The flowers fair
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The document lists the names of 8 students in class 802 taught by Miss Martha Rocio Londono. The class subject is English and it is in the morning shift during the year 2012. It also contains a 3 sentence paragraph stating that the flower fair is a major cultural event in Colombia that celebrates identity and brings together locals and visitors to enjoy flowers, music, and fun.
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This document contains 15 multiple choice questions about Philippine culture, traditions, and health topics. The questions cover various forms of Philippine theater such as sarswela, komedya, and moro-moro. They also ask about different festivals celebrated around the country including Ati-Atihan, Dinagyang, Pahiyas, and Sinulog. Finally, there are questions that test knowledge of communicable versus non-communicable diseases, and specific diseases like asthma, diabetes, cancer, pneumonia, rabies, and allergies.
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This document summarizes the history and culture of Dumaguete City and Negros Oriental, Philippines. It discusses the arts, festivals, dances, landmarks, and notable figures from the region spanning the 1800s to present day. Key topics covered include Spanish colonial architecture and heritage sites, folk dances like Pandanggo and Kuratsa, cultural festivals like Kasadya-an and Inagta, and prominent artists, performers, and cultural advocates from the area.
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The document lists the names of 8 students in class 802 taught by Miss Martha Rocio Londono. The class subject is English and it is in the morning shift during the year 2012. It also contains a 3 sentence paragraph stating that the flower fair is a major cultural event in Colombia that celebrates identity and brings together locals and visitors to enjoy flowers, music, and fun.
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This document provides a guide to spelling out the names of various animals in Spanish. It lists 13 different animals and spells out their names letter by letter. It also provides 5 brief characteristics for each animal, describing their physical features and behaviors. The guide later discusses places where horses, cows and other farm animals were seen on a farm, as well as a positive and negative experience the author had involving food and transportation.
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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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This document provides descriptions of the characteristics of various farm animals in Spanish, including cows, horses, bulls, sheep, goats, snails, dogs, buffalo, and more. It also lists the numbers of certain animals kept in corrals and notes that the writer liked the acrobatics of horses, softness of sheep, dog expositions, biggest pigs, and inoffensive nature of buffaloes.
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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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The document lists the names of 8 students in class 802 taught by Miss Martha Rocio Londono. The class subject is English and it is in the morning shift during the year 2012. It also contains a 3 sentence paragraph stating that the flower fair is a major cultural event in Colombia that celebrates identity and brings together locals and visitors to enjoy flowers, music, and fun.
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This document contains a student's report on animals from a farm they visited. It includes:
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This document appears to be from a student named Miriam Heliced Vique Gonzalez in the 8th grade. It contains a vocabulary list of farm animals in Spanish and English, descriptions of 10 animals, a word problem involving counting animals, and a short opinion statement from the student.
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This short document provides photos from various photographers to inspire the creation of presentations using Haiku Deck, a presentation creation tool. The photos show landscapes, buildings, and other scenes that could provide visual examples or accompaniment for topics presented in Haiku Deck. Viewers are encouraged to get started making their own Haiku Deck presentations on SlideShare.
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The document describes how to use mail merge in Microsoft Word to create invitation letters from a data source. It includes instructions to:
1) Create a data source with fields for name, city, pin code, date and time.
2) Populate the data source with at least 5 records.
3) Create a main document with placeholder fields for the mail merge.
4) Show the merged invitation letters generated for each record in the data source.
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The people of Myanmar are described as nice. The short document does not provide much context or details about the people of Myanmar beyond calling them nice. In just one sentence, it refers to the people of Myanmar as nice without elaborating on why or providing any supporting information.
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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.
Panaca’s Guide
This document provides a guide to spelling out the names of various animals in Spanish. It lists 13 different animals and spells out their names letter by letter. It also provides 5 brief characteristics for each animal, describing their physical features and behaviors. The guide later discusses places where horses, cows and other farm animals were seen on a farm, as well as a positive and negative experience the author had involving food and transportation.
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This document provides step-by-step instructions for installing and configuring the Koha library management system and migrating data. It outlines the process of installing Linux, setting up the required software including Koha, configuring parameters, and importing existing library data. The document is intended as a guide for libraries automating their systems and migrating to Koha.
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El documento describe las 21 etapas del proceso de desarrollo de software, incluyendo la planificación, el análisis de requisitos, el diseño, la implementación, las pruebas y el mantenimiento. Se enfatiza la importancia de cada etapa y cómo una etapa conduce a la siguiente de manera secuencial.
Panaca
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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This document provides descriptions of the characteristics of various farm animals in Spanish, including cows, horses, bulls, sheep, goats, snails, dogs, buffalo, and more. It also lists the numbers of certain animals kept in corrals and notes that the writer liked the acrobatics of horses, softness of sheep, dog expositions, biggest pigs, and inoffensive nature of buffaloes.
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The document provides information on various farm animals including their names spelled out phonetically in Spanish, descriptions of their physical characteristics and behaviors. Specific animals mentioned include buffalo, cows, goats, sheep, calves, and different breeds of dogs, chickens, turkeys, ducks, pigs, donkeys, and horses. It also notes some observations from a visit to an agricultural fair.
ENGLISH HOMEWORK
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 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.
PANACA
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.
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.
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 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
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 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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The document lists Spanish words for different animals along with their spelling in English. It provides translations for donkey, horses, ox, you roar, cows, goats, sheeps, flames, pony, hens, rabbits, ducks, ostrich, dove, turkey, pigs, and dogs and their English spellings.
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The document provides information about Daniel Quintero Henao's class details such as his name, teacher, subject, grade, and year. It then discusses a large zoo park in Colombia where visitors can interact with over 2,400 domestic animals, tour theme areas, and participate in activities. The park is located 40 minutes from Bogota and aims to encourage interaction between humans and nature through educational and entertaining family experiences.
Panaca
1. The document provides information about animal names spelled out letter by letter in Spanish and descriptions of characteristics of various animals.
2. It also includes a section describing characteristics of the park Panaca, noting it is a big park with many animals and plantains, green spaces, huts, and a large lake containing fish.
3. An opinion expresses that the document was liked because the park seems very entertaining and one can learn about nature, caring for animals and plants.
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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 appears to be a student report card from Gerardo Molina Ramirez School for Daniel Steven Sisa Delgado in 8th grade for the year 2012 in Bogotá, D.C., Colombia. It includes vocabulary words for different animals in Spanish and English and short descriptions of the appearance and characteristics of various farm animals.
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The document appears to be a student assignment from 2012 that includes:
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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- 1. Gerardo Molina Ramírez School NAMES: SEBASTIÁN CUAICAL DIANA MOYA IVAN NARANJO NATALIA MORALES JEAN PAUL RUIZ KAREN FONSECA FERZON GIL TEACHER: Miss MARTHA ROCIO LONDOÑO SUBJET: ENGLISH GRADE: 802 SHIFT: MORNING YEAR: 2012
- 7. The flower fair is one of the cultural episodes in Colombia with a high degree of reaffirmation of identity and an event that brings together antioqueños and thousands of visitors in search of flowers, enjoyment, music, and fun.
- 14. END