening snack\nJournal and/or meditate for 15 minutes after you wake up\nTake a walk withy your family\nSend one email to an old friend.\nfigure out ways to add broccoli and cauliflower to your favorite casserole.",
"34": "You load the picture from your recent gathering of friends on Facebook. Immediately, and by itself, the website defines all the persons who are in the photo: surnames, age, habits, personal life. Everything is in the social network.\nOn the first day of your employment you give your employer copies of all documents proving that you are a citizen of this country and this city and that you were educated somewhere and maybe even worked. And the company, in turn, transfers that data to the dozens of organs that calculate taxes, your salary, give you medical insurance, even render a visa for a journey to Europe, and so on.\nEvery day we hand out our private life of our own free will or within the frame of requirements of common practice. The most interesting thing in Russia is that, even if the initiative comes from your side, the party receiving the personal data (PD) is nevertheless obliged to ask for your consent prior to processing it. Employers, doctors, banks and shops, counterparties – in all these cases your data may be used only in accordance with the specific aims for which it was provided.\nThe consequences for breach of this rule are real, and severe. For instance, last year Russian society lost access to the two extremely popular web-resources, PornHub and LinkedIn; the latter specifically due to the site’s violation of PD legislation.\nLinkedIn was shut down in Russia following a ruling that it had violated two laws in its activity: (1) It did not obtain prior consent from users for PD collection and processing, and (2) because the processing that it did undertake was executed outside of Russia, it violated the law (the “PD Localization Law”) requiring that PD collected from Russian citizens must be collected, kept, and processed first in Russia, and only then may be transferred across borders. The PD Localization law is rather new – it was enacted in September 2015.\nLinkedIn, in its defense, claimed that because the company had no representative office in Russia, Russian data protection legislation was inapplicable to it. The social network, it argued, had no “target by IP-address, location, and the Russian language switches automatically under browser settings.”\nIn fact, the PD protection law does not contain specific clauses that regulate its jurisdiction by territory and persons. Usually Russian legislation is limited in application to the territory of Russia, but the Internet is boundless, and much of the information on it, here and there, is untraceable. Thus, Russian state organs have established criteria for determining whether resources are “oriented” towards the Russian Federation: 1) use of the “.ru” domain name; 2) presence of a Russian-language version of the site created by the owner; or 3) any other demonstration of interest of the site owner to Russian-speaking society and/or the Russian market (such as advertising in Russian). These criteria are mentioned on the control bodies’ websites, but are not stipulated directly by law.\nSimilar criteria of “orientation” can be found in European legislation. For example, consumer law can be applied if a supplier on another market “by all means orients its activity to the consumer country” (p. 1 of Art. 6 of the Regulation No 593/2008 of the European Parliament and of the council on the law applicable to contractual obligations).\nSince 2013 Russia became a party of the Convention for the Protection of Individuals with regard to Automatic Processing of Personal Data CETS No. 108. Based upon the dispositions of the Convention, the localization rules are not applicable to non-residents of the Russian Federation who are located and acting in another country. The Convention requires that PD be used within the frame of the aims for which it was collected and in accordance with the legislation of the country where the non-resident is located. The Regulation also prohibits the creation of barriers to the flow of PD among and between the countries that are parties to it. This contradicts the current version of the PD Localization Law.\nUnfortunately, it is unclear whether this Convention could have assisted LinkedIn. Roskomnadzor (the Russian organ overseeing PD collection and processing) sued the US-based LinkedIn Corporation. Later LinkedIn, on the appellate stage, claimed that the LinkedIn Corporation was responsible only for the processing of US citizens’ PD and was therefore the wrong defendant, as the processing of all other PD was performed by the LinkedIn Ireland Unlimited Company, located in Dublin.\nRoskomnadzor’s answer on the question regarding the conflict of provisions of the Convention and localization law was simple: The localization law is based on the Convention and there is no conflict.\nTo this point, no party to any case after September 2015 has relied on the Convention. Partially this is connected with the fact that most of the biggest networks – including AliExpress, eBay, Booking.com, PayPal, Citibank, Lenovo, Samsung, and Uber – have agreed to transfer storage of PD to Russia. But not all; Twitter, Facebook, and Google have refused to do so. Roskomnadzor has announced in recent conferences that it will not check these companies this year but will return to the question next year.\nThis Article was originally published in Issue 4.4 of the CEE Legal Matters Magazine. If you would like to receive a hard copy of the magazine, you can subscribe here.",
"35": "Research Rigor and Reproducibility\nNIH launches resource to enhance rigor and reproducibility in scientific research.\nTwo of the cornerstones of science advancement are rigor in designing and performing scientific research and the ability to reproduce biomedical research findings. The application of rigor ensures robust and unbiased experimental design, methodology, analysis, interpretation, and reporting of results. When a result can be reproduced by multiple scientists, it validates the original results and readiness to progress to the next phase of research. This is especially important for clinical trials in humans, which are built on studies that have demonstrated a particular effect or outcome.\nIn recent years, however, there has been a growing awareness of the need for rigorously designed published preclinical studies, to ensure that such studies can be reproduced. The following NIH website provides useful information about the efforts underway to enhance rigor and reproducibility in scientific research.\nView the Principles and guidelines for reporting pre-clinical research\nClick here to read the full announcement",
"36": "This week California Senator Kamala Harris, the daughter of two immigrant parents, made history by becoming the first Black woman to join the ticket of a major party and seize the nomination for vice president of the United States. Senator Harris is a proud graduate of Howard University, one of many Historic Black Colleges and Universities (HBCU’s) throughout the country and is only the second Black woman elected to the Senate. Senator Carol Moseley Braun of Illinois being the first. Senator Harris stands on the shoulders of Congresswoman Shirley Chisholm, who ran for President in 1972 and countless other black women leaders whose political power continues to shape our government and influence society.\nWe cannot overstate the importance of Black women in democratic politics. Six months ago, in February of 2020, Vice President Joe Biden’s presidential campaign was on life support. After poor showings in Iowa, New Hampshire, and Nevada primaries, Vice President Biden’s campaign was losing ground. Supporters were losing hope, and the media spoke of him as an also-ran candidate whose time had passed.\nThen came the African American vote in South Carolina. On February 29, Vice President Joe Biden captured nearly two-thirds of the African American vote. Black women, in particular, provided the majority stamp of approval for Vice President Joe Biden and gave his campaign a definitive victory that would carry him through Super Tuesday. By the Ides of March, it became clear that Vice President Joe Biden would be the Democratic nominee for President of the United States.\nThe impact that Black Women have had on national politics is long and distinguished. In 1896, in Boston, Black reformers like Josephine St. Pierre Ruffin and Charlotte Forten Grimke founded the National Association of Colored Women (NACW). During their meetings at the Charles Street Meeting House, members discussed ways of attaining civil rights and women’s suffrage. The NACW’s motto, “Lifting as we climb,” reflected the organization’s goal to “uplift” the status of Black women. In 1913, Ida B. Wells founded the Alpha Suffrage Club of Chicago, the nation’s first Black women’s club explicitly focused on suffrage.\nAfter the ratification of the Nineteenth Amendment in 1920, Black women voted in elections and held political offices. Many states, however, passed laws that discriminated against African Americans and limited our freedoms. Nevertheless, Black women continued to fight for our rights. Educator and political advisor Mary McLeod Bethune formed the National Council of Negro Women in 1935 to pursue civil rights. Following her lead, tens of thousands of African Americans worked over several decades to secure suffrage, which did not occur until Congress finally passed the Voting Rights Act in 1965. This Act represents more than a century of work by Black women to make voting more accessible and more equitable for all Americans.\nIn the elections of 2008 and 2012, Black women had the highest turnout rate among all racial, ethnic, and gender groups. Election after election, African Americans vote more consistently and are more loyal to their chosen candidates than any other significant demographic. In many cases, Black women serve as the foundations of their families and pillars in their communities, influencing candidates, and insisting on the adoption of policies that are intended to improve their children’s lives and positively impact their communities.\nThe Center for American Women and Politics (CAWP) at Rutgers University recently announced that a record number of African American women are running for elected office in 2020. At least 130 Black women are major-party congressional candidates in 2020, including 117 Black women candidates for the U.S. House and 13 Black women candidates for the U.S. Senate – the majority of whom are Democratic candidates.\nAs Black women continue to shape Democratic politics, we must recognize the power of all our votes and the strength in our collective voices. This November, our Vote should embody the American values to which we all aspire. We must elect the candidates who best reflect the morals we teach our children to say aloud when they recite the “Pledge of Allegiance”–We must become “One Nation, Under God, with Liberty and Justice FOR ALL.”\nMake Black Count this election and Vote!",
"37": "The immense talons and powerful wings of an eagle make it an apex aerial predator. When an eagle spots small prey like rabbits or even larger animals like foxes, it can swiftly swoop down and snatch them up into the sky.\nIf you’re short on time, here’s a quick answer to your question: Most eagles can only pick up smaller dogs under 15 pounds. Larger dogs exceed what their claws and wings can lift.\nIn this comprehensive guide, we’ll explore the size limits of dogs that eagles can grab. You’ll learn about astonishing real-world cases, the capabilities of different eagle species, and how dogs can avoid aerial attacks.\nDocumented Cases of Eagle vs. Dog Conflicts\nWhile it may seem like a rare occurrence, there have been documented cases of eagles attacking and carrying off dogs. These conflicts typically arise when an eagle perceives a small dog as potential prey, often mistaking it for a small mammal or rodent.\nWhile eagles primarily prey on fish and small mammals, they have been known to target dogs in certain situations.\nCase #1: The Mighty Eagle vs. The Tiny Chihuahua\nOne notable case occurred in a small town in Alaska, where a Chihuahua named Lucy found herself in a terrifying encounter with a bald eagle. Lucy’s owner, John, was out for a walk when he noticed a bald eagle swooping down towards his beloved pet.\nIn a heroic act, John managed to scare off the eagle before any harm could come to Lucy. This incident serves as a reminder that even the smallest dogs can be potential targets for eagles.\nCase #2: The Battle of the Birds and the Beagle\nAnother documented case involves a beagle named Max who found himself in a tense standoff with a golden eagle. Max’s owner, Sarah, witnessed the intense encounter as the eagle attempted to swoop down and snatch Max.\nFortunately, Sarah was able to scare off the eagle and prevent any harm to her furry companion. This incident underscores the importance of vigilance when walking dogs in areas frequented by birds of prey.\nCase #3: The Doberman’s Close Call\nA particularly harrowing case involved a Doberman named Zeus and a bald eagle. Zeus’s owner, Mark, was enjoying a hike with his dog when a bald eagle targeted Zeus and attempted to carry him off. Mark bravely fought off the eagle, sustaining some minor injuries in the process.\nThis incident highlights the strength and resilience of larger dog breeds but also serves as a reminder that no dog is completely safe from a determined eagle.\nThese documented cases of eagle vs. dog conflicts demonstrate that while relatively rare, they can and do occur. It is essential for dog owners to be aware of their surroundings, especially in areas where eagles are known to inhabit.\nKeeping dogs on leashes and supervising them closely can help prevent these potentially dangerous encounters. Additionally, understanding the behavior and habitats of eagles can provide valuable insights into how to avoid conflicts and keep our furry friends safe.\nWingspan and Weight Limitations\nWhen it comes to determining how big of a dog an eagle can pick up, wingspan and weight limitations play a crucial role. Different eagle species have varying wingspans, which ultimately affect their ability to lift and carry prey.\nWingspan Differences Among Eagle Species\nEagle species, such as the Bald Eagle and the Golden Eagle, have impressive wingspans that can range from 6 to 8 feet. These majestic birds of prey are known for their strength and agility in flight. The larger the wingspan, the more lift an eagle can generate, allowing it to carry heavier prey.\nFor example, the Bald Eagle, with its wingspan averaging around 7 feet, has been recorded carrying prey that weighs up to 4 pounds. On the other hand, the Golden Eagle, which has a slightly larger wingspan of around 8 feet, has been known to capture and carry prey weighing up to 15 pounds.\nThe wingspan is crucial as it allows eagles to soar through the sky, utilizing thermal updrafts and wind currents to their advantage. This enables them to conserve energy while searching for potential prey on the ground.\nThe Role of Wing Loading\nAnother important factor to consider when examining the limits of what an eagle can pick up is wing loading. Wing loading refers to the ratio between an eagle’s body weight and the surface area of its wings. It determines how much weight an eagle can carry relative to its size.\nEagles with higher wing loading, meaning they have a larger body weight compared to their wing surface area, may struggle to lift larger prey. Conversely, eagles with lower wing loading have a better ability to lift heavier objects.\nIt’s worth noting that while eagles are powerful hunters, they primarily target smaller prey such as fish, rodents, and birds. Dogs, especially larger breeds, are generally outside the typical prey range for eagles.\nThe idea of an eagle picking up a dog is more of a hypothetical scenario rather than a common occurrence.\nUnderstanding the wingspan and weight limitations of eagles provides valuable insight into their remarkable hunting abilities. These incredible birds of prey have adapted over time to become efficient hunters, utilizing their impressive wingspans and wing loading ratios to their advantage.\nClaw and Talon Capabilities\nWhen it comes to the question of how big of a dog an eagle can pick up, understanding their claw and talon capabilities is crucial. Eagles have incredibly powerful claws that allow them to grasp and carry prey. Let’s take a closer look at their claw sizes and gripping strength.\nComparison of Claw Sizes\nEagles have impressive claws that vary in size depending on the species. For example, the Bald Eagle, one of the largest eagle species, has talons that can reach up to 2 inches in length. These sharp and curved claws are designed for gripping and tearing flesh, enabling them to catch and carry prey.\nOn the other hand, smaller eagle species, like the Golden Eagle, have slightly shorter claws but are still formidable. Their talons can measure around 1.5 inches in length, which is still more than sufficient for capturing and lifting small to medium-sized animals.\nIt’s important to note that the size of an eagle’s claws is not necessarily indicative of the size of the prey they can carry. Factors such as the bird’s size, strength, and hunting technique also play a significant role in determining their prey’s maximum size.\nEagles have immensely strong gripping strength in their claws, allowing them to firmly hold onto their prey while in flight. This gripping strength is essential for them to lift and carry animals that are often larger and heavier than themselves.\nWhile there isn’t precise statistical data on the exact gripping strength of eagles, it is estimated that they can exert a force of around 200-400 pounds per square inch with their talons. This impressive strength enables them to snatch and carry animals that may weigh several pounds.\nEagles’ gripping strength is so powerful that they can easily pick up and carry small mammals, birds, and even fish. However, when it comes to larger animals like dogs, eagles have their limits. The maximum size of a dog that an eagle can pick up depends on various factors, including the eagle’s species, the size and weight of the dog, and the eagle’s physical condition.\nIt’s important to remember that eagles primarily hunt for prey that is within their hunting capabilities and that they are more likely to target smaller animals that they can easily overpower. While there have been rare instances of eagles attacking small dogs, it is not a common occurrence.\nHow Dogs Can Avoid Eagle Attacks\nStay Vigilant Outdoors\nWhen it comes to protecting your furry friend from eagle attacks, staying vigilant is key. Eagles are known for their sharp eyesight and incredible speed, so it’s important to always be aware of your surroundings when you’re outdoors with your dog.\nKeep an eye on the sky and be on the lookout for any large birds of prey circling above. If you spot an eagle, it’s best to keep your dog close and move to a safer area. Remember, prevention is always better than dealing with a potential attack.\nKeep Small Dogs Close\nIf you have a small dog, it’s especially important to keep them close by when you’re outside. Eagles are more likely to target small animals that they can easily carry away. Keeping your small dog on a leash or within a confined area can greatly reduce the risk of an eagle swooping down and snatching them.\nAdditionally, it’s a good idea to avoid leaving small dogs unattended in open areas where they could be vulnerable to an attack.\nIf you live in an area where eagle attacks are common, creating an eagle-proof enclosure for your dog can provide an added layer of protection. These enclosures are designed to prevent eagles from gaining access to your dog by using materials such as mesh or netting that are too small for the birds to get through.\nIt’s important to ensure that the enclosure is secure and that there are no gaps or weak spots that an eagle could exploit. Consulting with a professional or researching reputable websites like Audubon can provide valuable insights and guidance on how to effectively eagle-proof your dog’s outdoor space.\nBy staying vigilant, keeping small dogs close, and implementing eagle-proof enclosures, you can greatly reduce the risk of your dog falling victim to an eagle attack. Remember, it’s always better to be safe than sorry when it comes to protecting our beloved pets!\nUnique Cases and Unverified Claims\nWhen it comes to the question of how big of a dog an eagle can pick up, there have been a few unique cases and unverified claims that have caught the attention of animal enthusiasts. These stories often circulate on the internet and sometimes even make their way into mainstream media.\nHowever, it is important to approach such stories with a critical eye and consider the reliability of the sources.\nOne common unverified claim is that an eagle can pick up a dog weighing up to 15 pounds. While it may seem impressive, there is no concrete evidence to support this claim. It is important to remember that eagles primarily prey on smaller animals such as rabbits, squirrels, and fish.\nDogs, especially larger breeds, are generally too heavy for an eagle to lift off the ground.\nAnother unverified claim is that an eagle can carry a dog for long distances. This claim often accompanies stories of eagles snatching pets from people’s backyards and flying away with them. While eagles are indeed powerful birds, carrying a dog for a long distance would require a tremendous amount of strength and stamina that is unlikely for these birds to possess.\nWhile most claims regarding eagles picking up dogs are unverified, there have been a few unique cases that provide some insight into the limits of their capabilities. In one case documented by the Alaska Department of Fish and Game, an eagle was observed lifting a small dog weighing around 5 pounds off the ground.\nHowever, the dog was quickly dropped back down, and there were no signs of injury.\nIt is important to note that these unique cases are outliers and not representative of the typical behavior of eagles. Eagles are opportunistic predators and generally prefer prey that is easier to catch and carry. Dogs, especially larger breeds, are not typically on their menu.\nWhile it is fascinating to speculate about the strength and capabilities of eagles, it is important to rely on verified information and scientific research when discussing the limits of what they can carry.\nIt is always best to consult reputable sources such as wildlife conservation organizations or government agencies for accurate and reliable information.\nWhile eagles are skilled hunters, their physical limits restrict them to smaller dog breeds under 15 pounds in most cases. Stories of them snatching up large dogs are often exaggerated.\nKnowing the capabilities of aerial predators can help dog owners take proper precautions. With vigilance and common sense, we can marvel at eagles without viewing them as threatening.",
"38": "How Do You Grow A Good Reader?\nAs one who spends lots of my time promoting writing (see The Writing Course), you might wonder about the connection. Well, there isn’t much of a mystery; the more we read, the more possibilities flow toward our writing! I realize that there are plenty of readers who never write, but it is rare to find a writer who never reads.\nReally, it’s all about learning to love words and ideas, and how these two transform thoughts, touch emotions, and tutor actions. Reading is awesome, true?\nSo, if your kids are reluctant readers, here’s what I’d suggest:\n- Make sure they can read\n*Review or Retake a good phonics course. No time to explain it here, but this is often the issue. For a variety of reasons some kids just don’t quickly crack the code on reading. Phonics is the code.\n*At least for a few weeks, have your child read out loud for 10 minutes a day and then explain or recount what they just read. This exercise alone will show you what’s up with your reader, AND LIKELY it will connect the reading brain to your child’s soul.\n*Read interesting books to your children and stop every 10 to 15 minutes to have them explain what you read (see above). Getting fascinated with good books often starts here.\n*Get them tested. I’m not really that big on testing, but there are times you might need a baseline to measure improvement and target weaknesses.\n- Make sure (for a while) that every other book they read is fun enough to read\nThis will not be your ‘always’ pattern, but early on in independent reading it is vital that children enjoy WHAT they are reading in order to enjoy THE ACT of reading. Usually books don’t start out interesting or ‘fun’ because it takes a bit to ‘get into’ the book. Once a child is a reader, almost every book will be interesting enough to read.\nThough there are different interests, there is a bit of wisdom in public/historical opinion. The books that have been tried-and-true are the ones we often call classics. Have your child read those especially.\nEvery now and again I’d go to the bookstore and let every child pick out a book for themselves to own for their own library (there was a price limit!). They loved this and learned to look for books they REALLY WANTED to read. If that’s too costly just now, go to the library and borrow a book they pick out because it sounds fun or interesting.\n- Read yourself\n‘Do as I say and not as I do’ just simply won’t work. Find something you’d enjoy and read it alongside the kids (or some other way which is noticeable).\n- Set both a time and page number limit for ‘school’ reading\nMost of you won’t do this, but I honestly don’t know of anything that improves skill and confidence in reading like this approach.\nHere’s Why: A large part of the problem children have in reading is that they simply aren’t reading fast enough with the focus real reading requires. They read a word or two and look around…then they read another word or two and look at the clock…all the while thinking the book is boring. The cure is FOCUS…and…the major cause of focus is LIMITS.\nHere’s What: Create the number of pages AND a time limit for what the child will read for school. Obviously this is easier for homeschoolers, but everyone can set up a 30 minute reading session. Our kids had two 1 hour reading sessions a day for school, but that was us.\nSo, it sounds like this, “Laura Anne, you need to read to page 75 in the next 30 minutes. If you finish early, then you can do what you want with that time. If you aren’t finished, then you’ll have to keep reading until you are finished.”\nHaving a reading goal of the number of pages AND the time limit generates motivation and focus. It also gets the child ‘into’ the book. Haven’t you looked at your watch and also noticed that you could end a chapter in a few more pages? Did you then focus and read to get to that stopping place?\nHere’s How: You simply need to calculate the reading speed of your child for that book. Often you’ll adjust as you see what they can do, but close enough is close enough.\nA. Have your child read for one minute and mark how far he made it.\nB. Count the words in the first three lines of a page in the book and divide by three (this gives you the average number of words per line).\nC. Multiply the number of lines your child reads in 1 minute by the average number of words in a line (#2 above). This is how many words your child can read in a minute in that book.\nD. Finally, count the number of lines on an average page and multiply by the number of words in a line (#2 above). Now you know the Words Per Page and how many words your child can read in a minute…which should give you a good idea of how far she can read in 30 minutes.\nHere’s an Easier Way: Guess\nSee how far your student reads in a minute and guess how far 30x would take them in the book, then use that stopping point (page number).\n- Keep a chart.\nHave your child keep a simple chart of # of pages and how much time it took. Frankly, if you do nothing but this chart you’ll see reading improve, especially if you put the chart on the refrigerator.\n- Have them tell you about what they read sometime later in the day (supper works well)\nThe feedback loop of conversationally sharing crystallizes one’s understanding of what is read. It’s kind of like the old adage, “To really learn a subject, teach it.”\n7. Get them writing!\nThere is a strange power that takes over when we write. Suddenly we start looking at books differently. We see why somethings work and why others things do not. We even begin to say, “I would have written the story this way instead.” Writing has a way of calling us to be good readers. Honestly, just a little writing every day can change your student’s life forever.\nNow, if you find a better path, then go for it. Honestly, we know this worked with our 5 children, who are all continuous readers as adults.\nI’d love your thoughts (below),\nDr. Fred Ray Lybrand\nWe Cure Reluctant Writers",
"39": "5 unexpected causes of weight gain\nThey are sometimes used very occasionally to stimulate muscle regrowth after surgery or as part of treatment for an unusual type of anaemia. What’s talked about less is that many men feel the same pressures when it comes to body image. Amongst men, there can be a particular focus on muscle definition, and especially a type that can be hard to achieve through diet and exercise alone.\n- If it has been a while since it was checked ask to have this looked at, just in case you are beginning to drift up into the diabetic range, which may require specific treatment.\n- Excess glucose in the blood, if not being used as energy by the muscles, is stored as fat and insulin is the hormone that allows this to happen.\n- Check with your doctor or pharmacist if you are not sure.\n- They are corticosteroids, which are not the same as the anabolic steroids taken by bodybuilders.\nSteroids, also known as corticosteroids, are used to treat a variety of conditions, including asthma and arthritis. Long-term use of corticosteroid tablets seems to increase buy real steroids online with credit card appetite in some people, leading to weight gain. \"The higher the dose and the longer you are on steroids, the more weight you are likely to put on,\" says Collins.\nThere are 2 main reasons why people can gain weight when they are taking steroids. With long-term use of steroids, your legs and shoulder muscles may feel weaker. They may suggest taking the steroids early in the day to minimise disruption to your sleep pattern. This is why it’s generally recommended that you don’t take steroids later than 2.00pm.\n- Most anabolic steroids are injected so there is a risk of HIV and hepatitis if needles are being shared.\n- You shouldn’t stop taking your steroid tablets suddenly or alter the dose unless advised by your doctor, even if your symptoms have completely cleared up.\n- Histamine can cause itching, sneezing, runny nose, and watery eyes.\n- Tell your doctor you are exercising and especially if you experience any change in your symptoms.\n- Try to go to bed and get up at the same time each day and spend some time relaxing before you go to bed.\nFollow your doctor's orders or the directions on the label. The following information includes only the average doses of this medicine. If your dose is different, do not change it unless your doctor tells you to do so. Using this medicine with any of the following medicines is not recommended.\nGratifyingly, her “diabetes” has since cured itself, and for good measure, her blood pressure has also remained satisfactory. To stop gaining weight you will have to reduce your calorie intake and increase your physical activity (although this may be difficult due to your MS). Your doctor is likely to be keeping an eye on your blood sugar (glucose) level. If it has been a while since it was checked ask to have this looked at, just in case you are beginning to drift up into the diabetic range, which may require specific treatment.\nChildren and teenagers\nIf you feel tired or out of breath, you might find it more difficult to shop and prepare your meals. For most people, the best way to lose weight is with both diet and exercise. If you’ve gained too much weight, losing weight can help you manage your lung condition better.\nDuring your course of steroids, your blood sugar levels will be monitored using blood tests. This is particularly important if you already have diabetes. Steroids are sometimes used to help manage the side-effects of brain tumours.\nNutrition: Steroids and weight gain\nYou might have a burning or tingling sensation around your bottom during a steroid injection into a vein (intravenous). Your nurse will give the injection slowly to try and prevent this. Talk to your nurse or your dietitian about how to safely control your weight.\nThese symptoms could suggest that your blood sugar levels have temporarily risen and you may have steroid-induced diabetes. This will usually clear up by itself when your steroid dose is reduced or stopped. The type of steroids used for managing the side-effects of brain tumours is different from the type used by some athletes and weight lifters.\nMost people who are diagnosed with the condition are over 70. Read more about the symptoms of polymyalgia rheumatica and diagnosing polymyalgia rheumatica. An underactive thyroid (hypothyroidism) means your thyroid gland is not producing enough thyroid hormones, which play a central role in regulating your metabolism. Although an underactive thyroid can occur at any age and in either sex, it is most common in older women.",
"40": "Please see our updated Mars Reference Page.\nMore Mars Resources | Mars Rovers Resources\nThe fourth planet from the sun has always captivated our imagination, and while scientists haven't proven there's any life, not even the microscopic variety, the dusty red planet still commands our attention (and a lot of space missions).\nOn the planet\nThe surface of Mars is more interesting than most planets. Like Mercury, Venus and Earth, Mars is mostly rock and metal. Mountains and craters scar the rugged terrain. The dust, an iron oxide, gives the planet its reddish cast. A thin atmosphere and an elliptical orbit combine to create temperature fluctuations ranging from minus 207 degrees Fahrenheit to a comfortable 80 degrees Fahrenheit on summer days (if you are at the equator). Researchers have recently monitored huge storms swirling on Mars (like this one). The storms are very similar to hurricanes on Earth.\nMars has two moons, Phobos and Deimos.\nIs there water?\nMars was most likely warm and wet about 3.7 billion years ago. But as the planet cooled, the water froze. Remnants exist as ice caps at the poles (as shown here). A recent image of Mars taken by the Hubble Space Telescope shows evidence of water-bearing minerals in large amounts, and scientists say the deposits may provide clues to the planet's water-rich background.\nIs there life on Mars?\nIt has not yet been proven that there is life on Mars. A NASA announcement in 1996 about microscopic life found in a meteorite has failed to convince skeptics, and the search continues.\nMars data (averages):\nDiameter: 4,217 miles\nTime to rotate: 24 hours, 37 minutes\nOrbit: 687 Earth days\nCompared to Earth:\nMass: 11% of Earth's\nDiameter: 53% of Earth's\nDistance from sun: 1.5 times as far\nMARS: ROMAN GOD OF WAR\nThe apparent odd motion of Mars as seen from Earth stumped scientists for centuries, finally leading in the early 1600's to the notion that planets orbited the sun in an elliptical pattern. Percival Lowell, an amateur astronomer who studied Mars into the early 1900s, thought he saw canals that must have been dug by inhabitants. Upon closer examination with modern telescopes and planetary probes, they turned out to be optical illusions.\nIn 1938, Orson Welles broadcast an Americanized version of a 40-year-old British novel by H.G. Wells — The War of the Worlds. The radio drama was perceived by many as a real newscast about a Martian invasion near Princeton, New Jersey.\nGet the Space.com Newsletter\nBreaking space news, the latest updates on rocket launches, skywatching events and more!\nSpace.com is the premier source of space exploration, innovation and astronomy news, chronicling (and celebrating) humanity's ongoing expansion across the final frontier. Originally founded in 1999, Space.com is, and always has been, the passion of writers and editors who are space fans and also trained journalists. Our current news team consists of Editor-in-Chief Tariq Malik; Editor Hanneke Weitering, Senior Space Writer Mike Wall; Senior Writer Meghan Bartels; Senior Writer Chelsea Gohd, Senior Writer Tereza Pultarova and Staff Writer Alexander Cox, focusing on e-commerce. Senior Producer Steve Spaleta oversees our space videos, with Diana Whitcroft as our Social Media Editor.",
"41": "Hubble watches how a giant planet grows\nEver made a complete mess in your kitchen while baking? At moments it may look like flour is floating in the air, but once you’ve added plenty of water and formed your dough, the bread becomes more like a ball. A similar process is at work in a far-flung solar system known as PDS 70, except the flour and water are swapped for gas and dust. In the case of planet PDS 70b, gas and dust are slowly being drawn in as this distant world builds mass over millions of years.\nResearchers using Hubble directly measured the mass growth rate of PDS 70b for the first time by using the observatory’s unique ultraviolet sensitivities to capture radiation from extremely hot gas falling onto the planet. The massive, Jupiter-sized world orbits at approximately the same distance as Uranus does from the Sun – though it slogs through a mess of gas and dust as it moves through the solar system. The planet, which began forming approximately 5 million years ago, may be in the tail end of its formation process. The researchers’ findings break open a new way to study forming planets that could aid other astronomers seeking to learn more about how giant planets grow in remote solar systems.\nNASA’s Hubble Space Telescope is giving astronomers a rare look at a Jupiter-sized, still-forming planet that is feeding off material surrounding a young star.\n“We just don’t know very much about how giant planets grow,” said Brendan Bowler of the University of Texas at Austin. “This planetary system gives us the first opportunity to witness material falling onto a planet. Our results open up a new area for this research.”\nThough over 4,000 exoplanets have been cataloged so far, only about 15 have been directly imaged to date by telescopes. And the planets are so far away and small, they are simply dots in the best photos. The team’s fresh technique for using Hubble to directly image this planet paves a new route for further exoplanet research, especially during a planet’s formative years.\nThe European Southern Observatory’s Very Large Telescope caught the first clear image of a forming planet, PDS 70b, around a dwarf star in 2018. The planet stands out as a bright point to the right of the center of the image, which is blacked out by the coronagraph mask used to block the light of the central star. Credit: ESO, VLT, André B. Müller (ESO)\nThis huge exoplanet, designated PDS 70b, orbits the orange dwarf star PDS 70, which is already known to have two actively forming planets inside a huge disk of dust and gas encircling the star. The system is located 370 light-years from Earth in the constellation Centaurus.\n“This system is so exciting because we can witness the formation of a planet,” said Yifan Zhou, also of the University of Texas at Austin. “This is the youngest bona fide planet Hubble has ever directly imaged.” At a youthful 5 million years, the planet is still gathering material and building up mass.\nHubble’s ultraviolet light (UV) sensitivity offers a unique look at radiation from extremely hot gas falling onto the planet. “Hubble’s observations allowed us to estimate how fast the planet is gaining mass,” added Zhou.\nThe UV observations, which add to the body of research about this planet, allowed the team to directly measure the planet’s mass growth rate for the first time. The remote world has already bulked up to five times the mass of Jupiter over a period of about 5 million years. The present measured accretion rate has dwindled to the point where, if the rate remained steady for another million years, the planet would only increase by approximately and additional 1/100th of a Jupiter mass.\nZhou and Bowler emphasize that these observations are a single snapshot in time – more data are required to determine if the rate at which the planet is adding mass is increasing or decreasing. “Our measurements suggest that the planet is in the tail end of its formation process.”\nHubble observations pinpoint planet PDS 70b. A coronagraph on Hubble’s camera blocks out the glare of the central star for the planet to be directly observed. Though over 4,000 exoplanets have been cataloged so far, only about 15 have been directly imaged to date by telescopes. The team’s fresh technique for using Hubble to directly image this planet paves a new route for further exoplanet research, especially during a planet’s formative years. Credit: SCIENCE: NASA, ESA, McDonald Observatory–University of Texas, Yifan Zhou (UT) IMAGE PROCESSING: Joseph DePasquale (STScI)\nThe youthful PDS 70 system is filled with a primordial gas-and-dust disk that provides fuel to feed the growth of planets throughout the entire system. The planet PDS 70b is encircled by its own gas-and-dust disk that’s siphoning material from the vastly larger circumstellar disk. The researchers hypothesize that magnetic field lines extend from its circumplanetary disk down to the exoplanet’s atmosphere and are funneling material onto the planet’s surface.\n“If this material follows columns from the disk onto the planet, it would cause local hot spots,” Zhou explained. “These hot spots could be at least 10 times hotter than the temperature of the planet.” These hot patches were found to glow fiercely in UV light.\nThese observations offer insights into how gas giant planets formed around our sun 4.6 billion years ago. Jupiter may have bulked up on a surrounding disk of infalling material. Its major moons would have also formed from leftovers in that disk.\nA challenge to the team was overcoming the glare of the parent star. PDS 70b orbits at approximately the same distance as Uranus does from the Sun, but its star is more than 3,000 times brighter than the planet at UV wavelengths. As Zhou processed the images, he very carefully removed the star’s glare to leave behind only light emitted by the planet. In doing so, he improved the limit of how close a planet can be to its star in Hubble observations by a factor of five.\n“Thirty-one years after launch, we’re still finding new ways to use Hubble,” Bowler added. “Yifan’s observing strategy and post-processing technique will open new windows into studying similar systems, or even the same system, repeatedly with Hubble. With future observations, we could potentially discover when the majority of the gas and dust falls onto their planets and if it does so at a constant rate.”\nThe researchers’ results were published in April 2021 in The Astronomical Journal.",
"42": "We promised, so here is the answer to the question that Ezequiel from Argentina made to us a few days ago. He asked us when was the best moment to plant a vine and how to do it. José Manuel Gómez, the person responsible for Castillo de Maetierra’s vineyard, gave us some indications. He says the best moment to plant a vine is when winter ends or the spring begins. This reduces the risks arising from freeze and, it will allow us to take advantage of the water accumulated during the winter and the spring showers. We will also take advantage of the spring temperatures, which helps them root and favours the vegetative development of the small vines.\nHowever, there are many factors involved that we should take into consideration in order to plant a vine correctly.\n1. Firstly, we have to consider the wine-growing and/or oenological objective pursued. Depending on this, we must choose a variety or varieties that we can plant, which at the same time will depend on the land’s wine-growing abilities, its location, arrangement, orientation, height and edaphoclimatic conditions, amongst others.\n2. Another important decision is the rootstock, which shall depend on the type of soil comprising our plot, as well as its characteristics, for which a representative sample shall be essential. A main point to consider would be when choosing a rootstock, which shall be compatible with the variety chosen. We have to avoid incompatibilities with the variety.\n3. An important factor would be to define the plantation pattern and its density, that is, the distance between plants in a same row and between different rows. This depends on the wine-growing objective, plot, inclination, shape, conduction system, type of pruning and available machinery, amongst others.\n4. Deciding on the correct orientation of the rows is very important, which is usually a North-South orientation and slightly to the East at about 30º, in order to take advantage of the maximum solar radiation, although to a great extent this depends on the orientation, geometry and the slope of our plot.\n5. We should also decide on the conduction system (trellis, gobelet, …) and the type of pruning (cordón royat, guyot, …), which will depend on the wine-growing objective, availability of labour, available machinery, etc.\n6. Before planting, we have to prepare the land: subsoiling or ripping, levelling, drainage, soil liming, basal dressing, and the supplementary tasks carried out to help plant the vines.\n7. Finally, planting is carried out, which can be performed in several ways. The most common are manually with a quoit – marking should have been carried out previously, mechanically with semi-automatic machines equipped with laser technology, and semi-automatic machines equipped with a GPS – which are the most precise.\nWe hope that we have answered your query.\nThank you very much and best of regards.",
"43": "In class 11 Gravitation chapter we will study about Newton's Law of Gravitation, Inertial Mass and Gravitational Mass, Acceleration due to gravity, Variation of acceleration due to gravity, Gravitational potential energy, Weightlessness, Escape Velocity and many more.\nGravitation falls under mechanics branch and has total 8 chapters. Physical Quantities, Vectors, Kinematics, Dynamics, Work,Energy and Power, Circular Motion, Gravitation and Elasticity are the chapters falling under this branch.\nNewton's law of gravitation; gravitational field strength; gravitational potential: gravitational potential energy; variation in value of 'g' due to altitude and depth; centre of mass and Centre of gravity: Motion of a satellite: orbital velocity, and time period of the satellite: escape velocity, potential and kinetic energy of the satellite: geostationary satellite; GPS.\nAfter studying this chapter, students should be able to:\n- Explain Newton's law of gravitation.\n- Define gravitational field strength.\n- Define and derive formula of gravitational potential and gravitational potential energy.\n- Describe the variation in value of 'g' due to altitude and depth.\n- Define center of mass and center of gravity.\n- Derive the formula for orbital velocity and time period of satellite. Define escape velocity and derive the expression of escape velocity.\n- Find the potential and kinetic energy of the satellite. Define geostationary satellite and state the necessary conditions for it.\n- Describe briefly the working principle of Global Position System (GPS.) Solve the numerical problems and conceptual questions regarding related to the gravitation.\nJust scroll down to view the complete handwritten note of Gravitation chapter of class 11 physics. Uf you want the model questions of physics then you can easily find them in our site.\nIf you need the full notes of Gravitation chapter, along with some important questions, you can access the PDF provided below. These comprehensive notes cover all the essential information that students require to create effective study materials for their exams.\nGravitation Class 11 Physics Notes PDF\nIn class 11 Gravitation chapter we will study about many different topics. Students should take notes of every topics very carefully for better understanding of the chapter and to prepare a well managed notes for exam preparation. If your teacher hasn't provided you any notes then you can prepare your notes from the PDF given below.\nIf you wish to access the PDF offline, you have the option to download it for personal use. However, please note that the PDF is intended for personal educational purposes only, and any commercial use or sharing without permission is not permitted.\nOur intention in providing these notes is to support class 11 students in saving time and concentrating on their studies, rather than spending time creating notes. Once downloaded, you can conveniently read from the PDF, allowing you to focus on studying when time is limited.\nShare the love and spread the knowledge. Free to share this notes with your friends and classmates! 😊",
"44": "The use of genetically modified organisms (GMOs) has been on the rise since its invention in 1996. It is estimated that upwards of 75% of foods in the United States’ food supply contain genetically modified ingredients (Gruere and Rao 3). Although many studies have been done, there has been no consensus from the scientific community on the long term impact of GMOs. This has been a cause for concern for many Americans due to possible impacts on human health. However, any GMOs on the market are tested and controlled by the EPA and FDA, so they are generally recognized as safe.\nDue to the regulations and testing by the EPA and FDA, GMOs that are currently on the market are considered safe for consumption and have a positive impact on economy and food security.\nTo understand how the use of GMOs is being implemented into current farming techniques, it is important to know how they differ from traditional agriculture. Traditionally, farmers will cultivate their land using seeds from previous harvests.\nIn doing so, they will often choose the stronger, bigger, or more appealing plants in an attempt to pass on those specific traits to future generations. An ideal situation would involve all crops in the future to contain these genes, to create a superior crop from the original generation. This sort of agriculture, commonly known as selective breeding, has been used for many years. Genetic engineering on the other hand, simply tries to expedite this process by inserting the gene directly instead of waiting.\nGenetic engineering is the process which changes part of the DNA in an organism to make it display a certain desirable trait. This is what makes genetically modified food different than ‘normal’ food. There are two different kinds of genetic modification: Genetic engineering and selective breeding. Genetic engineering works by splicing the gene or trait that you would like from an organism already containing that trait. That DNA of that organism is copied many times so that the selected gene can be sliced from the resulting genomes (Higley). Once the selected gene has been cut from the DNA, a similar section of DNA is cut from the destination organism and the copied DNA is inserted.\nFinally, the organism with the newly desired traits is bred with other organisms with that trait to ensure the offspring will show the specified trait (Higley). The last step, also known as selective breeding, has been done for centuries. Selective breeding is breeding individuals from a population who both contain a certain set of traits that is seen to be desirable. If you were to look in nature versus your supermarket, some products would look very different. Take tomatoes for example. Wild tomatoes are much smaller, wider color variety and many different species. Tomatoes bought in the store are much bigger, mostly the same shade of red, and are often a selected species of tomato. These make it to the super market because they are more profitable. Another example that may hit close to home for many, are many breeds of dogs.\nThere are many dogs that have been bred to have certain traits, such as a golden coat or a superior hunting ability. I became very interested in genetic engineering in general after taking an Advanced Placement Biology course and realizing my dog is technically genetically modified. Background in the process is necessary to understanding the possible risks and controversies involved with their use in food.\nThe use of genetically modified organisms in the food supply has dramatically increase in the last fifteen to twenty years. Over that period of time, many new GM foods have been added to supermarkets around the globe. GM foods include but are not limited to corn, soybeans, cotton and tomatoes. These foods often are bigger, have a higher yield and in turn, are more profitable for companies. The genes needed to produce these ‘superior’ crops also must be regulated to ensure safety to the general public. There have been many controversies over the labeling of GMOs in the food supply. There are many people on both sides of this issue.\nHowever, there is no consensus from the scientific community yet. Due to the lack of consensus, there have been numerous court cases dismissed with regards to enforced labeling on GM foods. Those against labeling often cite court cases such as Alliance for Bio-Integrity v. Shalala. The 1992 court case challenged the FDA’s “generally recognized as safe” statement (Acosta). GRAS is a term used in the food industry that references a food additive that is said to be safe by experts (Wikipedia). The court ruled that “FDA’s interpretation of the FFDCA’s labeling requirement was reasonable” and “genetic modification does not ‘materially’ alter foods” (Acosta). Those for mandatory labeling however cite that most of Europe has regulations regarding labeling food products.\nAlthough labels are required, there is little effect on the economics of GM food in Europe (Gruère and Rao 5). Therefore, if there is no economic difference between a labeled GM food and unlabeled product, enforcing legislation would be a waste. To enforce something that still will not deter consumers and to spend millions if not billions would be irresponsible.\nThe Environmental Protection Agency (EPA) and the Food and Drug Administration (FDA) are two of the foremost regulators of GM foods within the United States. The EPA regulates the possible toxins from the genetically modified organisms as well as pesticides used (FAS). This is necessary to protect the general population from adverse effects from the engineering process.\nIn order for a new product to make it onto the market place, it must pass strict testing by the EPA. The FDA controls GMOs that are to be eaten by humans and/or animals. These foods must be equivalent to non-GM food” in nutritional value, structure [etc.]” (US Regulation 3). Furthermore, if the food is considered to be substantially different than a non-GM food, the FDA will require further testing. Any foods that show adverse effects will not be allowed on the market. Due to these precautions, genetically modified food on the market are safe to eat according to the FDA and EPA.\nGMOs have been rigorously studied to ensure their safety. In a summary of hundreds of reports compiled by Angelika Hilbeck, she concludes that “on the basis of their studies, that a number of varieties of GM products (mainly maize and soybeans) are as safe and nutritious as the respective conventional non-GM plant” (Hilbeck 2).\nHowever, those against GM foods claim that the studies saying GMOs are safe are exaggerated and not representative of the science. Hilbeck responds to that claim citing a report by the Royal Society of Canada. This report disavows the false distortions of scientific evidence that is: ‘scientifically unjustifiable’ to presume that GM foods are safe without rigorous scientific testing and that the ‘default prediction’ for every GM food should be that the introduction of a new gene will cause ‘unanticipated changes’ in the expression of other genes, the pattern of proteins produced, and/or metabolic activities’ (Hilbeck 3).\nHilbeck explains that the scientific evidence that has been produced should not be refuted. More simply, she believes it is necessary to consider all the facts and not necessarily what your personal beliefs tell you what to think. To err on the side of caution is never a bad thing. It is also reasonable and rational to be skeptical of some studies if something appears to be out of the ordinary. However, refuting years of scientific data simply based on hearsay and poor fact checking is not being skeptical, it is simply irresponsible. To ensure the safety of all GM food and those who consume them, continued research on the long term effects are not only necessary, but essential.\nNot all GM organisms are created equal, contrary to public opinion. Many believe that GMO studies are “an artificial construct that has been falsely perpetuated” and hold no scientific value (Gurian-Sherman). However, the media often portrays one study that is contrary to the majority, and thus misinforming the general public. Michael Hansen calls on the media to “accurately report on the science of GMOs” and to avoid “[ignoring] the currently available scientific evidence” (Qtd. in Gurian-Sherman). It is important to note that if one genetic modification is found to be unsafe, it is not necessarily representative of all genetic modifications.\nFor example, mutations in cells that form cancer would be classified as unsafe. Furthermore, the gene that causes this possible mutation of certain cellular DNA would not necessarily be the same or be processed the same in other organisms. Insertion of this gene another organism might contain benefit for the consumer of the modified food. For example, milk treated with extra Vitamin D is beneficial to humans who need this vitamin daily. However, if the modified food contained a gene that was harmful to humans, it would not be allowed on the food market. That is why extensive and comprehensive research on GMO with respect to human health are not only necessary but essential to ensuring the safety of our food.\nGM foods have the ability to polarize the court of public opinion. However, the benefits of GMOs are often thrown to the wayside because many people believe are unsafe due to the lack of scientific consensus. One of the most important aspects of GM food, is their ability to provide for the masses. According to S.J. Khan, a Pakistani scientist, GM foods are a possible solution to feeding our ever growing population. Each year around the globe, “over 13 million children under the age of five die because of hunger and malnutrition, whereas, one out of five babies is born underweight” (Borlaug qtd. in Khan 1). This alone shows that there is a stunning lack of food in some areas of the globe.\nTherefore, it is important to be aware of the specific benefits and drawbacks of genetic modifications before implementing them. The current methods of cultivation and agriculture alone will not be enough to feed our growing population. Therefore, it is necessary to develop higher yielding and more economically responsible crops to benefit the globe. These new GM crops ” offer significant production advantages such as decreased and easier herbicide and/or pesticide use Baker and Preston qtd. In Khan 3).\nThis has a double advantage; first, it reduces the cost of production and second, it escapes environmental pollution due to the indiscriminate use of pesticides and herbicides” (Khan 1). This not only increases the amount of food available, but decreases the price and environmental pollution. In developing countries or countries that have climates that are not ideal for agriculture, these advancements in science and food have the possibility to lower the hunger rate. Having a sustainable food supply would be a breath of fresh air for many impoverished countries in Africa and Southeast Asia.\nHowever, those opposing the widespread use of GMOs often believe that changing and inserting DNA into other organisms is humanity trying to play the role of God. That statement is not necessarily correct nor does it represent all people who are against the uses of genetic engineering. If the technology is available to benefit society as a whole and minimize the effects of hunger and starvation, why not use it? Furthermore, it is a similar situation as the use of vaccines to prevent disease. Injecting weakened or dead strains of a disease helps the human body to build antibodies that will later fight the disease or virus. This then can extend the lifespan of many humans because debilitating diseases such, as polio, have nearly been wiped off the face of the Earth.\nSimilarly, some GM foods contain a gene that produces a natural insecticide that virtually eliminates the need for outside pesticides and herbicides (Watson 6). That would in turn, benefit the environment which avoids excess pollution by chemical runoff. Therefore, it would seem to be irresponsible to not do what is scientifically possible to benefit the environment. Furthermore, genetic engineering is not that much different than natural selection and selective breeding. In nature, mutations that are beneficial to a particular species will be passed on. Over time, those with the beneficial trait will be seen as more attractive and will tend to pass on the gene.\nTherefore, over many generations, the trait will be in the majority of the population. Genetically engineering this process simply cuts down the time this would take to occur naturally. I do see issues if people tried to genetically engineer other human beings to create a ‘super human’. That situation could lead to a host of other problems including moral and ethical dilemmas which have no true ‘benefit’ except to the individual.\nThe economic impact of GM food is yet another sticking point for those against the use of GM foods. They argue that since many big food companies have come to rely on GM ingredients in their food, they do not care about the possible impacts on human health and the environment. Many think that these companies would rather put their profits in front of the safety of their product. There have been numerous studies done by big food companies such as Kellogg and Pepsi-Cola that seem to contradict conclusions that are generally accepted by the scientific community (Stuckler and Nestle 15).\nThere would also be “no obvious, established, or legitimate mechanism through which public health professionals might increase Big Food’s profits” (Stuckler and Nestle 13). I do concede, this is a major issue. Transparency between big food companies and the general population is incredibly important. To that end, there have been many countermeasures by the EPA and FDA who control what is let into the food supply (Blanchard 5). Therefore, it is important to note that there are more people looking after our health than are typically shown in the media. Furthermore, if scientific evidence does prove that GM foods are harmful, this would not be the first time down this road.\nA similar situation happened with the tobacco industry. Science and health studies were able to show a link between smoking and lung cancer and heart disease. After that discovery, all tobacco products were required to list the risks and consequences of using that product. If the same thing were to occur in GM foods, I believe this situation would be very similar. Due to the largely inconclusive data about GM food safety that appears, it will be harder to prove one side or another is correct. I do believe over time scientists will come to a consensus on GM safety.\nMost certainly the biggest point of concern is the potential for harm with regards to human health. The lack of scientific consensus causes concern. However, the scientific process itself is based on repetition and does not make conclusions from one study. That one study cannot be trusted to be representative of all situations because “science is iterative” and “ideas [are] constantly reassessed and revised” (Trotter 5). Therefore, it could take many years before one conclusion can be reached, even for one specific situation. GMOs are a little more difficult due to the large variety of crops, genes and other confounding variables. It is then rather common to not have a definitive consensus, especially within diet and nutritional studies which have many confounding variables and errors attributed with them.\nAdditionally, the EPA and FDA are in control of the GM process and which products are introduced into the market place. It would then be safe to assume that the professional scientists and nutritionists that work there know quite a bit more than the average Joe. Letting politicians make decisions on issues they are not experts in is far from the best way to allow scientific advancements to prosper. Even though there may not be a definite answer the safety of GMOs as a whole, it is safe to say that those available for consumption have gone though and passed a gross amount of testing.\nGenetic engineering and genetically modified foods are at the forefront of controversy in the food and nutrition world. A lot of conflict comes from a lack of reliable information portrayed by the media and personal views which may not align with the process as a whole. However, it cannot be understated that there are many benefits associated with the use of GMOs. Increasing the food supply, creating more bountiful crops and limiting the use of pesticides in some varieties is beneficial to millions all over the globe.\nAlthough there is no consensus on the long term safety of some GMOs, it is important to remember the GM food in our food supply is strictly regulated by the EPA and FDA. So before you ignore GM foods all together, remember the wise words of Dr. Willett: “I suggest that you not make big changes in what or how you eat based on a single study” (Qtd. in Trotter 18).",
"45": "What is no cost software? Free of charge application is a type of computer software that is available for free use, analysis, and change without restrictions. It is also often known as freeware. Creator Richard Stallman came up with the idea of free software, which was first applied to computer software in 1983. The creator of the PC-Talk communications course Andrew Fluegelman originally wanted to sell his program, however it wasn’t absolutely free. In his effort to make it free, he put his copyright for the name from the software.\nSeveral https://nutnnews.info/business/the-safe-way-to-incorporate-video-conferencing-in-your-board-portal-software/ cost-free software is free to use since it can be custom-made to meet particular needs. It is also customized to accomplish common jobs. Free computer software developers is not going to charge because of their software, nevertheless they do make profit other ways. Users can make contributions to support the developer and can also place advertisements on their software. By choosing free software program, you’ll never need to worry about currently being locked in proprietary program. There’s no need to feel forced to buy a software program you’ll never use once again.\nTo be regarded as free program, a program need to permit redistribution of replications and source code. It might be free to be altered or altered without agreement. In addition , free of charge software must allow users to modify the program and distribute this to several people because they want. Several languages do not let binary varieties, so this can be described as crucial part of making a free operating system. A software should also be available as origin code, so that others may improve this.",
"46": "Welcome to Health and Physical Education\nHealth and Physical Education is a combination curriculum in Guilford County Schools. The two disciplines complement one another in providing students with the strategies and skills needed to assist them in leading a healthy, active lifestyle. Both include the teaching of skills as well as content. In physical education, more of the skills are psychomotor or movement skills; in health education there is a major focus on critical thinking skills, such as decision making, communication, and goal setting. The curriculum is based on the premise that knowledge in itself does not change behavior, but that learning and practicing skills promotes the adoption of learning from both discipline areas into daily life.\nPhysical Education and physical activity are integral to academic achievement and the emotional and physical health of our students. Research supports that healthy, active, fit children perform better academically, so keeping students safe, healthy, and ready to learn is our primary responsibility.\nAll schools in Guilford County use the North Carolina Healthful Living Essential Standards as the guiding document for instruction. The North Carolina Healthful Living State Standards is a curriculum that addresses social development, character education, self-esteem, decision-making and the importance of physical activity throughout a lifetime. Effective delivery in the classroom addresses diversity, sharing, and personal development as well as many other issues.\nThe standards have been implemented since August of 2012. Health education emphasizes the value of physical activity and lifetime fitness. Students will learn how to balance proper nutrition with physical activity for ideal weight management. Physical education delivered in a quality environment emphasizes student learning and the mastering of skills which enable individuals to be physically active for a lifetime.\nAll Elementary and Middle Schools in Guilford County strive to meet the requirements of the NC Healthy Active Child Policy. According to the NC Healthy Active Child policy, schools are to provide a minimum of 30 minutes of physical activity for all students in grades K-8. This can be accomplished through Physical Education class, recess, intramurals, or energizers in the classroom. Another requirement of the policy states that schools may not use physical activity as a punishment for students or that structured recess cannot be withheld from a student.",
"47": "By the end of this section, you will be able to:\n- Compare and contrast the management and treatment in type 1, type 2, and gestational diabetes mellitus\nManagement of diabetes depends on the type, the severity of the condition, and the ability of the patient to make lifestyle changes. Below is a summary of some of the management strategies and treatment options for each type of diabetes mellitus.\nType 1 Diabetes\nAs Type 1 diabetics do not make insulin, daily blood glucose monitoring, insulin injections and thoughtful consideration of diet and activity are needed to help manage diabetes. There are many versions of injectable insulin based on onset of action and duration. There has also been progress on different modes of delivery of insulin and blood glucose monitoring.\nThe only treatment for T1DM is a pancreatic transplant. Meet Sally Patient Narrative on Type 1 Diabetes: Sally who describes her life before and after her pancreatic and kidney transplant for T1DM.\nType 2 & Gestational\nAs T2DM & gestational diabetes involves tissues being insensitive to insulin, management focusses on tissues becoming more sensitive to insulin. Tissues can become more sensitive by reducing blood glucose levels through lifestyle changes.\n- Exercise: physical movement encourages nutrients to be taken into the tissues – independent of insulin – thus reducing blood sugar. This will help the tissues to become more sensitive to insulin.\nWeight loss: caloric intake stimulates the high insulin release which leads to the tissues being insensitive. Thus, decreased caloric intake will help reduce insulin levels, thus making tissues more sensitive to insulin.\nNutrition: food are digested and release glucose and nutrients at different rates. Foods that are high in sugars will lead to lots of insulin to be released which leads to the tissue insensitivity to insulin. Thus a diet that can limit those high insulin release will be helpful to tissue sensitivity to insulin.\nAddress risk factors that can be changed (ie. lifestyle changes, discussion about medications with health care team)\n- In gestational diabetes, birth of the child will often lead to the resolution of diabetes. However, there is an increased chance for the mother to develop T2DM later in life.\nSome patients with T2DM/gestational diabetes may be unable to control their disease with these lifestyle changes, and will require medication. These medications are classified to:\na) encourage insulin sensitivity into tissues\nb) promote insulin release from pancreas\nc) decrease the amount of circulating sugar from your storage in the liver or absorbed in the gut/kidney\nManagement of diabetes depends on the type. Because T1DM is insufficient insulin production, the only treatment possible is insulin injections and strategies to help maintain steady blood sugar levels throughout the day. T2DM and gestational involve tissues not responding to circulating insulin. Hence management of T2DM/gestational are strategies to improve tissue sensitivity to insulin (e.g. exercise, weight loss) and maintain a steady blood sugar level throughout the day. Pharmacologic management of T2DM/gestation aims to encourage tissues to respond to insulin and limit sugar in storage Gestational diabetes is often resolved upon birth.",
"48": "In the rapidly evolving landscape of education, technology plays a pivotal role in enhancing learning experiences. As technology continuously advances, it is crucial for educators to stay up-to-date with the latest literature and effective practices in using technology in the classroom. This essay will explore ten reasons why keeping abreast of technology trends is essential for educators.\nEnhancing Student Engagement: Utilizing technology effectively can make learning more interactive and engaging for students. Staying updated on the literature allows educators to explore innovative tools and techniques that can capture students’ attention and foster active participation in the learning process.\nPersonalized Learning: Technology enables personalized learning experiences, catering to each student’s unique needs and learning styles. By staying informed about the latest research, educators can implement adaptive technologies and individualized learning pathways to optimize student success.\nMaximizing Instructional Efficiency: Research on effective technology integration helps educators identify tools and strategies that streamline instructional processes. Efficient use of technology allows teachers to focus more on facilitating discussions, providing feedback, and nurturing critical thinking skills.\nCultivating Digital Literacy: In today’s digital era, digital literacy is a fundamental skill for students. Being updated on the literature helps educators develop students’ digital literacy by introducing them to relevant and up-to-date technologies and digital resources.\nPromoting Lifelong Learning: Teachers who embrace technology and continually update their practices model lifelong learning for their students. Students observe the value of staying informed and inspired to follow suit in their own learning journeys.\nFostering Collaboration: Technology tools can facilitate collaboration among students and educators. Staying current with technology literature equips educators with knowledge of the latest collaborative platforms and techniques to enhance teamwork and communication.\nSupporting Inclusive Education: Technology has the potential to break barriers and create inclusive learning environments. Updated knowledge enables educators to implement accessibility features and assistive technologies, ensuring that all students can participate fully in the learning process.\nAssessing Educational Impact: Understanding the latest research on technology in education allows educators to critically evaluate the impact of various technologies on student outcomes. This assessment helps educators make informed decisions about which technologies are most effective for their specific learning objectives.\nNavigating Ethical Considerations: As technology becomes more integral to education, ethical considerations and data privacy become paramount. Keeping up-to-date with technology literature helps educators navigate these ethical complexities responsibly.\nProfessional Growth and Recognition: Embracing technology and staying informed can enhance an educator’s professional growth and recognition. Teachers who demonstrate proficiency in technology integration are valued by their institutions and colleagues, and they may have opportunities for career advancement.\nIn conclusion, staying updated on the literature regarding effective practices of using technology in the classroom is of utmost importance for educators. It empowers them to create engaging and personalized learning experiences, maximize instructional efficiency, and cultivate digital literacy. By leveraging technology, teachers can promote collaboration, support inclusive education, and make data-informed decisions about its impact on student learning. Embracing technology as a lifelong learner not only benefits educators but also serves as an inspiration for students to become enthusiastic and capable users of technology in their own academic and professional pursuits. As technology continues to shape education, staying informed and adaptive is essential to foster meaningful learning experiences and prepare students for success in the digital age.\nMatt Marino, in his capacity as an adjunct professor, has taught coursework in Information Technology, Business and Professional Communication, Management Information Systems, Technology, Web Development, Python Programming, Database Systems, Small Business Management, and Principles of Management. Mr. Marino’s experiences have led to him teaching at Monmouth University, Ocean County College, Bowling Green State University, Seton Hall University, and Rowan University since January 2016. Marino has taught courses in all modalities: face-to-face, hybrid, and online.\nWhen he is not teaching Mr. Marino likes to try to advance scholarly content within the various fields of education, which led to the creation of this website.",
"49": "The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.\nSelect key terms on the right to highlight them within pages of the chapter.\nFrom page 268...\n... ACRO-1 Acronyms and Abbreviations Term Definition Btk Bacillus thuringiensis var. kurstaki CCA Candidate Conservation Agreement CCAA Candidate Conservation Agreement with Assurances CFR Code of Federal Regulations CO2 carbon dioxide DOT department of transportation EA environmental assessment EIS environmental impact statement ESA Endangered Species Act FAQs frequently asked questions FAST Fixing America's Surface Transportation FHWA Federal Highway Administration HCP Habitat Conservation Plan IPCC Intergovernmental Panel on Climate Change IRVM Integrated Roadside Vegetation Management IUCN International Union for Conservation of Nature IVM Integrated Vegetation Management MSHCP Multi‐Species Habitat Conservation Plan NEPA National Environmental Policy Act NMFS National Marine Fisheries Service NYSDOT New York State Department of Transportation OFWO Oregon Fish and Wildlife Office OPHI Ohio Pollinator Habitat Initiative PCA Prelisting Conservation Agreement RCA Riverside County Regional Conservation Authority RCS Recovery Crediting System ROW right‐of‐way SHA Safe Harbor Agreement SMA Special Management Area the Services U.S. Fish and Wildlife Service and National Marine Fisheries Service USDA U.S. Department of Agriculture USFWS U.S. Fish and Wildlife Service WSDOT Washington State Department of Transportation WV Refuge Complex Willamette Valley National Wildlife Refuge Complex\nThis material may be derived from roughly machine-read images, and so is provided only to facilitate research.\nMore information on Chapter Skim is available.",
"50": "Rearrange Words To Make Meaningful Sentences | Class 8 English Grammar Worksheets\nRearrange words to make meaningful sentences. This English grammar worksheet is for students of classes 7 and 8.\nClass 8 English grammar worksheet\n1. a learn summer in gave her an France opportunity to French.\n2. several the opposed speakers the project of.\n3. a farmer his work during must finish daylight.\n4. the array of bright dazzled the candles crowd.\n5. if you fool you on the way home, around for won’t time your homework have.\n6. her saying thing and doing the one deceitful opposite shows she is.\n7. the senate whether built the new debated highway should be or not.\n8. it is whether I summer go to debatable Europe will this.\n9. her haughty were meant to manners deceive us into she was an thinking aristocrat.\n10. area there is a of skilled workers dearth in this.\n1. A summer in France gave her an opportunity to learn French.\n2. Several of the speakers opposed the project.\n3. A farmer must finish his work during daylight.\n4. The bright array of candles dazzled the crowd.\n5. If you fool around on the way home, you won’t have time for your homework.\n6. Her saying one thing and doing the opposite shows she is deceitful.\n7. The senate debated whether the new highway should be built or not.\n8. It is debatable whether I will go to Europe this summer.\n9. Her haughty manners were meant to deceive us into thinking she was an aristocrat.\n10. There is a dearth of skilled workers in this area.",
"51": "Irony Of It All\nThis worksheet is focused on the concept of verbal irony, where the intended meaning of words is different from their literal interpretation. Students are given a definition of verbal irony and then asked to select one of three scenarios and craft a dialogue that contains an example of verbal irony. The scenarios presented are relatable and prompt students to think creatively about how verbal irony might manifest in those situations: a teen’s college acceptance, a woman’s wedding day, or seeing a stalled car belonging to a famous race car driver.\nThe worksheet is designed to teach students how to write and recognize verbal irony in conversation. It encourages them to consider how people often say the opposite of what they mean for effect, which can add humor or emphasis to their words. By creating their own ironic dialogue, students develop a practical understanding of how verbal irony works and its use in everyday language. This skill helps improve their analytical reading abilities, especially in literature where verbal irony is a common device, and it also enhances their writing by incorporating nuanced expressions of speech.",
"52": "Music and Concerts Math\nThis worksheet is themed around music and concerts, featuring math word problems that incorporate elements of musical performances, ticket sales, and concert logistics. Students are tasked with solving problems that include calculating the average number of songs played at concerts, dividing attendees among stages, and determining the distribution of time for music lessons. The worksheet uses real-life scenarios from the music industry to make math problems more engaging and relevant to students who may have an interest in music. Colorful, music-related illustrations are used to visually enhance the problems, adding to the educational appeal of the worksheet.\nThe worksheet is designed to teach students how to apply division and other mathematical operations to situations they might encounter in the context of music and concerts. By solving these problems, students practice dividing quantities evenly, calculating averages, and working with ratios. These exercises aim to improve their problem-solving skills and their ability to interpret and analyze word problems to find mathematical solutions. In doing so, the worksheet also introduces students to practical applications of math in the music industry, fostering an appreciation for the role of mathematics in arts and entertainment.",
"53": "7th Grade Math Learning Targets\nALT 1 - Communication\nCommunicates clearly and explains reasoning so others can follow how a problem is solved.\nAST.1.1 - Language : Uses appropriate mathematical language.\nAST.1.2 - Representations : Uses appropriate forms of mathematical representations to present information correctly.\nAST.1.3 - Transitions : Moves between different forms of mathematical representations.\nAST.1.4 - Lines of Reason : Communicates through lines of reasoning that are complete and coherent.\nALT 2 - Modeling\nReasons mathematically to solve problems in real-life context.\nAST 2.1 - Relevant Elements : Identifies the relevant elements of the authentic real-life situation.\nAST 2.2 - Strategies : Selects adequate mathematical strategies to model the authentic real-life situation.\nAST 2.3 - Reaches a Solution : Applies the selected mathematical strategies to reach a valid solution to the authentic real-life situation.\nAST.2.4 - Degree of Accuracy : Explains the degree of accuracy of the solution.\nAST 2.5 - Making Sense : Explains whether the solution makes sense in the context of the authentic real-life situation.\nALT 3 - Patterns\nRecognizes patterns and describes them as relationships or general rules.\nAST.3.1 - Pattern ID : Selects and applies mathematical problem-solving techniques to correctly identify the pattern.\nAST.3.2 - Description : Pattern is described as relationship or general rule.\nAST 3.3 - Verification : Verifies the validity of these general rules.\nAST.3.4 - Conclusions : Conclusions are consistent with the correct findings.\nALT 4 - Proportional Relationships\nAnalyzes proportional relationships and uses them to solve real-world and mathematical problems.\nAST 9.1 - Unit Rates : Computes unit rate associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.\nAST 4.2 - Notice Proportionality : Recognizes and represents proportional relationships between quantities.\nAST 4.3 - Applications : Uses proportional relationships to solve multi-step ratio and percent problems.\nALT 5 - Operations with Fractions\nApplies and extends previous understandings of operations with fractions.\nAST 5.1 - Addition and Subtraction : Applies and extends previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.\nAST 5.2 - Multiplication and Division : Applies and extends previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.\nAST 5.3 - Applications : Solves real-world and mathematical problems involving the four operations with rational numbers.\nALT 6 - Expressions and Equations\nUses properties of operations to generate equivalent expressions, and solves real-world mathematical problems using numeric and algebraic expressions and equations.\nAST 6.1 - Algebraic Operations : Applies properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.\nAST 6.2 - Applications of Equivalent Forms : Understands that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.\nAST 6.3 - Modeling with Rational Numbers : Solves multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form using tools strategically. Applies properties of operations; converts between forms as appropriate; and assesses the reasonableness of answers.\nAST 6.4 - Algebraic Modeling : Uses variables to represent quantities in a real-world or mathematical problems, and constructs simple equations and inequalities to solve problems by reasoning about the quantities.\nALT 7 - Geometric Figures and Measurement\nDraws, constructs, and describes geometric figures and relationships between them, and solves problems involving angle measure, area, surface area, and volume.\nAST 7.1 - Scale Drawings : Solves problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.\nAST 7.2 - Construction, Constraints and Congruence : Draws, with a variety of tools, geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.\nAST 7.3 - Slicing Solids : Describes the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms, and right rectangular pyramids.\nAST 7.4 - Circle Area and Circumference : Knows the formulas for the area and circumference of a circle and uses them to solve problems; gives an informal derivation of the relationship between the circumference and the area of a circle.\nAST 7.5 - Finding Angles : Uses facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.\nAST 7.6 - Volume and Surface Area : Solves real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.\nALT 8 - Statistics and Probability\nDevelops understanding of statistical variability and investigates chance processes to develop, use, and evaluate probability models.\nAST 8.1 - Random Sampling : Understands that statistics can be used to gain information about a population by examining a random representative sample of a population.\nAST 8.2 - Comparing Results from Random Samples : Uses data from a random sample to draw inferences about a population. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.\nAST 8.3 - Center and Spread : Informally assesses visual overlap of two data distributions with similar variabilities, expressing the differences between centers as a multiple of a measure of variability.\nAST 8.4 - Interpreting Center and Variability : Uses measures of center and variability for numerical data from random samples to draw informal comparative inferences about two populations.\nAST 8.5 - Interpreting Probabilities : Understands that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring.\nAST 8.6 - Experimental Probability : Approximates the probability of a chance event by collecting data, observing its long-run relative frequency, and predicting the approximate relative frequency.\nAST 8.7 - Model vs Reality : Develops a probability model and uses it to find probabilities of events. Compares probabilities from a model to observed frequencies; if the agreement is not good, explains possible sources of the discrepancy.\nAST 8.8 - Probability Models and Compound Events : Finds probabilities of compound events using organized lists, tables, tree diagrams, and simulations.",
"54": "Why do Theseus and Hippolyta spend so much time talking about dogs when they enter in Act 4, scene 1? This is an exercise in close reading of a part in order to understand more fully the whole. First, briefly paraphrase the exchange between the two characters, from “Go, one of you, find out the Forester” to “Judge when you hear” (4.1.107-131). (Feel free to consult your text for this.) Second, note what qualities Theseus and Hippolyta admire in the barking of the dogs. In noting these qualities, pay close attention to the metaphors or similes that they use to interpret the sounds. Finally, what motifs in the play as a whole does this particular speech pick up and vary?",
"55": "This video outlines five ways to cope with the anxiety around climate change.\nStudents learn how to filter climate change information, process their feelings, and make changes in large or small ways.\nEngaging visuals accompany this video.\nIt could be used to encourage students to talk about their anxieties about climate change.\nThis video features Mitch Prinstein, the Chief Science Officer of the American Psychological Association.\nStudents should be familiar with the effects of climate change.\nStudents could work in groups to identify common fears about climate change and brainstorm ways to support each other.\nTeachers could use this video to help students unpack their feelings about climate change and encourage them to write in a journal about it, create an art piece about it, or create a song or dance to express their feelings about it.\nMisinformation about climate change is happening. The resource explains the need to acquire climate information only from credible sources and organizations to reduce panic and anxiety about the impact. This is recommended for teaching.\nCollege, Career, and Civic Life (C3) Standards\nDimension 2: Civics\nD2.Civ.5.9-12 Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.\nDimension 4: Taking Informed Action\nD4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.",
"56": "Students examine how authors use language by examining purpose, figurative language, voice, and more.\nAuthor's Craft unit contains 4 learning experiences.\nLearning Experiences (Lessons) in Author's Craft Each learning experience takes about 45 minutes to teach in the device-enabled classroom.\nStudents review author’s purposes—to persuade, to inform, and to entertain. Then they read the first chapter of Little Women to identify the author’s purpose in writing the text. Next, they identify different text structures that can be used in informational writing. Finally, they analyze a persuasive text and write one of their own.\nStudents learn about figurative language that authors use to make their writing more entertaining and to enhance the images readers make in their minds as they read. They identify and write their own similes, metaphors, and personification. Finally, they write their own text that includes examples of figurative language.\nAuthor’s Voice, Mood, and Tone\nStudents learn about tone and mood and how authors develop a voice and choose words to enhance tone and mood in texts. Then, they read some texts and identify the tone and mood. Finally, students write their own stories and develop the tone and mood.\nRhetorical Devices and Logical Fallacies\nStudents learn what rhetorical devices are and study several examples. Then, they examine hasty generalizations and sweeping generalizations as logical fallacies. Finally, they write their own advertisements that include some of these techniques.",
"57": "Social Studies for Trinidad and Tobago Student's Book 3\nThis textbook provides a variety of opportunities to students for individual study and group work through a combination of informative narrative and numerous creative and skill-building activities.\n- Covers all themes, topics, content and Specific Learning Outcomes of the Social Studies curriculum (2008) for Trinidad and Tobago\n- Provides Key Questions at the beginning of each chapter to trigger students’ interest and thinking\n- Features activities and exercises, such as Checkpoints to ensure comprehension of content, Thinking Creatively and Critically to encourage analysis, application, synthesis and evaluation, and Wrap Up to summarise learning.\n- Highlights key terms and concepts throughout and explains these in the text and glossary\n- Includes visuals such as photographs, maps, charts, and timelines\n- Provides a Skills Tool Kit for the development of specific skills including social and interpersonal skills, communication skills, enquiry and research skills, information-processing skills, and creating and working with visual aids",
"58": "Retired AFL star Adam Goodes is known to many for his resilient journey in the face of detrimental treatment by AFL spectators and the media beginning in 2013.\nIn this lesson, students focus on how they can position their audiences to motivate change. Firstly, students should consider the thoughts and feelings an audience needs to have to be motivated to change. Then, they consider how a range of mentor texts (including from The Final Quarter) seek to achieve these audience responses. With help from peer feedback, students will then write and perform their own motivational speeches.\n- the feelings and knowledge that inspire positive change\n- how a speaker makes choices to inspire positive change\n- how they can write and speak effectively to make positive change.\n- identify how they need to position an audience to inspire change\n- find examples of ways a speaker positions an audience\n- use mentor texts to enrich their own writing\n- evaluate the speaking and writing of others.\nLesson guides and printables\nAustralian Curriculum content descriptions:\nYear 8 English:\n- Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)\n- Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)\nSyllabus outcomes: EN4-3B, EN4-4B\nCross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.6, OI,9)\nRelevant parts of Year 8 achievement standards: Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences.\nThis lesson is part of the wider unit of work: The Final Quarter – Purposeful Language – English – Year 8\nTime required: 70 mins\nLevel of teacher scaffolding: Medium – facilitate class discussion.\n- Device capable of presenting a video to the class\n- Devices with internet capability (optional)\n- Student Worksheets – one copy per student\nThis lesson is designed to build students’ competencies in the following skills:\n- Critical thinking\n- Ethical understanding\n- Social skills\nUsing only archival footage aired at the time, The Final Quarter holds a mirror to Australia and is an opportunity to reconsider what happened on and off the football field. Learn more about the film here.\nWe highly recommend that students view the film in its entirety before participating in subsequent lessons.\nOur Watching the Film lessons are designed to support you in facilitating this process. Given the content, it is also important for teachers to communicate with parents and guardians of Aboriginal and Torres Strait Islander students before playing the film and/or engaging with the teaching and learning resources.\nNote: This film may not be suitable for viewing by all young people. Teachers are advised to use discretion when deciding whether to show this film. If teaching in a context with a high proportion of Aboriginal and Torres Strait Islander children, it is imperative that guidance is sought from the Principal and Aboriginal Education Officer (or equivalent) before screening the film.",
"59": "1) Program opens with a basic explanation and introduction of the topic\n2) We will begin interactive discussion on the building of the railroad using a variety of photos and documents\n3) Time is set aside for questions at the closing (as well as throughout the presentation)\n1) Understand the need for a Transcontinental Railroad,\n2) Appreciate the effect the railroad had on American life from a variety of perspectives (promoters, settlers, Chinese immigrants, American Indians),\n3) Become analyzers of primary source material.\n4) Be able to utilize video conference references and resources provided to form opinions and communicate their perspective of one aspect (cultural, political, environmental, economic) of the building of the Transcontinental Railroad.\nG1.1.2 Geographical Inquiry and Analysis\nG1.1.3 Geographical Understanding\nE1.1.1 Individual , Business, Government Choices\nE1.1.3 Prices, Supply, and Demand\nK1.4 Analysis events and circumstances for the vantage point of others\nK1.7 Integrate concepts from at least 2 different disciplines\nP1.2 Analysis point of view, context, and bias\nP1.4 Communicate clearly\nP2.3 Know how to find and organize information from a variety of resources\nP2.4 Use multiple perspectives and resources to identify and analysis\nU4.2.3 Westward expansion\nU4.2.4 Consequences of expansion\nU6.1.1 Systems of Transportation\nU6.2.1 US History Investigation Topic and Issue Analysis, Past and Present."
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"0": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nBack in February we put out a call for new contributors to fill out our bullpen of excellent young writers. We’re happy to say we’ve brought in some talented bloggers to help out with Fire matchday coverage and midweek features. We’re pleased with the current Hot Time roster for the MLS season, and we think you’ll love what we’ve got in store this year!\nWe also added Sandra Herrera to the Red Stars desk, and her match previews have already made our WoSo coverage richer. But we’re still looking for help with CRS matchday coverage, and if you’d like to contribute to Chicago WoSo we’d love to have you onboard!\nIn particular we’re looking for help with the social media aspect of our Red Stars matchday coverage. Twitter, primarily, although we’re looking to expand into other platforms like Snapchat. We also welcome contributors who’d like to help out with CRS matchday coverage and/or would like to write about the team during the week.\nWe are a volunteer shop and thus, unfortunately, cannot offer any pay. I really wish we could, because writers and social media managers deserve to be paid for their work. But if you have the time and the inclination, and are excited to help build and reinforce a thriving community around women’s soccer in Chicago, we would be deeply grateful for your time and labor.\nInterested parties must be 18 and over. Priority consideration will be given to women, writers of color, and LGBTQ folks.\nLeave a comment below, reach out to us on Twitter, or email me a.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"1": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nupdated at 02:08pm on 15/01/2020\nBrilliant Doctor and surgery\nI have decided to share my positive experiences with this practice and specifically one particular doctor, who my children and I have been with for the past 5 years or so. The practice is run efficiently and appointment times are kept, and this doctor is knowledgeable, as well as kind and understanding. He has supported me through both of my pregnancies and with my young sons. It is with much regret that I have had to change GP to align with my son’s treatment under Surrey, rather than Croydon (speech therapy etc). I would not hesitate to recommend this practice to anyone in the area, and am sad to be changing Doctors.\nVisited in December 2019, Posted on 14 January 2020\nCouldn't be more satisfied!\n1st class service from both the front desk staff and Dr. If you need a thorough and patient GP, you know where to go. The staff do all they can to book you an appointment even at the last minute. Thank you!\nVisited in October 2019, Posted on 18 October 2019\nIts taken me 36 years to find a GP who listens and actually knows what he is talking about. He acts quickly and is very thorough. I can not fault him. He treats our whole family and we all say the same, everything you need in a GP - knowledge, professionalism and attention to detail.\nVisited in July 2019, Posted on 07 October 2019\nI cannot speak more highly of the GP and his team! The care given to both my husband and myself on an ongoing basis is second to none! He is.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"2": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\n[LINK] An International Analysis of the Real Value of a Digital DVD Movie.\ntomk at unwired.com.au\nSat Jan 10 14:41:16 AEDT 2009\nBased on Broadband costings - I have posted an article which compares\nthe real entertainment disparity between Australia and countries like\nthe US, Japan etc. at being around $27.00 per movie.\nAnd yes it will be in my comments on my Feb 11 submission.\nMore information about the Link.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"3": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nHello, hope you are well and thanks so much for reading my blog.\nI’ve not been at QVC for a few weeks as I have been away using up some leave and doing some travel. I was actually supposed to be back for a week in early September but after a positive Covid test after travel I had to isolate for 10 days. Luckily I had no symptoms whatsoever for which I felt very lucky/grateful/blessed!\nWhilst I was away it was my birthday, and the group I was with organised a lovely cake, the restaurant had a band that sang ‘Happy Birthday’ in Spanish, and I had a really lovely day and evening.\nJust before I went away I was able to spend some time with Paul and visit the Bermondsey Street Festival, an annual festival in the area I live which is always great fun. You can see us in the main stage area enjoying (or not!) the heavy metal band (rather a strange choice for a summer festival but nonetheless….)\nI will back at QVC on Monday 4th October, and I’m really excited to be back on the day we have a great offer on the Theragun Mini. I have not been able to try it since I’ve not been there, but I love my full size Theragun, its so great for easing tension all over the body and I particularly love it if I am feeling a bit stiff after exercise or simply feeling a bit tense. I also use it on my feet after standing a lot and on my forearms after hours of typing on a keyboard. Here’s some photos of me using mine, its not the same model but you get the idea of it and the Mini will be even more agile a.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"4": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nYou'll be seeing stripes when you slip into our stunning Zebra T-Shirt. Celebrate the most striking animal on four hooves with our natural looking Zebra T-Shirt. Others will undoubtedly pay you compliments and ask you where you earned these sassy stripes. If you love this t-shirt but need a warmer garment, consider ordering one of our Zebra Sweatshirts which features the same 12 x 9 inch design. You'll be pleased to know we only use premium weight, durable fabrics for our apparel. See below for your options of size and color.\nFor prices & styles, click in the box below called Style.\nBecause all of our Shirts & Sweatshirts are custom made to order, please choose your size carefully.\nI was searching for a website that had animal sweatshirts, and this was the cheapest and easiest site to use..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"5": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nNot feeling Great? Want to do something about it? Here are three simple practical things you can do today to change all that. They’re fun and sometime in the next few months you’ll even get more clothes. Interested?\nFast and Furious - Three Short Fast Bits to Change Your Life that pack a punch.\nA Life Success Secret That All Great Leaders Use to Gain the Upper Hand.\nWhat we do daily builds the foundations from which we create a life. Here are Ten of my Daily Habits which build and maintain my health. I got them from some pretty smart people. Enjoy...\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"6": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nPatsy’s February Savings\nGet an extra $2 off all bags of cat or dog dry food! Frequent Buyer Members Exclusive Sale. To join Patsy’s Frequent Buyer Members – Click below to sign up. Don’t be left out!\nSign Up for Patsy’s Frequent Buyer Club!\nBOLD BY NATURE IS NOW IN STOCK!\nThis new raw food is now available in Texas. During the month of February, when you buy a bag of this high-quality and affordable raw food, you get 2 tickets for a chance to win a $200 gift card!\nZIGNATURE SALE on LAMB\nLamb is the flavor of the month! And this deal is one of the best to help you save money on a great pet food. Get $3/ $7/ $15 OFF bags of Zignature Lamb. Lamb is always easy on the belly and great for dogs that need to watch their weight.\nGet a FREE Primal Goat Milk Quart with the purchase of any Primal Raw Pattie. 2 of Patsy’s favorites… raw fresh food mixed with Goat Milk. Goat Milk is always the perfect addition to your pet’s bowl.\nPATSY’S FLASH SALE FRIDAY!\nEvery Friday in February, all Northwest Naturals freeze-dried treats and toppers are on sale. Get $5 off 12 ounce and $8 off 25 ounce freeze dried. $3 off treats and toppers!.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"7": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nPoetry Cara Shoe Ladies\nUP TO 40% OFF SELECTED ITEMS. DISCOUNT APPLIED.\nThe Cara Shoe is bold, stylish and a must-have this season. Its classic lace-up style allows for it to be worn for all occasions and the slightly stacked heel will elevate your look..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"8": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nCorporate and Private Groups\nLet’s work TOGETHER to make your creative ideas\nbecome a reality on the homestead.\nYouth Group Events\nSpecial Interest Groups\nInterested in using our homestead to host\nyour own private or corporate group activity?\nWe will be offering both INDOOR and OUTDOOR settings to host your customized event. Enjoy the peaceful country setting, beauty of rolling hills and woodlands, the entertainment of farm critters with the convenience of modern amenities available to you.\nContact us for pricing and availabilities. We recommend you book in advance and plan to visit in-person prior to finalizing your ideas.\nWe look forward to working with you!.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"9": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\n11 June 2021\n1641. Urban Artifact The Gadget\nDecent sour. I don't love it, but it's very drinkable.\nIt's more tart than sour, and the two berries together just seem kind of off.\nI don't really like blackberries, so maybe they are just hurting the flavor for me.\nI still drank a few of them, and they go down quickly.\nShane M. White\nShare to Twitter\nShare to Facebook\nShare to Pinterest\nPost a Comment\nPost Comments (Atom).\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"10": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nAbout to purchase linux license\nI am a current CrashPlan user and need help.\nI have a single machine which I need to backup (central repository for all my files from my various computers) which I mostly use for storing pictures (just under 700 gigs) and a few documents (less than 500 megs). At the time when I started backing up, the software I needed was in the windows realm. My machine does have a large windows partition to hold my pictures and organization software. I do most of my work (99%) on the linux partition on the same machine but a separate drive.\nI want a reliable backup. I like to know if anyone has experience with using both versions of the backup software windows and linux.\nWhat is a better choice? Purchase the windows license and backup with widows? I can work on linux and save on the windows partition. I rather not use windows and stick with linux. For about a year or two I did run crashplan on linux exclusively but the processor intensive java based application sort of turned me off from it.\nIf I get the linux software, can I backup my windows partition with no problems? (just a few folders ctually - I can restore windows rather quickly if needed) Can I backup with either software to two locations? I like to backup so Amazon but also to a local NAS for \"quick\" access in case of a HDD failure. Internet speed is good in the present but you never know when things can go wrong.\nAny help or suggestions will be greatly appreciated.\nThank you in advanced.\nBy the wa.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"11": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nMarcus Morris is leading the Knicks in scoring, but there are other areas of his game that aren’t leaving a positive lasting impression on the dysfunctional, rebuilding team.\nIt’s an understatement to say that the Knicks are not off to the kind of start the team or fanbase was hoping for. After 11 games yielding a robust 2-9 record, the head coach and entire front office are reportedly sitting on rapidly warming seats, and there have only been five players on the roster who haven’t dramatically underperformed expectations: Taj Gibson (who never plays), R.J. Barrett, Frank Ntilikina (for whom there’s a pretty steep grading curve), Kevin Knox, and one of the last signings, Marcus Morris.\nWhen Morris backed out of his two-year, $20 million deal with the Spurs to sign a one-year contract with the Knicks worth $15 million, it was clear that it wasn’t just the money that drew him but also the role. As a playoff-tested vet residing among the reclamations and development projects up and down the Knicks’ ill-fitting roster, he would have the ultimate green light, a chance to flex his primary-option muscles, and if that eventually yielded an asset from a playoff team looking to get over the hump—looking at you, Portland—so much the better.\nSo far, the idea of an “ultimate green light” has proven to be the case. Morris is putting up shots at a career-high rate, dishing out the lowest assist percentage since his rookie year nine years ago, and generally operating with a level of offensiv.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"12": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nStevia Herb Cut (Stevia rebaudiana)\nOrder by Phone: (310) 667-7998 | Mon-Fri 12-4 PM\nStevia Herb Cut is a premium quality, all-natural sweetener that is perfect for those who want to enjoy the delicious taste of sweetness without the calories and negative health effects of sugar. This herb is made from the leaves of the Stevia plant, which is native to South America and has been used for centuries as a natural sweetener.\nOur Stevia Herb Cut is carefully harvested and dried to preserve its natural sweetness and freshness. It is free from any additives, preservatives, or artificial colors or flavors, ensuring that you are getting only the purest form of this natural sweetener.\nStevia Herb Cut is an excellent choice for those who are looking to reduce their sugar intake or manage their blood sugar levels. It is also perfect for anyone who is following a low-carb or ketogenic diet, as it is a zero-calorie sweetener that does not spike blood sugar levels.\nTo use Stevia Herb Cut, simply add a small amount to your favorite food or beverage. It can be used to sweeten coffee, tea, smoothies, and even baked goods, making it a versatile and convenient sweetener to have on hand.\nIf you are looking for a natural and healthy way to satisfy your sweet tooth, Stevia Herb Cut is an excellent choice. With its many health benefits and delicious taste, it is a must-have addition to any healthy diet and lifestyle.\nThis listing is for Stevia Herb Cut. Available in 1 ounce, 2 ounce, 1/2 pound, and.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"13": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThis Roth adaptation isn’t brilliant, but it’ll do\nFilm | by Jorge Ignacio Castillo\nOpens Friday 25\nPhilip Roth’s literary oeuvre is famously known for being difficult to adapt to the big screen. The American stalwart enjoys jumping through time, inner monologues and references to previous novels, none of which translate well. The ratio of failed attempts to successful adaptations is probably five to one (although the recent Indignation was a solid one).\nGiven all that, first-time director Ewan McGregor couldn’t have picked a project with a higher level of difficulty: American Pastoral is Roth’s seminal novel, and a fairly well-known one.\nMcGregor doesn’t quite succeed, but is far from the disaster early reviews indicated.\nMcGregor takes the lead role, Seymour ‘Swede’ Levov, an all-American athlete turned pillar of the community. In paper, Swede has it made — married to a beauty queen (Jennifer Connelly) and father to a brilliant child. Perfection, however, carries the seed of its own destruction: at the height of civil unrest in the ’60s, Swede’s daughter (Dakota Fanning) becomes a radical — and the main suspect in a post office bombing.\nAmerican Pastoral has two things going for it: solid casting and the strength of the source material. Connelly embodies the concept of shiksa to perfection, and delivers chilling insights about pretty girls and the male gaze. Fanning is also solid as the stuttering, rebellious Merry, whose misguided idealism costs her dearly. David Strathair.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"14": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nWelcome to our first Boston Meetup of 2024! We're kicking off the year at ElastiFlow's offices. Doors open at 5:30, talks start at 5:45, followed by pizza, drinks & networking.\nDate & Time:\nWednesday, January 24th, from 5:30-7:30 pm EST\nElastiFlow Office 9th Floor: 120 Causeway St., Boston, MA 02114\nFrom the street, look for the Rapid 7 entrance. Check in at the front desk and then take the elevator to the 8th Floor. There will be an ElastiFlow team member working the elevator up to their space on the 9th floor.\n5:30 pm: Doors open; say hi, grab a seat, and eat some food.\n5:45 pm: Leveraging Time Series Data Streams for Efficient Network Flow Data Storage (Robert Cowart - CEO & Co-Founder, Elastiflow)\n6:30 pm: Analyzing the Boston Celtics using Python, Elasticsearch, and Kibana, followed by Q&A - Jessica Garson (Sr. Developer Advocate at Elastic)\n7:00 - 7:30 pm: Networking & refreshments\nLeveraging Time Series Data Streams for Efficient Network Flow Data Storage (Robert Cowart - CEO & Co-Founder, Elastiflow)\nNetwork Flow data is not a typical time-series data source, presenting unique challenges in terms of storage and management. ElastiFlow has created an innovative method using Elasticsearch's Time Series Data Streams (TSDS) to address these challenges, enabling users to achieve up to a 70% reduction in flow data storage requirements.\nIn this talk we will delve into the journey of developing this solution, exploring the process that led us to the final TSDS-based approach a.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"15": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nUrgent Care Web Design Services and Marketing Case Study\nFirst Aid Urgent Care Website Design and Markeitng\nFirst Aid Urgent care is a stream of urgent care locations throughout California that specializes in streamlined and an added level of customer care leveraging Urgent Care Web Design Services and Marketing services from Tack Media. Their urgent care services includes tele-medicine, in-person care and more ways to connect through technology.\nUrgent Care web directory, web design and marketing services. Includes SEO Strategy, content marketing, unique geo-targeted directories.\nAbout First Aid urgent Care\nWhen you hear about First Aid Urgent care, you think friendly staff, attentive and professional physicians and excellent satisfaction. We have one goal here at First Aid Urgent care and that is to treat every person with the utmost care and attention when they visit us. We look forward to seeing you and we appreciate that you think of us when you or a loved one needs care.\nFirst Aid Urgent Care leverages the latest in modern marketing automation and the latest in cross-device technology. First Aid urgent care also takes advantage many marketing opportunities including organic visibility with SEO and paid media along with the latest user experience strategies. This enables diversity in marketing efforts for Urgent Care Web Design and Marketing and Marketing services.\n- Marketing Automation\n- Responsive Web Design\n- App like UI/UX\n- Strong Calls to Action.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"16": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nMT2 Sofa by Ron Arad, 2005\nMt”, the acronym defining this collection designed by Ron arad, in English is pronounced “empty” which means “vacuum” and emptiness is really the key element of this project. The volume is hollowed and presents provocatively its interior, finished in different colors. This is possible thanks to a double step in the rotational molding. First of all the polyethylene of the outer shell color is placed in the mold. Once formed this layer, the second color is inserted and adhered to the first without merging the two polymers, even though this process takes place in blast furnaces. Once extracted from the mold, a five-axis laser will cut off the lateral ends of the product, revealing the two-tone side of the MT. From the typological point of view is also reported the presence of a rocking chair, a rarity in the contemporary world.\nPolyethylene monobloc sand white (RAL 1013) colored outside and red or black colored inside. Indoor/outdoor use.\nHeight: 85 cm\nWidth: 180 cm\nDepth: 85,4 cm\nSeat Height: 42 cm\nPlease check the technical sheet and material Sheet in the files attached.\nFor help and advice contact us! [email protected].\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"17": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nWhen facing criminal charges, one of the most crucial decisions you will make is choosing the right criminal defense lawyer to represent you. The outcome of your case can profoundly affect your life, so it’s vital to choose a lawyer you can trust to provide effective legal representation to protect your rights. You need a lawyer that offers years of experience and knowledge in handling similar cases, provides effective communication at every step of the process, and is a trusted ally to aggressively defend your rights.\nThe criminal justice system can be overwhelming to take on alone. At Hayes Law, PLLC, we understand what it takes to fight fiercely on your behalf. We go beyond advocating for you in the courtroom but offer support during a challenging time. As a top-rated criminal defense law firm, Hayes Law, PLLC provides sound legal counsel and experienced guidance throughout the legal process.\nSelecting the right criminal defense lawyer is critical when it comes to defending your legal rights and obtaining a favorable outcome for your case. By working with a lawyer with the following qualities, you can increase your chances of success in obtaining a favorable outcome in your criminal defense case:\nExperience is a critical factor when selecting a criminal defense lawyer. You want someone who has handled cases similar to yours so that they have a robust understanding of the nuances of your case, along with an extensive track record of success in your specific area of criminal.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"18": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nIf you are excited for the upcoming Minecraft movie, you should know that it will take more time until you’ll have a chance to enjoy it in a cinema. A new Mojang post revealed the release date for the movie.\n“That date is March 4, 2022. Does it sound distant? We beg to differ! It’s only 1053 days. Or about 34 months, or 150 weeks, or a million and a half minutes. Not that we’re counting, of course. Besides, it turns out that making a live-action, full-length feature film is really complicated!” read the blog post.\nThe Mojang blog post also revealed a couple of details about the plot of the upcoming movie. As it turns out, the film will tell “the story of a teenage girl and her unlikely group of adventurers”. They must save Overworld from the evil Ender Dragon. The movie will be directed by Peter Sollett, who is known from Nick & Norah’s Infinite Playlist. The post also announced that Warner Bros will be the studio handling the movie.\nTaking their time\nWe were glad to see that developers seem to be very excited when it comes to the movie. The post also explained that “making a live-action, full-length feature is really complicated” so we can understand why it will take some time until the movie will be done.\nMore than that, game developers explained that they are trying their best to make sure that the movie won’t be just a copy of the game. They even listed some of their sources of inspiration, including the things created by the Minecraft community. In fact, the blog post ex.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"19": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nNorm Sparks is a graduate of the UNSW school of Optometry. He is the principal optometrist of Sparks & Feros. Having been in practice since 1984 Norm has been part of, and seen many changes in the development of modern professional eye care. He attends regular continuing education events to ensure that his patients receive up to date best practice eye care. Norm interests include retinal imaging for checks for cataracts, glaucoma, macular degeneration, contact lens fitting and Industrial Optometry. He has completed the Ocular Therapeutics Course in 1993 run by the Pennsylvania College of Optometry.\nTo raise awareness for need of \"eye protection at work\" he speaks on radio 2RPH as an eye safety advisor to industry. Norm Sparks is a board-certified optometrist and a member in good standing of Optometrists Association of Australia..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"20": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nSimilar stories unfold across the entire Eastern Bloc, sharing its wartime memories, and later those related to the communist regime. Prague-based artist Martina Smutná makes us realize how close and ambiguous the notion of the small fight can be – small as opposed to the one that overw helms. Smutna’s paintings are dominated by fatigue and sadness of an individual person – the human factor of big stories. In this case, the artist is a writer focusing on the fate of modest relationships, such as the mother-daughter bond recovering from an earlier conflict (Blue Onion, 2020) or the lonely bride that prepares for her wedding (Preparation, 2020).\nThe idiom “z pan brat”* gives the show a male-centered twist. The full version of the above phrase – “być z kimś za pan brat” – means “to be on intimate terms with someone”. To announce the deconstruction of the eponymous archaism, the exhibition is promoted with the painting titled Wedding Cake (2020), featuring the bride’s hand reaching for a cake knife. There are thin trickles of blood both on the cake and the dagger. It is a world of emotions and relationships seen from the perspective of stereotypes about social roles.\nThe paintings, deliberately aestheticized by the artist, discuss the issues of imposed representations and roles, someone else’s bodies, and finally fatigue and anger, which, according to the artist, contributes to emancipation. In single stories, hidden under smoothly laid paint, the artist jumps from topic to topic.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"21": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nDoes your child love to help out in the kitchen? Are they the next Julia or Jacques or Ina or José? If your kid is keen on cooking — or maybe you want to introduce them to it in a fun way — there is a company who’s specialty is just that!\nTiny Chefs is the premier provider of kids cooking parties, classes, and camps in Washington, DC, Maryland, Virginia, and Connecticut. Their cooking events are a fun way for kids to flex their creative muscles, spend time working in peer groups, and best of all, introduce them to the joy of cooking and baking!\nCooking teaches kids valuable skills that they can carry with them through life. Children practice basic math when they measure ingredients, reading comprehension as they follow a recipe, and team building as they work in groups. Bonus: They also build a strong foundation for healthy eating.\nEven more, all of these skills are mixed in with delicious food and fun. Check out Tiny Chefs services to see how you can book or work them and get your kids cooking!.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"22": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThe use of meaningful daily objects in visual working memory (VWM) tasks revealed two uncharacteristic findings: enlarged memory capacity, and strong proactive interference (PI), which was previously believed to play only a modest role in VWM. To disassociate the roles of meaning and visual complexity in these effects, a set of stimuli composed of meaningful daily objects was compared to visually similar meaningless sets. These sets were included in a Repeated (PI-prone) condition in which stimuli were repeatedly drawn from a limited set of items, and in a Unique (PI-free) condition in which each stimulus appeared only once. In line with past findings, the results consistently showed superior memory for meaningful stimuli. Importantly, they also showed a stronger PI-effect for meaningful stimuli as the difference between the Repeated and Unique conditions was greatly reduced (Experiment 1) or eliminated (Experiment 2) for meaningless stimuli. Together, these results strongly imply that meaning, and not visual complexity, plays a key role not only in boosting memory capacity but also in inflating the role of PI in VWM.\nBibliographical notePublisher Copyright:\n© 2022, The Psychonomic Society, Inc.\n- Proactive interference\n- Semantic categorization\n- Visual working memory.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"23": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nHave you heard of Adi Kailash? Surely, you have. It is only one of the most revered locations in all of Hinduism. Also known as Chota Kailash, Shiva Kailash, and Baba Kailash, it was once an abode to Lord Shiva and his family, i.e., Devi Parvati and their two sons, Lord Ganesha & Kartikeya. And while Lord Shiva and the family have moved to Mount Kailash that has not diminished the significance of this place over the years.\nEvery year, thousands of devotees journey on this oftentimes treacherous trek to get a glimpse of one of the holiest sites. Adi Kailash is one of the Panch Kailash; just a Darshan of it can cleanse your inner self and make you enlightened. Another noteworthy fact about Adi Kailash is that it is believed that Ravana, the demon king of Lanka, meditated and prayed to Lord Shiva at this same place. He was blessed with the strength of 20 arms and the brains of 10 heads for his devotion to the Supreme God of Creation and Destruction.\nYour journey will begin in the hill town of Kathgodam and will take you through some of the most beautiful sites hidden in the Himalayan folds. Your path will take you through lush valleys, rustic but scenic bridges, and past gurgling rivers. It would not be a stretch to say that you will be mesmerized by what awaits you. How can you not fall in love with it? Yes, the trek can be a bit of a challenge, and it will surely test you physically, mentally, and spiritually as well, but the destination is worth all the effort you put in ther.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"24": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nChicago Wheat: were at $11.6 per bushel, rebounding from the two-week low of $11.1 touched on May 26th as forecasts of rain in North America threatened to hinder sowing of spring wheat.\nPrices remain volatile as they are closely linked to geopolitical developments regarding the war in Ukraine. Futures were 10% lower than the 14-year highs of $12.8 touched in mid-May as Russia said it would open safe corridors to allow foreign ships to leave Black Sea and Sea of Azov ports, allowing commercial shipping of Ukrainian grains after three months of warfare, should Western countries lift sanctions.\nAlso, US producers are expected to divert farming capacity from corn to wheat after a deal to increase trade between China and Brazil pushed down corn prices. Still, prices remain supported by India’s decision to impose an embargo on wheat exports to guarantee food security for its food welfare program.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"25": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThe Complete Collection of Anne of Green Gables 8 Hardback Deluxe Set Anne Ingleside\nFormat : Hardcover\nISBN-13 : 9781804455302\nAnne Of Green Gables:\nMarilla and Matthew Cuthbert wanted a boy to help with the farm work but of all the things Anne can imagine, leaving Green Gables isn’t one of them.\nAnne Of Avonlea:\nFive years ago, Anne arrived at Avonlea a skinny orphan without a friend in the world; now it would be impossible to imagine Green Gables without her.\nAnne Of The Island:\nAt eighteen years old Anne is leaving Green Gables for university - her life's dream. But her feelings are bittersweet: although excited to see the world, she is heartbroken to leave her home and everyone she loves.\nAnne Of Windy Poplars:\nAnne Shirley has left Redmond College behind to begin a new job and a new chapter of her life away from Green Gables. Now she faces a new challenge: the Pringles.\nAnne House Of Dreams:\nUnfortunately the town’s most powerful family have already taken a disliking to her and Anne’s charm appears to have met its match.\nAnne Of Ingleside:\nAnne, now Mrs Doctor Blythe, is still sometimes as impetuous as when she was the girl from Green Gables. But with six lively children and hard-worked Gilbert to look after - not to mention Gilbert's disapproving aunt, Anne has to be practical too.\nAnne Of Rainbow Valley:\nThere was a little unfailing spring, always icy cold and crystal pure, in a certain birch-screened hollow of Rainbow Valley in the lower corner near the marsh.\nAnne O.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"26": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nZone Isolation Cylinder\nOptimal distribution of steam can significantly improve the recovery factor of a heavy oil or bitumen reservoir. Thermal recovery utilizing steam, has been extensively and successfully used in many heavy oil wells.\nAlthough steam injection has enhanced oil recovery, history has also shown us that steam injection has created challenges. Some of these challenges result in having steam break though on Steam Assisted Gravity Drainage (SAGD) wells, or unwanted water production through lower zones in horizontal wells, or thermal expansion causing failure to seals and hangers. These problems can result in costly work-overs associated with down hole equipment failures, reduced recovery, or loss of the well.\nSpecifically designed and engineered Zone Isolation Cylinders (ZIC) are placed within the production liner at specific depths or positions within the well. The production liner may be a sand control device that is hung within the well or a production liner that is cemented and perforated. In either case, the ZIC are installed within the production liner in areas that will separate sections of the well. These zone separations will assist in solving the challenges previously mentioned.\nWhen zone isolation is required, the Flow Control Device (FCD) liners used for injection or production, would be installed within the production string containing the ZICs. These FCD liners will contain Zone Isolation Blocks (ZIB) that will coincide with the ZIC to create isola.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"27": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nSocial Media Advertising Overview\nSocial media advertising is a powerful tool, offering businesses an opportunity to reach a large and specific audience. This can be done through various social media platforms such as Facebook, Instagram, Twitter, LinkedIn, and more. These platforms offer different advertising options, such as sponsored posts, promoted tweets, or LinkedIn ads. With over 3.6 billion active social media users worldwide, social media advertising provides a significant potential for businesses to gain visibility, increase brand awareness, and drive sales.\nOpportunities in Social Media Advertising\nSocial media advertising offers several opportunities for businesses:\nTargeted Advertising: Social media platforms offer specific targeting options based on demographics, interests, behaviors, and location, allowing businesses to reach their specific audience more effectively.\nCost-Effective: Social media advertising can be much cheaper than traditional advertising methods, allowing small businesses with limited budgets to create effective campaigns.\nIncreased Visibility: Social media users spend an average of 2 hours and 24 minutes per day on social media platforms. This presents businesses with an opportunity to increase their visibility and reach a larger audience with social media advertising.\nBrand Awareness: Social media advertising presents an opportunity to raise brand awareness, and create brand recognition amongst targeted audiences.\nChallenges in Social Media.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"28": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nDETROIT—The industry's push into electrification is bringing innovations out of some of its key suppliers in the growing field of battery technology.\nNew solutions are emerging in battery safety, performance and thermal management. In some cases, suppliers are reaching beyond their traditional expertise to carve out roles in the realm of battery components.\nSeveral were on display at last month's Battery Show, a three-day expo of more than 700 companies in suburban Detroit.\nGore Automotive Products unveiled a low-pressure evacuation vent designed to address the challenge that thermal runaway presents in the development of smaller and more efficient battery packs. Thermal runaway occurs when a short-circuiting battery produces enough heat to create a chain reaction of fire with surrounding battery pack cells. Gore has developed a low-pressure evacuation vent for battery packs that uses a flexible, waterproof membrane that expands and releases extra pressure that occurs from overheating. It then returns to its original state.\nDonaldson Co.'s dual-stage battery vent performs standard passive protection against possible debris, but it also provides active rapid degasing in case of a thermal runaway. Vents in a battery housing can't always expel gases quickly enough. Donaldson's solution equalizes pressure while preventing the ingress of water and contaminants. It then quickly expels heat and gas in a controlled direction from inside the battery cell, according to Jake Sanders, Do.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"29": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nAre you looking for Jani Suraksha Yojana (JSY)? So the complete information about Jani Suraksha Yojana will be given to you here in this post. Here we are providing Janani Suraksha Yojana. Here we will tell the information about Jani Suraksha Yojana (JSY) and also what is the purpose of Jani Suraksha Yojana by the government. Who will benefit from the Jani Suraksha Yojana? How to benefit? Where are the documents required? How much benefit i.e. help get? Information about it is given in this article. Which are as follows.\nJani Suraksha Yojana 2023\nDownload Jan Jani Suraksha Yojana Application Form and Register PM Jani Suraksha Yojana Online The government of our country launches schemes from time to time to improve the condition of new born baby and pregnant women. Today we are going to give you information about one such scheme called Jani Suraksha Yojana. Through this article, you will get all important information related to Jani Suraksha Yojana.\nAvailability of medical facilities in rural areas is still very difficult. Keeping these problems in mind, this scheme has been launched by the central government. Providing medical facilities and financial assistance to pregnant women through Jan Suraksha Yojana registration.\nWhen Jani Suraksha Yojana was implemented in Gujarat\nAs you all know, through Jani Suraksha Yojana, free medicines, food, free treatment etc. are provided to pregnant women. Apart from this free nutrition is provided for 3 days in case of normal delivery and.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"30": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThe process of enlargement has transformed the European Union. It has had far-reaching implications for the shape and definition of Europe, and for the institutional set-up and the major policies of the Union. This has been accomplished through a number of enlargement rounds, which the first section of the chapter analyses in detail. This is followed by a review of the enlargement process itself, with a focus on the use of conditionality and the role of the main actors involved. The contributions of neo-functionalism, liberal intergovernmentalism, and social constructivism to explaining the EU’s geographical expansion are evaluated in the third section of the chapter. The success and prospect of future enlargement are discussed in the context of wider EU developments, especially the effect of the economic crisis in the euro area, ‘enlargement fatigue’, the domestic context in the candidate countries, and Brexit.\nAna E. Juncos and Nieves Pérez-Solórzano Borragán\n13. Colonialism, Capitalism, Development\nThis chapter discusses some of the connections between colonialism, capitalism, and development. The making of colonial economies — through the organization of commodity production and trade by colonial states, settlers, and companies — entailed the 'breaking' of existing patterns of production and social existence, of whole ways of life. This process was encapsulated in the formation and functioning of colonial labour regimes. Other aspects of social and cultural change under c.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"31": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nComparing antifreezes used in water based heat transfer fluids or brines.\nDifferent types and concentrations of antifreezes like\ncan be used to freeze protect water based heat transfer fluids or brines where the temperature in the fluid is below 0oC (32oF). Typical advantages and disadvantages for the freeze protection fluids are listed below.\nNote! Check the related documents listed below for details.\nOnline calculators, figures and tables showing specific heat , Cp and Cv, of gasous and liquid ethanol at temperatures ranging from -25 to 325 °C (-10 to 620 °F) at atmospheric and higher pressure - Imperial and SI Units.\nThe Engineering ToolBox (2008). Freeze Protection of Water based Heat Transfer Fluids. [online] Available at: https://www.engineeringtoolbox.com/freeze-protection-d_1155.html [Accessed Day Month Year]..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"32": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nSt. Stephen’s Day is celebrated on December 26 every year. As the name suggests, the day is dedicated to the Christian Saint Stephen. This day commemorates the saint who was the first Christian martyr and was known for his service to the poor and needy. In Ireland, this day is sometimes called ‘Day of the Wren,’ which got its name from an old tradition involving using a wren’s feathers for good luck. St. Stephen’s Day stems from the Catholic tradition, and some Christians may even go to the church for a special sermon on this day.\nHistory of St. Stephen's Day (Ireland)\nSt. Stephen is known to be the first Christian martyr. It’s believed he was stoned in Jerusalem around 33 A.D. According to an Irish myth, it was a wren that betrayed St. Stephen while he was hiding from his enemies. This led to his eventual demise. There is another Irish legend that talks about the wren’s betrayal. Around the year 750 A.D., there were Viking raids in Ireland that happened on St. Stephen’s Day. In an attempt to get rid of the invaders, Irish soldiers headed towards a Viking camp. However, the Viking soldiers became aware of their approach due to the noise of a wren that had started eating crumbs from a drum. This story also led people to believe that it was the wren that betrayed the Irish people and it should be stoned to death as St. Stephen had once been.\nOn this day, boys used to traditionally go on hunting trips to hunt down a wren by throwing stones at it. They tied the wren to a stick wh.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"33": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nChoosing healthier habits\nThere is a technique in Health Coaching known as “Crowding out.” The principle revolves around replacing unhealthy foods or habits with healthier ones. The theory is that it is much easier to “add” foods and activities, thereby replacing unhealthy ones, than it is to expect folks to simply stop eating certain foods, or cease an unhealthy activity like over drinking or eating sweets. Restrictive diets never work in the long term because they are simply unsustainable, a folks will only deprive themselves from something they love for a period of time before going back to old habits. It is emotionally more palatable to add healthy practices, like drinking more water or adding fruits and vegetables to every meal (think THE ALIVE FIVE!) Continue to do so for up to six months, the new “habit” will crowd out the old one and eventually replace it. The result : Healthier lifestyle and better health. Try this:\nTomorrow morning, rather than that very first cup of coffee, drink two 8 oz glasses of cold, clear water, pausing to enjoy it and appreciate it reaching every cell of your body, refreshing them, hydrating and providing strength and clarity. Then do it again tomorrow morning and every morning for 4-6 weeks and it will be ingrained as a habit, likely replacing one or two cups of coffee, making you feel a little less “wired”, driving your stress hormones a little less, and best of all, Improving your health!\nMore examples of crowding out: Apple slices with p.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"34": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nYou load the picture from your recent gathering of friends on Facebook. Immediately, and by itself, the website defines all the persons who are in the photo: surnames, age, habits, personal life. Everything is in the social network.\nOn the first day of your employment you give your employer copies of all documents proving that you are a citizen of this country and this city and that you were educated somewhere and maybe even worked. And the company, in turn, transfers that data to the dozens of organs that calculate taxes, your salary, give you medical insurance, even render a visa for a journey to Europe, and so on.\nEvery day we hand out our private life of our own free will or within the frame of requirements of common practice. The most interesting thing in Russia is that, even if the initiative comes from your side, the party receiving the personal data (PD) is nevertheless obliged to ask for your consent prior to processing it. Employers, doctors, banks and shops, counterparties – in all these cases your data may be used only in accordance with the specific aims for which it was provided.\nThe consequences for breach of this rule are real, and severe. For instance, last year Russian society lost access to the two extremely popular web-resources, PornHub and LinkedIn; the latter specifically due to the site’s violation of PD legislation.\nLinkedIn was shut down in Russia following a ruling that it had violated two laws in its activity: (1) It did not obtain prior consent fr.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"35": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nResearch Rigor and Reproducibility\nNIH launches resource to enhance rigor and reproducibility in scientific research.\nTwo of the cornerstones of science advancement are rigor in designing and performing scientific research and the ability to reproduce biomedical research findings. The application of rigor ensures robust and unbiased experimental design, methodology, analysis, interpretation, and reporting of results. When a result can be reproduced by multiple scientists, it validates the original results and readiness to progress to the next phase of research. This is especially important for clinical trials in humans, which are built on studies that have demonstrated a particular effect or outcome.\nIn recent years, however, there has been a growing awareness of the need for rigorously designed published preclinical studies, to ensure that such studies can be reproduced. The following NIH website provides useful information about the efforts underway to enhance rigor and reproducibility in scientific research.\nView the Principles and guidelines for reporting pre-clinical research\nClick here to read the full announcement.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"36": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThis week California Senator Kamala Harris, the daughter of two immigrant parents, made history by becoming the first Black woman to join the ticket of a major party and seize the nomination for vice president of the United States. Senator Harris is a proud graduate of Howard University, one of many Historic Black Colleges and Universities (HBCU’s) throughout the country and is only the second Black woman elected to the Senate. Senator Carol Moseley Braun of Illinois being the first. Senator Harris stands on the shoulders of Congresswoman Shirley Chisholm, who ran for President in 1972 and countless other black women leaders whose political power continues to shape our government and influence society.\nWe cannot overstate the importance of Black women in democratic politics. Six months ago, in February of 2020, Vice President Joe Biden’s presidential campaign was on life support. After poor showings in Iowa, New Hampshire, and Nevada primaries, Vice President Biden’s campaign was losing ground. Supporters were losing hope, and the media spoke of him as an also-ran candidate whose time had passed.\nThen came the African American vote in South Carolina. On February 29, Vice President Joe Biden captured nearly two-thirds of the African American vote. Black women, in particular, provided the majority stamp of approval for Vice President Joe Biden and gave his campaign a definitive victory that would carry him through Super Tuesday. By the Ides of March, it became clear that Vice P.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"37": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThe immense talons and powerful wings of an eagle make it an apex aerial predator. When an eagle spots small prey like rabbits or even larger animals like foxes, it can swiftly swoop down and snatch them up into the sky.\nIf you’re short on time, here’s a quick answer to your question: Most eagles can only pick up smaller dogs under 15 pounds. Larger dogs exceed what their claws and wings can lift.\nIn this comprehensive guide, we’ll explore the size limits of dogs that eagles can grab. You’ll learn about astonishing real-world cases, the capabilities of different eagle species, and how dogs can avoid aerial attacks.\nDocumented Cases of Eagle vs. Dog Conflicts\nWhile it may seem like a rare occurrence, there have been documented cases of eagles attacking and carrying off dogs. These conflicts typically arise when an eagle perceives a small dog as potential prey, often mistaking it for a small mammal or rodent.\nWhile eagles primarily prey on fish and small mammals, they have been known to target dogs in certain situations.\nCase #1: The Mighty Eagle vs. The Tiny Chihuahua\nOne notable case occurred in a small town in Alaska, where a Chihuahua named Lucy found herself in a terrifying encounter with a bald eagle. Lucy’s owner, John, was out for a walk when he noticed a bald eagle swooping down towards his beloved pet.\nIn a heroic act, John managed to scare off the eagle before any harm could come to Lucy. This incident serves as a reminder that even the smallest dogs can be potential.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"38": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nHow Do You Grow A Good Reader?\nAs one who spends lots of my time promoting writing (see The Writing Course), you might wonder about the connection. Well, there isn’t much of a mystery; the more we read, the more possibilities flow toward our writing! I realize that there are plenty of readers who never write, but it is rare to find a writer who never reads.\nReally, it’s all about learning to love words and ideas, and how these two transform thoughts, touch emotions, and tutor actions. Reading is awesome, true?\nSo, if your kids are reluctant readers, here’s what I’d suggest:\n- Make sure they can read\n*Review or Retake a good phonics course. No time to explain it here, but this is often the issue. For a variety of reasons some kids just don’t quickly crack the code on reading. Phonics is the code.\n*At least for a few weeks, have your child read out loud for 10 minutes a day and then explain or recount what they just read. This exercise alone will show you what’s up with your reader, AND LIKELY it will connect the reading brain to your child’s soul.\n*Read interesting books to your children and stop every 10 to 15 minutes to have them explain what you read (see above). Getting fascinated with good books often starts here.\n*Get them tested. I’m not really that big on testing, but there are times you might need a baseline to measure improvement and target weaknesses.\n- Make sure (for a while) that every other book they read is fun enough to read\nThis will not be your ‘always’ patte.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"39": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\n5 unexpected causes of weight gain\nThey are sometimes used very occasionally to stimulate muscle regrowth after surgery or as part of treatment for an unusual type of anaemia. What’s talked about less is that many men feel the same pressures when it comes to body image. Amongst men, there can be a particular focus on muscle definition, and especially a type that can be hard to achieve through diet and exercise alone.\n- If it has been a while since it was checked ask to have this looked at, just in case you are beginning to drift up into the diabetic range, which may require specific treatment.\n- Excess glucose in the blood, if not being used as energy by the muscles, is stored as fat and insulin is the hormone that allows this to happen.\n- Check with your doctor or pharmacist if you are not sure.\n- They are corticosteroids, which are not the same as the anabolic steroids taken by bodybuilders.\nSteroids, also known as corticosteroids, are used to treat a variety of conditions, including asthma and arthritis. Long-term use of corticosteroid tablets seems to increase buy real steroids online with credit card appetite in some people, leading to weight gain. \"The higher the dose and the longer you are on steroids, the more weight you are likely to put on,\" says Collins.\nThere are 2 main reasons why people can gain weight when they are taking steroids. With long-term use of steroids, your legs and shoulder muscles may feel weaker. They may suggest taking the steroids early in the d.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"40": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nPlease see our updated Mars Reference Page.\nMore Mars Resources | Mars Rovers Resources\nThe fourth planet from the sun has always captivated our imagination, and while scientists haven't proven there's any life, not even the microscopic variety, the dusty red planet still commands our attention (and a lot of space missions).\nOn the planet\nThe surface of Mars is more interesting than most planets. Like Mercury, Venus and Earth, Mars is mostly rock and metal. Mountains and craters scar the rugged terrain. The dust, an iron oxide, gives the planet its reddish cast. A thin atmosphere and an elliptical orbit combine to create temperature fluctuations ranging from minus 207 degrees Fahrenheit to a comfortable 80 degrees Fahrenheit on summer days (if you are at the equator). Researchers have recently monitored huge storms swirling on Mars (like this one). The storms are very similar to hurricanes on Earth.\nMars has two moons, Phobos and Deimos.\nIs there water?\nMars was most likely warm and wet about 3.7 billion years ago. But as the planet cooled, the water froze. Remnants exist as ice caps at the poles (as shown here). A recent image of Mars taken by the Hubble Space Telescope shows evidence of water-bearing minerals in large amounts, and scientists say the deposits may provide clues to the planet's water-rich background.\nIs there life on Mars?\nIt has not yet been proven that there is life on Mars. A NASA announcement in 1996 about microscopic life found in a meteorite has failed t.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"41": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nHubble watches how a giant planet grows\nEver made a complete mess in your kitchen while baking? At moments it may look like flour is floating in the air, but once you’ve added plenty of water and formed your dough, the bread becomes more like a ball. A similar process is at work in a far-flung solar system known as PDS 70, except the flour and water are swapped for gas and dust. In the case of planet PDS 70b, gas and dust are slowly being drawn in as this distant world builds mass over millions of years.\nResearchers using Hubble directly measured the mass growth rate of PDS 70b for the first time by using the observatory’s unique ultraviolet sensitivities to capture radiation from extremely hot gas falling onto the planet. The massive, Jupiter-sized world orbits at approximately the same distance as Uranus does from the Sun – though it slogs through a mess of gas and dust as it moves through the solar system. The planet, which began forming approximately 5 million years ago, may be in the tail end of its formation process. The researchers’ findings break open a new way to study forming planets that could aid other astronomers seeking to learn more about how giant planets grow in remote solar systems.\nNASA’s Hubble Space Telescope is giving astronomers a rare look at a Jupiter-sized, still-forming planet that is feeding off material surrounding a young star.\n“We just don’t know very much about how giant planets grow,” said Brendan Bowler of the University of Texas at Austin. “.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"42": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nWe promised, so here is the answer to the question that Ezequiel from Argentina made to us a few days ago. He asked us when was the best moment to plant a vine and how to do it. José Manuel Gómez, the person responsible for Castillo de Maetierra’s vineyard, gave us some indications. He says the best moment to plant a vine is when winter ends or the spring begins. This reduces the risks arising from freeze and, it will allow us to take advantage of the water accumulated during the winter and the spring showers. We will also take advantage of the spring temperatures, which helps them root and favours the vegetative development of the small vines.\nHowever, there are many factors involved that we should take into consideration in order to plant a vine correctly.\n1. Firstly, we have to consider the wine-growing and/or oenological objective pursued. Depending on this, we must choose a variety or varieties that we can plant, which at the same time will depend on the land’s wine-growing abilities, its location, arrangement, orientation, height and edaphoclimatic conditions, amongst others.\n2. Another important decision is the rootstock, which shall depend on the type of soil comprising our plot, as well as its characteristics, for which a representative sample shall be essential. A main point to consider would be when choosing a rootstock, which shall be compatible with the variety chosen. We have to avoid incompatibilities with the variety.\n3. An important factor would be to define.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"43": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nIn class 11 Gravitation chapter we will study about Newton's Law of Gravitation, Inertial Mass and Gravitational Mass, Acceleration due to gravity, Variation of acceleration due to gravity, Gravitational potential energy, Weightlessness, Escape Velocity and many more.\nGravitation falls under mechanics branch and has total 8 chapters. Physical Quantities, Vectors, Kinematics, Dynamics, Work,Energy and Power, Circular Motion, Gravitation and Elasticity are the chapters falling under this branch.\nNewton's law of gravitation; gravitational field strength; gravitational potential: gravitational potential energy; variation in value of 'g' due to altitude and depth; centre of mass and Centre of gravity: Motion of a satellite: orbital velocity, and time period of the satellite: escape velocity, potential and kinetic energy of the satellite: geostationary satellite; GPS.\nAfter studying this chapter, students should be able to:\n- Explain Newton's law of gravitation.\n- Define gravitational field strength.\n- Define and derive formula of gravitational potential and gravitational potential energy.\n- Describe the variation in value of 'g' due to altitude and depth.\n- Define center of mass and center of gravity.\n- Derive the formula for orbital velocity and time period of satellite. Define escape velocity and derive the expression of escape velocity.\n- Find the potential and kinetic energy of the satellite. Define geostationary satellite and state the necessary conditions for it.\n- Describe.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"44": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThe use of genetically modified organisms (GMOs) has been on the rise since its invention in 1996. It is estimated that upwards of 75% of foods in the United States’ food supply contain genetically modified ingredients (Gruere and Rao 3). Although many studies have been done, there has been no consensus from the scientific community on the long term impact of GMOs. This has been a cause for concern for many Americans due to possible impacts on human health. However, any GMOs on the market are tested and controlled by the EPA and FDA, so they are generally recognized as safe.\nDue to the regulations and testing by the EPA and FDA, GMOs that are currently on the market are considered safe for consumption and have a positive impact on economy and food security.\nTo understand how the use of GMOs is being implemented into current farming techniques, it is important to know how they differ from traditional agriculture. Traditionally, farmers will cultivate their land using seeds from previous harvests.\nIn doing so, they will often choose the stronger, bigger, or more appealing plants in an attempt to pass on those specific traits to future generations. An ideal situation would involve all crops in the future to contain these genes, to create a superior crop from the original generation. This sort of agriculture, commonly known as selective breeding, has been used for many years. Genetic engineering on the other hand, simply tries to expedite this process by inserting the gene direct.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"45": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nWhat is no cost software? Free of charge application is a type of computer software that is available for free use, analysis, and change without restrictions. It is also often known as freeware. Creator Richard Stallman came up with the idea of free software, which was first applied to computer software in 1983. The creator of the PC-Talk communications course Andrew Fluegelman originally wanted to sell his program, however it wasn’t absolutely free. In his effort to make it free, he put his copyright for the name from the software.\nSeveral https://nutnnews.info/business/the-safe-way-to-incorporate-video-conferencing-in-your-board-portal-software/ cost-free software is free to use since it can be custom-made to meet particular needs. It is also customized to accomplish common jobs. Free computer software developers is not going to charge because of their software, nevertheless they do make profit other ways. Users can make contributions to support the developer and can also place advertisements on their software. By choosing free software program, you’ll never need to worry about currently being locked in proprietary program. There’s no need to feel forced to buy a software program you’ll never use once again.\nTo be regarded as free program, a program need to permit redistribution of replications and source code. It might be free to be altered or altered without agreement. In addition , free of charge software must allow users to modify the program and distribute this to seve.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"46": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nWelcome to Health and Physical Education\nHealth and Physical Education is a combination curriculum in Guilford County Schools. The two disciplines complement one another in providing students with the strategies and skills needed to assist them in leading a healthy, active lifestyle. Both include the teaching of skills as well as content. In physical education, more of the skills are psychomotor or movement skills; in health education there is a major focus on critical thinking skills, such as decision making, communication, and goal setting. The curriculum is based on the premise that knowledge in itself does not change behavior, but that learning and practicing skills promotes the adoption of learning from both discipline areas into daily life.\nPhysical Education and physical activity are integral to academic achievement and the emotional and physical health of our students. Research supports that healthy, active, fit children perform better academically, so keeping students safe, healthy, and ready to learn is our primary responsibility.\nAll schools in Guilford County use the North Carolina Healthful Living Essential Standards as the guiding document for instruction. The North Carolina Healthful Living State Standards is a curriculum that addresses social development, character education, self-esteem, decision-making and the importance of physical activity throughout a lifetime. Effective delivery in the classroom addresses diversity, sharing, and personal development as w.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"47": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nBy the end of this section, you will be able to:\n- Compare and contrast the management and treatment in type 1, type 2, and gestational diabetes mellitus\nManagement of diabetes depends on the type, the severity of the condition, and the ability of the patient to make lifestyle changes. Below is a summary of some of the management strategies and treatment options for each type of diabetes mellitus.\nType 1 Diabetes\nAs Type 1 diabetics do not make insulin, daily blood glucose monitoring, insulin injections and thoughtful consideration of diet and activity are needed to help manage diabetes. There are many versions of injectable insulin based on onset of action and duration. There has also been progress on different modes of delivery of insulin and blood glucose monitoring.\nThe only treatment for T1DM is a pancreatic transplant. Meet Sally Patient Narrative on Type 1 Diabetes: Sally who describes her life before and after her pancreatic and kidney transplant for T1DM.\nType 2 & Gestational\nAs T2DM & gestational diabetes involves tissues being insensitive to insulin, management focusses on tissues becoming more sensitive to insulin. Tissues can become more sensitive by reducing blood glucose levels through lifestyle changes.\n- Exercise: physical movement encourages nutrients to be taken into the tissues – independent of insulin – thus reducing blood sugar. This will help the tissues to become more sensitive to insulin.\nWeight loss: caloric intake stimulates the high insulin release.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"48": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nIn the rapidly evolving landscape of education, technology plays a pivotal role in enhancing learning experiences. As technology continuously advances, it is crucial for educators to stay up-to-date with the latest literature and effective practices in using technology in the classroom. This essay will explore ten reasons why keeping abreast of technology trends is essential for educators.\nEnhancing Student Engagement: Utilizing technology effectively can make learning more interactive and engaging for students. Staying updated on the literature allows educators to explore innovative tools and techniques that can capture students’ attention and foster active participation in the learning process.\nPersonalized Learning: Technology enables personalized learning experiences, catering to each student’s unique needs and learning styles. By staying informed about the latest research, educators can implement adaptive technologies and individualized learning pathways to optimize student success.\nMaximizing Instructional Efficiency: Research on effective technology integration helps educators identify tools and strategies that streamline instructional processes. Efficient use of technology allows teachers to focus more on facilitating discussions, providing feedback, and nurturing critical thinking skills.\nCultivating Digital Literacy: In today’s digital era, digital literacy is a fundamental skill for students. Being updated on the literature helps educators develop students’ digital.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"49": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThe Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.\nSelect key terms on the right to highlight them within pages of the chapter.\nFrom page 268...\n... ACRO-1 Acronyms and Abbreviations Term Definition Btk Bacillus thuringiensis var. kurstaki CCA Candidate Conservation Agreement CCAA Candidate Conservation Agreement with Assurances CFR Code of Federal Regulations CO2 carbon dioxide DOT department of transportation EA environmental assessment EIS environmental impact statement ESA Endangered Species Act FAQs frequently asked questions FAST Fixing America's Surface Transportation FHWA Federal Highway Administration HCP Habitat Conservation Plan IPCC Intergovernmental Panel on Climate Change IRVM Integrated Roadside Vegetation Management IUCN International Union for Conservation of Nature IVM Integrated Vegetation Management MSHCP Multi‐Species Habitat Conservation Plan NEPA National Environmental Policy Act NMFS National Marine Fisheries Service NYSDOT New York State Department of Transportation OFWO Oregon Fish and Wildlife Office OPHI Ohio Pollinator Habitat Initiative PCA Prelisting Conservation Agreement RCA Riverside County Regional Conservation Authority RCS Recovery Crediting System ROW right‐of‐way SHA Safe Harbor Agreement SMA Special Management Area the Services U.S. Fish and Wildlife Service and National Marine Fisheries Service USDA U.S. Department of Agriculture USFWS.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"50": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nRearrange Words To Make Meaningful Sentences | Class 8 English Grammar Worksheets\nRearrange words to make meaningful sentences. This English grammar worksheet is for students of classes 7 and 8.\nClass 8 English grammar worksheet\n1. a learn summer in gave her an France opportunity to French.\n2. several the opposed speakers the project of.\n3. a farmer his work during must finish daylight.\n4. the array of bright dazzled the candles crowd.\n5. if you fool you on the way home, around for won’t time your homework have.\n6. her saying thing and doing the one deceitful opposite shows she is.\n7. the senate whether built the new debated highway should be or not.\n8. it is whether I summer go to debatable Europe will this.\n9. her haughty were meant to manners deceive us into she was an thinking aristocrat.\n10. area there is a of skilled workers dearth in this.\n1. A summer in France gave her an opportunity to learn French.\n2. Several of the speakers opposed the project.\n3. A farmer must finish his work during daylight.\n4. The bright array of candles dazzled the crowd.\n5. If you fool around on the way home, you won’t have time for your homework.\n6. Her saying one thing and doing the opposite shows she is deceitful.\n7. The senate debated whether the new highway should be built or not.\n8. It is debatable whether I will go to Europe this summer.\n9. Her haughty manners were meant to deceive us into thinking she was an aristocrat.\n10. There is a dearth of skilled workers in this area..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"51": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nIrony Of It All\nThis worksheet is focused on the concept of verbal irony, where the intended meaning of words is different from their literal interpretation. Students are given a definition of verbal irony and then asked to select one of three scenarios and craft a dialogue that contains an example of verbal irony. The scenarios presented are relatable and prompt students to think creatively about how verbal irony might manifest in those situations: a teen’s college acceptance, a woman’s wedding day, or seeing a stalled car belonging to a famous race car driver.\nThe worksheet is designed to teach students how to write and recognize verbal irony in conversation. It encourages them to consider how people often say the opposite of what they mean for effect, which can add humor or emphasis to their words. By creating their own ironic dialogue, students develop a practical understanding of how verbal irony works and its use in everyday language. This skill helps improve their analytical reading abilities, especially in literature where verbal irony is a common device, and it also enhances their writing by incorporating nuanced expressions of speech..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"52": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nMusic and Concerts Math\nThis worksheet is themed around music and concerts, featuring math word problems that incorporate elements of musical performances, ticket sales, and concert logistics. Students are tasked with solving problems that include calculating the average number of songs played at concerts, dividing attendees among stages, and determining the distribution of time for music lessons. The worksheet uses real-life scenarios from the music industry to make math problems more engaging and relevant to students who may have an interest in music. Colorful, music-related illustrations are used to visually enhance the problems, adding to the educational appeal of the worksheet.\nThe worksheet is designed to teach students how to apply division and other mathematical operations to situations they might encounter in the context of music and concerts. By solving these problems, students practice dividing quantities evenly, calculating averages, and working with ratios. These exercises aim to improve their problem-solving skills and their ability to interpret and analyze word problems to find mathematical solutions. In doing so, the worksheet also introduces students to practical applications of math in the music industry, fostering an appreciation for the role of mathematics in arts and entertainment..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"53": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\n7th Grade Math Learning Targets\nALT 1 - Communication\nCommunicates clearly and explains reasoning so others can follow how a problem is solved.\nAST.1.1 - Language : Uses appropriate mathematical language.\nAST.1.2 - Representations : Uses appropriate forms of mathematical representations to present information correctly.\nAST.1.3 - Transitions : Moves between different forms of mathematical representations.\nAST.1.4 - Lines of Reason : Communicates through lines of reasoning that are complete and coherent.\nALT 2 - Modeling\nReasons mathematically to solve problems in real-life context.\nAST 2.1 - Relevant Elements : Identifies the relevant elements of the authentic real-life situation.\nAST 2.2 - Strategies : Selects adequate mathematical strategies to model the authentic real-life situation.\nAST 2.3 - Reaches a Solution : Applies the selected mathematical strategies to reach a valid solution to the authentic real-life situation.\nAST.2.4 - Degree of Accuracy : Explains the degree of accuracy of the solution.\nAST 2.5 - Making Sense : Explains whether the solution makes sense in the context of the authentic real-life situation.\nALT 3 - Patterns\nRecognizes patterns and describes them as relationships or general rules.\nAST.3.1 - Pattern ID : Selects and applies mathematical problem-solving techniques to correctly identify the pattern.\nAST.3.2 - Description : Pattern is described as relationship or general rule.\nAST 3.3 - Verification : Verifies the validity of these general rules.\nAST..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"54": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nWhy do Theseus and Hippolyta spend so much time talking about dogs when they enter in Act 4, scene 1? This is an exercise in close reading of a part in order to understand more fully the whole. First, briefly paraphrase the exchange between the two characters, from “Go, one of you, find out the Forester” to “Judge when you hear” (4.1.107-131). (Feel free to consult your text for this.) Second, note what qualities Theseus and Hippolyta admire in the barking of the dogs. In noting these qualities, pay close attention to the metaphors or similes that they use to interpret the sounds. Finally, what motifs in the play as a whole does this particular speech pick up and vary?.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"55": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nThis video outlines five ways to cope with the anxiety around climate change.\nStudents learn how to filter climate change information, process their feelings, and make changes in large or small ways.\nEngaging visuals accompany this video.\nIt could be used to encourage students to talk about their anxieties about climate change.\nThis video features Mitch Prinstein, the Chief Science Officer of the American Psychological Association.\nStudents should be familiar with the effects of climate change.\nStudents could work in groups to identify common fears about climate change and brainstorm ways to support each other.\nTeachers could use this video to help students unpack their feelings about climate change and encourage them to write in a journal about it, create an art piece about it, or create a song or dance to express their feelings about it.\nMisinformation about climate change is happening. The resource explains the need to acquire climate information only from credible sources and organizations to reduce panic and anxiety about the impact. This is recommended for teaching.\nCollege, Career, and Civic Life (C3) Standards\nDimension 2: Civics\nD2.Civ.5.9-12 Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.\nDimension 4: Taking Informed Action\nD4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking in.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"56": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nStudents examine how authors use language by examining purpose, figurative language, voice, and more.\nAuthor's Craft unit contains 4 learning experiences.\nLearning Experiences (Lessons) in Author's Craft Each learning experience takes about 45 minutes to teach in the device-enabled classroom.\nStudents review author’s purposes—to persuade, to inform, and to entertain. Then they read the first chapter of Little Women to identify the author’s purpose in writing the text. Next, they identify different text structures that can be used in informational writing. Finally, they analyze a persuasive text and write one of their own.\nStudents learn about figurative language that authors use to make their writing more entertaining and to enhance the images readers make in their minds as they read. They identify and write their own similes, metaphors, and personification. Finally, they write their own text that includes examples of figurative language.\nAuthor’s Voice, Mood, and Tone\nStudents learn about tone and mood and how authors develop a voice and choose words to enhance tone and mood in texts. Then, they read some texts and identify the tone and mood. Finally, students write their own stories and develop the tone and mood.\nRhetorical Devices and Logical Fallacies\nStudents learn what rhetorical devices are and study several examples. Then, they examine hasty generalizations and sweeping generalizations as logical fallacies. Finally, they write their own advertisements that include som.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"57": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nSocial Studies for Trinidad and Tobago Student's Book 3\nThis textbook provides a variety of opportunities to students for individual study and group work through a combination of informative narrative and numerous creative and skill-building activities.\n- Covers all themes, topics, content and Specific Learning Outcomes of the Social Studies curriculum (2008) for Trinidad and Tobago\n- Provides Key Questions at the beginning of each chapter to trigger students’ interest and thinking\n- Features activities and exercises, such as Checkpoints to ensure comprehension of content, Thinking Creatively and Critically to encourage analysis, application, synthesis and evaluation, and Wrap Up to summarise learning.\n- Highlights key terms and concepts throughout and explains these in the text and glossary\n- Includes visuals such as photographs, maps, charts, and timelines\n- Provides a Skills Tool Kit for the development of specific skills including social and interpersonal skills, communication skills, enquiry and research skills, information-processing skills, and creating and working with visual aids.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"58": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\nRetired AFL star Adam Goodes is known to many for his resilient journey in the face of detrimental treatment by AFL spectators and the media beginning in 2013.\nIn this lesson, students focus on how they can position their audiences to motivate change. Firstly, students should consider the thoughts and feelings an audience needs to have to be motivated to change. Then, they consider how a range of mentor texts (including from The Final Quarter) seek to achieve these audience responses. With help from peer feedback, students will then write and perform their own motivational speeches.\n- the feelings and knowledge that inspire positive change\n- how a speaker makes choices to inspire positive change\n- how they can write and speak effectively to make positive change.\n- identify how they need to position an audience to inspire change\n- find examples of ways a speaker positions an audience\n- use mentor texts to enrich their own writing\n- evaluate the speaking and writing of others.\nLesson guides and printables\nAustralian Curriculum content descriptions:\nYear 8 English:\n- Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)\n- Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)\nSyllabus outcomes: EN4-3B, EN4-4B\nCross-c.\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria.",
"59": "Below is an extract from a web page. Evaluate whether the page has a high educational value and could be useful in an educational setting for teaching from primary school to grade school levels using the additive 5-point scoring system described below. Points are accumulated based on the satisfaction of each criterion:\n\n- Add 1 point if the extract provides some basic information relevant to educational topics, even if it includes some irrelevant or non-academic content like advertisements and promotional material.\n- Add another point if the extract addresses certain elements pertinent to education but does not align closely with educational standards. It might mix educational content with non-educational material, offering a superficial overview of potentially useful topics, or presenting information in a disorganized manner and incoherent writing style.\n- Award a third point if the extract is appropriate for educational use and introduces key concepts relevant to school curricula. It is coherent though it may not be comprehensive or could include some extraneous information. It may resemble an introductory section of a textbook or a basic tutorial that is suitable for learning but has notable limitations like treating concepts that are too complex for grade school students. \n- Grant a fourth point if the extract highly relevant and beneficial for educational purposes for a level not higher than grade school, exhibiting a clear and consistent writing style. It could be similar to a chapter from a textbook or a tutorial, offering substantial educational content, including exercises and solutions, with minimal irrelevant information, and the concepts aren't too advanced for grade school students. The content is coherent, focused, and valuable for structured learning.\n- Bestow a fifth point if the extract is outstanding in its educational value, perfectly suited for teaching either at primary school or grade school. It follows detailed reasoning, the writing style is easy to follow and offers profound and thorough insights into the subject matter, devoid of any non-educational or complex content.\n\nThe extract:\n1) Program opens with a basic explanation and introduction of the topic\n2) We will begin interactive discussion on the building of the railroad using a variety of photos and documents\n3) Time is set aside for questions at the closing (as well as throughout the presentation)\n1) Understand the need for a Transcontinental Railroad,\n2) Appreciate the effect the railroad had on American life from a variety of perspectives (promoters, settlers, Chinese immigrants, American Indians),\n3) Become analyzers of primary source material.\n4) Be able to utilize video conference references and resources provided to form opinions and communicate their perspective of one aspect (cultural, political, environmental, economic) of the building of the Transcontinental Railroad.\nG1.1.2 Geographical Inquiry and Analysis\nG1.1.3 Geographical Understanding\nE1.1.1 Individual , Business, Government Choices\nE1.1.3 Prices, Supply, and Demand\nK1.4 Analysis events and circumstances for the vantage point of others\nK1.7 Integrate concepts from at least 2 different disciplines\nP1.2 Analysis point of view, context, and bias\nP1.4 Communicate clearly\nP2.3 Know how to find and organize information from a variety of resources\nP2.4 Use multiple perspectives and resources to identify and analysis\nU4.2.3 Westward expansion\nU4.2.4 Consequences of expansion\nU6.1.1 Systems of Transportation\nU6.2.1 US History Investigation Topic and Issue Analysis, Past and Present..\n\nAfter examining the extract: \n- Briefly justify your total score, up to 100 words.\n- Conclude with the score using the format: “Educational score: <total points>”\n\nRemember to assess from the AI Assistant perspective, utilizing web search knowledge as necessary. To evaluate the response in alignment with this additive scoring model, we’ll systematically attribute points based on the outlined criteria."
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