Spinning tales about turkeys
A wild male turkey can run as fast as 25 mph.
Wild turkeys are native to North America. In the 20th century, through trap and transfer and other restoration efforts, the declining population rebounded.
Preferred habitats include open forests perhaps with nut trees, plus edges and fields. Florida offers palmettos and swamps. Turkeys also frequent roadsides. Nightly, flocks roost and sleep in trees for safety — they are highly social.
Florida hosts two of six subspecies. The Osceola or Florida wild turkey lives on the peninsula. It interbreeds with the panhandle’s eastern wild turkey, which is prolific in the eastern half of the United States.
Droppings identify gender.
Feathers are dark overall with glimmering colors. Hens are duller and smaller. Toms (males) may reach 25 pounds.
Toms are polygamous and mate with many hens. Courting is singular or in groups. Male mating displays involve strutting while puffing the feathers (numbering 5,000 to 6,000), fanning the tail, and dragging the wings. Vocalizations with gobbling, drumming and spitting abound. Plus, head and neck skin varies from brilliant red, blue and white depending on mood intensity. Soon, hens nest in shallow dirt depressions, enveloped by woody vegetation — protection for poults (chicks).
Many predators, such as coyotes and owls, threaten. Toms may defend by ramming their bodies and employing beaks and spurs. Turkeys have small brains but are extremely intuitive and often avoid hunters. Pinpoint eyesight helps.
Although they are primarily walkers, they may run at 25 mph and fly (low) at 55 mph. Flight can span a mile.
For these omnivorous creatures, forage may include grass, nuts, berries, insects, and snails. Wild turkey meat is delectable and mostly dark. Nourishment from grass and grain produces milder meat compared to diets of insects.
Actually, turkeys were domesticated in Mexico and the southwestern United States long before Columbus arrived. The Spanish then introduced turkeys to Europe. The English purchased turkeys and similar guinea fowls from Turkish merchants — subsequently, the name “turkey.” Colonists settling in the New World unnecessarily brought along turkeys. Actually, the pilgrims discovered the eastern wild turkey was already food for the Indians.
Today, domesticated turkeys (same species as wild) are bred indoors, sometimes in converted aircraft hangars with a flock numbering tens of thousands. Injuries, heat stress and blindness from lighting manipulations are common.
A female flock could fatally “henpeck” a misplaced solitary male. Breeding produces heavier, broad-breasted birds. White feathers can also be produced to avoid unsightly pin feathers on dressed meat. Size inhibits flying and running. Sadly, releasing these turkeys might contaminate the wild gene pool.
Actually, domestic turkeys provide more than meat. Feathers are ground for protein animal feed. Litter provides fertilizer and fuel in electric power plants.
Moreover, turkeys are considered therapy pets. Recently, a turkey was pushed in a wheelchair, boarded on a plane and placed in a seat, free of charge. The accompanying owner provided documentation from a mental health professional.
According to Benjamin Franklin, the turkey is more respectable and a “Bird of Courage” when comparing it to the bald eagle, our national bird. I would agree that turkeys are courageous, especially on Thanksgiving Eve!

Scéal a dhéanamh faoi turcaí
Is féidir le turcaí fir fiáine rith chomh tapa le 25 mph.
Tá turcaí fiáine dúchasacha i Meiriceá Thuaidh. Sa 20ú haois, trí ghabháil agus aistriú agus iarrachtaí athchóirithe eile, d'éirigh leis an daonra atá ag titim.
I measc na háitribh is fearr le haghaidh na n-oigheanna oscailte b'fhéidir le crainn núic, chomh maith le imeall agus réimsí. Tá palmettos agus swamps ag Florida. Bíonn turcaí ag siúl ar thaobh na mbóithre freisin. Oícheanta, bíonn sluaite ag codladh i gcrann chun sábháilteachta  tá siad an-chomhpháirtíochta.
Tá dhá cheann de shé fho-chineál i Florida. Tá an turcaí fiáine Osceola nó Florida ina chónaí ar an leithinis. Tá sé ag cruinniú le Phanhandle's eastern wild turkey, atá prolific i leath thoir na Stát Aontaithe.
Aithníonn na scaoilte gnéas.
Tá na plúir dorcha go forleathan le dathanna gleamhranacha. Tá na sicíní níos dorcha agus níos lú. D'fhéadfadh toms (fir) a bheith suas le 25 punt.
Tá Toms poligam agus páirteach le go leor sicíní. Tá sé ina leithéid de chúrsa nó i ngrúpaí. I measc na taispeántais phréithe a dhéanann na fir tá strutting agus iad ag cur na plúirí (a bhfuil 5,000 go 6,000 acu), ag cur an eireaball, agus ag tarraingt na sciatháin. Tá go leor fuaimeanna le gobbling, drumming agus spitting. Ina theannta sin, athraíonn craiceann na cinn agus na muineál ó dearg, gorm agus bán geal ag brath ar déine an mhothúcháin. Go luath, cuireann na cailíní an nead i mballaí salach cluthar, clúdaithe le plandaíocht adhmaid  cosaint do chuileanna (chuipeanna).
Tá go leor deamhain, amhail coyotes agus owl, ina bhagairt. D'fhéadfadh Toms cosaint trí ramming a gcorp agus ag baint úsáide as beacanna agus spurs. Tá brainsí beaga ag turcaí ach tá siad an-intuitive agus is minic a sheachain siad sealgairí. Cabhraíonn an radharc géar.
Cé go bhfuil siad ag siúl go príomha, d'fhéadfadh siad rith ag 25 mph agus eitilt (íseal) ag 55 mph. Is féidir le eitilt a shíneadh míle.
I gcás na créatúir uilebhíola seo, d'fhéadfadh féar a bheith san áireamh i bhfás, i n-uibheacha, i ngráin, in inseictí agus i snáithe. Tá feoil turcaí fiáine delicious agus dorcha den chuid is mó. Tá bia ó fheoil agus gráin níos milse i gcomparáid le bia na n-ionsaithe.
Go deimhin, bhí turcaí dúchasacha i Meicsiceo agus i ndeisceart na Stát Aontaithe i bhfad sular tháinig Columbus. Ansin thug na Spáinnigh an t-iarthair isteach san Eoraip. Cheannaigh na Sasanaigh turcaí agus coirceanna giúine den chineál céanna ó thrádálaithe na Tuirce  ina dhiaidh sin, an t-ainm turkey. Thug coilíneoirí a shocraigh sa Domhan Nua turcaí gan gá. Go deimhin, fuair na píolóirí amach go raibh an turcaí fiáine thoir mar bhia do na hIndiaigh cheana féin.
Sa lá atá inniu ann, tá turcaí dúchasacha (an speiceas céanna le fiáine) ar a dtugtar taobh istigh, uaireanta i hangars aerárthach a athchóirítear le slua de na mílte. Tá gortuithe, strus teasa agus dallú ó mhaisiúcháin solais coitianta.
D'fhéadfadh caora mhná "henpeck" a dhéanamh go marbhtach ar fhireann aonair a bhí ar an mbarr. Tá an t-easnamh ag cruthú éin níos troime, le bróic leathan. Is féidir plúir bhána a tháirgeadh freisin chun plúir pin neamhghnách a sheachaint ar fheoil chóirithe. Cuireann an méid cosc ar eitilt agus ar rith. Ar an drochuair, d'fhéadfadh scaoileadh na dturcaí seo an poill géin fiáine a thruailliú.
Go deimhin, ní hé amháin feoil a sholáthraíonn turcaí tí. Déantar plúir a mhilliú le haghaidh bia ainmhithe próitéine. Soláthraíonn an dramhaíl leasachán agus breosla i gléasraí cumhachta leictreacha.
Ina theannta sin, meastar go bhfuil turcaí ina peataí teiripe. Le déanaí, cuireadh turcaí i gcathaoir rothaí, ar bord eitleáin agus i suíochán, saor in aisce. Thug an t-úinéir a bhí ag gabháil leis doiciméadú ó ghairmí meabhairshláinte.
De réir Benjamin Franklin, tá an turcaí níos measúla agus 'Bird of Courage' nuair a dhéantar comparáid leis an ealainn ghlan, ár n-éan náisiúnta. Aontaím go bhfuil turcaí misneach, go háirithe ar Oíche Buíochais!


Wooly Mammoth on display in Japan
Mammoth’s fur is relatively intact
A 30,000-year-old frozen wooly mammoth has arrived in Japan for a special exhibition.
The mammoth was found in Russia three years ago, and is approximately nine-feet long and named Yuka.
Authorities said it was ten years old when it died.
Nippon television network and two other countries sponsored the exhibit.
It has arrived in Yokohama now to go on display for summer crowds.
It's the first time the public gets a chance to gawk at a carcass whose fur is relatively intact.
The mammoth's internal organs are missing and scientists dispute whether they were extracted by humans long ago or modern man using modern tools.

Mamot Fuailte ar taispeáint sa tSeapáin
Tá gruaig an mamoth go réasúnta slán
Tá mamoth uachtar reoite 30,000 bliain d'aois tagtha go dtí an tSeapáin le haghaidh taispeántas speisialta.
Fuarthas an mammoth sa Rúis trí bliana ó shin, agus tá sé thart ar naoi troigh ar fhad agus ainmnithe Yuka.
Dúirt na húdaráis go raibh sé deich mbliana d'aois nuair a fuair sé bás.
D'urraigh líonra teilifíse Nippon agus dhá thír eile an taispeántas.
Tá sé tar éis teacht go Yokohama anois chun dul ar taispeáint do thromlach an tsamhraidh.
Is é an chéad uair a fhaigheann an pobal deis chun gawk ag carcass a bhfuil a fhéile go réasúnta slán.
Tá orgáin inmheánacha an mammoth ar iarraidh agus tá díospóid ann idir eolaithe an raibh daoine ag baint leo i bhfad ó shin nó an duine nua-aimseartha ag baint úsáide as uirlisí nua-aimseartha.


BOSTON — E-cigarettes are getting young children hooked on nicotine. According to new research, some adolescents who vape are as young as 11.
Researchers from the Massachusetts General Hospital for Children say these devices are more addictive than real cigarettes, with some school-age users vaping within five minutes of getting up in the morning.
The phenomenon has been blamed on a smoother, more palatable form of the addictive substance, known as “nicotine salts” or “protonated nicotine.”
“The changes detected in this survey study may reflect the higher levels of nicotine delivery and addiction liability,” writes corresponding author Professor Jonathan Winickoff and the team in the journal JAMA Network Open.
A recent government report revealed that at least 2.6 million U.S. children are hooked on e-cigarettes.
“Modern e-cigarettes that use protonated nicotine to make nicotine easier to inhale,” the team adds.
The findings are based on more than 151,000 sixth to 12th graders tracked between 2014 and 2021.
“Age at initiation of e-cigarette use decreased and intensity of use and addiction increased between 2014 and 2021,” the team reports. “By 2019, more e-cigarette users were using their first tobacco product within 5 minutes of waking than users of cigarettes and all other tobacco products combined.”
“These findings suggest that clinicians need to be ready to address youth addiction to these new highly addictive nicotine products during many clinical encounters, and stronger regulation is needed, including comprehensive bans on the sale of flavored tobacco products.”
E-cigarettes continue to market to younger users
In October 2022, the Centers for Disease Control and Prevention found use among middle or high school students rose by 500,000 (24%) since 2021. Super-strength disposable devices — like Elf bars — are the most popular (55%). Moreover, most children in the study (85%) have used flavored e-cigs at some point.
They are often sold in glossy displays and come in a variety of colors, with child-friendly names and flavors such as bubble-gum, jellybeans, and strawberry milkshake.
“Early e-cigarettes did not deliver nicotine as efficiently as cigarettes because they delivered freebase nicotine that was hard to inhale,” study authors write. “This situation changed with the 2015 introduction of Juul products (Juul Labs Inc.), which added benzoic acid to the nicotine e-liquid to lower the pH level and form protonated nicotine.”
The San Francisco start-up that invented the trendy devices found the adjustment was more efficient at captivating users with the first use. They have reversed the long-term decline in U.S. youth tobacco use, attracting many adolescents at low risk of initiating nicotine use with cigarettes.
The pandemic increased youth e-cigarette use
“Despite the COVID-19 pandemic leading to people being socially isolated, students being out of school, and the increased risk of adolescents and young adults contracting COVID-19 with e-cigarette use, intensity of use among adolescents continued to increase,” researchers explain.
“This increase in intensity may reflect increasing use of nicotine for self-medication in response to increases in adolescent depression, anxiety, tic disorders, and suicidality that occurred during the COVID-19 pandemic. The pandemic has also been a lost year for school-based prevention and treatment efforts, meaning that abatement plans will need to be intensified to address the nicotine addiction in those adolescents who missed a year of contact with adults who might have otherwise helped them get treatment,” the team concludes.
Study authors recommend that clinicians question all their patients about nicotine and tobacco product use, including e-cigarettes and other new nicotine products. Studies show that vaping has become a gateway to nicotine addiction for teens, as many who take it up have never smoked before.
South West News Service writer Mark Waghorn contributed to this report.

Tá leanaí óga ag dul i ngleic le nicotine ó e-sigarétaí. De réir taighde nua, tá roinnt déagóirí a dhéanann vaping chomh hóg le 11.
Deir taighdeoirí ó Ospidéal Ginearálta Leanaí Massachusetts go bhfuil na gairis seo níos mó ná fíochán ná fíor-sigarétaí, agus roinnt úsáideoirí scoile ag úsáid vaping laistigh de chúig nóiméad tar éis dóibh éirí ar maidin.
Tá an feiniméan a bheith cúisithe ar an fhoirm níos réidh, níos palatable an substaint addictive, ar a dtugtar  salann nicotine nó  nicotine protonated.
'D'fhéadfadh na hathruithe a fuarthas sa staidéar suirbhé seo na leibhéil níos airde de sholáthar nicotine agus dliteanas andúil a léiriú,' a scríobh an tOllamh Jonathan Winickoff agus an fhoireann i dtuarascáil JAMA Network Open.
Léirigh tuarascáil rialtas le déanaí go bhfuil 2.6 milliún páiste ar a laghad sna Stáit Aontaithe crochta ar e-togairí.
'Tá an-tóir ar an gcineál seo de cheimiceáin a úsáidtear chun an nicotine a chur i bhfeidhm ar dhaoine agus a chur ar fáil dóibh, agus tá sé ag cur leis an gcineál seo de cheimiceáin a úsáidtear chun an nicotine a chur i bhfeidhm ar dhaoine agus a chur ar fáil dóibh.'
Tá na torthaí bunaithe ar níos mó ná 151,000 páiste sa séú grád go dtí an 12ú grád a rianóladh idir 2014 agus 2021.
Tosaigh an fhoireann ag úsáid e-tobaisteach ag aois a laghdú agus méadaigh déine an úsáide agus an andúil idir 2014 agus 2021.  Faoi 2019, bhí níos mó úsáideoirí e-tobacail ag úsáid a gcéad tháirge tobac laistigh de 5 nóiméad tar éis iad a dhúiseacht ná úsáideoirí tobac agus gach táirge tobac eile le chéile.
Leagann na torthaí seo le fios go gcaithfidh cliniceoirí a bheith réidh chun dul i ngleic le andúile óige ar na táirgí nua nicotine an-dibhéasach seo le linn go leor teagmhálacha cliniciúla, agus is gá rialachán níos déine, lena n-áirítear toirmeasc chuimsitheach ar dhíol táirgí tobac blas.
Tá an-tóir ar an margadh ar an e-sigaréite ar úsáideoirí níos óige
I mí Dheireadh Fómhair 2022, fuair na hIonaid um Rialú agus Cosc ar Ghalair go raibh úsáid i measc mic léinn meánaoise nó ardscoile ag ardú 500,000 (24%) ó 2021. Is iad na feistí inúsáidte super-neart  cosúil le barraí Elf  an ceann is mó tóir air (55%). Thairis sin, d'úsáid an chuid is mó de na páistí sa staidéar (85%) e-siogáin blasáilte ag pointe éigin.
Is minic a dhíoltar iad i léarscáileanna gleansacha agus a thagann i gcloineanna éagsúla, le hainmneacha agus blasanna atá oiriúnach do leanaí mar bhumhal-ghúm, jellybeans, agus milcheacht straobéar.
Níor chuir e-sigarétaí luath nicotine ar fáil chomh héifeachtach le toitíní toisc go raibh nicotine saorbhunaithe acu a bhí deacair a shéanadh, scríobhann údair na staidéir. Athraíodh an staid seo le táirgí Juul (Juul Labs Inc.) a tugadh isteach i 2015, a chuir aigéad binsóiceach leis an e-leacht nicotine chun an leibhéal pH a ísliú agus nicotine prótónaithe a fhoirmiú.
Fuair an t-os-ghnóthach San Francisco a chruthaigh na feistí trendy go raibh an t-aistriú níos éifeachtaí ag gabháil úsáideoirí leis an gcéad úsáid. Tá siad tar éis an laghdú fadtéarmach a bhí ag baint le húsáid tobac óige na Stát Aontaithe a aisiompú, ag mealladh go leor de na déagóirí a raibh riosca íseal acu úsáid nicotine a thosú le toitíní.
D'fhág an paindéim go raibh méadú ar úsáid e-tobair óige
In ainneoin an phaindéime COVID-19 a fhágann go bhfuil daoine ar leithligh ó thaobh sóisialta de, go bhfuil mic léinn as scoil, agus go bhfuil riosca méadaithe ag déagóirí agus daoine fásta óga a fhaigheann COVID-19 le húsáid e-tobaisteach, lean an déine úsáide i measc na déagóirí ag méadú,  a mhíníonn taighdeoirí.
D'fhéadfadh an méadú seo ar an dlúthchuid a léiriú go bhfuil méadú ar úsáid nicotine chun féin-leigheas a dhéanamh mar fhreagra ar mhéaduithe i ndúlagar, imní, neamhoird tic, agus féinmharú óige a tharla le linn paindéime COVID-19. Tá an paindéim ina bhliain caillte freisin d'iarrachtaí cóireála agus coscála atá bunaithe ar scoil, rud a chiallaíonn go gcaithfear pleananna laghdaithe a neartú chun aghaidh a thabhairt ar andúil nicotine sna déagóirí sin a chaill bliain de theagmháil le daoine fásta a d'fhéadfadh cabhrú leo cóireáil a fháil, a deir an fhoireann.
Molann údair na staidéir go gcuirfeadh cliniceoirí ceisteanna ar a gcuid othair go léir maidir le nicotine agus úsáid táirgí tobac, lena n-áirítear e-sigarétaí agus táirgí nua nicotine eile. Léiríonn staidéir go bhfuil vaping ina gheata chun andúil nicotine do dhéagóirí, mar go bhfuil go leor a ghlacann sé riamh a chaitheamh tobac roimh.
Chuir Mark Waghorn, scríbhneoir Seirbhís Nuacht an Iarthair Theas, le tuairisc seo.


In Ethiopia the most common foods in the diet include millet (including a unique variety called teff), sorghum, and plantains. Enset (a plantain-like plant) is a staple in the mountainous regions of Ethiopia. Some animal proteins are available, but a large number of Muslims and people following the Ethiopian Eastern Orthodox religion have introduced dietary restrictions (no pork) and the development of vegetarian fare. Wat is the national dish of Ethiopia. It is a spicy thick stew made with legumes and some kind of meat or fish. A spongy bread called injera is served with most meals and is used in place of utensils to scoop up food. Many of the traditional Ethiopian dishes are very spicy! Foods are often flavored with a hot spice mixture called berbere. Honey* is especially well-liked, and baklava (a drier version of the Greek pastry) is a favorite dessert. Coffee is the number one export and is commonly consumed. Access to safe water can be a problem.
*Do not give honey to children under 1 year of age.
Pica, the practice of eating non-nutritive substances such as clay and chalk, is most often practiced by black women during pregnancy and the postpartum period but can also occur in children. Pica may occur due to a number of reasons that are not clearly defined. In Africa, clay may be eaten to alleviate hunger, to sooth irritation of intestinal parasites, for spiritual purposes, and for medical reasons.
Overall, the Ethiopian diet can provide many essential nutrients. The traditional Ethiopian diet is:
High in fiber – Complex carbohydrates are found in fruits, vegetables, nuts, seeds, and grains. These foods contain ﬁber, which is important for digestive health.
Low in dairy products – Lactase is the enzyme that breaks down lactose sugar in milk and other dairy products. Lactose intolerance is the inability to digest lactose due to a lactase deﬁciency. Many African people are lactose intolerant and eat only small amounts of dairy. Teff and the green, leafy vegetables common in the Ethiopian diet are alternative sources of calcium.
Low fat – Fat is essential to any child’s diet. The Ethiopian diet is low in saturated and trans fats (the less healthy fats) and provides foods rich in the mono- and poly-unsaturated fats (think vegetable oils, nuts, and seeds).
Calcium – Calcium is needed to build strong bones and teeth. It also plays a role in blood clotting, muscle contraction, and nerve-cell communication. In the long term, dietary intakes well below the recommended levels may impact bone development. Bones increase in size and mass during childhood and adolescence, therefore adequate calcium and vitamin D should be consumed throughout childhood into early adulthood.
Iodine – Iodine is needed for production of thyroid hormone. Deficiency of iodine can lead to development of an enlarged thyroid called a goiter, hypothyroidism, and mental retardation in children whose mothers were iodine deficient during pregnancy.
Iron – Iron is necessary for oxygen delivery to cells and regulation of cell growth. Iron deficiency develops gradually and is commonly seen in women of childbearing age and children. A lack of iron results in an insufficient supply of oxygen to cells eventually causing anemia, fatigue, poor work performance, slow cognitive and social development in children, and decreased immunity.
Vitamin A – Vitamin A plays a critical role in healthy vision, growth and development, and immune function. Vitamin A deficiency is common in developing countries, and is often accompanied by zinc deficiency. Symptoms of deficiency include blindness, diminished ability to fight infections, decreased growth rate, and slow bone development.
Vitamin D – Vitamin D is needed for calcium absorption and maintenance of calcium levels to enable normal development of bones and prevent muscular spasms caused by low levels of calcium in the blood. A poor diet and lack of exposure to sunlight can result in vitamin D deficiency. A deficiency in childhood can result in development of the disease Rickets in which bones become soft.
Zinc – Zinc is involved in many important processes in the body. Symptoms of zinc deficiency include delayed growth, loss of appetite, impaired immune function, hair loss, diarrhea, delayed sexual maturation, eye and skin lesions, delayed wound healing, taste abnormalities, and mental fatigue.
Ethiopians usually eat one or two meals a day and snacks in between. Meals may be limited when food is in short supply. Food is usually offered on a communal plate and each person uses bread to scoop up what is served. Sharing food is an important social activity, and meals are often joyous and noisy. Only the right hand is used for eating. Before the meal, hands are washed under water poured from a pitcher into a basin. A prayer is said and an appetizer of curds and whey may be served. At the start of the meal, injera is layed directly on the table. Different kinds of stews are arranged on top. If you find yourself a guest in an Ethiopian home, don’t be surprised if the host hand feeds you a piece of food as a sign of respect!
The transition diet is one you develop to help bridge the gap between your child’s native diet and what eventually will become his or her regular diet at home. The transition diet often includes recipes and foods from the native diet. A good way to start the transition process is to ask exactly what foods your child ate in the orphanage or foster home, using that as a base for your cooking at home. As one parent put it, “I would encourage all parents to adapt the foods they present to mimic what the child had at the orphanage during the first months home. It is an easy adaptation that parents can make to create a more familiar environment during what can be a hard transition.” It may also be helpful to watch the caregivers feed your child at least one meal before returning home. Simple things such as the temperature or texture of foods may be important to your child. One mother wrote, “Our daughter was on formula at the orphanage but they gave it to her very, very hot. It took us a while to realize she wanted everything HOT and would cry hysterically if it wasn’t hot.” Even if you don’t know exactly what your child ate previously, incorporating native foods into his or her diet is a great way to help your child transition to a new culture, as well as preserve traditions from his or her first culture.
Native Ethiopian foods that are commonly served in the orphanages are injera (a spongy bread made from teff flour) and different types of stews, including doro wat, (a spicy chicken stew) misir wat and kik wat (lentil stews), and shiro wat (chick pea flour stew). Beans, especially lentils and chick peas, are very common, as are tropical fruits such as bananas and mangos. Other foods commonly served in Ethiopian orphanages are scrambled eggs, rice, collard greens, and pasta.
Once home, every child’s food preferences will be different, and it will likely take some trial and error to discover what your child will eat and enjoy. The following food ideas may help your Ethiopian child transition into a new culture:
Ethiopian stews tend to be fairly spicy, so your child might enjoy some added heat. Many parents found that their newly adopted child readily ate Mexican food such as huevos rancheros and other similar foods. For huevos rancheros, simply scramble eggs and top them with cheese and a spicy salsa.
Red sauces are also a common favorite among Ethiopian children. Try making pasta with spaghetti sauce, or incorporating spicy red salsas into more of your dishes.
Pancakes are similar to injera, the staple food in Ethiopian diets, so your child might feel comfortable eating these. Try making them both savory and sweet if your child enjoys them.
Other excellent transition foods include fruits, potatoes, beans, rice, breads, and any type of stew.
It is always a good idea to learn how to make native Ethiopian dishes. Your child might remember and enjoy these foods, and as one adoptive parent put it, “these kids have so many losses (language, culture, family, country) that we should attempt to let them keep as many of their native foods as possible, especially during the transition.”
This soft, spongy flatbread is used instead of utensils to scoop up stew or vegetables. It is traditionally made with teff flour, a type of grain grown in Ethiopia. You can substitute buckwheat or wheat flour for teff, which can be harder to find. Injera batter is usually prepared like a sourdough – a small portion from each batch is saved and allowed to ferment to be used in the new batter the next time it is made. This recipe uses baking soda and club soda to produce the same bubbly effect.
2 cups whole wheat flour (a finely milled type like whole wheat pastry flour works well)
1 cup unbleached white flour
1/2 teaspoon baking soda
2-3 cups club soda
Combine flour and baking soda in a large bowl.
Add club soda, stir well to form a thin batter.
Heat a large non-stick griddle or fry pan to hot. Brush lightly with oil.
Using a large cup or ladle, begin on the outside of the griddle and pour in a circle around the edges until the center is filled. Quickly tilt the griddle back and forth to fill in any holes and to spread thinly and evenly (similar to making crepes).
Cook for 1-2 minutes until surface is spongy and filled with tiny air bubbles. Do not flip the bread, just slide off griddle or out of pan onto a large plate.
Arrange the cooked injera around the outside edges of a large plate or platter so that the centers overlap. Serve immediately with a meat or vegetable stew (place the stew in the middle of the platter) or use in a salad.
Leftover injera can be torn into pieces, brushed with oil, seasoned and baked in the oven to make injera chips.
1/4 cup canola oil
3 tablespoons vinegar (red or white, use what you have!)
Juice of one lemon
1-2 cloves garlic, minced
2 teaspoons berbere
3-4 large tomatoes
1/2 – 1 onion, finely chopped
1-2 jalepeno peppers, chopped and de-seeded
2 pieces injera, torn into bite sizes
Whisk together the ingredients for the dressing and pour over the chopped vegetables and injera. Serve chilled.
Kittler PG, Sucher KP (2008). Food and culture, Fifth Edition. Belmont, CA: Thomson Wadworth.
Berhe N, Halvorsen BL, Gundersen TE, et al. Reduced serum concentrations of retinol and alpha tocopherol and high concentrations of hydroperoxides are associated with community levles ofs. mansoni infection and schistosomal periportal fibrosis in Ethiopian school children. Am J Trop Med Hyg 2007;76(5):943-949.
Hall A, Tuffrey V, Kassa T, et al. Case control analysis of the health and nutrition of orphan schoolchildren in Ethiopia. Trop Med Int Health 2010;15(3):287-295.
Kassu A, Tomoki Y, Mulu A, et al. Serum zinc, copper, selenium, calcium, and magnesium levels in pregnant and non-pregnant women in Gondar, northwest Ethiopia. Biol Trace Elem Res 2008;122:97-106.
Mengesha B, Ergete W. Staple Ethiopian diet and cancer of the oesophagus. East African Medical Journal 2005;82:353-356.
Stoecker BJ, Abebe Y, Hubbs-Tait L, et al. Zinc status and cognitive function of pregnant women in southern Ethiopia. Eur J Clin Nutr 2009;63:916-918.
Umeta M, West CE, Verhoef H, et al. Factors associated with stunting in infants aged 5-11 months in the Dodota-Sire District, rural Ethiopia. J Nutr 2003;133:1064-1069.

I Eitíopea, is iad na bianna is coitianta sa réim bia ná milse (lena n-áirítear cineáil uathúil ar a dtugtar teff), sorghum, agus pláinéid. Is bia bunúsach é an Enset (plantain cosúil le plantain) i réigiúin bheaga na hIodáile. Tá roinnt próitéiní ainmhithe ar fáil, ach tá líon mór Moslamach agus daoine a leanann reiligiún Ethiopian Eastern Orthodox tar éis srianta aiste bia (gan muiceoil) a thabhairt isteach agus bia vegetarian a fhorbairt. Is é Wat an miasa náisiúnta san Aetóip. Is stew tiubh spicy é a dhéantar le plandáin agus cineál éigin feola nó iasc. Déantar arán spongy ar a dtugtar injera a sheirbheáil le formhór na béilí agus úsáidtear é in ionad earraí chun bia a scuabadh. Tá go leor de na miasa traidisiúnta san Etióp an-spíocúil! Is minic a chuirtear meascán de spíosra te, ar a dtugtar berbere, le bia. Is maith le mil* go háirithe, agus is é baklava (leagan níos tirim den bhéile Gréagach) an milseog is fearr leat. Is é caife an t-onnmhairiú uimhir a haon agus déantar é a ithe go coitianta. Is féidir go mbeadh fadhb le rochtain ar uisce sláintiúil.
* Ná tabhair mil do leanaí faoi 1 bhliain d'aois.
Is minic a chleachtann mná dubha Pica, an cleachtas a bhaineann le substaintí neamh-chothaitheacha a ithe mar chré agus criosta, le linn toirchis agus an tréimhse iar-chloí ach is féidir é a bheith i leanaí freisin. D'fhéadfadh Pica tarlú mar gheall ar roinnt cúiseanna nach bhfuil sainithe go soiléir. I san Afraic, d'fhéadfadh go n-ithfí clay chun an t-eagla a mhaolú, chun irritation de pharaisítí intestinal a mhaolú, chun críocha spioradálta, agus ar chúiseanna leighis.
Ar an iomlán, is féidir le bia na hIotáice go leor cothaithigh riachtanacha a sholáthar. Is é an aiste bia traidisiúnta Éitiopach:
Tá carbaihiodráití casta i dtorthaí, glasraí, cnónna, síolta agus gráin. Tá snáithín sna bianna seo, rud atá tábhachtach do shláinte díleá.
Íseal i dtáirgí bainne  Is é Lactase an einsím a bhriseann siúcra lactose i bainne agus i dtáirgí bainne eile. Is é an neamhfholaitheacht lachtóis an neamhábaltacht lachtóis a dhíleá mar gheall ar easpa lachtáis. Tá go leor daoine san Afraic neamh-fhulaingthe ar lachtós agus ní itheann siad ach méid beag déiríochta bainne. Tá teff agus na glasraí duilleacha glas a bhíonn coitianta i réim bia na hIotáine ina bhfoinsí eile cailciam.
Ísealchlóir  Tá saill riachtanach do aiste bia aon linbh. Tá an aiste bia san Aetóip íseal i saillte saturated agus tras (na saillte níos lú sláintiúla) agus soláthraíonn sé bianna atá saibhir sna saillte mono- agus poly-unsaturated (smaoinigh ar olaí glasraí, cnónna, agus síolta).
Cailciam  Tá gá le cailciam chun cnámha agus fiacla láidre a thógáil. Tá ról aige freisin i gcúlú fola, i gcúnadh na matáin, agus i gcumarsáid na gcealla néaróg. Go fadtéarmach, d'fhéadfadh go mbeadh tionchar ag na hiontabhálacha bia atá i bhfad faoi bhun na leibhéil a mholtar ar fhorbairt na cnámh. Méadaíonn cnámha i méid agus i mais le linn na linbh agus na déagóirí, dá bhrí sin ba cheart cailciam agus vitimín D leordhóthanach a ithe i rith na linbh go luath san aos fásta.
Iodine  Tá gá le iodine chun hormóin thyroid a tháirgeadh. Is féidir le easnamh iodaíne forbairt thyroid méadaithe a dtugtar goiter, hypothyroidism, agus retardation mheabhrach a bheith ann i leanaí a raibh easnamh iodaíne ag a máithreacha le linn toirchis.
Iarainn  Tá iarainn riachtanach chun ocsaigin a sholáthar do chealla agus fás cealla a rialáil. Déantar easpa iarann a fhorbairt de réir a chéile agus is gnách go bhfeictear é i measc na mban atá in aois atá ag d' fhás agus leanaí. Mar thoradh ar easpa iarann ní bhíonn soláthar ocsaigine leordhóthanach ag na cealla a fhágann go mbeidh anemia, tuirse, drochfheidhmíocht oibre, forbairt chognaíoch agus sóisialta mall i leanaí, agus imdhíonacht laghdaithe.
Vitimín A  Tá ról ríthábhachtach ag vitimín A i radharc sláintiúil, i bhfás agus i bhforbairt, agus i bhfeidhm imdhíonachta. Tá easpa vitimín A coitianta i dtíortha i mbéal forbartha, agus is minic a bhíonn easpa sinc in éineacht leis. I measc na hairíonna a bhaineann le easpa fola tá dalltacht, cumas laghdaithe chun ionfhabhtuithe a chomhrac, ráta fáis laghdaithe, agus fás cnámh mall.
Tá gá le vitimín D chun calcium a ionsú agus chun leibhéil calcium a chothabháil chun forbairt ghnáthúil cnámha a chumasú agus chun spaisimh mhíchumas a chosc a d'fhéadfadh a bheith mar thoradh ar leibhéil íseal calcium san fhuil. Is féidir le droch-aiste bia agus easpa nochtadh do sholas na gréine easnamh vitimín D a chur ar an duine. D'fhéadfadh go mbeadh easnamh sa óige mar thoradh ar fhorbairt an ghalair Rickets ina mbíonn cnámha bog.
 Tá an sinc páirteach i go leor próisis thábhachtacha sa chorp. I measc na hairíonna a bhaineann le easpa sinc tá moill ar fhás, caillteanas ocrais, éifeacht mhíchóirithe imdhíonachta, cailliúint gruaige, diarrhea, moill ar aibíocht ghnéis, léachtaí súl agus craicinn, moill ar leigheas gorta, neamhghnáchtaí blas, agus tuirse meabhrach.
De ghnáth itheann na hIotáibithe béile nó beirt sa lá agus snackanna eatarthu. D'fhéadfadh go mbeadh líon na béilí teoranta nuair a bhíonn ganntanas bia ann. De ghnáth, cuirtear bia ar fáil ar phláta comhchoiteann agus úsáideann gach duine arán chun an méid a chuirtear ar fáil a chur suas. Is gníomhaíocht shóisialta tábhachtach é bia a roinnt, agus is minic a bhíonn béilí áthas agus torthúil. Ní úsáidtear ach an lámh dheis chun bia a ithe. Sula n-itheann siad, ní foláir a lámha a ní le huisce a chuirtear ó chuisneoir isteach i mbosca. Deirtear guí agus d'fhéadfaí appetizer de chard agus de whey a sheirbheáil. Ag tús an bhéile, cuirtear injera go díreach ar an mbord. Tá cineálacha éagsúla stews socraithe ar an mbarr. Má fhaigheann tú tú féin ina hóstach i dteach Éitióp, ná bíodh iontas ort má thugann an t-óstach píosa bia duit mar chomhartha meas!
Is é an aiste bia idirthréimhseach an aiste bia a fhorbraíonn tú chun cuidiú leis an bhfreagra a chur idir aiste bia dúchais do pháiste agus an rud a bheidh ina ghnáth-aiste bia ag an am sa bhaile. Is minic a chuimsíonn an aiste bia idirthréimhseach oidis agus bianna ón aiste bia dúchasach. Bealach maith chun tús a chur leis an bpróiseas aistrithe ná a iarraidh go beacht cad iad na bianna a d'ith do leanbh san dílleacht nó sa bhaile aire, ag baint úsáide as sin mar bhunús le haghaidh cócaireachta sa bhaile. Mar a dúirt tuismitheoir amháin, mholfainn do na tuismitheoirí go léir na bianna a chuireann siad ar fáil a chur in oiriúint do na bianna a bhí ag an leanbh san óstán le linn na chéad mhí sa bhaile. Is é an t-oiriúnú éasca is féidir le tuismitheoirí a dhéanamh chun timpeallacht níos eolaí a chruthú le linn an aistrithe deacair.  D'fhéadfadh sé a bheith cabhrach freisin féachaint ar na cúramóirí ag tabhairt bia do do leanbh ar a laghad uair amháin sula dtéann siad abhaile. D'fhéadfadh rudaí simplí cosúil le teocht nó téacs na mbia a bheith tábhachtach do do leanbh. Scríobh máthair amháin, "Bhí ár n-iníon ar fhoirmle san dílleacht ach thug siad an-te, an-te í. Thóg sé tamall dúinn a thuiscint go raibh sí ag iarraidh gach rud TOSMHA agus go mbeadh sí ag caoineadh go hiisteric mura mbeadh sé tt. Fiú mura bhfuil a fhios agat go díreach cad a d'ith do leanbh roimhe seo, is bealach iontach é bia dúchasach a ionchorprú ina réim bia nó ina réim bia chun cabhrú le do leanbh aistriú chuig cultúr nua, chomh maith le traidisiúin a chaomhnú óna chéad chultúr nó óna chéad chultúr.
Is iad na bianna dúchasacha san Aetóip a sheirbheáiltear go coitianta sna dílleachtaí injera (arán spongy déanta as plúr teff) agus cineálacha éagsúla stews, lena n-áirítear doro wat, (stew sicín spicy) misir wat agus kik wat (stews lentil), agus shiro wat (stew plúr pioc). Tá pianta, go háirithe lionsaí agus pianta, an-choitianta, mar atá torthaí trópaiceacha mar bananaí agus mangó. Is iad na bianna eile a bhíonn ar fáil go coitianta in dílleachtaí san Aetóip uibheacha scrúdaithe, rís, glasraí collard, agus pasta.
Nuair a bheidh siad sa bhaile, beidh roghanna bia gach linbh difriúil, agus is dócha go mbeidh sé ag teastáil roinnt triail agus earráide chun a fháil amach cad a itheann do leanbh agus a thaitníonn leis. D'fhéadfadh na smaointe bia seo a leanas cabhrú le do leanbh Éitióp a aistriú go cultúr nua:
Is gnách go mbíonn stews Éitiópach an-spíocúil, mar sin d'fhéadfadh do leanbh taitneamh a bhaint as teas breise. Fuair go leor tuismitheoirí amach go raibh a bpáistí a bhí glactha le déanaí sásta bia Mheicsiceo a ithe mar huevos rancheros agus bia eile den chineál sin. Le haghaidh huevos rancheros, ní gá ach uibheacha a chur i mbarr agus iad a uaslódáil le cáis agus salsa spicy.
Is é an t-ádh mór le saghas dearg freisin i measc leanaí na hIotáile. Déan iarracht pasta a dhéanamh le séipéal spaghetti, nó salsas dearga spicy a chur isteach i níos mó de do mhias.
Tá pancóga cosúil le injera, an bia is mó i réim bia na hIotáile, mar sin d'fhéadfadh do leanbh a bheith compordach iad seo a ithe. Déan iarracht iad a dhéanamh saillte agus milis araon má thaitníonn do leanbh leo.
I measc na mbia a bhíonn ag athrú go maith le linn an ama seo tá torthaí, prátaí, pónairí, rís, arán, agus aon chineál stew.
Is smaoineamh maith é i gcónaí foghlaim conas miasa dúchasacha na hIotáile a dhéanamh. D'fhéadfadh do leanbh cuimhneamh ar na bianna seo agus taitneamh a bhaint astu, agus mar a dúirt tuismitheoir uchtaitheach amháin, "Tá an oiread caillteanais ag na páistí seo (teanga, cultúr, teaghlach, tír) gur chóir dúinn iarracht a dhéanamh ligean dóibh an oiread agus is féidir a gcuid bianna dúchais a choinneáil, go háirithe le linn an aistrithe".
Úsáidtear an t-arán pláta bog, spongy seo in ionad earraí chun stew nó glasraí a scuabadh. Déantar é go traidisiúnta le plúr teff, cineál gráin a fhásann san Aetóip. Is féidir leat buckwheat nó plúr cruithneachta a chur in ionad teff, a d'fhéadfadh a bheith níos deacra a fháil. De ghnáth ullmhaítear an t-eagrán Injera mar eagrán sourdough  cuirtear cuid bheag de gach baisc ar fáil agus ligtear dó a fhéimint le húsáid sa t-eagrán nua an chéad uair eile a dhéantar é. Úsáidtear an t-oideas seo sóid bácála agus sóid chlub chun an éifeacht chraobhchlaoch céanna a tháirgeadh.
2 chupan plúr cruithneachta iomlán (níl an cineál milled go fíneáil cosúil le plúr pastry cruithneachta iomlán ag obair go maith)
1 cupán plúr bán neamhbhléite
1/2 spúnóg tae sóid bácála
2-3 cupán sóid club
Cuir amhla agus sóid bácála le chéile i mbabhla mór.
Cuir soda club, meall go maith chun bataire tanaí a dhéanamh.
Cuir griddle mór neamh-bhrúite nó pána friochta go te. Brush lightly with oil. Brush lightly with oil. Brush lightly with oil.
Ag baint úsáide as cupán nó leodla mór, tosaigh ó thaobh amuigh den ghríd agus cuir timpeall na gcladaí go dtí go mbeidh an t-ionad líonta. Cuir an griddle ar ais go tapa chun aon phoill a líonadh agus é a leathnú go tanaí agus go cothrom (cosúil le crepes a dhéanamh).
Cócaireacht ar feadh 1-2 nóiméad go dtí go mbeidh an dromchla spongy agus líonta le boilgeoga aeir bheaga. Ná cas an t-arán, ach sleamhnaigh as an griddle nó as an bpána ar phláta mór.
Cuir an injera cócaráilte timpeall imeall amuigh de phláta mór nó de phláta mór ionas go mbeidh an t-ionad ag dul thar a chéile. Seirbheáil láithreach le stew feola nó glasraí (cuir an stew i lár an phláta) nó bain úsáid as i saladach.
Is féidir an injera atá fágtha a scriosadh ina phíosaí, a scuabadh le ola, a shéaladh agus a bhácáil san oigheann chun chips injera a dhéanamh.
1/4 cupán ola canola
3 spúnóg bhoird fíonchaora (dearg nó bán, bain úsáid as an méid atá agat!)
Siúcra de léimín amháin
1-2 clón ailse, miotaithe
2 spúnóg tae Berbere
3-4 trátaí móra
1/2  1 uibheach, gearradh go mion
1-2 piobar jalepeno, gearradh agus de-seeded
2 phíosa injera, a scoiltear i méideanna beart
Cuir na comhábhair le chéile chun an dressing a dhéanamh agus cuir thar na glasraí gearr agus an injera. Seirbheáil fuar.
Kittler PG, Sucher KP (2008). Bia agus cultúr, Cúigiú hIonú. Thomson Wadworth.
Berhe N, Halvorsen BL, Gundersen TE, et al. Tá comhchoinníollacha sláinte phoiblí ag leibhéal laghdaithe retinol agus alfa- tocopherol i serum agus ag comhchoinníollacha ard hidroperoxides. Infection Mansoni agus fibrosis periportal schistosomal i leanaí scoile san Aetóip. Am J Trop Med Hyg 2007;76(5):943-949.
Hall A, Tuffrey V, Kassa T, et al. Anailís ar chás-rialú ar shláinte agus cothú leanaí scoile díolta san Aetóip. Trop Med Int Health 2010;15(3): 287-295.
Kassu A, Tomoki Y, Mulu A, et al. Leibhéil sinc, copar, seiléiniam, cailciam agus maignéisiam i sraith na mban torracha agus neamh-torracha i Gondar, iarthuaisceart na hEitiópá. Biol Trace Elem Res 2008;122:97-106.
Mengesha B, Ergete W. Staple Bia na hIodáile agus ailse an chréatóg. East African Medical Journal 2005;82:353-356.
Stoecker BJ, Abebe Y, Hubbs-Tait L, et al. Staidéar ar an sinc agus ar fheidhm chognaíoch na mban torracha i ndeisceart na hIodáile. Eur J Clin Nutr 2009;63:916-918.
Umeta M, West CE, Verhoef H, et al. Fachtóirí a bhaineann le stunting i leanaí 5-11 mhí d'aois i gContae Dodota-Sire, tuaithe na hIodáile. J Nutr 2003;133:1064-1069.


In the First Reading last weekend, we heard these words from the prophet Isaiah: “Can a mother forget her infant, be without tenderness for the child of her womb? Even should she forget, I will never forget you.” (Is. 49:15)
This passage uses the love of a mother as an example of unconditional love. Notice that it does not use the word “father” or the gender-neutral term “parent.” Fatherhood also involves unconditional love, but the image given here is a maternal one. There is something special about a mother’s love for her children, and it is being invoked in this passage.
Scientists explain the unique bond that exists between mother and child in terms of chemicals. According to studies, a woman’s body releases powerful hormones during pregnancy, childbirth and breastfeeding, causing her to connect emotionally with her new baby. This special bond is apparent to anyone who sees a new mother holding her child – underneath her exhaustion is an unmistakable joy and radiance that cannot be denied.
Motherhood is a beautiful gift and an opportunity to witness to the world. In the role of mother, women are called to express unconditional love to their children, reflecting the love that God has for his people. This special role of motherhood was once valued in society. Women were traditionally homemakers. Raising children was understood to be a respectable full-time job, stemming from the immense love that a mother had for her children.
Today, however, society has lost respect for motherhood. Women often have to work, and it is difficult for them to stay home with their children. Even when they are at home, they are often distracted from their children. Our culture tells us that our main priority in life should be to seek our own personal fulfillment and happiness. Children are secondary to this, and we should not allow them to conflict with our other ambitions. Those women who do choose to stay home and raise their children are often ridiculed for this decision. The role of homemaker has been degraded and is no longer viewed as an admirable pursuit.
Our society today attacks the role of the mother in other ways as well. Contraception treats motherhood as a disease to be prevented, and abortion treats it as a mistake to be fixed. Gay “marriage” disregards the need for both a mother and a father, undermining the distinctions that make them each unique. In vitro fertilization views motherhood as a “right” that a woman can demand, rather than a blessing for which she should be truly thankful.
Amid these threats coming from every direction, the words of Isaiah still ring true. Today, the need for devoted mothers is greater than ever. God is asking us as women to glorify Him by doing something that comes naturally to us. He is asking us to use our maternal ability to give tender, unfailing love to our children in order to show His unfailing love to the world. Let us pray that all women who have been blessed with the gift of motherhood will take this calling seriously and respond to it generously, realizing the great dignity and value in what they are doing.

Sa Chéad Léitheoireacht an deireadh seachtaine seo caite, chuala muid na focail seo ó fháidhr Aiseáia: "An féidir le máthair dearmad a dhéanamh ar a leanbh, gan a bheith teann ar leanbh a bhroinn? Fiú má dhéanann sí dearmad, ní dhéanfaidh mé dearmad ort. 49:15)
Baineann an rann seo úsáid as grá na máthar mar shampla de ghrá gan choinníoll. Tabhair faoi deara nach n-úsáideann sé an focal athair ná an téarma neamhspleách ar inscne  tuismitheoir. Baineann an t-ádh gan choinníoll le hAthair, ach is í an íomhá a thugtar anseo ná an íomhá máthar. Tá rud éigin speisialta faoi ghrá mháthair dá leanaí, agus tá sé á áiteamh sa rann seo.
Míníonn eolaithe an nasc uathúil atá idir máthair agus leanbh i dtéarmaí ceimiceacha. De réir staidéir, scaoileann corp na mban hormóin chumhachtach le linn toirchis, breith agus beathú cíche, rud a fhágann go mbíonn ceangal mothúchánach aici lena leanbh nua. Tá an nasc speisialta seo soiléir do dhuine ar bith a fheiceann máthair nua ag coinneáil a leanbh - faoi a tuirse tá áthas gan amhras agus geal nach féidir a dhiúltú.
Is bronntanas álainn é máithreacht agus deis chun fianaise a thabhairt don domhan. I ról na máthar, glactar le mná grá gan choinníoll a chur in iúl dá leanaí, ag léiriú an grá atá ag Dia dá phobal. Bhí luach ar an ról speisialta seo a bhí ag máthair sa tsochaí uair amháin. Ba mhná a bhí ina mbainisteoirí tí go traidisiúnta. Bhí tuiscint ar an gcúram leanaí a bheith ina phost lán-am measúil, a thagann as an grá ollmhór a bhí ag máthair dá leanaí.
Sa lá atá inniu ann, áfach, tá meas caillte ag an tsochaí ar mháithreacht. Is minic a bhíonn ar mhná oibriú, agus tá sé deacair dóibh fanacht sa bhaile lena gcuid páistí. Fiú nuair a bhíonn siad sa bhaile, is minic a bhíonn a gcuid aird ar a gcuid páistí. Deir ár gcultúr go gcaithfimid ár dtosaíocht is mó sa saol a bheith ag lorg ár gcomhlíontacht agus ár sonas pearsanta féin. Tá leanaí ina dara leibhéal i gcomparáid leis seo, agus níor cheart dúinn ligean dóibh teacht i gcoinne ár n-uaillmhianta eile. Is minic a dhéantar na mná sin a roghnaíonn fanacht sa bhaile agus a gcuid leanaí a ardú a bheith i ndán don chinneadh seo. Tá ról an mháistir tí tugtha faoi dhroch-mheas agus ní fheictear é mar shaothar iontaofa a thuilleadh.
Tá ár sochaí inniu ag ionsaí ról na máthar ar bhealaí eile freisin. Déileálann frithghiniúint le máithreacht mar ghalair le cosc a chur air, agus déileálann an ghortú leis mar mheabhrú le réiteach.  pósadh aerach neamhaird ar an ngá atá le máthair agus athair araon, ag cur faoi deara na difríochtaí a dhéanann gach ceann acu uathúil. Measann an fhéilleadh in vitro go bhfuil máithreacht mar ceart is féidir le bean é a éileamh, seachas mar bheannacht ar chóir di a bheith buíoch dáiríre.
I measc na bagairtí seo a thagann ó gach taobh, tá focail Aisáia fós fíor. Sa lá atá inniu ann, tá an gá atá le máithreacha dírithe níos mó ná riamh. Tá Dia ag iarraidh orainn mar mhná a ghlóir dó trí rud éigin a thagann go nádúrtha dúinn. Tá sé ag iarraidh orainn ár gcumas máthar a úsáid chun grámhar, grá gan mhainneachtain a thabhairt dár leanaí d'fhonn a ghrá gan mhainneachtain a thaispeáint don domhan. Déanaimis ár ndícheall, le linn na tréimhse sin, an t-aistriúchán a dhéanamh ar an gcaoi a bhfuil an t-aistriúchán déanta ag an gCoimisiún.


Modern clock motors are digital timekeepers that acquire their precision from crystals. Clock electric motors are also called clock activities in the trade in that they move the hands, via a collection of gears, into appropriate position (relative to the numerals or symbols published on the dial). Here we reveal not just the details of just how these systems function however likewise their peculiarities and refined foibles. Historic clock motors did not run online however mechanically. A coiled spring or heavy weight used torque to a flywheel, which gradually rotated a shaft with hands attached to the various other end. A pendulum and also escapement worked in tandem to make certain each tick was specifically one second in duration. Today's electric motors complete the same result however do so by subdividing a stable stream of pulses emitted by the quartz crystal. The pulses are counted utilizing a digital register, and also each time the ideal limit is surpassed creates the documented number of secs to increment. Likewise, register counts with sixty-fold durations increment the minutes and hrs.

Is mótair uaireadóirí digiteacha iad mótair uaireadóirí nua-aimseartha a fhaigheann a n-ionscantacht ó chriostail. Tugtar gníomhaíochtaí clog ar mótaráidí leictreacha clog sa trádáil freisin toisc go bogann siad na lámha, trí bhailiúchán de ghéar, go dtí an seasamh cuí (i ndáil leis na huimhreacha nó na siombailí a foilsítear ar an dial). Anseo nochtann muid ní hamháin na sonraí ar conas a oibríonn na córais seo ach mar an gcéanna a n-peculiarities agus weaknesses scagtha. Ní raibh mótarna clog stairiúla ag rith ar líne ach go meicniúil. Baineann an t-earrach coiled nó an t-ualach trom torque le rothar, a thiomáin go mall sciath le lámha ceangailte leis na foircinn éagsúla eile. Bhí pendulum agus scaoileadh ag obair i gcomhthráth chun a chinntiú go raibh gach tic go sonrach ar feadh an dara. Críochnaíonn mótar leictreacha an lae inniu an toradh céanna ach déanann siad é trí shreabhadh seasmhach de pholl a astaíonn an criostail chuairc. Déantar na pulsaí a chomhaireamh ag baint úsáide as clár digiteach, agus gach uair a sháraítear an teorainn idéalach cruthaítear an líon doiciméadú de shéimeanna chun méadú a dhéanamh. Ar an gcaoi chéanna, cuirtear méadú ar na nóiméad agus na huaireanta le comhaireamh clár le tréimhsí seasca huaire.


Teachers: Upgrade Your Computer Output With These Simple Tips
Everybody appreciates the fact that computers play a key role in the modern education sector. Allowing children to develop their skills this way is crucial as teachers look to prepare the future generation for later life. But this isn’t the only crucial aspect. In truth, increased success here will bring vast improvements to the school experience as a whole.
Most teachers will incorporate computers into their teaching. But only a small percentage realises the full potential of these resources. For starters, many don’t even truly appreciate the difference between PC and Mac.
If you are one of the vast majority that fails to make computers work to their maximum level, then these computer output tips are just for you.
Use Specialist Software
Both the computer and educational industries are big business. It should come as no surprise that there are plenty of companies producing computer facilities aimed to make teaching easier. Finding the best resources could improve your teaching greatly.
Solutions for K12 are easily amongst the best for achieving those goals. They can assist the teaching sector in a variety of different ways. And those benefits can be felt by schools from kindergarten all the way through to high school.
Having these resources added to your school can help the entire faculty as they look to build a better learning environment. Ultimately, this will be hugely beneficial to the children.
Using better software will provide any teacher with the right tools for success. But it’s still up to the individual to inspire the children into learning. One of the best ways to achieve this is making it more interactive.
It’s easier to absorb information when you are actively participating with a challenge. Setting up games or group challenges can be a great way to spark their imagination and make it more fun. After all, a little healthy competition never hurt anyone. Moreover, you can record the results over a sustained period to determine the overall winners. A little prize will always work as an extra incentive too.
Most households now have computers. If not, the library facilities are available too. Use interactive homework to further enhance their education, and you won’t go far wrong. Besides, once those resources have been created, you’ll be able to reuse them time and time again.
Set Up Communication Links
One of the main uses of computers is increased communication. Similarly, this is a major factor in the education process too. If these modern tech facilities can be used to improve the relationships between teacher and student, it would be foolish not to take them.
The use of email to tutor students and answer their questions is a very easy way to take learning to the next level. Meanwhile, setting up a system to handle homework assignments can be hugely beneficial too. If nothing else, this can be used to prepare them for college procedures.
Using the internet as a communication tool can also benefit teachers hoping to create better bonds with the parents. After all, when teacher and parent work together, the student should have a far greater chance of success.

Múinteoirí: Athchóiriú ar Do Thorthaí Ríomhaireachta Leis na Leideanna Simplí seo
Tá meas ag gach duine ar an bhfíric go bhfuil ról lárnach ag ríomhairí sa earnáil oideachais nua-aimseartha. Tá sé ríthábhachtach ligean do leanaí a gcuid scileanna a fhorbairt ar an mbealach seo agus múinteoirí ag iarraidh an ghlúin sa todhchaí a ullmhú don saol níos déanaí. Ach ní hé seo an t-aon ghné ríthábhachtach. Go deimhin, beidh feabhas mór ar an taithí scoile ina iomláine ag an rath a mhéadú anseo.
Cuirfidh formhór na múinteoirí ríomhairí isteach ina gcuid teagaisc. Ach ní thuigeann ach céatadán beag de na hacmhainní seo a acmhainneacht iomlán. Chun tús a chur leis, ní thuigeann go leor fiú an difríocht idir PC agus Mac.
Má tá tú ar cheann de na tromlach mór nach féidir a dhéanamh ar ríomhairí a bheith ag obair go dtí a n-leibhéal uasta, ansin tá na treoracha aschuir ríomhaire ach amháin ar do shon.
Úsáid Bogearraí Speisialta
Tá an tionscal ríomhaireachta agus an tionscal oideachais araon ina ghnó mór. Níor cheart go mbeadh aon iontas ann go bhfuil go leor cuideachtaí ag táirgeadh áiseanna ríomhaireachta a bhfuil sé mar aidhm acu múineadh a dhéanamh níos éasca. D'fhéadfadh na hacmhainní is fearr a aimsiú do theagasc a fheabhsú go mór.
Tá réitigh do K12 ar cheann de na réitigh is fearr chun na cuspóirí sin a bhaint amach. Is féidir leo cabhrú leis an earnáil mhúinteoireachta ar bhealaí éagsúla. Agus is féidir na buntáistí sin a bhraitheann scoileanna ó naíolann go dtí an scoil ard.
Is féidir leis na hacmhainní seo a chur le do scoil cabhrú leis an bhfoireann iomlán agus iad ag iarraidh timpeallacht foghlama níos fearr a thógáil. Sa deireadh, beidh sé seo an-tairbheach do na páistí.
Cuirfidh úsáid bogearraí níos fearr na huirlisí ceart chun rath ar aon mhúinteoir. Ach tá sé fós ar an duine aonair na páistí a spreagadh chun foghlaim. Ceann de na bealaí is fearr chun é seo a bhaint amach ná é a dhéanamh níos idirghníomhaí.
Tá sé níos éasca faisnéis a ionsú nuair a bhíonn tú ag glacadh páirte go gníomhach le dúshlán. Is bealach iontach é cluichí nó dúshláin ghrúpa a chur ar bun chun a samhlaíocht a spreagadh agus é a dhéanamh níos spraíúla. Tar éis an tsaoil, ní dhéanfaidh beagán iomaíochta sláintiúil dochar do dhuine ar bith. Ina theannta sin, is féidir leat na torthaí a thaifeadadh thar thréimhse leanúnach chun na buaiteoirí foriomlán a chinneadh. Beidh duais bheag ag obair i gcónaí mar spreagadh breise freisin.
Tá ríomhairí ag formhór na dteaghlaigh anois. Mura bhfuil, tá na háiseanna leabharlainne ar fáil freisin. Úsáid obair bhaile idirghníomhach chun a gcuid oideachais a fheabhsú tuilleadh, agus ní bheidh tú i bhfad mícheart. Ina theannta sin, nuair a bheidh na hacmhainní sin cruthaithe, beidh tú in ann iad a athúsáid arís agus arís eile.
Ceangail an t-eagraíocht
Ceann de phríomhúsáidí na gcúinsí is ea cumarsáid mhéadaithe. Ar an gcaoi chéanna, is príomhfhachtóir é seo sa phróiseas oideachais freisin. Má is féidir na háiseanna teicneolaíochta nua-aimseartha seo a úsáid chun na caidrimh idir múinteoir agus mac léinn a fheabhsú, bheadh sé amaideach gan iad a ghlacadh.
Is bealach an-éasca é ríomhphost a úsáid chun múinteoirí a thabhairt do dhaltaí agus a gcuid ceisteanna a fhreagairt chun foghlaim a thabhairt go dtí an chéad leibhéal eile. Idir an dá linn, is féidir córas a chur ar bun chun cúraimí baile a láimhseáil a bheith an-tairbheach freisin. Mura bhfuil aon rud eile, is féidir é seo a úsáid chun iad a ullmhú le haghaidh nósanna imeachta coláiste.
Is féidir le húsáid an idirlín mar uirlis cumarsáide leas a bhaint as múinteoirí freisin ag súil le bannaí níos fearr a chruthú leis na tuismitheoirí. Tar éis an tsaoil, nuair a oibríonn an múinteoir agus an tuismitheoir le chéile, ba cheart go mbeadh seans i bhfad níos mó ag an scoláire rath a bhaint amach.


When I first started gardening I was a complete newbie and had no idea what I was doing. I didn’t know a thing about how to grow my own food, and started by getting some potting soil and pots for my back porch. We enjoyed going out each day to tend to the garden and watch our food grow. Our family became addicted to gardening and kept adding new garden spots to our backyard each year. We eventually moved up to larger raised bed gardens where we needed to make our own soil mix.
One thing I didn’t know much about when I first started off was the kind of soil to use for my garden. We purchased cheap soil from a home improvement store and we didn’t get as great results as my other friends who had huge gardens. I found out that the secret to a great garden with lots of veggies was soil and composting! I first learned about making my own soil mix through The Square Foot Gardening method, when we started our raised beds.
Why is good soil important for a successful garden?
Soil types can vary depending on where you live. It can be hard to dig in the ground and create a garden without checking your soil or adding things to it to get it to the proper texture. I have had the most success by creating a mix of all the things that a garden needs and adding it to raised beds. One of the main ingredients that a good soil mix needs is compost!
Composting is a natural process that turns organic material from waste into a fertile and nutrient rich additive for your soil. Good compost will be dark brown, almost black with a nice, earthy scent. You can even grow things straight into good compost, but I like adding it to my soil to help enrich it. Now, you can purchase bags of different types of compost, or you can make your own at home. It is quite easy, and it’s a fun project to do with your entire family.
As a homeschool mom, I love to turn anything into a learning experience. Gardening can be such a wonderful learning experience and kids just love getting their hands dirty. It is one of those things that can easily lead to a wonderful science project and life schooling topic.
You are going to love all of these FREE Resources to Help Kids Learn About Soil and Composting:
Learning About Soil Resources:
Education.com has lots of Soil Worksheet Printables:
Learning About Composting Resources:
My girls love pulling weeds, and digging through the soil to find earthworms while we are gardening. The deeper you dig, the more earthworms they find. That is also where the richest and darkest soil is. The good soil that is being composted by the worms. You can take a simple thing like digging for worms in a garden bed and turn it into a unit study!
Check out all these fun resources on earthworms:
Books to help learn about composting:
Composting: Nature’s Recyclers Compost Stew: An A to Z Recipe for the EarthKids Can CompostCompost: A Family Guide to Making Soil from Scraps Wiggling Worms at Work Square Foot Gardening with Kids: Learn TogetherIt’s a Good Thing There Are Earthworms
Sarah is a wife, daughter of the King and Mama to 4 children (one who is a homeschool graduate)! She is a an eclectic, Charlotte Mason style homeschooler that has been homeschooling for almost 20 years.. She is still trying to find the balance between work and keeping a home and says she can only do it by the Grace of God, and Coffee!

Nuair a thosaigh mé ar dtús gardening Bhí mé nua-aimseartha iomlán agus ní raibh aon smaoineamh a bhí mé ag déanamh. Ní raibh a fhios agam rud ar bith faoi conas mo bhia féin a fhás, agus thosaigh mé ag fáil roinnt talún agus potaí le haghaidh mo veranda cúl. Bhíomar ag taitneamh as dul amach gach lá chun aire a thabhairt don ghairdín agus féachaint ar ár mbia a fhás. Bhí ár dteaghlach dírithe ar ghairdín a dhéanamh agus d'fhanamar ag cur spásanna nua a bhí sa ghairdín gach bliain. D'aistrigh muid suas go dtí gairdíní le leaba ardaithe níos mó sa deireadh, áit a raibh orainn ár meascán ithreach féin a dhéanamh.
Ní raibh mórán eolais agam nuair a thosaigh mé ar an obair ná cén cineál ithreach a úsáidfidh mé le haghaidh mo ghairdín. Cheannaigh muid talamh saor ó siopa feabhsaithe tí agus ní bhfuair muid torthaí chomh mór le mo chairde eile a raibh gairdíní ollmhóra acu. Fuair mé amach go raibh an rún do ghairdín iontach le go leor glasraí ná talamh agus compostáil! D'fhoghlaim mé ar dtús conas mo mheascán talún féin a dhéanamh trí mhodh na Gairdínithe Cearnach, nuair a thosaigh muid ar ár leapacha ardaithe.
Cén fáth go bhfuil talamh maith tábhachtach d'fhortún rathúil?
Is féidir le cineálacha ithreach a bheith éagsúil ag brath ar an áit ina bhfuil tú ina chónaí. D'fhéadfadh sé a bheith deacair an talamh a dhúnadh agus gairdín a chruthú gan do thalamh a sheiceáil nó rudaí a chur leis chun an struchtúr ceart a fháil. Bhí an rath is mó agam trí mheascán de na rudaí go léir a theastaíonn ó ghairdín a chruthú agus é a chur le leapacha ardaithe. Ceann de na príomh-chomhábhair a theastaíonn ó mhaolú talún maith ná compost!
Is próiseas nádúrtha é an compostaíocht a athraíonn ábhar orgánach ó dhramhaíl ina bhreiseán torthúil agus cothaitheach do do ithir. Beidh compost maith dorcha donn, beagnach dubh le boladh deas, talún. Is féidir leat rudaí a fhás go díreach i gcómhost maith, ach is maith liom é a chur le mo thalamh chun cabhrú leis a shaibhriú. Anois, is féidir leat málaí de chineálacha éagsúla compost a cheannach, nó is féidir leat do chuid féin a dhéanamh sa bhaile. Tá sé an-éasca, agus is tionscadal spraíúil é le déanamh le do theaghlach ar fad.
Mar mháthair scoile tí, is breá liom aon rud a dhéanamh ina eispéireas foghlama. Is féidir le gairdíníocht a bheith ina taithí foghlama iontach agus is breá le páistí a lámha a bheith salach. Tá sé ar cheann de na rudaí sin a d'fhéadfadh go héasca a bheith ina thionscadal eolaíochta iontach agus ina ábhar oideachais sa saol.
Beidh grá agat do na hacmhainní SAOR IN AISCE seo chun cabhrú le páistí foghlaim faoi ithir agus compostaíocht:
Foghlaim faoi acmhainní ithreach:
Tá go leor Clár Oibre Soil in-iomlán ag Education.com:
Foghlaim faoi Shócmhainní Comóstaithe:
Is breá le mo chailíní an weed a bhaint, agus an ithir a dhúnadh chun féaráin talún a aimsiú agus muid ag gairdíníocht. An níos doimhne tú a dhúnadh, an níos mó worms siad a fháil. Is ann freisin a bhíonn an ithir is saibhre agus is dorcha. An talamh maith atá á composted ag na féaráin. Is féidir leat rud simplí cosúil le tochailt le haghaidh féaróg i leaba gairdín a ghlacadh agus é a thiontú ina staidéar aonad!
Féach ar na hacmhainní spraíúla seo ar fhliú talún:
Leabhair chun cabhrú le foghlaim faoi choimhlint:
Comóstaíocht: Athchúrsálaithe an Dúlra: Réitigh A go Z don DomhanIs féidir le páistí Comóstacht a dhéanamh: Treoir do theaghlaigh maidir le ithir a dhéanamh as scraps
Is bean chéile í Sarah, iníon an Rí agus Mama do 4 leanbh (aon duine atá céimithe sa bhaile)! Tá sí ina tuiscolóir eicléictic, stíl Charlotte Mason a bhí ag múineadh baile ar feadh beagnach 20 bliain. Tá sí fós ag iarraidh an chothromaíocht a fháil idir obair agus teach a choinneáil agus deir sí nach féidir léi é a dhéanamh ach le Grásta Dé, agus Caife!


The Fin Whale
- Max Weight: 6,000 lbs (2,700 kg)
- Length: 89 ft (27 m)
- Diet: Krill and small schooling fish
- Status: Endangered
Individual fin whales can be identified by the pattern of chevrons and streaks of lighter coloration on their back, in addition to the size and shape of their dorsal fin.

An Bán Fín
- Meáchan uasta: 6,000 lbs (2,700 kg)
- Fad: 27 m
- Bia: Krill agus iasc beag
- Stádas: I mbaol
Is féidir baill aonair na baill a aithint trí na sceibhrón agus na sráideanna a bhfuil dath níos éadroime orthu ar a gcúl, chomh maith le méid agus cruth a gcuid baill dorsail.


Reading A-Z resources organized into weekly content-based units and differentiated instruction options.
Informational (nonfiction), 205 words, Spanish Level H Benchmark (Grade 1), Lexile 360L
Big and small cats are different in many ways, but also share many of the same qualities. Read along to learn what physical characteristics and behaviors house cats have in common with lions and tigers.
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Áiseanna léitheoireachta A-Z arna n-eagraíocht i ngrúpaí seachtainiúla bunaithe ar ábhar agus roghanna teagaisc dhifreáilte.
Eolas (neo-fhicsean), 205 focal, Leibhéal H Measúnú Spáinnis (Grad 1), Lexile 360L
Tá cat mór agus cat beag difriúil ar go leor bealaí, ach tá go leor cáilíochtaí mar an gcéanna acu freisin. Léigh an t-alt seo le foghlaim cad iad na tréithe agus na hiompar fisiceacha atá ag catí tí i gcoitinne le leon agus le tíogair.
Féadfaidh tú a bheith as síntiús ag am ar bith.


One of the many gems in the digital collections of the New York Public Library is this piece of sheet music for an ode to be "sung by a chorus of 2,000 voices in the City Hall Plaza, New Year's Eve" in 1897.
That night was the last that New York City's territory consisted of Manhattan and a slim portion of the Bronx. The next morning, January 1, 1898, the city would officially consolidate into the five boroughs, with Brooklyn, Staten Island, Queens, and the rest of the Bronx coming into the fold.
The song begins, "Hail thee city, born to-day! / Commercial monarch by the sea," which underlines immediately the reason why the city was expanding. As New York was beginning to see its commercial status erode to cities like Chicago (then second most populous in the country), the unification of Brooklyn and Manhattan was seen as a good way to ensure the city's enduring mercantile prowess. The song's final line -- "When sister cities wed with thee / Joined in power and history" -- is a nod to Brooklyn, which Manhattan saw as having a parallel history and a natural extension of New York's territory.
Brooklynites didn't see it that way. As we write in Footprints in New York:
On December 31, 1897, an electric trolley car wended its way across the span of the Brooklyn Bridge for the first time. Employees of the trolley company made last-minute adjustments to the electric cabling and then, a few minutes before midnight, the Columbia and the Amphion—two “sumptuous” trolley cars (in the words of the New York Times)—ferried a delegation of Brooklyn dignitaries to Manhattan to celebrate New Year’s Eve. When the trolleys took them home again at the end of the party, their city was gone. At the stroke of midnight, Brooklyn had ceased to exist as an independent entity. It was now just one of five boroughs.
On the Manhattan side, a celebration thrown by William Randolph Hearst’s New York Journal was hampered by rain that turned to snow by midnight; still, an estimated 100,000 people came out to cheer the beginning of the new city.
In Brooklyn, things were much more somber. Mayor Frederick Wurster welcomed Seth Low and other former mayors for an “observance” at Brooklyn City Hall. Though the reception was held for pro-consolidation advocates, it can’t have been a cheery occasion. The official poem written for the festivities ends its first stanza with “You, with me, must die.”Just a few years after five-borough consolidation, New Year's Eve celebrations moved from City Hall Plaza up to the newly minted Times Square. You can read all about the Times Tower and the annual ball drop in one of our most popular blog posts here.
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Read more about NYC history in

Ceann de na háilleachtaí i mbailiúcháin dhigiteacha Leabharlann Poiblí Nua-Eabhrac ná an píosa seo de cheol óir a bhí le "chuirt ag chór de 2,000 guth i gCathair na Cathrach Plaza, Oíche Chinn Bliana Nua" i 1897.
Ba é an oíche sin an ceann deireanach a bhí i gcríoch Chathair Nua Eabhrac a bhí comhdhéanta de Manhattan agus cuid bheag den Bronx. An mhaidin dár gcionn, 1 Eanáir 1898, bheadh an chathair daingnithe go hoifigiúil sna cúig bhróg, le Brooklyn, Staten Island, Queens, agus an chuid eile den Bronx ag teacht isteach sa chlú.
Tosaíonn an t-amhrán, "Hail tú cathair, rugadh inniu! / Monarch tráchtála ag an bhfarraige, "a leagann béim láithreach ar an gcúis a raibh an chathair ag leathnú. De réir mar a bhí New York ag tosú ag féachaint ar a stádas tráchtála ag éadóchas i dtreo cathracha mar Chicago (an dara ceann is mó daonra sa tír ag an am), bhí a fheiceáil ar a chéile Brooklyn agus Manhattan mar bhealach maith chun a chinntiú go mairfidh cumhacht tráchtála na cathrach. Is é an líne dheireanach den amhrán - "When sister cities wed with thee / Joined in power and history" - ná clúdach do Brooklyn, a chonaic Manhattan mar stair chomhthreomhar agus síneadh nádúrtha de chríoch Nua-Eabhrac.
Ní raibh Brooklynites a fheiceáil ar an mbealach. Mar a scríobh muid i Footprints in New York:
Ar 31 Nollaig, 1897, rinne carr trolley leictreach a bhealach trasna an Spás Droichead Brooklyn den chéad uair. Rinne fostaithe na cuideachta trolley coigeartuithe nóiméad deireanach ar an cáblaíocht leictreach agus ansin, cúpla nóiméad roimh lár na hoíche, thug an Columbia agus an Amphion - dhá charr trolley "sumptuous" (i bhfocail an New York Times) - toscaireacht de dhínitigh Brooklyn go Manhattan chun Oíche Shamhna na Bliana Nua a cheiliúradh. Nuair a thug na trolley iad abhaile arís ag deireadh an pháirtí, ní raibh a mbaile ann. Ag croitheadh meán oíche, ní raibh Brooklyn ann mar eintiteas neamhspleách. Ní raibh ann ach ceann amháin de chúig chontae.
Ar thaobh Manhattan, chuir báisteach bac ar cheiliúradh a bhí á chaitheamh ag William Randolph Hearst's New York Journal a d'athraigh go sneachta faoi lár na hoíche; fós, tháinig thart ar 100,000 duine amach chun ceiliúradh a dhéanamh ar thús na cathrach nua.
I Brooklyn, bhí rudaí i bhfad níos géar. Chuir an Méara Frederick Wurster fáilte roimh Seth Low agus iar-Mhéaraí eile le haghaidh comhlíonta i Halla Cathrach Brooklyn. Cé gur cuireadh an fáilte roimh lucht tacaíochta an chomhdhlúthú, ní féidir gur ócáid áthas a bhí ann. Críochnaíonn an dán oifigiúil a scríobhadh le haghaidh na féilte a chéad stróic le "You, with me, must die".  Cúpla bliain amháin tar éis daingniú na cúig bhróga, bhog ceiliúradh Oíche Chinn Bhliana ó Plása Halla na Cathrach suas go Cearnóg Times nua-chinnithe. Is féidir leat a léamh go léir faoi Thúr na Times agus an titim baill bliantúil i gceann de na postanna is mó tóir ar ár mblag anseo.
* * * * *
Léigh tuilleadh faoi stair NYC in


Rosetta Image Gallery
On March 2, 2004, Rosetta is launched from Kourou in French Guiana on its spectacular comet mission. The spacecraft consists of two parts: the Rosetta orbiter and an integrated lander named Philae.
On July 04, 2005 at 7:52 a.m., a copper projectile fired from the NASA Deep Impact spacecraft hits comet Tempel 1. Shortly afterwards, the OSIRIS camera system onboard of the Rosetta spacecraft measures a dramatic increase in brightness. Within half an hour, the comet was seven times brighter than before the impact and remained constant in its brightness.
During the night of February 24/25, 2007, the Rosetta spacecraft flew past Mars. It used the gravity attraction of the red planet to gain momentum for its further flight, and took these spectacular images of the red planet.
A space camera developed under the direction of the Max Planck Institute for Solar System Research discovered deep craters on the surface of asteroid Steins. On September 7, 2008, the Rosetta spacecraft flew by the asteroid at only 800 kilometres of distance.
On November 12, 2009, Rosetta passed Earth at a speed of 50,000 km/h. During this flyby, scientists at the Max Planck Institute for Solar System Research took spectacular pictures. "We used the wide-angle and telephoto camera for these shots, and we are enthusiastic about the unique quality," said project leader Holger Sierks.
The surface of the asteroid Lutetia is covered with craters. In some places, parallel grooves also occur. With a resolution of about 60 metres per pixel, the pictures enable an intriguing glance at Lutetia. "This is a completely new world that no one has seen before," says Max Planck researcher Holger Sierks, head of the OSIRIS team. The planetoid, whose longest axis measures about 126 kilometres, has an oval shape. In one of the larger craters, the images show evidence of a landslide.
Approximately 163 million kilometres still separate the Rosetta spacecraft from the comet Churjumov-Gerasimenko, which it will reach in 2014. Despite this considerable distance, scientists from the Max Planck Institute for Solar System Research succeeded in taking pictures of the remote target on June 8, 2011. The pictures were taken during the last test. Shortly after, Rosetta enters its nearly three-year-long hibernation phase. In order to save energy, all systems are shut down during the last part of the trip, which offers only little sunlight.
After ten years of travelling and a long, deep sleep, the Rosetta spacecraft is woken up on January 20, 2014. At night, the vehicle sent a signal to the ESA control centre in Darmstadt. This is the beginning of the last stage to the comet 67P/Churyumov-Gerasimenko. The Philae lander is supposed to descend on its surface in November.
Water evaporates from comet 67P/Churyumov-Gerasimenko, destination of the current ESA mission Rosetta. First measurements of the instrument MIRO on board of the spacecraft not only identified the gas, but also determined its amount. Although the comet is still in the icy depths of space, the amount of water released already reaches the equivalent of two small glasses of water per second. The MIRO team includes researchers from the Max Planck Institute for Solar System Research. MIRO’s Chirp Transform Spektrometer was developed at the institute. It tracks specific gases in the vicinity of the comet.
While Rosetta is slowly approaching its destination, the comet 67P/Churyumov-Gerasimenko proves once again that it is full of surprises. It consists of two parts and appears to be significantly different from all comets that space probes have visited so far.
The images sent to earth by the scientific camera system OSIRIS are becoming more and more detailed. In the latest images, the comet shows clear signs of a coma – a surrounding dust envelope.

Gailearaí Íomhá Rosetta
Ar an 2 Márta, 2004, seoladh Rosetta ó Kourou i Ghuí na Fraince ar a mhisean cumadóir iontach. Tá dhá chuid sa spásárthach: an orbiter Rosetta agus lander comhtháite darb ainm Philae.
Ar an 4 Iúil, 2005 ag 7:52 r.n., bhuail mionnchlaoch copair a scaoileadh ó shaothar spáis Deep Impact NASA le coimhéad Tempel 1. Go gairid ina dhiaidh sin, déanann córas ceamara OSIRIS ar bord na soithigh spáis Rosetta méadú suntasach ar sholas. Laistigh de leath uair an chloig, bhí an coméad seacht n-uaire níos gile ná mar a bhí sé roimh an timpiste agus d'fhan sé seasmhach ina shoiléire.
I rith na hoíche an 24/25 Feabhra, 2007, d'eitil an spásárthach Rosetta thar Mars. D'úsáid sé tarraingt mhearbhachais na pláinéad dearga chun luas a fháil dá eitilt bhreise, agus ghlac sé na pictiúir iontach seo den phláinéid dearg.
Fuair ceamara spáis a forbraíodh faoi stiúir Institiúid Max Planck um Thaighde ar an gCóras Sólar craters domhain ar dhromchla an Steins. Ar 7 Meán Fómhair 2008, d'eitil an spásárthach Rosetta ag an astaróid ag ach 800 ciliméadar ar shiúl.
Ar 12 Samhain, 2009, d'imigh Rosetta thart ar an Domhan ag luas 50,000 km / h. Le linn an eitilt seo, ghlac eolaithe in Institiúid Max Planck um Thaighde ar an gCóras Sólar grianghraif iontach. "D'úsáid muid an ceamara leathan-uillinn agus an ceamara teilifhótach le haghaidh na lámhaigh seo, agus táimid ar bís leis an gcáilíocht uathúil", a dúirt ceannaire an tionscadail Holger Sierks.
Tá dromchla an astaróide Lutetia clúdaithe le craters. I roinnt áiteanna, tá grooves comhthreomhar ann freisin. Le réiteach de thart ar 60 méadar in aghaidh an phicsil, cuireann na pictiúir léargas suimiúil ar Lutetia. "Is domhan nua go hiomlán é seo nár fheiceadh aon duine roimhe seo", a deir taighdeoir Max Planck Holger Sierks, ceann foirne OSIRIS. Tá cruth oval ag an pláinéad, a bhfuil a oisean is faide thart ar 126 ciliméadar. I gceann de na crater níos mó, léiríonn na híomhánna fianaise ar thréimhse talún.
Tá thart ar 163 milliún ciliméadar fós ag scaradh spásárthach Rosetta ón gcaméad Churjumov-Gerasimenko, a rachaidh sé ann in 2014. In ainneoin an achar mór sin, d'éirigh le heolaithe ó Institiúid Max Planck um Thaighde ar an gCóras Sólar grianghraif a thógáil den sprioc iargúlta an 8 Meitheamh, 2011. Tógadh na pictiúir le linn na tástála deireanach. Go gairid ina dhiaidh sin, téann Rosetta isteach ina chéim hibernation beagnach trí bliana. Chun fuinneamh a shábháil, déantar gach córas a dhúnadh le linn an chuid dheireanach den turas, rud nach dtugann ach beagán solas na gréine.
Tar éis deich mbliana taistil agus codlata fada, domhain, déantar an spásárthach Rosetta a dhúiseacht ar 20 Eanáir, 2014. Ar an oíche, chuir an fheithicil comhartha chuig ionad rialaithe ESA i Darmstadt. Is é seo tús an chéim dheireanach go dtí an coimhéad 67P / Churyumov-Gerasimenko. Tá sé beartaithe go dtiocfaidh an Philae-lander síos ar a dromchla i mí na Samhna.
Tá uisce ag dul in olcas ó chómóid 67P/Churyumov-Gerasimenko, ceann scríbe misean reatha ESA Rosetta. Ní hamháin gur aithníodh an gáis ag na chéad tomhais a rinne an t-ionstraim MIRO ar bord na soithigh spáis, ach chinn siad a mhéid freisin. Cé go bhfuil an coméad fós i ndaimhneacht gheata na spáis, tá an méid uisce a scaoiltear ag teacht suas cheana féin ar an gcéanna le dhá ghloine beag uisce in aghaidh an tsoicind. I measc foireann MIRO tá taighdeoirí ó Institiúid Max Planck um Thaighde ar an gCóras Sólar. Forbraíodh Speictroméadar Athchruthaithe Chirp MIRO ag an institiúid. Déanann sé gasanna sonracha a rianú i gcomharsanacht an chómata.
Cé go bhfuil Rosetta ag teacht go mall ar a cheann scríbe, léiríonn an coimhéad 67P / Churyumov-Gerasimenko arís go bhfuil sé lán de iontas. Tá dhá chuid ann agus is cosúil go bhfuil difríocht shuntasach aige ó gach coiméite a thug sondes spáis cuairt orthu go dtí seo.
Tá na híomhánna a sheol an córas ceamara eolaíoch OSIRIS chuig an Domhan ag éirí níos mionsonraithe agus níos mionsonraithe. Sna híomhánna is déanaí, léiríonn an coimhéadair comharthaí soiléire coma  clúdach deannaigh timpeall air.


Standing on Sacred Ground shares eight stories of indigenous communities around the world protecting their traditional sacred lands from government megaprojects, consumer culture, resource extraction, competing religions, tourists, and climate change. It was produced by the Sacred Land Film Project, sacredland.org, a project of Earth Island Institute.
Pilgrims and Tourists in the Pastures of Heaven focuses on the indigenous shamans of the Altai Republic, Russia, and Northern California’s Winnemem Wintu Tribe who find common ground in defending ancestral burial grounds and protecting their sacred places. In both countries, communities are confronting changes from modernism, recreational land use, and resource development.
Winnemem Wintu tribal members remember the exhumation of their relatives in the 1940s, to make way for the rising waters of Shasta Lake, the largest reservoir in California. They face an uncertain future and a second flood, if the US government’s plan to increase the height of Shasta Dam is approved by Congress. Dozens of sacred sites and burials would be affected by the increased water storage. Teenage girls grind herbs on a medicine rock during their coming-of-age ceremony on the banks of the McCloud River, as elders protest plans to enlarge one of the West’s biggest dams and forever submerge this touchstone of a tribe.
Halfway around the globe, harsh weather and high peaks have long protected the secrets of a mountain culture in Russia’s Altai. Snow leopards hide in the forests, and standing stones mark a green landscape that emerges with each snow melt. After brutal repression by the Soviets, hidden Altai culture has re-emerged, with shamanism, throat singing, and renewed reverence for sacred places. Twenty years after the collapse of the Soviet Union, new challenges have arisen. In Altai, native people create and patrol their own mountain parks to protect significant lands from privatization, teach the practice of respectful tourism, and resist a gas pipeline that would cut through a World Heritage Site. The film revisits the 1993 archaeological excavation of remains from a Pazryk burial site that removed the body of the Ukok Princess, an iconic figure in local art and culture.
Visitors from Altai witness the trauma of the Winnemem people, as they discover their sacred spring, high on Mt. Shasta, has run dry. In similar rituals using prayer, song, fire and water, the two cultures exchange spiritual and practical knowledge of the landscapes they consider sacred, and how best to protect them.
In the film, authors Winona LaDuke (Anishinaabe) and Barry Lopez, Chief Oren Lyons (Onondaga), and philosopher Satish Kumar provide insights on a growing global indigenous movement for human rights and environmental protection. It is narrated by Graham Greene (Oneida) and storyteller Tantoo Cardinal (Metis).
The filmmakers’ previous works include In the Light of Reverence (about Mt. Shasta and the late Winnemem Wintu medicine woman Florence Jones) and Angle of Inspiration (on Redding’s Calatrava-designed Sundial Bridge). Jessica Abbe, writer and co-producer of Pilgrims and Tourists, is a former resident of Redding.
What: U.S. premiere of Pilgrims and Tourists. Russian shamans and a northern California tribe both confront massive government projects—and find common ground. The film is Episode One of the new four-part documentary series Standing on Sacred Ground, which chronicles the struggles of native people around the world facing threats to lands of spiritual, cultural, and environmental significance.
The documentary tells the stories of indigenous people of the Altai Republic of Russia and the Winnemem Wintu Tribe of Northern California. A question-and-answer session with the film’s producers and the chief of the Winnemem follows the screening.
Tickets are $12 for the film event, or $35 for the film plus a reception in the theater lobby. Tickets can be purchased at the box office or online at www.cascadetheatre.org.
Where: Cascade Theatre, 1731 Market Street, Redding, California
When: Saturday, September 14, 2013 at 7:30 p.m.
Reception in theater lobby at 6 p.m.
Who: Filmmakers Christopher McLeod and Jessica Abbe of the Sacred Land Film Project and Winnemem Wintu Chief Caleen Sisk will answer questions after the screening.
-from press release

Ag seasamh ar Thalamh Naofa roinntear ocht scéal de phobail dúchasacha ar fud an domhain ag cosaint a dtailte naofa traidisiúnta ó mhéaphroictí rialtais, cultúr tomhaltóra, eastóscadh acmhainní, reiligiúin iomaíocha, turasóirí, agus athrú aeráide. Táirgeadh é ag an Tionscadal Scannán Talún Naofa, sacredland.org, tionscadal Institiúid Oileán na Talún.
Díríonn Píolóimithe agus Turasóirí i mBásanna Neamh ar na shamans dúchasacha de Phoblacht Altai, an Rúis, agus Tribe Winnemem Wintu Thuaisceart California a fhaigheann talamh coiteann i gcúlra a chur ar charnadh seandálach agus a n-áiteanna naofa a chosaint. Sa dá thír, tá pobail ag tabhairt aghaidh ar athruithe ó nua-aimsearthacht, úsáid talún áineasa, agus forbairt acmhainní.
Cuimhníonn baill treibhe Winnemem Wintu ar an exhumation dá gcairde sna 1940idí, chun bealach a dhéanamh do na huiscí ag ardú Loch Shasta, an cisterne is mó i California. Tá todhchaí éiginnte acu agus an dara tuile, má cheadaíonn an Comhdháil plean rialtais na Stát Aontaithe chun airde Dhám Shasta a mhéadú. Ba cheart go mbeadh tionchar ag an stóráil uisce méadaithe ar na mórán áiteanna naofa agus ar adhlacthachtaí. Múnlaíonn cailíní déagóirí luibheanna ar charraig leigheas le linn a searmanas teacht-in-aois ar bhruach Abhainn McCloud, agus seanóirí agóid a dhéanamh ar phleananna chun ceann de na damáistí is mó san Iarthar a mhéadú agus an chloch tástála seo de threibh a shárú go deo.
Ar leathbhealach timpeall an domhain, tá aimsir chrua agus barr ard a choinnigh i bhfad rún cultúr sléibhe i Altai na Rúise. Tá léopards sneachta ag dul i bhfolach sna foraoisí, agus tá clocha seasamh ag marcáil tírdhreach glas a thagann chun cinn le gach sneachta a leá. Tar éis an brúidiúil a chur i bhfeidhm ag na Sóivéadaigh, tá cultúr Altai i bhfolach tar éis teacht chun cinn arís, le shamanism, amhránaíocht throat, agus urraim athnuaite do áiteanna naofa. D'éirigh dúshláin nua le chéile fiche bliain tar éis an Aontais Shóivéadaigh a bhriseadh. I Altai, cruthaíonn agus patrólann daoine dúchasacha a bpáirceanna sléibhe féin chun talún suntasach a chosaint ó phríobháistiú, chun cleachtas turasóireachta measartha a mhúineadh, agus chun cur i gcoinne píblíne gáis a ghearradh trí Shuíomh Oidhreachta Domhanda. Ath-athbhreithníonn an scannán tochailt seandálaíochta 1993 de chuid fágtha ó shuíomh adhlactha Pazryk a thóg corp Banphrionsa Ukok, figiúr íon san ealaín agus sa chultúr áitiúil.
Tá cuairteoirí ó Altai ag tabhairt fianaise ar an trauma a bhí ag daoine Winnemem, agus iad ag fáil amach a bhfoinse naofa, ard ar Mt. Shasta, tá sé ag rith tirim. I searmanas den chineál céanna a úsáideann guí, amhrán, tine agus uisce, déanann an dá chultúr eolas spioradálta agus praiticiúil a mhalartú ar na tírdhreacha a mheasann siad naofa, agus an bealach is fearr chun iad a chosaint.
Sa scannán, tugann na húdair Winona LaDuke (Anishinaabe) agus Barry Lopez, Chief Oren Lyons (Onondaga), agus an fealsamh Satish Kumar léargas ar ghluaiseacht dhúchasach domhanda atá ag fás ar son chearta an duine agus cosaint an chomhshaoil. Is é Graham Greene (Oneida) agus an scéalaí Tantoo Cardinal (Metis) a thuairiscíonn é.
I measc na n-oibreacha roimhe seo atá ag an scannánóir tá In the Light of Reverence (thart ar Mt. Shasta agus an bhean leigheas Winnemem Wintu nach maireann Florence Jones) agus Angle of Inspiration (ar Droichead Sundial Redding's Calatrava-deartha). Is iar-chónaitheoir de Redding í Jessica Abbe, scríbhneoir agus comh-tháirgeoir Pilgrims and Tourists.
Cad é: Uachtarán na Stát Aontaithe ar Phleigríim agus Turasóirí. Tá sé de phrionsabal go bhfuil an t-éileamh ar an gcúram seo ag dul i ngleic le go leor daoine. Is é an scannán Episode One den tsraith nua faisnéise ceithre chuid Standing on Sacred Ground, a léiríonn streachailtí daoine dúchasacha ar fud an domhain a bhfuil bagairtí orthu ar thailte a bhfuil tábhacht spioradálta, cultúrtha agus comhshaoil acu.
Insíonn an clár faisnéise scéalta daoine dúchasacha Phoblacht Altai na Rúise agus Tribe Winnemem Wintu i dTuaisceart California. Tar éis an scagadh, beidh seisiún ceisteanna-agus-freagraí le léiritheoirí an scannáin agus le príomhfheidhmeannach an Winnemem.
Tá ticéid $ 12 don ócáid scannáin, nó $ 35 don scannán móide fáilte i lóibín an cheoil. Is féidir ticéid a cheannach ag an oifig bhosca nó ar líne ag www.cascadetheatre.org.
Cá háit: Cascade Theatre, 1731 Market Street, Redding, California
Nuair: Dé Sathairn, 14 Meán Fómhair, 2013 ag 7:30 p.m.
Fáiltiú sa lóbáil amharclainne ag 6 p.m.
Cé: Freagróidh na scannánóirí Christopher McLeod agus Jessica Abbe ó Thionscadal Scannán na Talún Naofa agus Ceann Winnemem Wintu Caleen Sisk ceisteanna tar éis an scagadh.
- ó fhoilseachán na preasa


What is it?
Changing the physical conditions or physical environment, either by moving to a new school building or seeking to improve the structure, air quality, noise, light, or temperature of an existing building or classroom.
How effective is it?
Overall, changes to the physical environment of schools are unlikely to have a direct effect on learning beyond the extremes (i.e. once an adequate building standard has been achieved).
Moving to a new building could be an effective part of a whole school change that seeks to change behaviour and establish new norms (similar to introducing or changing School Uniform), but there is no evidence that new buildings or particular aspects of architecture directly improve learning. Where a new building is being used as a catalyst for change, there is some evidence supporting the impact of co-design, or involving teachers and other staff in taking responsibility for learning spaces and changing their behaviours as they adapt to new regroupings.
Most individual factors in the physical environment show a relationship with learning only at the extremes. If the noise levels are very high (such as under the flight path of an airport) then there can be a measurable detrimental effect on learning. Very warm (particularly above 30°C) and very humid conditions can cause a loss of concentration and drowsiness. It appears that lighting in schools is usually adequate for reading and writing.
The evidence suggests low internal air quality does have a negative impact on achievement (reducingword recognition by 15% in one study). Low air quality can occur due to the buildup of carbon dioxide in poorly ventilated classrooms.
No robust impact evaluations of the effect of physical environment on academic outcomes appear to have been conducted in Australia in recent years. A 2001 review commissioned by the Commonwealth Department for Education recommended further primary research in this area. The existing studies on physical environments in Australian schools focus on quality of classrooms, working in open-plan spaces, outdoor working spaces, and the use of audio assistance within the classroom. Open-plan classrooms are becoming increasingly popular in Australia, with some tentative evidence emerging that this layout may foster teacher collaboration and student group work.
How secure is the evidence?
The research on the impact of the physical environment on learning is generally weak, and is mainly based on correlational studies or drawn as inferences from wider environmental research. There are very few rigorous experimental designs, and this makes it hard to establish causal claims about the impact of physical changes.
Regarding air quality, there is evidence that some English classrooms have higher CO2 concentrations than the average recommended levels. Given that the link between air quality and academic achievement is better established than other aspects of the physical environment, this may be a worthwhile area for future study.
What are the costs?
It is very difficult to estimate the costs of changes to the physical environment as they are usually part of capital spending and a single cost, rather than a recurrent part of a school budget. New school costs vary depending on school size, type, location and several generations of students are likely to use the building. Improving air quality can be done relatively cheaply with better ventilation, filtration and the use of dehumidifiers where necessary. Overall, per student costs are estimated as low.
What should I consider?
Most environmental factors have an impact on classrooms only at the extremes.
Air quality is likely to be the most significant factor affecting learning, particularly where there is poor ventilation or high levels of dust and other pollutants.
High levels of external noise may also have a negative effect on students’ performance.
If you have a new learning environment, it provides an opportunity to change the expectations and behaviour of students, but it is unlikely to have a direct impact on learning without other changes. Have you considered how you will take advantage of any new environment to bring about improvements in these expectations and behaviours?

Cad é?
Athrú ar na coinníollacha fisiciúla nó ar an timpeallacht fisiciúil, trí aistriú go foirgneamh nua scoile nó trí iarracht a dhéanamh struchtúr, cáilíocht aeir, torann, solas nó teocht foirgneamh nó seomra ranga atá ann cheana a fheabhsú.
Cé chomh héifeachtach is atá sé?
Go ginearálta, ní dócha go mbeidh éifeacht dhíreach ag athruithe ar thimpeallacht fhisiciúil na scoile ar fhoghlaim thar na foircinn (i.e. Tá an t-ardán seo leagtha amach i mír 2 d'Airteagal 2 de Rialachán (AE) Uimh.
D'fhéadfadh bogadh go foirgneamh nua a bheith ina chuid éifeachtach de athrú ar scoil ar fad a dhéanann iarracht iompar a athrú agus caighdeáin nua a bhunú (ar nós aonfhoirm scoile a thabhairt isteach nó a athrú), ach níl aon fhianaise ann go bhfeabhsaíonn foirgneamh nua nó gnéithe áirithe d'ailtireacht an fhoghlaim go díreach. I gcás ina n-úsáidtear foirgneamh nua mar chatalaí le haghaidh athraithe, tá roinnt fianaise ann a thacaíonn le héifeacht an chomhdhearadh, nó lena gcuirtear múinteoirí agus foireann eile i gceist chun freagracht a ghlacadh as spásanna foghlama agus a n-iompar a athrú de réir mar a oiriúnaíonn siad le hathghrúpaithe nua.
Ní léiríonn an chuid is mó de na tosca aonair sa timpeallacht fhisiciúil gaol le foghlaim ach amháin sna foircinn. Má tá na leibhéil torann an-ard (mar shampla faoi threo eitilte aerfoirt) ansin d'fhéadfadh go mbeadh tionchar díobhálach in-athraitheach ar fhoghlaim. D'fhéadfadh go mbeadh caillteanas tiúchan agus codlatacht mar thoradh ar choinníollacha an-te (go háirithe os cionn 30°C) agus an-taise. Is cosúil go mbíonn solas na scoileanna go leor chun léamh agus scríobh.
Tugann na fianaise le fios go bhfuil tionchar diúltach ag caighdeán íseal an aeir inmheánaigh ar an éalú (a laghdaíonn aitheantas focal 15% i staidéar amháin). Is féidir le caighdeán íseal aeir tarlú mar gheall ar charnadh dé-ocsaíd charbóin i seomraí ranga a bhfuil droch-aereáil orthu.
Ní cosúil go ndearnadh aon mheastóireachtaí tionchair láidir ar éifeacht an chomhshaoil fhisiceach ar thorthaí acadúla san Astráil le blianta beaga anuas. Mol athbhreithniú 2001 arna choimisiúnú ag an Roinn Oideachais Comhphobail tuilleadh taighde bunscoile sa réimse seo. Díríonn na staidéir atá ann cheana ar thimpeallachtaí fisiciúla i scoileanna na hAstráile ar cháilíocht seomraí ranga, ag obair i spásanna oscailte, spásanna oibre lasmuigh, agus úsáid chúnamh fuaime sa seomra ranga. Tá seomraí ranga plean oscailte ag éirí níos coitianta san Astráil, agus tá roinnt fianaise réamhshocraithe ag teacht chun cinn go bhféadfadh an leagan amach seo comhoibriú múinteoirí agus obair ghrúpa mac léinn a chothú.
Cé chomh slán is atá an fhianaise?
Tá an taighde ar thionchar an chomhshaoil fhisiceach ar fhoghlaim lag de ghnáth, agus tá sé bunaithe go príomha ar staidéir chomhghaolmhara nó ar thorthaí ó thaighde comhshaoil níos leithne. Tá an-bheagán de dearaí turgnamhacha dian ann, agus déanann sé seo go bhfuil sé deacair éilimh cúiseacha a bhunú maidir le tionchar na n-athruithe fisiciúla.
Maidir le cáilíocht an aeir, tá fianaise ann go bhfuil tiúchan CO2 níos airde i roinnt seomraí ranga Béarla ná na leibhéil mheánmholta. Ós rud é go bhfuil an nasc idir cáilíocht an aeir agus an bhaint amach acadúil bunaithe níos fearr ná gnéithe eile den timpeallacht fhisiciúil, d'fhéadfadh sé seo a bheith ina réimse is fiú chun staidéar a dhéanamh air amach anseo.
Cad iad na costais?
Tá sé an-deacair costais athruithe ar an timpeallacht fhisiciúil a mheas mar is gnách go mbíonn siad mar chuid de chaiteachas caipitil agus mar chostas aonair, seachas mar chuid athfhillteach de bhuiséad scoile. Tá costais scoile nua éagsúil ag brath ar mhéid na scoile, ar chineál na scoile, ar shuíomh na scoile agus ar an bhfíric go bhfuil seans ann go n-úsáidfidh roinnt glúine daltaí an foirgneamh. Is féidir cáilíocht an aeir a fheabhsú go réasúnta saor le haeráil, scagadh agus úsáid dehumidifiers níos fearr nuair is gá. Ar an iomlán, meastar go bhfuil na costais in aghaidh an mhic léinn íseal.
Cad ba chóir dom a mheas?
Ní bhíonn tionchar ag an gcuid is mó de na fachtóirí comhshaoil ar sheomraí ranga ach amháin sna foircinn.
Is dócha gurb é cáilíocht an aeir an fachtóir is suntasaí a théann i bhfeidhm ar an bhfoghlaim, go háirithe nuair a bhíonn droch-aistriúchán ann nó nuair a bhíonn leibhéil arda de dhúshláin agus de thruailliúcháin eile ann.
D'fhéadfadh leibhéil arda fuaime seachtrach tionchar diúltach a bheith acu ar fheidhmíocht na mac léinn freisin.
Má tá timpeallacht nua foghlama agat, soláthraíonn sé deis ionchais agus iompar na mac léinn a athrú, ach is dócha nach mbeidh tionchar díreach aige ar an bhfoghlaim gan athruithe eile. An ndearna tú machnamh ar an gcaoi a mbainfidh tú leas as aon timpeallacht nua chun feabhsuithe a dhéanamh ar na hionchais agus ar na hiompar sin?