Zika could cause Alzheimer's-style effect on adults, research suggests
The Zika virus can "wreak havoc" in the brains of adults, causing long-term damage that may mirror the effects of Alzheimer's disease, new research suggests.
The mosquito-borne infection has already been linked to microcephaly - a serious birth defect in which babies are born with small heads and brain damage.
Until now, the virus was thought to have a minimal effect on adults other than pregnant women. Most people infected show no obvious symptoms while others may experience flu-like effects, such as fever, headache and joint pain.
The new findings indicate that the long term impact of Zika infection in adults could be far more serious and sinister.
Experiments using mice engineered to mimic human Zika infection show that the virus attacks immature cells in the adult brain vital to learning and memory.
Over time, loss of these "progenitor" stem cells could lead to brain shrinkage and the kind of mental impairment seen in Alzheimer's, say the scientists.
Professor Sujan Shresta, a member of the team from the La Jolla Institute of Allergy and Immunology in California, USA, said: "Zika can clearly enter the brain of adults and can wreak havoc. But it's a complex disease - it's catastrophic for early brain development, yet the majority of adults who are infected with Zika rarely show detectable symptoms.
"Its effect on the adult brain may be more subtle, and now we know what to look for."
The study is the first to focus on the impact of Zika infection on the adult brain.
The scientists used fluorescent biomarker "tags" to indicate when adult brain cells were invaded by the virus. Their results, published in journal Cell Stem Cell, show that the virus targets two specific regions of the adult brain critical to learning and memory.
Professor Joseph Gleeson, from Rockefeller University, said: "Our results are pretty dramatic - in the parts of the brain that lit up, it was like a Christmas tree.
"It was very clear that the virus wasn't affecting the whole brain evenly, like people are seeing in the foetus. In the adult, it's only these two populations that are very specific to the stem cells that are affected by virus. These cells are special, and somehow very susceptible to the infection.
"Based on our findings, getting infected with Zika as an adult may not be as innocuous as people think."
While healthy individuals may be able to resist the virus, those with weakened immune systems could be at serious risk, said the researchers.
Prof Gleeson added: "In more subtle cases, the virus could theoretically impact long-term memory or risk of depression, but tools do not exist to test the long-term effects of Zika on adult stem cell populations."
The mouse studies showed that Zika infection prevented neural progenitor cells replenishing neurons in learning and memory circuits.
The scientists still do not know to what extent the mouse model results apply to humans, or how permanent the brain damage is. But they say the research raises the disturbing possibility of long term mental impairment in Zika-infected adults.
"The virus seems to be travelling quite a bit as people move around the world," says Prof Gleeson. "Given this study, I think the public health enterprise should consider monitoring for Zika infections in all groups, not just pregnant women."
The epicentre of the current Zika epidemic is Brazil, where the Rio Olympic Games are in full swing.
In February the World Health Organisation declared the outbreak a "public health emergency of international concern" as evidence grew of Zika's association with birth defects.
The virus is chiefly spread by the Aedes aegypti mosquito, which is common throughout the tropical and subtropical Americas.

D'fhéadfadh Zika éifeacht stíl Alzheimer a chur ar dhaoine fásta, a léiríonn taighde
Is féidir leis an víreas Zika "cailleadh a dhéanamh" i gcreideamh daoine fásta, ag déanamh damáiste fadtéarmach a d'fhéadfadh a bheith cosúil le héifeachtaí galar Alzheimer, de réir taighde nua.
Tá nasc déanta cheana féin idir an t-ionfhabhtú a iompróidh mosquito agus micreacéfaili - míchompord breith tromchúiseach ina dtarlaíonn leanaí le cinn bheaga agus damáiste inchinne.
Go dtí seo, meastar nach raibh tionchar beag ag an víreas ar dhaoine fásta seachas ar mhná torracha. Ní thaispeánann formhór na ndaoine atá ionfhabhtaithe aon chomharthaí soiléire agus d'fhéadfadh go mbeadh éifeachtaí cosúil le fliú ag daoine eile, mar shampla fiabhras, tinneas cinn agus pian i gcomhpháirteanna.
Léiríonn na torthaí nua go bhféadfadh tionchar fadtéarmach ionfhabhtaithe Zika i measc daoine fásta a bheith i bhfad níos tromchúisí agus níos measa.
Léiríonn turgnaimh a úsáidtear luch a ndearnadh a mhianrú chun ionfhabhtú Zika daonna a dhéanamh go ndéanann an víreas ionsaí ar chealla neamh-aosta sa inchinn fásta atá ríthábhachtach le foghlaim agus cuimhne.
De réir a chéile, d'fhéadfadh caillteanas na gcill stáit "progenitor" seo a bheith ina chúis le meath na hinchinne agus leis an gcineál lagú meabhrach a fheictear i ghalair Alzheimer, a deir na heolaithe.
Dúirt an tOllamh Sujan Shresta, ball den fhoireann ó Institiúid Ailléirge agus Imdhíonlathas La Jolla i California, SAM: "Is féidir le Zika dul isteach go soiléir i gcreideamh daoine fásta agus d'fhéadfadh sé scrios a dhéanamh. Ach is galar casta é - tá sé tubaisteach do fhorbairt luath na hinchinne, ach is annamh a léiríonn an chuid is mó d'aosaigh atá ionfhabhtaithe le Zika comharthaí inbhraite.
"D'fhéadfadh a éifeacht ar an inchinn fásta a bheith níos subtle, agus anois tá a fhios againn cad atá le lorg".
Is é an staidéar an chéad cheann a dhírigh ar thionchar ionfhabhtaithe Zika ar an inchinn fásta.
D'úsáid na heolaithe "tags" biomarcála fluaraiseanta chun a léiriú nuair a bhí na cealla inchinne fásta ionsaí ag an víreas. Léiríonn a dtorthaí, a foilsíodh sa iris Cell Stem Cell, go ndíríonn an víreas ar dhá réigiún sonrach den inchinn fásta atá ríthábhachtach le foghlaim agus le cuimhne.
Dúirt an tOllamh Joseph Gleeson, ó Ollscoil Rockefeller: "Tá ár dtorthaí go leor suntasach - sna codanna den inchinn a bhí ag lasadh, bhí sé cosúil le crann Nollag.
"Bhí sé an-soiléir nach raibh an víreas ag dul i bhfeidhm ar an inchinn ar fad go cothrom, mar a fheiceann daoine i bhfithis. I dtuismitheoirí, is iad an dá phobal seo amháin atá an-shonrach do na cealla bun atá faoi thionchar víris. Tá na cealla seo speisialta, agus ar bhealach éigin an-inoibritheach don ionfhabhtaíocht.
"Bunaithe ar ár bhforais, ní fhéadfadh a bheith chomh neamhdhíobhálach le Zika a bheith ionfhabhtaithe mar dhuine fásta mar a cheapann daoine".
Cé go bhféadfadh daoine sláintiúla a bheith in ann seasamh in aghaidh an víris, d'fhéadfadh daoine a bhfuil córais imdhíonachta lag acu a bheith i mbaol tromchúiseach, a dúirt na taighdeoirí.
Dúirt an tOllamh Gleeson: "I gcásanna níos subtle, d'fhéadfadh an víreas tionchar teoiriciúil a bheith aige ar chuimhne fadtéarmach nó ar riosca dúlagar, ach níl uirlisí ann chun tástáil a dhéanamh ar na héifeachtaí fadtéarmacha a bhíonn ag Zika ar phobail mhéadaithe cealla bun".
Léirigh na staidéir ar na lucha go raibh ionfhabhtú Zika ag cur cosc ar shéalla réamhghnéasacha néarónach neurons a athshlánú i gcreataí foghlama agus cuimhne.
Níl a fhios ag na heolaithe go fóill cé chomh fada agus a bhaineann torthaí an múnla luch le daoine, nó cé chomh buan is atá an damáiste inchinn. Ach deir siad go dtógann an taighde an fhéidearthacht imníoch go bhféadfadh lagú meabhrach fadtéarmach a bheith ag daoine fásta atá ionfhabhtaithe le Zika.
"Is cosúil go bhfuil an víreas ag taisteal go leor de réir mar a théann daoine ar fud an domhain", a deir an tOllamh Gleeson. "Ag féachaint don staidéar seo, sílim gur cheart don ghnóthas sláinte poiblí monatóireacht a dhéanamh ar ionfhabhtuithe Zika i ngach grúpa, ní hamháin ar mhná torracha".
Is é an Bhrasaíl an t-eipidéim Zika reatha, áit a bhfuil na Cluichí Oilimpeacha Rio i mbun oibre.
I mí Feabhra dhearbhaigh an Eagraíocht Dhomhanda Sláinte an ráig mar "éigeandáil sláinte poiblí de thromchúis idirnáisiúnta" de réir mar a d'fhás fianaise ar an gcaidreamh atá idir Zika agus lochtanna breithe.
Is é an mosquito Aedes aegypti, atá coitianta ar fud na Meiriceá trópaiceach agus fo-trópaiceach, an príomh-chomhghlactha leis an víreas.


Watermelons, a warm-weather annual summer crop, grow best once the average air temperature is at least 70 degrees Fahrenheit. This plant requires a soil rich in nutrients to support its foliage growth and fruit production. For the biggest, juiciest watermelons, provide the vine with the various kinds of soil amendments it needs at its various stages of life.
Enhance soil fertility before planting watermelon seeds or transplanting your seedlings. This helps ensure a quick establishment and sets a foundation for healthy watermelon plants. Use any all-purpose, 5-10-10 fertilizer product, spreading it at a rate of 15 pounds for every 500 square feet of garden space. To minimize the risk of nitrogen burn, mix the fertilizer evenly throughout the top 6 inches of soil.
Watermelon plants grow best in fertile, moist, well-draining soil. Compost helps accomplish this by improving soil structure, adding micronutrients and improving the soil's ability to stay moist and hold onto nutrients. For the best results with watermelons, use approximately 4 inches of well-aged compost and mix the compost into the top 6 inches of soil.
Mulch helps fertilize the watermelon plants by slowly adding nitrogen-rich organic matter to the soil. Mulch also helps improve soil moisture retention and prevents weeds from growing that might otherwise compete with your watermelon plants for soil moisture and soil nutrients. Mulches that work well with watermelon plants include weed-free straw, shredded newspaper and grass clippings. Maintain a 3- to 4-inch-thick layer of mulch around your watermelon plants at all times.
As soon as the watermelon plant's vines are long enough to start creeping along the ground, it needs a second application of nitrogen to quickly boost growth. Using a 33-0-0 fertilizer, and apply it at a rate of 1/2 pound for every 50 feet of watermelon rows. Immediately water the watermelon plants to help carry the fertilizer to the vine's roots. Repeat again when the watermelon plant's first fruits start to appear on the vine. This enhances overall fruit production.
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Tá an t-uisce-mhéilí, a bhfuil an-tóir air i rith an tsamhraidh, ag fás go maith nuair a bhíonn an teocht mheán an aeir ag 70 céim Fahrenheit ar a laghad. Éilíonn an planda seo ithir atá saibhir i gcothaithigh chun tacú lena fhéith agus le táirgeadh torthaí. Chun na watermelons is mó, is mó sú a fháil, soláthraíonn tú na cineálacha éagsúla athruithe ithreach a theastaíonn uaidh sa fhíonchaor ag céimeanna éagsúla a saoil.
Cuir feabhas ar thorthúlacht an ithir sula ndéanann tú síolta watermelon a phlandaíocht nó do ghrianán a phlandaíocht. Cuidíonn sé seo le bunú tapa a chinntiú agus leagann sé bunús do phlandaí uisce-mhéine sláintiúla. Úsáid aon táirge táirgthe uilechuspóire, 5-10-10, ag scaipeadh é ag ráta 15 punt ar gach 500 troigh cearnach de spás gairdín. Chun an baol go dtógfar an nítrigin a íoslaghdú, cuir an leasachán le chéile go cothrom ar fud na 6 orlach is airde den ithir.
Tá plandaí an t-uisce-mhéine ag fás go maith i dtalamh thorthúil, taise, go maith dránaithe. Cabhraíonn compost seo a bhaint amach trí struchtúr na talún a fheabhsú, trí mhicrea-chothaithigh a chur leis agus trí chumas an talún a choinneáil taise agus cothaithigh a choinneáil. Chun na torthaí is fearr a fháil le watermelons, bain úsáid as thart ar 4 orlach de choimpóist a d'aois go maith agus cuir an choimpóist isteach sa 6 orlach barr den ithir.
Cabhraíonn mulch le feirmeoireacht na mbunaí watermelon trí ábhar orgánach saibhir nítrigine a chur leis go mall sa ithir. Cuidíonn mulch freisin le haer a choinneáil sa talamh agus cuireann sé cosc ar luibheanna a fhás a d'fhéadfadh dul san iomaíocht le do phlandaí watermelon le haghaidh taise agus cothaithigh talún. I measc na mulcha a oibríonn go maith le plandaí watermelon tá sliocht saor ó weed, nuachtán shredded agus gearrthóga féar. Coinnigh sraith mulch 3 go 4 orlach tiubh timpeall do phlandaí watermelon i gcónaí.
A luaithe a bhíonn fíonchaora an phlanda uisce-mhéine fada go leor chun tosú ag creep ar feadh na talún, ní mór dó an dara iarratas nítrigine a dhéanamh chun fás a spreagadh go tapa. Ag baint úsáide as leasachán 33-0-0, agus é a chur i bhfeidhm ag ráta 1/2 punt do gach 50 troigh de shraith watermelon. Cuir uisce láithreach ar na plandáin uisce-mhéine chun an leasachán a thabhairt go fréamhacha an fhíona. Déan arís nuair a thosaíonn na chéad torthaí an phlanda uisce-mhéine le feiceáil ar an fíonchaora. Feabhsaíonn sé seo táirgeadh iomlán torthaí.
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|Chad Table of Contents
A range of diseases afflicts the populace of Chad. In 1983 infectious and parasitic diseases were the most prevalent ailments, followed by respiratory afflictions and nervous disorders. In 1988 a severe epidemic of meningitis affected N'Djamena, in particular. By 1987 only one case of acquired immune deficiency syndrome (AIDS) had been reported to the World Health Organization; however, it was likely that incidence of the disease was many times higher, especially in the southern areas near Cameroon and Central African Republic.
In the early 1960s, the government made a substantial effort to extend the country's limited health infrastructure. Despite the ensuing civil conflict, the government has attempted to maintain and expand health services. Foreign assistance has allowed the construction of new buildings and the renovation of existing facilities, as well as the laying of groundwork for training health care professionals.
By the early 1980s, health facilities included five hospitals (at N'Djamena, Sarh, Moundou, Abéché, anda locality in Mayo-Kebbi Prefecture). Two polyclinics served the population of the capital region. Medical centers numbered 18, and there were 20 infirmaries and 127 dispensaries. Private medical facilities numbered seventy-five, and twenty social centers administered to the needs of Chadians in all prefectures except Biltine and Borkou-Ennedi-Tibesti.
Despite apparent progress in health care delivery, it is difficult to determine if growth in the number of facilities represented an increased capacity or merely a reorganization and reclassification of health establishments. The only data available in 1988, for example, showed that despite the increase in numbers of units, the hospitals, medical centers, and infirmaries increased the number of beds by only 238 more than the number recorded in 1971. Modern health care was also very unevenly distributed. Such facilities in Chad have long been concentrated in the south and remained so in 1983. For example, eleven of the eighteen medical centers were found there, along with three of the five hospitals, and private care followed the same pattern, with sixty-four of seventy-five centers in the southern prefectures. In theory, therefore, people in the less populated sahelian and Saharan regions had to travel very long distances for modern medical care. In fact, distance, lack of transportation, and civil conflict probably discouraged most people from making the effort.
A continuing shortage of trained medical personnel has compounded the difficulty of providing adequate, accessible health facilities. In 1983 Chad's medical system employed 42 Chadian doctors, 8 pharmacists, a biologist, 87 registered nurses, 583 practical nurses, 59 nurses specializing in childbirth, 22 midwives, 19 health inspectors, and 99 public health agents. Foreign assistance provided another 41 doctors, 103 nurses, and 2 midwives.
More detailed information concerning health care in Chad was unavailable in the late 1980s, largely because of the Chadian Civil War, which had disrupted government services for many years. As a result of this conflict, there were probably fewer health personnel in the late 1980s than earlier in the decade, particularly in the sahelian and Saharan zones, where nurses abandoned rural infirmaries. Mortality levels in Chad have been high for a long time, but the war may have reversed the limited progress made in the 1960s in dealing with the country's many health problems. Although the conflict was far from resolved in the late 1980s, the Habré government had been much more successful than its predecessors in consolidating control over the sahelian and Saharan regions of the country where modern health care has been the least available. Although resources remained scarce, greater international attention to Chad's plight produced more foreign assistance than in the past.
Source: U.S. Library of Congress

Tábla Ábhar
Tá réimse galair ag fulaingt ar phobal na Seice. I 1983 ba iad galair ionfhabhtaithe agus paraisítí na galair is forleithne, ina dhiaidh sin galair an anailís agus galair néarógach. I 1988, bhuail eipidéim tromchúiseach méineigitise N'Djamena go háirithe. Faoi 1987 ní raibh ach cás amháin de shiondróm easnamh imdhíonachta faighte (SÍD) tuairiscíodh chuig an Eagraíocht Dhomhanda Sláinte; áfach, is dócha go raibh an galar i bhfad níos mó, go háirithe sna ceantair theas in aice le Camarún agus Poblacht na hAfraice Láir.
I dtús na 1960idí, rinne an rialtas iarracht suntasach chun bonneagar sláinte teoranta na tíre a leathnú. In ainneoin na coimhlinte shibhialta a tháinig ina dhiaidh sin, rinne an rialtas iarracht seirbhísí sláinte a chothabháil agus a leathnú. D'fhág cúnamh eachtrach go bhféadfaí foirgnimh nua a thógáil agus áiseanna atá ann cheana a athchóiriú, chomh maith le bunús a leagan le haghaidh gairmithe cúraim sláinte a oiliúint.
Faoi thús na 1980idí, bhí cúig ospidéal i measc na saoráidí sláinte (ag N'Djamena, Sarh, Moundou, Abéché, agus áit i gCúige Mayo-Kebbi). Bhí dhá pholaiclínic ag freastal ar phobal na réigiúin chaipitil. Bhí 18 ionad leighis ann, agus bhí 20 infirmary agus 127 dispenser ann. Bhí seacht gcinn déag saoráid leighis phríobháideach agus fiche ionad sóisialta á riaradh chun freastal ar riachtanais na Chadigh i ngach ceann de na prefectures seachas Biltine agus Borkou-Ennedi-Tibesti.
In ainneoin dul chun cinn soiléir i soláthar cúraim sláinte, tá sé deacair a chinneadh an raibh méadú ar líon na saoráidí ina léiriú ar acmhainn méadaithe nó ar athchóiriú agus athchlárú na n-eagraíochtaí sláinte amháin. Léirigh an t-aon sonraí a bhí ar fáil i 1988, mar shampla, go cé go raibh méadú tagtha ar líon na n-aonad, níor mhéadaigh na hoibríochtaí, na lárionaid leighis agus na n-ionad cóireála líon na gcodanna ach 238 níos mó ná an líon a taifeadadh i 1971. Bhí cúram sláinte nua-aimseartha scaipthe go neamhchothrom freisin. Tá áiseanna den sórt sin sa tSád dírithe go fada sa deisceart agus d'fhan siad mar sin i 1983. Mar shampla, bhí aon cheann déag de na ocht n-ionad leighis déag ann, mar aon le trí cinn de na cúig ospidéal, agus lean cúram príobháideach an patrún céanna, le seasca ceathrú cinn de na seacht gcinn déag i gceantair theas. Sa teoiric, dá bhrí sin, bhí ar dhaoine sna réigiúin sahelian agus sa Saharan nach raibh mórán daonra acu taisteal ar chiallacha an-fhiúcha chun cúram leighis nua-aimseartha a fháil. Go deimhin, is dócha gur chuir an fad, an easpa iompair, agus an choimhlint shibhialta an chuid is mó daoine as an iarracht a dhéanamh.
Tá an easpa leanúnach foirne leighis oilte tar éis an deacracht a bhaineann le saoráidí sláinte leordhóthanacha, inrochtana a sholáthar a mhéadú. I 1983 bhí 42 dochtúir, 8 cógaiséir, bith-eolaí, 87 altra cláraithe, 583 altraí cleachtais, 59 altraí speisialtóireachta i bpáistí, 22 mháithreacha, 19 iniúchóir sláinte, agus 99 gníomhaire sláinte poiblí fostaithe i gcóras leighis na Seice. Thug cúnamh eachtrach 41 dochtúir eile, 103 altra, agus 2 mháistir.
Ní raibh faisnéis níos mionsonraithe maidir le cúram sláinte sa tSád ar fáil ag deireadh na 1980idí, go mór mar gheall ar Chogadh Cathartha na Scead, a chuir isteach ar sheirbhísí rialtais ar feadh blianta fada. Mar thoradh ar an gcoimhlint seo, is dócha go raibh níos lú pearsanra sláinte ann ag deireadh na 1980idí ná ag tús an deich mbliana, go háirithe sna criosanna sahéiliach agus sa Saharan, áit ar fhág na hoibrithe altraí iontráil i n-infirmíní tuaithe. Tá leibhéil báis sa tSád ard le fada, ach d'fhéadfadh go raibh an cogadh ag casadh an dul chun cinn teoranta a rinneadh sna 1960idí i ngleic le go leor fadhbanna sláinte na tíre. Cé nach raibh an coimhlint réitithe go mór ag deireadh na 1980idí, bhí an rialtas Habré i bhfad níos rathúla ná a réamhtheachtaí i rialú a dhaingniú ar réigiúin Sahel agus Saharan na tíre ina raibh cúram sláinte nua-aimseartha ar fáil ar an laghad. Cé go raibh acmhainní gann, bhí níos mó aird idirnáisiúnta ar dhúshlán na Seáide ag cruthú níos mó cúnamh eachtrach ná mar a bhí roimhe.
Foinse: Leabharlann Chongres na Stát Aontaithe


In the United States the military has been a source of American slang since the Revolutionary War and much of it has become increasingly embedded in popular culture. To chew means, “to bite and grind with the teeth; to masticate, as food, to prepare it for deglutition and digestion,” so it’s not too big of a leap to connect the idea of biting into something with a grinding reproach. Alternative phrases for the transitive verb can be dress down, take to task, or rake over the coals.
No doubt the phase came from across the pond because a good chewing out is hardly a new phenomenon. In Europe people were being called on the carpet since the beginning of the 19th century when a servant was said to “walk the carpet” when they were summoned before the master of the home for a tongue lashing. Even earlier than this, people were being read the Riot Act. In 1715 English magistrates were responsible for the control of unruly citizens. “If more than twelve people didn't disperse after the Riot Act was read to them the magistrate could order their arrest”and by the 1930’s judges were said to be throwing the book at disorderly citizens for breaking the law. The 1986 Public Order Act made the Riot Act obsolete, but there is some evidence to suggest that the phrase describing a verbal reprimand may have originated even earlier because the OED offers a citation from as early as 1230 for chewed used to illustrate "to worry with reproaches." Since then the formal censure or reproach of a subordinate by a superior has escalated from getting an attitude adjustment to a good bawling out.
Some say that the military may have begun bandying the phrase about as early as World War I. One etymologist cites a passage, “H.Q. is chewing out my arse why we're not flying right now," from Stephan Longstreet’s Canvas Falcons(1929). By 1948 to chew someone out had become common during World War II meaning someone was given a verbal going over as in, “The Drill Sergeant chewed him out saying he would have his guts for garters because he was nothing more than a goldbricking lollygag.” The colloquialism may have arose from Article 15, a form of non-judicial punishment from the Uniform Code of Military Justice. While it’s not a full blown court martial an Article 15 can result in consequences ranging from an apologetic response to fines or confinement in the stockade.
Oxford English Dictionary:
MILREF: 2005 Archive of Military Definitions of the Day:
The Phrase Finder:

Sna Stáit Aontaithe, is foinse de slang Mheiriceá é an míleata ó Chogadh Réabhlóideach agus tá cuid mhór de shiombail sa chultúr tóir. Ciallaíonn an t-amhrán, "a bheith ag cnagadh agus ag miondealú leis na fiacla; a bheith ag mascáil, mar bhia, chun é a ullmhú le haghaidh deglutition agus díleá, " mar sin ní léim ró-mhór é an smaoineamh a bheith ag miondeáil i rud le smacht a bheith ag miondeáil. Is féidir frásaí malartacha don bhriathar trasdhlúite a bheith ina n-oideas síos, a ghlacadh chun tasc, nó a rake thar na gcarbóil.
Gan amhras tháinig an chéim ó thuras na loch toisc go bhfuil maith chewing amach nach bhfuil feiniméan nua. Sa Eoraip bhí daoine á n-aghaidh ar an gcarpéad ó thús an 19ú haois nuair a bhí sé ráite go raibh seirbhíseach ag 'coiseacht ar an gcarpéad' nuair a bhí siad glactha os comhair an úinéara an tí le haghaidh líonta teanga. Fiú níos luaithe ná seo, bhí an tAcht Riot á léamh ag daoine. Sa bhliain 1715, bhí máistreacht Sasanach freagrach as rialú a dhéanamh ar shaoránaigh neamhrialta. Má bhíonn níos mó ná dhá cheann déag duine gan scaipeadh tar éis an Acht um Riot a léamh dóibh d'fhéadfadh an máistir ordú a thabhairt go ndéanfaí iad a ghabháilagus sna 1930idí bhí breithiúna ag caitheamh an leabhar ar shaoránaigh neamhordúla as an dlí a shárú. Rinne Acht an Orda Poiblí 1986 an tAcht Riot as feidhm, ach tá roinnt fianaise ann a thugann le tuiscint go bhféadfadh an frása a thuairiscíonn smacht ó bhéal a bheith tagtha chun cinn níos luaithe toisc go dtugann an OED luaitear ó 1230 ar an gcéad uair eile le haghaidh chewed a úsáidtear chun "a bheith buartha faoi mhaitheas" a léiriú. Ó shin i leith tá an censure foirmiúil nó an replugging de subordinate ag níos airde ag ardú ó ag cur leasuithe dearcadh a fháil go maith ag screadadh amach.
Deir cuid acu go bhféadfadh go raibh na míleata ag tosú ag cur an abairt ar an bpáipéar chomh luath le Cogadh an Domhain I. Tugann eitimolaí amháin le haistriúchán, H.Q. Is ag chewing mo ascaill cén fáth nach bhfuil muid ag eitilt anois, " ó Stephan Longstreet's Canvas Falcons ([[1929]]). Faoi 1948 bhí sé coitianta duine a chew amach le linn an Dara Cogadh Domhanda rud a chiallaíonn go ndearnadh briathra ó bhéal a thabhairt do dhuine mar,  Chew an Searmanas Drill air ag rá go mbeadh a chuid guthanna aige le haghaidh garters toisc nach raibh sé ach lollygag goldbricking.  D'fhéadfadh an cainteoireacht a bheith tagtha as Airteagal 15, foirm pionóis neamh-dlí ón gCód Aonair um Cheartas Míleata. Cé nach cúirt mhíleata iomlán é, d'fhéadfadh iarmhairtí a bheith ag Airteagal 15 ó fhreagra apologetic go fíneálacha nó i gcoimeád sa phríosún.
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CIS 331 Chapter 2 Quiz To Purchase This Material Click below Link http://www.cis331rank.com/product-29-CIS-331-Chapter-2-Quiz FOR MORE CLASSES VISIT www.cis331rank.com 1. What are the fundamental activities that are common to all software processes? 2.
List the 3 generic process mod ls that are ed in software engineering?
Whyiterations usually limited when the waterfall model is used?
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What are the advantages of using incremental development and delivery?
What are the 4 sectors in each loop in BoehmĘźspiral model?
What Are the six fundamental best practices in the RUP?

CIS 331 Caibidil 2 Quiz To Purchase This Material Cliceáil thíos Link http://www.cis331rank.com/product-29-CIS-331-Chapter-2-Quiz LE haghaidh MÓR CLÁSAÍ TUR www.cis331rank.com 1. Cad iad na gníomhaíochtaí bunúsacha atá coitianta do gach próiseas bogearraí? 2. Seachadadh.
Liostáil na 3 modúl próisis ghinearálta a úsáidtear in innealtóireacht bogearraí?
Cén fáth go mbíonn teorainn ag baint leis na hairíonna de ghnáth nuair a úsáidtear an tsamhail uiscebhealach?
4. Tá an t-am Cad iad na trí bhuntáistí a bhaineann le forbairt mhéadaithe, i gcomparáid leis an tsamhail uiscebhealach? 5. Tá an t-am ann. Cad iad na céimeanna forbartha i bhforbairt atá bunaithe ar athúsáid? 6. Ceacht. Cad iad na príomhriachtanais a bhaineann le gníomhaíochtaí innealtóireachta? 7. Ceacht. Cén fáth go bhfuil sé níos neamhábhartha idirdhealú a dhéanamh idir forbairt bogearraí agus éabhlóid? 8. Ceacht.
Cad iad na buntáistí a bhaineann le forbairt agus seachadadh méadaithe a úsáid?
Cad iad na 4 earnáil i ngach lúb i múnla Boehmźspíreála?
Cad iad na sé dea-chleachtas bunúsacha sa Phortaingéil?


Infant Feeding Guidelines for the Asia Pacific Region
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Good nutrition for infants, during the first 1000 days from conception, is one of the most important determinants of a healthy long life. Breastfeeding is the most important component of infant nutrition and reduces morbidity and mortality. With the changes to the climate currently occurring, issues of nutrition and food supply are only going to increase in importance. The Sustainable Development Goals of the United Nations, place nutrition at the forefront of world development and a sustainable planet. The vision of Asia-Pacific Academic Consortium for Public Health (APACPH) is to “achieve the highest possible level of health of all the people of the nations of the Asia-Pacific region.” Much of the burden of disease, early deaths, and disability in the Asia Pacific region could be reduced with public health efforts to address the major risk factors, including nutrition-related causes and smoking. The United Nations Decade of Action on Nutrition 2016-2025 has recently been launched with the aim of reducing the global burden of inappropriate nutrition. The goals include increasing rates of exclusive breastfeeding to 6 months, reducing wasting and stunting, and reducing the rates of low birthweight. This is the position endorsed in these guidelines along with the principles of the Baby Friendly Hospital Initiative. These guidelines expand the information on infants that was included in the 2016 APACPH Dietary Guidelines. APACPH covers many different environments, geographical areas, cultures, and socioeconomic groups. These guidelines are generally applicable to all infants in our region, specific local advice may sometimes be needed.
Showing items related by title, author, creator and subject.
The Role of Public Health Nutrition in Achieving the Sustainable Development Goals in the Asia Pacific RegionBinns, Colin; Lee, M.; Low, W.; Zerfas, A. (2017)Â© 2017, Â© 2017 APJPH. The Sustainable Development Goals (SDGs) replaced the Millennium Development Goals (MDCs) in 2015, which included several goals and targets primarily related to nutrition: to eradicate extreme ...
Dietary guidelines for the Asia Pacific Region: Report of the Asia Pacific academic consortium for public health workshop 2016Binns, Colin; Lee, M.; Kagawa, Masaharu; Low, W.; Liqian, Q.; Guldan, G.; Hokama, T.; Nanishi, K.; Oy, S.; Tang, L.; Zerfas, A. (2017)© 2017 APJPH. Nutrition is a major determinant of health throughout all stages of life and together with smoking is the most important risk factor for morbidity and mortality in the Asia Pacific Region. The workshop ...
Che, S.; Binns, Colin; Maycock, B. (2013)Calcium is essential for maintaining bone health in infants and young children. The calcium intakes of weaning infants and children in Asia are relatively low in comparison to their Western counterparts. This is an ...

Treoirlínte um Chothú na n-Inbhirthí do Réigiún na hÁise agus an Aigéin Chiúin
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Tá cothú maith do naíonáin, le linn na chéad 1000 lá ó phógadh, ar cheann de na cinntí is tábhachtaí d'am fada sláintiúil. Is é an bainne a thabhairt an comhpháirt is tábhachtaí i gcothú naíonáin agus laghdaíonn sé morbidity agus mortality. Leis na hathruithe ar an aeráid atá ag tarlú faoi láthair, ní bheidh ach níos mó tábhachta ag ceisteanna cothaithe agus soláthair bia. Tá an t-aistriúchán seo ar fáil ar an suíomh gréasáin www.europa.eu.int. Is é fís Chonsórasta Acadúil Sláinte Poiblí na hÁise-Aigéan Ciúin (APACPH) ná an leibhéal sláinte is airde is féidir a bhaint amach do mhuintir uile náisiúin réigiún na hÁise-Aigéan Ciúin. D'fhéadfaí cuid mhór den ualach galar, báis go luath, agus míchumais i réigiún na hÁise-Aigéan Ciúin a laghdú le hiarrachtaí sláinte poiblí chun aghaidh a thabhairt ar na príomhfhachtóirí riosca, lena n-áirítear cúiseanna a bhaineann le cothú agus caitheamh tobac. Seoladh Deich mbliana Gníomhaíochta na Náisiún Aontaithe maidir le cothú 2016-2025 le déanaí d'fhonn an t-ualach domhanda a bhaineann le cothú míchuí a laghdú. I measc na gcuspóirí tá méadú ar rátaí na beathú cíche eisiach go 6 mhí, laghdú ar chailliúint agus ar stunting, agus laghdú ar rátaí na meáchain íseal breithe. Is é seo an seasamh a fhormheastar sna treoirlínte seo mar aon le prionsabail Tionscnamh Ospidéal Cairdiúil do Leanaí. Leathnaíonn na treoirlínte seo an fhaisnéis maidir le leanaí a bhí san áireamh i dtreoirlínte aiste bia APACPH 2016. Clúdaíonn APACPH go leor timpeallachtaí éagsúla, limistéir gheografacha, cultúir, agus grúpaí sóisia-eacnamaíocha. Tá na treoirlínte seo infheidhme go ginearálta ar na leanaí go léir inár réigiún, d'fhéadfadh go mbeadh gá le comhairle áitiúil ar leith uaireanta.
Ag taispeáint earraí a bhaineann le teideal, údar, cruthaitheoir agus ábhar.
An Ról a Dhéanann Cothú Sláinte Poiblí chun na Spriocanna Forbartha Inbhuanaithe a bhaint amach i Réigiún na hÁise an Aigéin ChiúinBinns, Colin; Lee, M.; Low, W.; Zerfas, A. (2017) © 2017, © 2017 APJPH. Tháinig na Spriocanna Forbartha Inbhuanaithe (SDGanna) in ionad Spriocanna Forbartha na Mílaoise (MDCanna) in 2015, a raibh roinnt spriocanna agus spriocanna ann a bhain go príomha le cothú: chun deireadh a chur le ...
Treoirlínte aiste bia don Réigiún na hÁise an Aigéin Chiúin: Tuarascáil ar Chonsórsaíocht Acadúil na hÁise an Aigéin Chiúin le haghaidh Seimineár Sláinte Poiblí 2016Binns, Colin; Lee, M.; Kagawa, Masaharu; Low, W.; Liqian, Q.; Guldan, G.; Hokama, T.; Nanishi, K.; Oy, S.; Tang, L.; Zerfas, A. (2017) © 2017 APJPH. Is príomhchinnitheoir sláinte é cothú i ngach céim den saol agus is é an fachtóir riosca is tábhachtaí le haghaidh morbidity agus básmhaireacht san Áise agus san Aigéan Ciúin, in éineacht le caitheamh tobac. An ceardlann ...
Che, S.; Binns, Colin; Maycock, B. (2013) Tá cailciam ríthábhachtach chun sláinte cnámh a chothabháil i leanaí agus i leanaí óga. Tá an t-iontógáil cailciam i measc naíonáin agus leanaí atá ag cur ar ceapadh san Áise réasúnta íseal i gcomparáid lena gcomhghleacaithe san Iarthar. Is é seo an ...


Trash Reimagined: 5 Down-to-Earth Upcycling Artists
Single-use plastic was introduced soon after the Fresh Kills landfill opened in the 1940s. Instead of reducing or reusing, Americans began to love the ease of just throwing things away. No need to wash the dishes- just toss them! The increase in disposable items and the accompanying rise of “throwaway culture” was one factor that led to the Fresh Kills Landfill’s growth.
Upcycling, along with reducing and recycling, is a creative antidote to throwaway culture. Upcycling involves reusing objects for practical or aesthetic purposes, prolonging their usefulness and diverting them from a landfill. These five artists are more likely to place trash in a museum exhibit or use it to create a homemade instrument than throw it on the curb. Their art pushes viewers to rethink disposability. Does that really need to be thrown away, or can it be upcycled?
Mierle Laderman Ukeles
Mierle Laderman Ukeles is the artist-in-residence for the Department of Sanitation. Though her work does not specifically use upcycled objects, Ukeles creates sculpture and performance art pieces that explore the role of waste in human society. Her work The Social Mirror, constructed in 1983, attaches a mirror to the outside of the sanitation truck, forcing viewers to see themselves as part of the process of sanitation and waste. ‘The mirror captures you, but people are afraid to be caught by it,’ said Ukeles. “You’re right there, part of the whole deal. It’s about the interrelationship between the people who provide the services and the people that get the services.’ Ukeles was an early advocate for the Fresh Kills landfill to be transformed into a park and was a key contributor to the Master Plan. She designed “LANDING,” the first planned artistic structure in Freshkills Park.
Skip LaPlante and Bash the Trash
Skip LaPlante is a musician and upcycler who specializes in making instruments
from recycled materials. As a Discovery Day workshop leader, LaPlante guides participants through building intricate wind chimes from repurposed materials. His work also includes more complex instruments, like harps and multi-story water sculptures. LaPlante works with Materials for the Arts, which repurposes supplies and scrap materials for artistic purposes, and Bash the Trash, which works in schools and community organizations to build instruments out of trash. Want to make your own instrument from waste? Check out Bash the Trash’s guide to building your own musical instruments.
Nelson Molina worked for the Department of Sanitation for 34 years. On his route, Molina often found valuable items: old toys, paintings, awards, antiques, and more. He collected thousands of objects in a makeshift museum in a DSNY warehouse. His finds are organized into exhibits chronicling decades of interesting stuff that New Yorkers threw away. Virtually visit the museum with this short documentary about Molina’s work.
Matt Lorenz – The Suitcase Junket
The Suitcase Junket is the solo project of musician Matt Lorenz. Born in Vermont and living in western Massachusetts, Lorenz is a musician whose one-man-band is constructed largely of upcycled materials. From his bass drum (an old suitcase) that is operated by a pedal constructed of an old baby shoe, to the wooden box of old trinkets and tools that makes up part of his percussion, he is a master of finding the potential in overlooked items. His guitar was even found in a dumpster. Check out his most recent video for High Beams, the catchy Everything I Like, and this recent cover of Whitney Houston’s I Wanna Dance With Somebody.
Alejandro Durán is a Brooklyn-based multimedia artist originally from Mexico City. In his photo series, Washed Up, Durán collected plastic waste that he found on the shorelines of Sian Ka’an, a UNESCO World Heritage site on Mexico’s Caribbean coast. He arranged the discarded waste along the shoreline to create stunning yet haunting images. As Durán states, “the resulting photo series depicts a new form of colonization by consumerism, where even undeveloped land is not safe from the far-reaching impact of our culture of disposable products.” Check out his TED Talk for more on his artistic process and motivation to bring attention to our ocean waste.
Upcycle your Stream time into STEAM time
Using upcycled items for art reduces demand for new materials and waste destined for the landfill. Did any of these down to Earth upcycling artists inspire you to get creative with what you have available?
Share your thoughts on upcycling and art this week on social media using #FreshkillsUpStream

Trash Reimagined: 5 Ealaíontóir Athchúrsála Down-to-Earth
Tugadh an plaisteach aon-úsáid isteach go luath tar éis don líonadh talún Fresh Kills a oscailt sna 1940idí. In ionad a laghdú nó a athúsáid, thosaigh Meiriceánaigh ag grá an éascaíocht rudaí a chaitheamh amach. Níl gá leis an éadaí a ní - caith iad! Ba é an méadú ar earraí indiúscartha agus an méadú comhthreomhar ar  cultúr caithbhunaithe ceann de na tosca a d'fhág go raibh fás na Dúnmharú Fresh.
Is frithdhíol cruthaitheach é an t-uaschúrsáil, mar aon le laghdú agus athchúrsáil, i gcoinne chultúr an throchaigh. Baineann an t-athchúrsáil le rudaí a athúsáid chun críocha praiticiúla nó ealaíne, lena n-úsáid a fhadú agus lena n-aistrithe ó thalamh dramhaíola. Tá seans níos mó ag na cúig ealaíontóir seo dramhaíl a chur i taispeántas músaeim nó é a úsáid chun ionstraimí tí-dhéanta a chruthú ná é a chaitheamh ar an mbóthar. Spreagann a gcuid ealaíne lucht féachana athbheochan a dhéanamh ar an gcaoi a ndéantar an t-earraí a dhiúscairt. An gá é sin a chaitheamh amach i ndáiríre, nó an féidir é a athchúrsáil?
Mierle Laderman Ukeles
Is é Mierle Laderman Ukeles an t-ealaíontóir cónaitheach don Roinn Sláinteachais. Cé nach n-úsáideann a cuid oibre rudaí athchúrsáilte go sonrach, cruthaíonn Ukeles píosaí ealaíne dealbhóireachta agus feidhmíochta a dhéanann iniúchadh ar ról an dramhaíola sa tsochaí dhaonna. A cuid oibre The Social Mirror, a tógadh i 1983, leagann sí scáthán le taobh amuigh den trucail sláintíochta, ag cur iallach ar lucht féachana iad féin a fheiceáil mar chuid den phróiseas sláintíochta agus dramhaíola. "Tá an scáthán ag glacadh leat, ach tá eagla ar dhaoine a bheith gafa leis", a dúirt Ukeles. Tá tú ceart ann, cuid den chomhaontú iomlán. Tá sé mar gheall ar an idirchaidreamh idir na daoine a sholáthraíonn na seirbhísí agus na daoine a fhaigheann na seirbhísí. Bhí Ukeles ina abhcóide luath ar mhaithe le líonadh talún Fresh Kills a athrú ina pháirc agus bhí sé ina phríomh-chomhalta den Mháistirphlean. Dearbhaigh sí "LANDING", an chéad struchtúr ealaíne pleanáilte i bPáirc Freshkills.
Skip LaPlante agus Bash an Trash
Is ceoltóir agus upcycler é Skip LaPlante a dhéanann uirlisí a dhéanamh
ó ábhair athchúrsáilte. Mar cheannaire ceardlann Lá na Fionnachtana, treoraíonn LaPlante rannpháirtithe trí champaí gaoithe casta a thógáil ó ábhair athúsáidte. Áirítear ar a chuid oibre ionstraimí níos casta, cosúil le harpaí agus dealbhéireacht uisce il-stór. Oibríonn LaPlante le Materials for the Arts, a athúsáidíonn soláthairtí agus ábhair scrap chun críocha ealaíne, agus Bash the Trash, a oibríonn i scoileanna agus eagraíochtaí pobail chun ionstraimí a thógáil as dramhaíl. Ar mhaith leat do chuid ionstraimí féin a dhéanamh as dramhaíl? Féach ar an treoir a thug Bash the Trash chun do chuid ionstraimí ceoil féin a thógáil.
D'oibrigh Nelson Molina don Roinn Sláinteachais ar feadh 34 bliana. Ar a bhealach, is minic a fhaigh Molina rudaí luachmhara: sean-imhrí, péinteálacha, duaiseanna, sean-earraí, agus go leor eile. Bhain sé na mílte rudaí le chéile i músaem improvised i stóras DSNY. Tá a chuid fionnachtana eagraithe i taispeántais ag cur síos ar dheich mbliana de rudaí suimiúla a chaith Nua-Eabhracigh. Tabhair cuairt ar an músaem go fíorúil leis an gclár faisnéise seo faoi shaothar Molina.
Matt Lorenz  An Junket Suitcase
Is é The Suitcase Junket tionscadal aonair an cheoltóra Matt Lorenz. Rugadh é i Vermont agus ina chónaí i dtuaisceart Massachusetts, is ceoltóir é Lorenz a bhfuil a banna fear amháin tógtha den chuid is mó de ábhair athchúrsáilte. Óna druma bass (seann mhála) a oibrítear le péidéal a tógadh ó shean-sioc leanbh, go dtí an bosca adhmaid de shean-trinkets agus uirlisí a dhéanann cuid dá chraobhscaoileadh, is máistir é i bhfáil ar an acmhainn i míreanna a bhfuil dearmad déanta orthu. Fuair a giotár fiú i dumpster. Seiceáil a chuid is déanaí físeán do High Beams, an catchy Gach rud is maith liom, agus an chlúdach le déanaí de Whitney Houston 's Ba mhaith liom Dánsa le duine éigin.
Is ealaíontóir ilmheánmhara Brooklyn-bhunaithe é Alejandro Durán a tháinig ó Chathair Mheicsiceo. Ina shraith grianghraf, Washed Up, bhailíonn Durán dramhaíl plaisteach a fuair sé ar chóstaí Sian Kaan, láithreán Oidhreachta Domhanda UNESCO ar chósta na Cairibe Mheicsiceo. Chuir sé an dramhaíl a bhí curtha ar ceal ar feadh na cósta chun íomhánna iontacha ach meabhrúcha a chruthú. Mar a deir Durán, "déanann an tsraith grianghraf a tháinig as seo cineál nua coilíneachta ag tomhaltas, áit nach bhfuil fiú talamh neamhfhorbartha sábháilte ó thionchar fadtéarmach ár gcultúr táirgí indiúscartha. " Féach ar a Labhairt TED le haghaidh níos mó ar a phróiseas ealaíne agus a spreagadh chun aird a thabhairt ar ár dramhaíl aigéin.
Upcycle do chuid ama sruth isteach ama STEAM
Trí earraí a athchúrsáiltear a úsáid le haghaidh ealaíne laghdaíonn sé an t-éileamh ar ábhair nua agus ar dhramhaíl atá beartaithe don líonadh talún. An raibh aon cheann de na healaíontóirí seo a bhí ag dul suas go dtí an Domhan ag spreagadh tú chun a bheith cruthaitheach leis an méid atá ar fáil agat?
Déan do chuid smaointe faoi uaschúrsáil agus ealaín a roinnt an tseachtain seo ar na meáin shóisialta ag baint úsáide as #FreshkillsUpStream


There’s a task that you need to get to, but it’s something dull and tedious. Every time you think of getting started on the task, you’re filled with dread. It’s very likely that the following thoughts go through your mind every time you think of the task:
- I hate doing that.
- I’m going to be bored out of my mind.
- Dull, dull, dull . . .
- Zzzzzzz . . .
Is it any surprise that you keep procrastinating when it comes to getting the task done? Of course not. There are many reasons why we procrastinate, and one of them is boredom. Fortunately, there are many strategies you can use in order to get yourself to work on a boring task, and one of the most effective of these is to make the task fun.
Below you’ll discover three examples of how to turn a boring task into a fun one.
The Piano Stairs
Under normal circumstances, when people are given the choice between walking up the stairs or riding up the escalators, the choice is clear. The great majority people will choose to stand passively on the escalators. After all, walking up the stairs requires effort.
However, we know that movement is good for you, and that most people are not getting enough exercise. The question then becomes, “How can people be motivated to use the stairs instead of using the escalators. What if you make climbing up the stairs fun?
“The Fun Theory” is a site put up by Volkswagen which is “dedicated to the thought that something as simple as fun is the easiest way to change people’s behavior for the better.” In order to test the theory that people would choose the stairs instead of the escalators if a “fun” element was added to climbing up the stairs, the people from “The Fun theory” tried an experiment:
- They turned stairs at the Odenplan subway station in Stockholm into piano keys. That is, they engineered it so that as people climbed up the stairs, each step would play a different musical note.
The result was that more people started using the stairs. In other words, people were willing to make the effort to walk up the stairs when it was turned into something fun. Here’s a YouTube video of “the piano stairs”:
Two More Examples
The Fun Theory site has several more examples of getting people to take a desired action by introducing fun into the mix. Here are two more examples:
In order to get people to recycle glass bottles, the container in which people place the glass bottles was turned into an arcade game. You can watch the video below:
In order to get more people to throw their garbage away in the garbage bins, instead of simply throwing it on the ground, a device was installed in a garbage bin which creates a sound as if the rubbish is falling down a deep well. Here’s the video:
These experiments confirmed it: making things fun really can change behavior. Fun motivates people to do things they previously avoided because they were simply boring and monotonous tasks which did not seem worth the effort.
Here’s an excerpt from “The Procrastination Equation”, by Piers Steel on the subject of how to stop procrastinating by making things fun:
“Boredom isn’t inherently part of any job – anything can be made more exciting simply by how we treat it. Tom Sawyer, for example, managed to get the village boys to pay him for the privilege of whitewashing his Aunt Polly’s picket fence. How? By insisting that they couldn’t help and making them envy an unenviable chore. Fortunately, there are a few effective techniques for turning leaden tasks into golden ones.”
The next time you find yourself procrastinating because the task that you need to get done bores you to tears, ask yourself how you can make the task fun. Or, you can also ask yourself: “What would Tom Sawyer do?” Stop procrastinating by turning boring tasks into fun tasks.
1. The Key To Goal Success: Setting Implementation Intentions
2. Launch A 365-Day Project In 2013
3. 18 Powerful Tips For Overcoming Procrastination
4. 7 Ways to Supercharge Your Motivation
5. Seven Ways to Overcome Inertia and Get Yourself Unstuck

Tá tasc ann a chaithfidh tú a fháil, ach tá sé rud éigin dull agus tedious. Gach uair a smaoiníonn tú ar an tasc a thosú, bíonn eagla ort. Is dócha go dtéann na smaointe seo a leanas trí do cheann gach uair a smaoiníonn tú ar an tasc:
- Is fuath liom é sin a dhéanamh.
- Tá mé ag dul a bheith bored as mo cheann.
- Dull, dull, dull. . . go deo . . . go deo .
- Zzzzzzz . . . go deo . . . go deo .
An bhfuil aon iontas ort go bhfuil tú ag cur siar go leanúnach nuair a thagann sé chun an tasc a dhéanamh? Ar ndóigh nach bhfuil. Tá go leor cúiseanna ann go ndéanaimid moill, agus is é an t-eagrán ceann acu. Ar an dea-uair, tá go leor straitéisí ann is féidir leat a úsáid chun tú féin a chur ag obair ar thasc uafásach, agus ceann de na cinn is éifeachtaí ná an tasc a dhéanamh spraoi.
Anseo thíos gheobhaidh tú trí shampla de conas tasc fásta a dhéanamh spraoi.
Na Scála Piana
Faoi ghnáth-choinníollacha, nuair a thugtar an rogha do dhaoine idir dul suas na staighre nó dul suas na scála gluaiseachta, tá an rogha soiléir. Roghnóidh an tromlach mór daoine seasamh go passively ar na staighre gluaiseachta. Tar éis an tsaoil, éilíonn sé iarracht dul suas na staighre.
Mar sin féin, tá a fhios againn go bhfuil gluaiseacht go maith duit, agus nach bhfuil an chuid is mó daoine ag fáil go leor aclaíochta. Is é an cheist ansin, Conas is féidir daoine a spreagadh chun na staighre a úsáid seachas na scálaí gluaiseachta a úsáid? Cad a tharlaíonn má dhéanann tú ag dul suas na staighre spraoi?
The Fun Theory is suíomh a chuir Volkswagen ar bun atá deartha don smaoineamh go bhfuil rud chomh simplí agus is spraoi an bealach is éasca chun iompar daoine a athrú chun an níos fearr. Chun an teoiric a thástáil go roghnaíonn daoine na staighre seachas na staighre gluaiseachta má chuirtear gné fun leis an staighre a dhreapadh, rinne daoine ó The Fun Theory turgnamh:
- D'athraigh siad staighre ag an stáisiún Odenplan i Stócólm i gceallraí pianó. Is é sin, d'innealtódh siad é ionas go mbeadh nóta ceoil difriúil ag gach céim de réir mar a bhí daoine ag dul suas na staighre.
Mar thoradh air sin, thosaigh níos mó daoine ag úsáid na staighre. I bhfocail eile, bhí daoine sásta an iarracht a dhéanamh dul suas an staighre nuair a bhí sé ina rud spraoi. Seo físeán YouTube de "the piano stairs":
Dhá Samplaí Eile
Tá roinnt samplaí eile ag an suíomh Fun Theory de dhaoine a chur chun gníomh a theastaíonn a dhéanamh trí spraoi a thabhairt isteach sa mheascán. Seo dhá shampla eile:
D'fhonn daoine a chur ar ais ar bhuidéil ghloine, rinneadh an coimeádán ina gcuirtear na buidéil ghloine a chur ina chluiche arcade. Is féidir leat féachaint ar an bhfíseán thíos:
D'fhonn níos mó daoine a spreagadh chun a gcuid dramhaíola a chaitheamh amach sna boinn dramhaíola, seachas iad a chaitheamh ar an talamh, suiteáladh feiste i mbonn dramhaíola a chruthaíonn fuaim amhail is dá mba an dramhaíola ag titim síos go tobar domhain. Seo an físeán:
Dheimhnigh na turgnaimh seo é: is féidir le rudaí a dhéanamh suimiúil i ndáiríre iompar a athrú. Spreagann spraoi daoine chun rudaí a dhéanamh a sheachain siad roimhe seo toisc go raibh siad ina gcúraimí fásta agus monotona nach raibh cosúil go raibh an iarracht fiú.
Seo sliocht as "The Procrastination Equation" le Piers Steel ar an ábhar conas stop a chur le moilleacht trí rudaí a dhéanamh suimiúil:
Ní cuid de chineál ar bith de phost é an t-easpa suime  is féidir aon rud a dhéanamh níos spreagúla ach trí an chaoi a gcaithimid leis. D'éirigh le Tom Sawyer, mar shampla, go n-íocfadh buachaillí na sráidbhailte leis as an phribhléid a bhí aige fead picéad a aintín Polly a ghlanadh. Conas? Trí éirí as nach raibh siad in ann cabhrú agus iad a dhéanamh envious chore unenviable. Ar an dea-uair, tá roinnt teicnící éifeachtacha ann chun tascanna luaidhe a thiontú ina tascanna órga.
An chéad uair eile a fhaigheann tú féin ag cur siar toisc go bhfuil an tasc a theastaíonn uait a dhéanamh ag cur báistí ort, iarr ort féin conas is féidir leat an tasc a dhéanamh spraoi. Nó, is féidir leat a iarraidh ort féin freisin: Cad a dhéanfadh Tom Sawyer? Stop leis an gcúlú trí tascanna fussy a thiontú i gcúraimí spraoi.
1. an t-am a bhí ann. An eochair chun rath a bhaint as sprioc: intinn cur chun feidhme a shocrú
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Dr Richard Badge has used a formative assignment with his MSc Bioinformatics students over the last two years. The aim of the exercise is to help the students improve their writing and use citation and referencing correctly. The course combines molecular biology and programming, so the students need to be adaptable and able to write well to succeed on the molecular biology section of the course. Many are from overseas and working in English as a second language. The students are taught face to face in a lab with networking and use laptops provided by the course for their work.
The students submit short answer questions in a single document through blackboard to Turnitin. These are scanned for non-original text. Once the deadline for the piece of work has passed, the students are given a mark scheme, with detailed answers and grades. They use this in conjunction with the PeerMark system to mark another student’s paper. The students make sure that the work they submit is anonymous (no names on the paper itself in headers/titles/ filenames) and the papers are allocated to each student anonymously by the system.
The students work through the piece of work they have to mark in class on their laptops. Dr Badge stated that the formative assessment using PeerMark allowed the students to work through the marking at their own pace, allowing them ask questions of each other and him as they went along. This promoted in depth questions that related to the content of the answers and their interpretation. In previous years, working through the same exercise on paper was much more stilted and didactic.
Overall the PeerMark system offered several advantages over the paper based system:
- work was anonymised and distributed automatically
- students could work at their own pace
- promoted questions about content, understanding and interpretation over technical issues
- allowed all the students to see all the papers submitted once the marking was complete

Tá an Dr Richard Badge tar éis tasc foirmithe a úsáid lena mhic léinn Mháistreachta Bith-eolaíochtaí le dhá bhliain anuas. Is é aidhm an chleachtaithe cabhrú leis na mic léinn a gcuid scríbhneoireachta a fheabhsú agus úsáid a bhaint as luachan agus tagairt a dhéanamh i gceart. Comhcheanglaíonn an cúrsa bithéolaíocht mhóilíneach agus cláir, mar sin ní mór do na mic léinn a bheith in oiriúint agus in ann scríobh go maith chun a bheith rathúil ar an rannóg bithéolaíocht mhóilíneach den chúrsa. Tá go leor acu ó thar lear agus ag obair i mBéarla mar dara teanga. Múintear na mic léinn duine le duine i saotharlann le líonraíocht agus úsáideann siad ríomhairí glúine a sholáthraíonn an cúrsa lena gcuid oibre.
Cuireann na mic léinn ceisteanna gearrfhreagra i doiciméad amháin trí bhorddhuine chuig Turnitin. Tá na leabhair seo scanadh ar theangacha neamh-thúsáideacha. Nuair a bhíonn an spriocdháta don chuid oibre caite, tugtar scéim marc do na mic léinn, le freagraí mionsonraithe agus gráid. Baineann siad úsáid as seo i gcomhar leis an gcóras PeerMark chun páipéar mac léinn eile a mharcáil. Cinntíonn na mic léinn go bhfuil an obair a chuireann siad isteach gan ainm (gan ainm ar an bpáipéar féin i gceannteidil/teideal/ainmneacha comhaid) agus déantar na páipéir a leithdháileadh ar gach mac léinn gan ainm ag an gcóras.
Oibríonn na mic léinn tríd an píosa oibre a chaithfidh siad a mharcáil sa rang ar a gcuid ríomhairí glúine. Dúirt an Dr Badge gur thug an measúnú foirmitheach a úsáideadh PeerMark deis do na mic léinn an marcáil a dhéanamh ina luas féin, rud a thug deis dóibh ceisteanna a chur ar a chéile agus air féin agus iad ag dul ar aghaidh. Chuir sé seo ceisteanna domhain ar bun a bhain le hábhar na bhfreagraí agus lena n-aistriúchán. Sna blianta roimhe seo, bhí an cleachtadh céanna ar pháipéar i bhfad níos dícheallach agus níos didictíche.
Ar an iomlán, bhí roinnt buntáistí ag an gcóras PeerMark i gcomparáid leis an gcóras páipéir:
- go raibh an obair gan ainm agus go raibh sé dáileadh go huathoibríoch
- d'fhéadfadh mic léinn obair a dhéanamh ina luas féin
- ceisteanna faoi ábhar, tuiscint agus léirmhíniú a chur chun cinn thar saincheisteanna teicniúla
- ligtear do na mic léinn go léir na páipéir uile a cuireadh isteach a fheiceáil nuair a bheidh an marcáil críochnaithe


Plants change growth patterns according to their local environment. When plants grow it is called green-up; when they change color and lose their leaves it is called green-down. The study of the seasonal cycles of plant growth helps us understand climate change. These climate changes, such as temperature and amount of rainfall, influence plant growth and decline.
Values of plant color are referred to in terms of vigor, which is simply the strength and health of the plant. Vigor can be examined at a local level by monitoring the changes in vegetation color using the Plant Color Guide. Visual samples of this change help scientists understand how plants in different regions respond to seasonal changes in weather. Plant vigor comes in shades of green. Higher vigor produces darker shades. High values are seen in the rain forests of South America with blue-green shades, low values are seen in the Saharan desert of Africa, with a tan class color.
"GLOBE is the quintessentially ideal program for involving kids in science"
- Nobel laureate Dr. Leon Lederman.
Measurements and observations by GLOBE students serve several purposes.
Participating scientists use GLOBE data in their research programs to improve our understanding of the global environment.
Students learn how to carry out a scientifically rigorous program of Earth observations.
Students also learn how to use their own measurements––together with data from other GLOBE schools––as a key part of their study of environmental science.
To learn more or compose a lesson plan with this tool go to: www.globe.gov

Athraíonn plandaí patrúin fáis de réir a dtimpeallacht áitiúil. Nuair a fhásann plandaí glaochar ar an nglas-suas é; nuair a athraíonn siad a dhath agus a gcailltear a gcuid duilleoga glaochar ar an nglas-íos é. Cabhraíonn staidéar ar na timthriallta séasúracha d'fhás plandaí linn athrú aeráide a thuiscint. Bíonn tionchar ag na hathruithe aeráide seo, mar shampla teocht agus méid na báistí, ar fhás agus ar laghdú plandaí.
Tagraítear do luachanna dath plandaí i dtéarmaí vigor, rud atá i ndáiríre mar neart agus sláinte an phlanda. Is féidir an vigor a scrúdú ar leibhéal áitiúil trí monatóireacht a dhéanamh ar na hathruithe i dath na plandaí ag baint úsáide as an Treoracha Dath Plandaí. Cabhraíonn samplaí amhairc den athrú seo le heolaithe tuiscint a fháil ar an gcaoi a bhfreagraíonn plandaí i réigiúin éagsúla do athruithe séasúracha ar an aimsir. Tá an fhéiniúlacht atá ag plandaí i ndathanna glas. Tá sé níos mó ná an t-am a bhíonn ag an gcraiceann. Tá luachanna arda le feiceáil i bhforaoisí báistí Mheiriceá Theas le scáthanna gorma-ghlas, le luachanna íseal le feiceáil i bhfásach na Saáraí san Afraic, le dath rang tan.
"GLOBE is é an clár is fearr le haghaidh páistí a chur i mbun eolaíochta"
- Dr. Leon Lederman, duais Nobel.
Tá roinnt cuspóirí ag tomhais agus breathnuithe ó mhic léinn GLOBE.
Baineann eolaithe rannpháirteacha úsáid as sonraí GLOBE ina gcláir taighde chun ár dtuiscint ar an gcomhshaol domhanda a fheabhsú.
Foghlaimíonn mic léinn conas clár dian eolaíoch de bhreathnóireachtaí ar an Domhan a dhéanamh.
Foghlaimíonn mic léinn freisin conas a gcuid tomhais féin a úsáid - in éineacht le sonraí ó scoileanna eile GLOBE - mar phríomhchuid dá gcuid staidéir ar eolaíocht chomhshaoil.
Chun tuilleadh eolais a fháil nó plean ceachta a chumadh leis an uirlis seo téigh chuig: www.globe.gov


Across Ohio, there are opportunities to get out to the farm and enjoy tourism activities.Read More
Nothing says summer like a tomato fresh from the garden, but what are the things that are needed to know to be able to grow the best tomato?
Determinate is a plant that reaches a mature height and blooms roughly all at once and produces one crop all at once. These tend to be more compact plants and a good option for a small garden space. (Bush Big Boy, Viva Italia Hybrid, and many of the patio types.) These are also good selections for canning.
Indeterminate are plants that produce a continuous crop until frost. (Better Boy and Brandywine) These plants continue to grow and can become quite large, these need to be staked or caged.
Heirlooms are old varieties introduced before 1940. Heirlooms come in a wide variety of sizes, colors and shapes. Seeds have been passed from generations to generations.
Hybrids are a cross of multiple tomato varieties. Hybrids are created for specific features like taste, size, disease resistance and plant vigor. Fruit from these plants tend to be fairly uniform. Seeds from these plants tend to be sterile.
Standard- Slicing: Medium sized tomatoes, generally about the size of a fist. These are great for slicing for a salad or on a sandwich.
Cherry: Generally smaller than a golf ball and about the size of a cherry – hence the name. Plants yields are high, so having more than two plants could mean you’ll spend as much time giving tomatoes away as you do eating them yourself. These are great on salads, cooked as part of a kebab or just eaten as a snack by the handful.
Plum: These tend to be small and elongated in shape. These contain less juice and more meat, making them great for creating tomato paste and thick sauces.
Beefsteak: Big on taste and size, these are large tomatoes. If taken to the extreme, a gardener can grow up to three-pound Beefsteak tomatoes.
Yellow: These are less acidic than the red tomatoes, so they taste sweeter. These are rich in vitamin C and potassium but lack lycopene. An interesting point is that their salt content is two to three times higher than the red.
- Plant after the frost-free date for your area, it is about the soil temperature not the air temperature. The foliage of your plants will turn purple if the soil is too cold.
- Tomatoes should be planted slightly deep so that the first set of leaves is sitting on the ground. Removing that set of leaves after planting will yield a stronger and stockier plant.
- Keep moisture at a consistent level to help prevent blossom end rot.
- Plant in full sun (more than six hours of direct sunlight).
- Plant at least three to four feet apart to give yourself enough room for all sides of the plant to get sunlight and for you to walk around will harvesting.
- Don’t refrigerate tomatoes. Tomatoes stored at less than 50 degrees lose their flavor and texture.
- Tomatoes and their family members (eggplant, peppers and potatoes) should never be planted in the same place two years in a row (three years is better). There are soil borne diseases that affect these plants that can over winter in the soil.
- Stake or cage the plants at planting so you don’t disturb the roots and the foliage later.
- Water often and be sure to soak the soil at least six inches deep.
- If you want to grow BIG fruit, remove the side suckers. If the number of tomatoes produced is what you care about, just let the suckers stay.
- In the fall be sure to clean up tomato plants and any residue to help with controlling insects and diseases the next year.
- If growing tomatoes in a container, you will need the container to hold at least five gallons of soil per plant.
Tomatoes are one of the easiest vegetables to grow in the home garden. All they need are plenty of sunshine, water and a little TLC. These growing tips should help you to have a great crop of juicy, tasty tomatoes. And if you can’t eat them all, give some away to those non-gardeners or make and can tomato sauce for the winter.
Barbara Arnold is green corps coordinator at Franklin Park Conservatory.
Having opportunities to attend leadership institutes, advocate for rural Ohioans on the state and national level, facilitate young ag professionals events, and serve in a variety of leadership positions have helped my skills grow exponentially.Growing our Generation
Labor has always been an issue, mainly because we are a seasonal operation. So that's a challenge finding somebody who only wants to work three months out of a year, sometimes up to six months.Business Solutions
If it wasn't for Farm Bureau, I personally, along with many others, would not have had the opportunity to meet with our representatives face to face in Washington.Washington, D.C. Leadership Experience
I was gifted the great opportunity through an Ohio Farm Bureau Foundation Youth Pathways grant to run a series of summer camps here. That really expanded my vision of what ‘grow, maintain, sustain and explain’ could actually be.Farming for Good
I see the value and need to be engaged in the community I live in, to be a part of the decision-making process and to volunteer with organizations that help make our community better.Leadership development
Grant proposals are due by Nov. 4; all grant applicants must participate in a pre-submission pitch session Oct. 11.Read More
Farm Bureau’s message to lawmakers this week was to keep the trains moving and not to put more pressure on an already bogged down supply chain.Read More

Tá deiseanna ann dul amach go dtí an fheirm agus taitneamh a bhaint as gníomhaíochtaí turasóireachta ar fud Ohio.Leigh níos mó
Níl aon rud a deir an samhradh cosúil le trátaí úr ón ghairdín, ach cad iad na rudaí a theastaíonn a bheith ar eolas agat chun an trátaí is fearr a fhás?
Is planda é an cinntitheach a shroicheann airde aibí agus a bhloíonn beagnach go léir ag an am céanna agus a tháirgeann táirge amháin ag an am céanna. Is gnách go mbíonn na plandaí seo níos dlúithe agus is rogha maith iad le haghaidh spás gairdín beag. (Bush Big Boy, Viva Italia Hybrid, agus go leor de na cineálacha páistí.) Tá na cinn seo ar rogha maith freisin chun iad a chur i gcónna.
Is plandaí é indeterminate a tháirgeann barra leanúnach go dtí go bhfuil an giota. (Better Boy and Brandywine) Leanann na plandaí seo ag fás agus is féidir leo a bheith go leor mór, ní mór iad seo a chur i gclaí nó i gcage.
Is seanchineálacha iad heirlooms a tugadh isteach roimh 1940. Tá go leor cineálacha de mhéideanna, dathanna agus cruthanna de chuid an oidhreachta. Tá síolta curtha ar aghaidh ó ghlúin go glúin.
Is éard atá i hibridí ná trasú de chineálacha éagsúla tomato. Cruthaítear hibridí le haghaidh gnéithe sonracha cosúil le blas, méid, friotaíocht in aghaidh galair agus neart plandaí. Is gnách go mbíonn torthaí na plandaí seo cothrom go leor. Is gnách go mbíonn síolta na bplandaí seo steirile.
Cásanna caighdeánacha: Tá na trátaí meánmhéide, de ghnáth chomh mór le fist. Tá siad seo iontach chun iad a sliceáil le haghaidh saladach nó ar shantéibhe.
Ceirise: De ghnáth níos lú ná liathróid gailf agus thart ar mhéid ceirise  dá bhrí sin an t-ainm. Tá toradh ard ag plandaí, mar sin d'fhéadfadh go gcosnódh níos mó ná dhá phlanda go gcaithfidh tú an oiread ama ag tabhairt trátaí amach agus a itheann tú iad féin. Tá siad seo iontach ar salads, cócaráilte mar chuid de kebab nó díreach ag ithe mar bhricfeasta ag an dornán.
Plum: Is gnách go mbíonn siad beag agus fada. Tá níos lú sú agus níos mó feola sa bhia seo, rud a fhágann go bhfuil siad iontach chun pasta trátaí agus salúin tiubh a dhéanamh.
Beefsteak: Tá blas agus méid mór ag na prátaí móra seo. Má thógtar go hiontach é, is féidir le gairdínóir suas le trí phunt de thomáite Beefsteak a fhás.
Liath: Tá an t-aigéad níos lú acu ná na trátaí dearga, agus mar sin tá blas níos milis acu. Tá vitimín C agus potaisiam saibhir iontu ach níl lycopene iontu. Is pointe suimiúil é go bhfuil a n-ábhar salann dhá nó trí huaire níos airde ná an dearg.
- Plandaigh tar éis an dáta saor ó fhriota do do cheantar, tá sé faoi theochla an ithir ní faoi theochla an aeir. Tiocfaidh dath liath ar fhéile do phlandaí má tá an ithir ró-fhuar.
- Ba chóir go gcuirfí an t-othar i gcló beagáinín go domhain ionas go mbeidh an chéad sraith duilleoga ar an talamh. Má dhéantar an tsraith duilleoga sin a bhaint tar éis síol, beidh plandaí níos láidre agus níos stingy ann.
- Coinnigh taise ar leibhéal comhsheasmhach chun cabhrú le rothlú deireadh bláthanna a chosc.
- Plant i bhfód iomlán na gréine (níos mó ná sé uair an chloig de sholas díreach na gréine).
- Plandaí ar a laghad trí go ceithre troigh ar shiúl ó chéile a thabhairt duit féin go leor spáis do gach taobh den phlanda a fháil solas na gréine agus le haghaidh tú chun siúl timpeall beidh a bhaint.
- Ná cuir tomátaí i reoiteoir. Cailleann trátaí a stóráiltear ag níos lú ná 50 céim a blas agus a uigeacht.
- Níor chóir go ndéanfaí tomaicí agus a mbaill teaghlaigh (bhrónna, piobair agus prátaí) a phlandaíocht sa áit chéanna dhá bhliain as a chéile (tá trí bliana níos fearr). Tá galair ithir talún ann a théann i bhfeidhm ar na plandaí seo a fhéadann an gheimhreadh a chaitheamh sa talamh.
- Na plandaí a chur i gcloch nó i gcabhlach ag an am a phlandáil ionas nach gcuirfidh tú isteach ar na fréamhacha agus ar an ngléas níos déanaí.
- Uisce go minic agus a bheith cinnte go soak an ithir ar a laghad sé orlach domhain.
- Más mian leat torthaí MÓR a fhás, cuir na suckers taobh as. Má tá an líon na trátaí a tháirgtear is é an rud a bhfuil cúram ort, ach lig na suckers fanacht.
- Sa gheimhreadh bí cinnte plandaí trátaí agus aon fhál a ghlanadh chun cabhrú le feithidí agus galair a rialú an bhliain seo chugainn.
- Má tá tú ag fás trátaí i gcoimeádán, beidh ort an coimeádán a shealbhú ar a laghad cúig galún ithir in aghaidh an phlanda.
Tá an t-oideas ar cheann de na glasraí is éasca a fhás sa ghairdín sa bhaile. Níl le déanamh acu ach go leor gréine, uisce agus beagán TLC. Ba cheart go gcabhródh na leideanna seo leat go mbeadh barra mór de thomaitéirí suaiteacha, blasta agat. Agus mura féidir leat iad go léir a ithe, tabhair cuid acu ar shiúl chuig na daoine nach gardaí nó déanann tú an t-uisce tomat ar an gheimhreadh.
Is é Barbara Arnold comhordóir Corps Glas ag Coimeádán Páirc Franklin.
Tá deiseanna agam freastal ar institiúidí ceannaireachta, abhcóideacht a dhéanamh do Ohioich tuaithe ar leibhéal stáit agus náisiúnta, imeachtaí gairmithe áitiúla óga a éascú, agus freastal i bpoist cheannaireachta éagsúla a chabhraigh le mo chuid scileanna fás go hionraic.
Bhí an t-oibrí i gcónaí ina cheist, go príomha toisc go bhfuil muid ag feidhmiú séasúrach. Mar sin is dúshlán é duine a fháil nach mian leis ach trí mhí a bheith ag obair as an mbliain, uaireanta suas le sé mhí.
Mura mbeadh an Biúró Feirme ann, ní bheadh an deis agamsa, go pearsanta, chomh maith le go leor eile, bualadh le ár n-ionadaithe go pearsanta i Washington. Taithí ceannaireachta
Bhí mé a bhronnadh an deis iontach trí Ohio Farm Bureau Foundation Pathways Óige deontas a reáchtáil sraith campaí samhraidh anseo. Chuir sé sin mé ag smaoineamh ar an méid a d'fhéadfadh a bheith i ndáiríre ag "tógáil, a chothabháil, a chothabháil agus a mhíniú".
Feicim an luach agus an gá atá le bheith páirteach sa phobal ina bhfuil mé ina gcónaí, a bheith mar chuid den phróiseas cinnteoireachta agus a bheith deonach le heagraíochtaí a chabhraíonn lenár bpobal a dhéanamh níos fearr.
Ní mór do na hiarrataí deontais a bheith le fáil roimh an 4 Samhain; ní mór do gach iarratasóir deontais páirt a ghlacadh i seisiún réamh-aistrithe ar an 11 Deireadh Fómhair.
Ba é teachtaireacht an Bhunaeolais Feirme do reachtóirí an tseachtain seo ná na traenacha a choinneáil ag gluaiseacht agus gan brú níos mó a chur ar slabhra soláthair atá bogtha cheana féin.


It’s like those New Year’s resolutions we keep trying to repair; always trying to adjust and make conducive to our time restraints and daily routines. It’s called effectively studying and, according to The New Yorker, we spend less time studying than ever before. It is reported that students in 1961 reported studying an average of 25 hours a week, now that average has been halved to between 12 and 13 hours. But studying is very personal: from certain foods to certain lighting, studying must be individualized to be effective. So take notes and be sure to review!
Location, Location, Location
Much like selecting a good neighborhood to inhabit, finding the perfect studying spot is important for both comfort and staying on task.
“I try not to study in my dorm because there are so many distractions,” said Old Dominion University sophomore Brittany Kang. “The study area in my building has a hallway that’s always empty so doing a couple of cartwheels wakes me up a little.”
If studying in the dorm isn’t your thing, use resources your school offers such as the computer lab or a study lounge.
“I can only work in the computer lab,” said Villanova University sophomore, Matt Snyder. “Being around other people motivates me to do my work plus I feel awkward randomly browsing the Internet on a computer that’s not my own.”
A good rule of thumb is to find a place where you can spread out all of your materials, focus and be comfortable without disturbing others. It also has to embody a scholarly air; you wouldn’t plop down and study at a bench in the mall, unless you wanted to continuously get distracted.
Like everything else, there’s an app for that
Take your studying on the go with helpful and convenient apps made for the major operating systems. But wait! Some students are afraid that even touching their computer or phone will open up a world of inefficiency.
“If I actually want to focus while studying, I need to be sitting at a desk, have my phone off, and stay off the Internet as much as possible,” sophomore Molly Nelson said.
The answer: make your computer work for you. The internet can be your study buddy offering everything from digital flashcards to anti-distraction apps.
“I like to use this really cool app called Self-Control,” said Dartmouth University freshman Lola Ojabowale. “It allows me to block certain web sites for as little as an hour to as long as a day.”
Like Self-Control, there are hundreds of anti-distraction apps. Go to the app store for your device and search the topic you want to study. Chances are, it has an app.
Food is power
As they old adage goes, you are what you eat. No, no, no, of course not literally, but studies do show that certain foods trigger the brain and increase mental alertness. From the sweetness of oranges, to the cognitive memory properties of chocolate, eating light and healthy is just plain cleaner when trying to study.
“I don’t generally eat when I study because I feel like I get distracted in my food,” said Howard University freshman, Kofo Lasaki. “When I feel like I have to have something, I really love white cheddar popcorn, its not too messy, lasts a long time, and tastes delicious.”

Tá sé cosúil leis na rúnanna Bliain Nua sin a leanann muid ag iarraidh a dheisiú; ag iarraidh i gcónaí iad a choigeartú agus a dhéanamh chun ár srianta ama agus ár ngnáthamh laethúil a chur chun cinn. Tugtar staidéar éifeachtach air agus, de réir The New Yorker, caithimid níos lú ama ag staidéar ná riamh roimhe. Tuairiscítear go ndearna mic léinn i 1961 tuairisc ar mheán 25 uair an chloig a staidéar sa tseachtain, anois tá an meán sin leath-bhreathnaithe go 12 go 13 uair an chloig. Ach tá staidéar an-phearsanta: ó bhia áirithe go solais áirithe, ní mór staidéar a dhéanamh ar dhuine ar leith chun a bheith éifeachtach. Mar sin, déan nótaí agus déan athbhreithniú orthu!
Suíomh, Suíomh, Suíomh
Díreach mar a roghnaíonn tú comharsanacht maith le maireachtáil, tá sé tábhachtach an áit iontach chun staidéar a dhéanamh a fháil chun go mbeidh tú compordach agus go mbeidh tú i gcónaí ar an tasc.
"Déanaim iarracht gan staidéar a dhéanamh i mo chónaí mar go bhfuil an oiread sin dífhuaimniú ann", a dúirt Brittany Kang, dara bliain Ollscoil Old Dominion. Tá tairseach folamh i limistéar an staidéir i mo fhoirgneamh i gcónaí, mar sin bíonn cúpla rothaíocht cart ag cur mé suas beagán.
Má tá tú ag déanamh staidéir sa chónaí, bain úsáid as na hacmhainní a thairgeann do scoil, mar shampla an saotharlann ríomhaireachta nó seomra staidéir.
"Ní féidir liom a bheith ag obair ach sa saotharlann ríomhaireachta", a dúirt Matt Snyder, an dara bliain ag Ollscoil Villanova. Tá daoine eile i mo chuairte ag spreagadh dom mo chuid oibre a dhéanamh agus tá sé míshásta dom brabhsáil go randamach ar an Idirlíon ar ríomhaire nach mo ríomhaire féin é.
Is é an riail is fearr ná áit a aimsiú inar féidir leat do chuid ábhair a scaipeadh, díriú agus a bheith compordach gan daoine eile a chur i mbaol. Ní mór go mbeadh aer acadúil ann freisin; ní bheadh tú ag dul síos agus ag staidéar ag banc sa mholl, mura raibh tú ag iarraidh dífhostú go leanúnach.
Cosúil le gach rud eile, tá app ann chun é sin a dhéanamh
Déan do chuid staidéir ar an mbealach le feidhmchláir cabhrach agus áisiúla a rinneadh do na príomhchórais oibriúcháin. Ach fan! Tá eagla ar roinnt mac léinn go mbeidh siad in ann a gcuid ríomhaire nó a bhfón a chur i bhfeidhm fiú amháin agus go mbeidh siad in ann a gcuid oibre a dhéanamh go míéifeachtach.
'Má tá mé ag iarraidh díriú i ndáiríre agus mé ag staidéar, ní mór dom a bheith ina suí ag deasc, mo ghuthán a bheith as, agus fanacht as an Idirlíon a oiread agus is féidir,' a dúirt Molly Nelson, an dara bliain.
An freagra: déan do ríomhaire a bheith ag obair duitse. Is féidir leis an idirlíon a bheith mar do chara staidéir ag tairiscint gach rud ó chártaí flash digiteacha go apps frith-shuaimhneas.
'Is maith liom an aip seo a úsáid ar a dtugtar Féin-Rialú,' a dúirt Lola Ojabowale, céadchéimire Ollscoil Dartmouth. Ligeann sé dom suíomhanna gréasáin áirithe a bhac ar feadh uair an chloig nó ar feadh lá.
Cosúil le Féin-Rialú, tá na céadta apps frith-shuaite. Téigh go dtí siopa app do ghléas agus cuardaigh an téama is mian leat a staidéar. Tá seans ann go bhfuil feidhmchlár ann.
Is é an bia cumhacht
Mar a deir an seanfhocal, is tusa an rud a itheann tú. Níl, níl, níl, ar ndóigh ní go litriúil, ach léiríonn staidéir go spreagann bianna áirithe an inchinn agus go méadaíonn siad an t-aigneacht mheabhrach. Ó milis na n-orancaí, go tréithe cuimhne cognaíocha seacláide, ithe solas agus sláintiúil is é ach glan níos mó nuair a bhíonn ag iarraidh staidéar a dhéanamh.
'Ní itheann mé de ghnáth nuair a bhíonn mé ag staidéar mar go mbraitheann mé go bhfuil mo chuid bia ag cur mo chúiseamh,' a dúirt an chéad bhliain Ollscoil Howard, Kofo Lasaki. Nuair a bhraitheann mé go gcaithfidh mé rud éigin a bheith agam, is breá liom popcorn bán cheddar, níl sé ró-dhrámhach, maireann sé ar feadh i bhfad, agus blasann sé delicious.


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Some genres of music developed in relationship to a certain situation. One example of this is the lullaby, which originally designated a composition for voice intended to lull a child to sleep. The lullaby was sung by the person holding, rocking, or sitting beside the child, and often was in second person, addressing the baby directly. The soothing music of a lullaby has also been used to calm or distract a child who felt upset or unwell.
It is typical for a lullaby to be characterized by gentleness, sweetness, and repeated words meant to be formulaic rather than attention-getting. A lullaby may tell a story or comfort a child with promises of safety or treats upon awakening. The lullaby “Hush Little Baby” tells the story of a series of gifts from the parent to the child, aimed ultimately at praising the baby. “All Through the Night,” a translation by Harold Boulton of a traditional Welsh lullaby “Ar Hyd Y Nos,” promises the child that the parent will be watching all night to keep the child safe as it sleeps. Typical English versions of “Brahms’ Lullaby,” from the German by Johannes Brahms, express similar sentiments.
The lullaby from the opera Hansel and Gretel by Engelbert Humperdinck, with words by Adelheid Wette after the Grimm brothers fairy tale, is a lullaby sung by a child who takes comfort in being protected by guardian angels all around the bedside. “Tender Shepherd" from the musical Peter Pan, which has music by Mark Charlap and Jule Styne and lyrics by Betty Comden, Carolyn Leigh, and Adolph Green, is another example of the children singing the goodnight song. The shepherd likely refers to Jesus’ parable of the sheep in the New Testament, with the likely meaning that the children will be watched over by God as they sleep.
Other lullabies may not be so calming and gentle, however. “Rock-a-bye, Baby,” tells of a child’s cradle falling out of a treetop. Wolves make appearances in a number of Italian lullabies, and some lullabies from various locations make references to folktales of the culture. There are even lamentation lullabies about the baby or someone else being stolen or the mother being tricked and having to give up her child.
As time has passed, the genre of the lullaby has also come out of the intimate setting at the child’s bedside, and come into the concert hall, with the development of art music lullabies, including the pieces known as berceuse and wiegenlied. These pieces may either be vocal, instrumental, or for accompanied voice.
@snowywinter: I have heard several different variations to the “hush little baby” lullaby. The first few verses are always the same. Here are a few different endings that I found:
If that billy goat won’t pull, Papa’s gonna buy you a cart and bull.
If that cart and bull turn over, Papa’s gonna buy you a dog named Rover.
If that dog named Rover won’t bark, Pap’s gonna buy you a horse and cart.
If that horse and cart fall down, You’ll still be the sweetest little baby in town.
So, hush little baby, don’t you cry, Cause Mommy loves you and so do I.
Another ending that I found goes like this:
And if that cart and bull won’t go, Papa’s gonna buy you a cow named Flo.
And if that cow don’t have a bell, Papa’s gonna buy you a carousel.
And if that carousel won’t go ‘round, You’ll still be the sweetest little baby in town.
@snowywinter: The words to “Hush little baby” are:
Hush, little baby, don’t say a word. Papa’s gonna buy you a mockingbird.
And if that mockingbird won’t sing, Papa’s gonna buy you a diamond ring.
And if that diamond ring turns brass, Papa’s gonna buy you a looking glass.
And if that looking glass gets broke, Papa’s gonna buy you a billy goat.
And if that billy goat won’t pull, Papa’s gonna buy you a cart and bull.
And if that cart and bull fall down, you’ll still be the sweetest little baby in town.
My sister and I are planning a baby shower for a friend and we are going to play different "baby" songs. We have completely forgotten the words to the hush little baby lullaby. Can anyone help us out with that?
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Foghlaim rud éigin nua gach lá
Tuilleadh eolais... trí ríomhphost
D'fhorbair roinnt cineálacha ceoil i ndáil le cás áirithe. Sampla amháin de seo is ea an t-amhrán, a ainmníodh ar dtús mar chumadh do ghuth a bhí i gceist le leanbh a chur ina chodladh. Bhí an t-amhrán ag an duine a bhí ag coinneáil, ag bogadh nó ag suí in aice leis an leanbh, agus go minic bhí sé sa dara duine, ag díriú go díreach ar an leanbh. Baintear úsáid as ceol suaimhneach na n-amhrán luí freisin chun leanbh a bhí buartha nó tinn a scíth a ligean nó a chur ar shiúl.
Is gnách go mbíonn amhrán luí le saintréithe milis, milis, agus focail athdhéanta a bhfuil sé mar aidhm acu a bheith foirmleach seachas aird a fháil. D'fhéadfadh amhrán luí scéal a insint nó a bheith ag cur suaimhneas ar leanbh le gealltanais sábháilteachta nó le haireanta nuair a dhúisíonn sé. Insíonn an t-amhrán Hush Little Baby scéal sraith bronntanais ó thuismitheoir chuig an leanbh, a bhfuil sé mar aidhm aige an leanbh a mholadh sa deireadh. All Through the Night, aistriúchán le Harold Boulton ar amhrán traidisiúnta Welsh Ar Hyd Y Nos, gealladh don leanbh go mbeidh an tuismitheoir ag faire ar feadh na hoíche chun an leanbh a choinneáil sábháilte agus é ag codladh. Léiríonn leaganacha typiciúla Béarla de Brahms Lullaby, ón Ghearmáinis le Johannes Brahms, mothúcháin den chineál céanna.
Is amhrán luí é an t-amhrán ó an t-oipéar Hansel agus Gretel le Engelbert Humperdinck, le focail le Adelheid Wette tar éis an scéil fairy na deartháireacha Grimm, is amhrán luí é a chanann leanbh a fhaigheann comhfhurtacht i maingil chaomhnóra a chosaint ar fud an leaba. Is sampla eile de na páistí ag canadh an t-am maith ar an oíche é "Tender Shepherd" ón ceolchraobh Peter Pan, a bhfuil ceol ag Mark Charlap agus Jule Styne agus liricí ag Betty Comden, Carolyn Leigh, agus Adolph Green. Is dócha go bhfuil an t-oide ag tagairt do pharabal Íosa faoi na caora san Tiomna Nua, agus is dócha go gciallaíonn sé go mbeidh na páistí á gcur faoi chúram ag Dia agus iad ag codladh.
Ní fhéadfaidh amhráin luí eile a bheith chomh suaimhneach agus chomh suaimhneach, áfach. Insíonn "Rock-a-bye, Baby", go bhfuil cráige leanbh ag titim as barr crann. Tá focail faoi mhuintir na hIodáile le feiceáil i roinnt amhráin luí, agus tugtar tagairtí do scéalta tíre an chultúir i roinnt amhráin luí ó áiteanna éagsúla. Tá fiú amhráin luí ag caoineadh faoi an leanbh nó faoi dhuine eile a bheith goidte nó faoi mháthair a bheith meallta agus a bheith ag tabhairt a leanbh suas.
De réir mar a chuaigh an t-am ar aghaidh, tháinig seánra na n-amhrán luí amach as an suíomh pearsanta ag leaba an linbh, agus tháinig sé isteach sa seomra ceoil, le forbairt na n-amhráin luí ceoil ealaíne, lena n-áirítear na píosaí ar a dtugtar berceuse agus wiegenlied. D'fhéadfadh na píosaí seo a bheith ina gcuain, ina n-ionstraimí, nó le haghaidh guth a bhfuil comhluadar aige.
@snowywinter: Chuala mé roinnt éagsúlachtaí ar an amhrán luí "hush little baby". Tá na chéad chúpla véarsaí mar an gcéanna i gcónaí. Seo cúpla deireadh éagsúla a fuair mé:
Mura bhfuil an geata billy a tharraingt, Tá Papa gonna cheannach tú cart agus bull.
Má casann an carr agus an t-each, tá Papa gonna a cheannach tú madra darb ainm Rover.
Mura ndéanfaidh an madra sin darb ainm Rover, beidh Pápa ag ceannach capall agus carbad duit.
Má thiteann an capall agus an charr síos, beidh tú fós ar an leanbh is milis sa bhaile.
Mar sin, silent beag leanbh, nach bhfuil tú ag caoineadh, Cause mamaí grá duit agus mar sin ní mór dom.
Deireadh eile a fuair mé mar seo:
Agus mura bhfuil an carr agus an t-each dul, Tá Papa gonna cheannach tú bó ainmnithe Flo.
Agus mura bhfuil clog ag an mbó sin, tá Papa ag dul a cheannach carusel duit.
Agus má tá an carousel nach mbeidh dul ar fud, beidh tú fós a bheith ar an leanbh sweetest beag sa bhaile.
@snowywinter: Is iad na focail le Hush little baby:
Shut up, leanbh beag, don't say a word. Tá papa gonna cheannach tú mockingbird.
Agus mura mbeidh an mockingbird chanadh, Tá Papa gonna cheannach duit fáinne diamond.
Agus má thiocfaidh an fáinne daiméadain sin ina mhang, beidh Papa's ag ceannach gloine duit.
Agus má thiteann an giolla sin, beidh papa ag ceannach geata billy duit.
Agus má tá goat billy nach mbeidh tarraingt, Tá Papa gonna cheannach tú cart agus bull.
Agus má thiteann an carr agus an t-each, beidh tú fós ar an leanbh is milis sa bhaile.
Tá mé féin agus mo dheirfiúr ag pleanáil cithfholcadh leanbh do chara agus táimid chun amhráin "baby" éagsúla a imirt. Tá muid go hiomlán dearmad na focail go dtí an cnaipín leanbh beag ciúin. An féidir le duine ar bith cabhrú linn leis sin?
Déanfaidh ceann dár eagarthóirí athbhreithniú ar do mholadh agus déanfar athruithe más gá. Tabhair faoi deara go bhféadfadh sé seo a bheith ag teastáil ó chúpla uair an chloig go cúpla lá, ag brath ar líon na moltaí a fhaighimid. Go raibh maith agat as cuidiú le wiseGEEK a fheabhsú!


“How do you teach a brand new piece of music to a student?”
We get this question from piano teachers a lot. Usually padded with embarrassment, bursts of honesty and explanations of how just coping and teaching as they themselves had been taught simply wasn’t working for some of their students. We should all know the answer to this question, yes?!
But the fact is, we often simply teach the way we ourselves were taught. And while it might have worked for us… it might not work for our students. There’s no shame in wanting to improve.
If you have a nagging feeling that your approach to teaching a brand new piece of music is falling short, then this post is for you!
Hand-Holding and “Over-Teaching”… A Solution to Both
The key to approaching a new piano piece is to give your students the tools they need to decode a piece on their own with minimal supervision. If you feel like you do a lot of “hand-holding” or “over-teaching” then try this with your students to gradually wean them from needing you for every inch of their learning.
We’ve created this sheet you can print out for your own reference, or you can give it to your students for them to take home. I like to send my students home with a “decoding” project regularly to see if they are able to complete each of the 5 steps on their own. The steps they have difficulty with are the steps we then spend our time on in lessons.
The “Step by Step” to Learning a New Piano Piece
1. Search out patterns. This can be done with the easiest of pieces right up to the most advanced. Grab your colored pencils and circle each pattern you find in a cohesive color (all patterns that are the same are circled in the same color). You may end up with 3-4 different colours of patterns or you might just have one.
2. Search out rhythms. Identify rhythmic patterns and color the note stems in a cohesive color for each pattern set. You don’t need to do this for every rhythm in the piece, but if there is a clear repeating rhythmic pattern (or two, or three) then identify them in this way.
3. Search out intervallic relationships and chord shapes. Look for parts of the melody line that aren’t simple steps, skips or repeats and then identify the intervals involved. Don’t write the letters above the notes, but instead write “6th” or “7th” above to get your students used to how that interval both looks on their page and feels under their hand.
4. Search out Chord Shapes. Look for places that outline root chords and inversions. Identify what chord it is, and write the root note above. Highlight the notes within that measure that come directly from that chord. Discuss the relationship between your student’s hand shape and that chord. This works particularly well for left hand patterns like Alberti Bass.
5. Search out Key Signature and Accidentals. Look for places in the piece where notes are influenced by either a key signature or accidentals. Discuss the patterns that may be involved with this aspect of the piece (ie. “Every time I play this pattern it involves an Eb”, or “All of the F’s are F#’s” or “An Ab always follows the pattern that ends in G.”
Now that your piece is effectively decoded (and awfully colorful!) you can start to play. But avoid the “start from the beginning and play to the end” approach. Instead, use cues like “Can you play me the blue section” or “Can you play me the melody line where you reach up a 6th” or “Can you clap me the main rhythmic pattern” or “Can you play me the measure that outlines an A major chord.”
Once your student can find and play everything you ask for, then you can head into the hands together play through. And as they play you can watch those connections you just created set off little light bulbs of understanding. You’ll save yourself reams of time in starting new repertoire, in memorizing repertoire (with this approach memorizing is so much easier), and your students’ performances will be more confident. Why? Because they have made very strong associations within their piece. It is no longer 2 pages of jumbled notes, but rather a very logical arrangement that your student now understands inside out.
And now that your student understands how their music is created… it’s’ a great time to get them creating on their own! There’s no better way to further your students’ knowledge of music than to have them compose their own! And… there’s no funner (and easier!) way to do so than with The Curious Case of Muttzart and Ratmaninoff: Adventures in Composing.

Conas a mhúineann tú píosa nua ceoil do mhic léinn?
Faigheann muid an cheist seo ó mhúinteoirí pianó go minic. De ghnáth, bhí náire orthu, bhí ráigí onórachta agus míniúcháin ar an gcaoi nach raibh ag obair le cuid dá gcuid mac léinn ach déileáil agus múineadh mar a bhí foghlamtha dóibh féin. Ba chóir go mbeadh a fhios againn go léir an freagra ar an gceist seo, nach ea? Tá sé!
Ach is é fírinne an scéil, go minic ní theagascimid ach an bealach a d'fhoghlaim muid féin. Agus cé go bhféadfadh sé a bheith ag obair dúinn... ní fhéadfadh sé a bheith ag obair le haghaidh ár gcuid mac léinn. Níl aon náire ann a bheith ag iarraidh feabhas a chur air.
Má tá mothúchán ag teastáil uait go bhfuil do chur chuige chun píosa nua ceoil a mhúineadh ag titim go mall, ansin tá an post seo duitse!
Ag Coinneáil Ar Lámh Agus Ag Over-Teaching... Réiteach don Dá Chéile
Is é an eochair chun dul i ngleic le píosa pianó nua ná na huirlisí a theastaíonn uathu a thabhairt do do mhic léinn chun píosa a dhíchódú ina n-aonar le maoirseacht íosta. Má bhraitheann tú go bhfuil tú ag déanamh go leor "ag glacadh lámh" nó "ag múineadh go ró-mhór" ansin déan iarracht é seo le do mhic léinn chun iad a dhíghlasáil de réir a chéile ó bheith ag teastáil uait le haghaidh gach orlach dá gcuid foghlama.
Tá an bileog seo cruthaithe againn is féidir leat a phriontáil amach le haghaidh do thagairt féin, nó is féidir leat é a thabhairt do do mhic léinn chun iad a thabhairt abhaile. Is maith liom mo dhaltaí a sheoladh abhaile le tionscadal "deicódála" go rialta chun a fheiceáil an bhfuil siad in ann gach ceann de na 5 chéim a chomhlánú ar a gcuid féin. Is iad na céimeanna a bhfuil deacracht acu leo na céimeanna a chaithimid ár gcuid ama orthu i gceachtanna.
An Céim ar Céim chun Páirt Nua Piano a Foghlaim
1. an t-am a bhí ann. Faigh amach patrúin. Is féidir é seo a dhéanamh leis an chuid is éasca de na píosaí ceart suas go dtí an chuid is mó chun cinn. Glac do phinseáin datha agus déan ciorcal ar gach patrún a fhaigheann tú i dhath comhtháite (déantar gach patrún atá mar an gcéanna a chiorcal sa dath céanna). D'fhéadfadh go mbeadh 3-4 dath éagsúla de mhúnlaí agat nó d'fhéadfadh go mbeadh ceann amháin agat.
2. Seachadadh. Faigh amach na rithimí. Léigh an t-alt seo agus déan iarracht a fháil amach céard iad na nótaí atá ag teacht le chéile. Ní gá duit é seo a dhéanamh le haghaidh gach rithim sa chuid, ach má tá patrún ríthábhachtach athfhillteach (nó dhá cheann, nó trí cinn) ansin sainaithint iad ar an mbealach seo.
3. Tá an t-am ann. Cuardaigh amach caidrimh idirthréimhseacha agus cruthanna cords. Féach ar na codanna den líne melodía nach bhfuil ina chéimeanna simplí, ag scipeáil nó ag athdhéanamh agus ansin na hidirthréimhsí a bhaineann leo a aithint. Ná scríobh na litreacha os cionn na nótaí, ach ina ionad sin scríobh 6th nó 7th os cionn chun do dhaltaí a chur i dtaithí ar an gcaoi a bhfuil an t-easnamh sin le feiceáil ar a leathanach agus a bhraitheann faoi a lámh.
4. Tá an t-am Cuardaigh amach Cruthanna Córda. Féach le háiteanna a léiríonn na cords fréamhacha agus na haisiúcháin. Léigh an t-alt seo agus scríobh an nóta bun thuas. Cuir béim ar na nótaí laistigh den tomhas sin a thagann go díreach ón gcord sin. Pléigh an gaol idir cruth lámh do mhic léinn agus an chord sin. Oibríonn sé seo go háirithe go maith le haghaidh patrúin láimhe clé mar Alberti Bass.
5. Tá an t-am ann. Cuardach amach Key Síniú agus Accidentalals. Féach ar áiteanna sa píosa ina bhfuil nótaí faoi thionchar sínithe eochair nó teagmhála. Déan plé ar na patrúin a d'fhéadfadh a bheith páirteach leis an ngné seo den phíosa (ie.  Gach uair a imríonn mé an patrún seo baineann sé le Eb, nó  Gach na Fs F#s nó  An Ab leanann an patrún a chríochnaíonn i G.
Anois go bhfuil do chuid píosa decoded go héifeachtach (agus go uafásach datha!) is féidir leat tosú ag imirt. Ach seachain an cur chuige "tosaigh ón tús agus imigh go dtí an deireadh". Ina áit sin, bain úsáid as leideanna mar "An féidir leat an chuid gorm a imirt dom?" nó "An féidir leat an líne mheilíneachta a imirt dom nuair a shroich tú 6th?" nó "An féidir leat an príomhphátran rithimiciúil a chur orm?" nó "An féidir leat an tomhas a imirt dom a thugann tuairisc ar chord mór A".
Nuair a bheidh do mhic léinn in ann teacht agus gach rud a iarrann tú a imirt, ansin is féidir leat dul isteach sna lámha le chéile ag imirt tríd. Agus agus iad ag imirt is féidir leat féachaint ar naisc a chruthaigh tú díreach ag cur ar bun bolgáin solais beaga tuisceana. Sábhálfaidh tú go leor ama duit féin ag tosú ar repertoire nua, ag cuimhneamh ar repertoire (le cur chuige seo tá cuimhneamh i bhfad níos éasca), agus beidh feidhmíocht do mhic léinn níos muiníneach. Cén fáth? Toisc go bhfuil comhlachais an-láidir déanta acu ina gcuid píosa. Ní 2 leathanach nótaí mearbhall é a thuilleadh, ach an t-ordú an-loighciúil a thuigeann do dhalta anois go hiomlán.
Agus anois go dtuigeann do mhic léinn conas a cruthaítear a gcuid ceoil... tá sé am iontach chun iad a chruthú ar a gcuid féin! Níl aon bhealach níos fearr ann chun eolas ceoil do mhic léinn a chur chun cinn ná iad féin a chumadh! Agus... níl aon funnier (agus níos éasca!) Ní raibh aon bhealach eile ann chun é sin a dhéanamh ná The Curious Case of Muttzart and Ratmaninoff: Adventures in Composing.