Panaca’s Guide
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The document provides information about different farm animals found at Panaca's Guide, including horses, sheep, cows, pigs, dogs, geese, ducks, hens, rabbits, and llamas. Descriptions are given for each animal that discuss their physical characteristics and habitats. The number of each type of animal housed at various locations on the farm are also listed. In conclusion, the student expresses that they enjoyed seeing the peacocks, sheep, and horses, and liked Panaca overall due to its large size and green fields, but did not like the dogs that were abandoned or that their visit was short.
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Panaca
This document contains a student's vocabulary words from Panaca School. It includes Spanish words for different animals along with their English translations and short descriptions. The animals listed are cows, buffalo, ostriches, rabbits, ducks, donkeys, horses, pigs, sheep, dogs, peacocks, hens. The document also notes the number of certain animals observed in different areas like corrals and includes some opinions the student had on enjoying seeing the horses trot, rabbits jump, and ducks' small size.
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This document contains a student's classwork on animals from English class. It includes words for different animals in English along with descriptions of each animal's characteristics and behaviors. The student indicates they liked the pond for its fish, horses for their speed, and plants for their appearance. They disliked pigs for being dirty.
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This document contains a student's report on animals from their field trip to a farm. It includes:
1. A list of 20 animals seen at the farm along with their spelling in Spanish phonetic transcription.
2. Descriptions of 20 animals including cows, horses, pigs, bulls, goats, rabbits, donkeys, dogs, birds, worms, turkeys, roosters, sheep, ponies, buffaloes, mountain goats, fish, llamas, ducks, and curis.
3. Additional sections on places seen at the farm and the student's likes and dislikes from the trip.
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This document contains a table of contents listing sections on introduction, points 1 through 4, animals and their locations, and a concluding section on likes and dislikes. It then provides translations of animal names from English to a fictional language, lists descriptions of different animals, and notes the numbers and locations of various animals.
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This document describes Camila Rodriguez's visit to the Panaca park in 2012. It includes descriptions of different animals seen at the park such as horses, rabbits, sheep, dogs, cows, turkeys, pigs, hens, goats, and llamas. Characteristics and behaviors of each animal are detailed. The areas where different classes of animals were kept, such as pigs in pigsties and chickens in the aviary, are outlined. Camila enjoyed seeing the variety of animals and learning about them, though she did not like that some animals seemed dirty or lacked proper living areas.
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This document contains a student's vocabulary words from Panaca School. It includes Spanish words for different animals along with their English translations and short descriptions. The animals listed are cows, buffalo, ostriches, rabbits, ducks, donkeys, horses, pigs, sheep, dogs, peacocks, hens. The document also notes the number of certain animals observed in different areas like corrals and includes some opinions the student had on enjoying seeing the horses trot, rabbits jump, and ducks' small size.
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This document contains a student's classwork on animals from English class. It includes words for different animals in English along with descriptions of each animal's characteristics and behaviors. The student indicates they liked the pond for its fish, horses for their speed, and plants for their appearance. They disliked pigs for being dirty.
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This document contains a student's report on animals from their field trip to a farm. It includes:
1. A list of 20 animals seen at the farm along with their spelling in Spanish phonetic transcription.
2. Descriptions of 20 animals including cows, horses, pigs, bulls, goats, rabbits, donkeys, dogs, birds, worms, turkeys, roosters, sheep, ponies, buffaloes, mountain goats, fish, llamas, ducks, and curis.
3. Additional sections on places seen at the farm and the student's likes and dislikes from the trip.
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This document contains a table of contents listing sections on introduction, points 1 through 4, animals and their locations, and a concluding section on likes and dislikes. It then provides translations of animal names from English to a fictional language, lists descriptions of different animals, and notes the numbers and locations of various animals.
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This document describes Camila Rodriguez's visit to the Panaca park in 2012. It includes descriptions of different animals seen at the park such as horses, rabbits, sheep, dogs, cows, turkeys, pigs, hens, goats, and llamas. Characteristics and behaviors of each animal are detailed. The areas where different classes of animals were kept, such as pigs in pigsties and chickens in the aviary, are outlined. Camila enjoyed seeing the variety of animals and learning about them, though she did not like that some animals seemed dirty or lacked proper living areas.
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The document provides brief 1-2 sentence descriptions about the characteristics and facts about various farm and other animals, including pigs, chickens, chicks, lambs, rabbits, cows, swans, mice, dogs, ducks, ponies, and cats. Key details mentioned include pigs enjoying mud and being the source of bacon and sausage, chickens laying eggs and being popular to eat fried, chicks making peeping sounds when hatching yellow, lambs providing wool and being made into chops to eat, rabbits not laying Easter eggs, cows saying "moo" and being the source of hamburgers and steaks, swans gliding on lakes and having long necks, mice saying "squeak" and hiding
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The document provides vocabulary related to farm and wild animals. It includes lists of common farm animals like duck, pig, cow, sheep, and horse. It also lists wild animals such as lion, crocodile, monkey, elephant, and snake. The document then gives examples of common children's songs that involve animals, including "Old McDonald Had a Farm" and "Five Little Ducks". It aims to teach related vocabulary like sounds that different animals make.
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The document is a song describing the animals on Old McDonald's farm singing and making their sounds. It mentions Old McDonald having ducks, sheep, pigs and mules on his farm, with each animal group singing about the sounds they make. The song concludes with Old McDonald and all the animals singing together on his farm.
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This document appears to be a presentation on animals and their characteristics and habitats. It includes brief descriptions of ducks, goats, dogs, doves, pigs, cows, ponies, horses, buffalo, llamas, and rabbits. For each animal, it lists some key physical attributes and traits, as well as the typical places where each animal can be found in the wild or is kept on a farm.
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The document appears to be a student assignment from 2012 that includes:
1. A list of animals names in English and another language with 17 animals total.
2. An instruction to choose 10 animals from the list and write a description of each.
3. Descriptions of 4 animals - a type of cow, a horse, a sheep, and ponies. The descriptions provide some details about appearance and what the animals provide.
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The document discusses the Manizales Fair, an annual weeklong festival held in January in Manizales, Colombia. The fair attracts around 100,000 people and features performances of trova music, metal bands, and national artists. Events at the fair include bullfighting, parades, art shows, and the election of the International Queen of Coffee. Admission to all fair events is free.
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This document contains a student's classwork on animals. It lists various farm animals in English and Spanish and provides brief descriptions of their physical characteristics and where they are kept. The student expresses the opinion that agricultural education could be improved by adding more learning opportunities and farm visits.
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The document describes various farm animals including cows, bulls, donkeys, pigs, dogs, llamas, goats, horses, oxen, buffalo, hens, chickens, turkeys, ducks, and fish. It provides the Spanish word and phonetic pronunciation for each animal. It then provides 1-2 sentences describing the appearance and traits of several of the animals.
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This document lists animals and their names in another language. It then provides short descriptions of horses, cows, dogs, pigs, peacocks, hens, ducks, sheep, goats, rabbits, and hamsters. It notes some of their physical characteristics and behaviors. The document also shares statistics about numbers of various animals housed in different areas, such as stables, yards, ponds, and reasons some may not like certain animals.
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This document contains vocabulary words and descriptions of different animals in Spanish. It provides descriptions of 10 animals, including rabbits, dogs, hamsters, buffalo, turkeys, horses, pigs, cattle, llamas, and hens. It also describes places where some of the animals were located, such as chickens in a barn and pigs by a pond. At the end it notes what the author liked about their experience, such as the care from guides, and what they did not like, such as missing some activities.
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This document contains descriptions of different animals written by children. Each child provides clues about an animal for the reader to guess. The animals described include a red panda, cheetah, hummingbird, black panther, dog, snow leopard, rabbit, pig, and kiwi.
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Panaca
The document describes various farm animals and their appearances in Spanish, including cows, horses, rabbits, sheep, ducks, dogs, hens, fish, donkeys, pigs, rams, calves, ponies, peacocks, turkeys, llamas, and peasants. For each animal, it lists phonetic spellings of the Spanish name and one or two descriptive phrases about the animal's coloration and/or physical traits.
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Sheep and goats were among the earliest animals domesticated by humans after dogs. They are ruminants with four-chambered stomachs and chew cuds. Sheep and goats are raised for meat, dairy, fiber, and to control vegetation. They are vulnerable to predators and sometimes guardian animals are used for protection. The key differences are that sheep tails hang down while goat tails curl upward, and male goats have a strong odor while rams do not.
Panaca
This document contains summaries of different animals in Spanish including pigs, horses, dogs, bulls, ponies, sheep, and lambs. For each animal, it lists 3-5 key facts such as physical characteristics, behaviors, habitats, and lifespan. The summaries are presented with the animal's name written phonetically in Spanish.
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This document contains a student's name, teacher, grade, subject, and year for a class on animal husbandry. It then lists common farm animals and where they are kept, such as horses in stables, pigs in cages, cattle in pastures, etc. It provides brief descriptions of different animals on the farm, including their feeding, living arrangements, and uses. The student expresses that they enjoyed viewing the large animals like horses and calves at the farm and feeding the goats, thinking it was a beautiful experience with nothing disliked.
Panaca's Guide
This document contains a student's name, teacher, grade, subject, and year for a class on animal husbandry. It then lists common farm animals and their Spanish translations. The rest of the document describes the living conditions and characteristics of various animals kept on the farm, including horses, ducks, sheep, dogs, calves, pigs, llamas, rabbits, chickens, and fish. It concludes with the student stating they enjoyed the farm tour and seeing the large animals, horses, and landscape, and that they disliked nothing about the experience.
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This document contains a table of contents listing sections on introduction, points 1 through 4, animals and their locations, and a concluding section on likes and dislikes. It then provides translations of animal names from English to a fictional language, lists descriptions of different animals, and notes the numbers and locations of various animals.
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The document describes characteristics of various names including their physical attributes and what they eat. It also describes Panaca Park, stating it is a very big park with many animals, a nice lake, big trees, a big bridge, and is educational and organized with many green spaces.
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This document contains Spanish words for various farm animals and their phonetic English translations. It lists donkey, horse, goat, pig, rabbit, hen, llama, sheep, duck, turkey, bull, and cow in Spanish and provides their phonetic English pronunciations. The document serves as a translation guide between the Spanish names for common farm animals and how to say their English equivalents out loud.
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The document lists words in an unknown language and their translations to Spanish words for different animals and objects. It also provides descriptions of various farm animals like Susana the sheep, Pablo the horse, and Kronox the donkey. Descriptions include their physical characteristics and quantities. The document discusses a farm park called Panaca that houses many animals and features like pens, a bridge, springs, crops, restaurants, and more. Two students' reactions to visiting the park are provided, one liking the animals and activities and one disliking the fast-talking guide.
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1. The document provides information about animal names spelled out letter by letter in Spanish and descriptions of characteristics of various animals.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Panaca’s Guide
- 1. PANACA’S GUIDE GERARDO MOLINA RAMIREZ SCHOOL NAME:MARIA ALEJANDRA ROA TEACHER:MISS MARTHA ROCIO LONDOÑO SUBJECT:ENGLISH GRADE:801 SHIFT:MORNING DESK:NUMBER 32 YEAR:2012
- 2. VOCABULARY CABALLO:HORSE-EICH-OU-AR- PAVO REAL:PEACOCK-PI-I-EI- ES-I CI-OU-CI-KEY OVEJA:SHEEP-ES-EICH-I-I-PI CONEJO:RABBIT-AR-EI-BI-BI- AI-TI BUFALO:BUFFALO-BI-IU-EF-EF- EI-EL-OU CABRA:GOAT-GI-OU-EI-TI VACA:COW-CI-OU-DABLIU BURRO:DONKEY-DI-OU-EN-KEY- I-UAI LLAMA:FLAME-EF-EL-EI-EM-I CERDO:PIG-PI-AI-GI PERRO:DOG-DI-OU-GI GANSO:GOOSE-GI-OU-OU-ES-I PATO:DUCK-DI-IU-CI-KEY GALLINA:HEN-EICH-I-EN PAVO:TURKEY-TI-UI-AR-KEY-I- UAI
- 3. DESCRIPTIONS The horse is brown. The horse is high. The horse is a mammal belonging to the family of equines. The horse is of a different race. The ridge is herbivorous.
- 4. SHEEP The sheep is wool covered. The sheep are white. The sheep are herbivorous. The sheep are used for wool production. The sheep are used for the production of meat and wool.
- 5. The cow is herbivorous. The cow is white with black spots. The cow is a mammal animal. The cow produces milk and meat. The cow is sacred in India.
- 6. PIG The pig is an omnivorous animal. The pig is pink. The pig produces meat. The pig baths in mud. The pig tail is twisted.
- 7. The dog can have many colors. The dog is a pet. The dog is an omnivorous animal. The dog is a canine animal. The dog is the man’s best friend.
- 8. GOOSE The goose is a farm animal. The goose is a bird. The goose is covered with feather. The goose produces eggs. The goose is white or brown.
- 9. DUCK The duck can be a pet of the farm. The duck is covered with feathers. The duck is a bird. The duck is an omnivorous animal. The duck has several colors.
- 10. HEN The hen has several colors. The hen is a bird that cannot fly. The hen produces eggs and chicken. The hen is omnivorous. The hen is a farm animal.
- 11. RABBIT The rabbit is a rodent. The rabbit is a mammal. The rabbit is herbivorous. The rabbit lives in the farms. The rabbit can be of various colors.
- 12. LLAMA The llama lives in Peru. The llama is brown. The llama has coat that covers it from head to toes. The llama is a farm animal. The llama produces meat and fur.
- 13. DESCRIBE PLACES There was a pond for pigs. There were four pigs. There was a house for dogs. There were twenty dogs. There was a source for fish. There were fifteen fish. There was a stable for horses. There were eight horses. There was a lake for goose. There were sixteen goose. There was pasture for sheep. There were twenty five sheep.
- 14. I liked the peacocks because their feathers seemed beautiful. I liked the sheep because their wool was soft. I liked the horses because I liked his show. I liked Panaca because of its great extension and green fields. I didn’t like dogs because they were abandoned. I didn’t like the time we had it because was very short.