Mars. Water. You'd never find two more unlikely companions, even in a buddy cop movie. But once upon a time, the dry, red dustbowl of Mars was lush and soggy.
We're still unravelling the history of that water, and planetary scientists have just discovered at least two distinct reservoirs of ancient water could be preserved under the Martian surface, with different chemical signatures.
This finding indicates that, unlike Earth, Mars probably didn't have one big global ocean of underground magma encircling the entire planet.
"A lot of people have been trying to figure out Mars' water history," explained planetary scientist Jessica Barnes of the University of Arizona.
"Where did water come from? How long was it in the crust (surface) of Mars? Where did Mars' interior water come from? What can water tell us about how Mars formed and evolved?"
The evidence was found in Mars rocks. We can't exactly nip over to Mars and fetch them; indeed, to date we haven't even conducted a robotic Mars sample return mission. But occasionally, Mars comes to us anyway.
Meteorites broken off from the Martian crust will, from time to time, make their way to Earth. Here in Earth labs, using state-of-the-art techniques, researchers carefully studied two such meteorites - Allan Hills 84001, discovered in Antarctica 1984, and Northwest Africa 7034, discovered in the Sahara Desert in 2011.
The team looked at the isotopes of hydrogen locked inside the Mars rocks. Isotopes are variants of an element with different numbers of neutrons; deuterium - also known as heavy hydrogen - has one proton and one neutron. Protium, or light hydrogen, has one proton and no neutrons.
Because hydrogen is one of the components of water, the ratio of these two isotopes locked in rocks can help us to understand the history of the water they were in - it's like a fossil of water, an imprint of its presence that can be analysed to learn the chemical processes it was subject to, and its origins.
Barnes and her team are not the first to study hydrogen isotopes in Martian meteorites in order to try to learn about the planet's water. But previous results have been scattered and inconsistent.
Here on Earth, protium is the dominant hydrogen isotope. That's true for the atmosphere (although there's not much hydrogen there), the water hydrogen in rocks, and the water in the ocean.
On Mars, deuterium is the dominant hydrogen isotope in the atmosphere, likely because solar radiation is stripping the protium - but isotope ratios in the rocks tested by scientists have run from Earth-like to Mars-like.
So, Barnes and her team decided to take a closer look at meteorites they knew for a certainty originated in the Martian crust.
Allan Hills 84001, according to previously conducted radioactive decay dating techniques, interacted with fluid in the Martian crust around 3.9 billion years ago. Similar analysis determined that Northwest Africa 7034 interacted with fluid 1.5 billion years ago.
When Barnes and her team conducted their isotope analysis, they found that both samples had similar isotope ratios, sitting comfortably in between the ratio found in Earth's water and the ratio found in the Martian atmosphere. Even more peculiarly, this ratio was similar to younger rocks analysed by the Curiosity rover right there on Mars.
This indicates that the chemical composition of that water has been consistent for around 3.9 billion years - a completely unexpected result, given the previous research
"Martian meteorites basically plot all over the place, and so trying to figure out what these samples are actually telling us about water in the mantle of Mars has historically been a challenge," Barnes said.
"The fact that our data for the crust was so different prompted us to go back through the scientific literature and scrutinise the data."
But when the team compared their results with previous research on hydrogen isotopes in meteorites from the Martian mantle - below the crust - they found something really surprising. Mantle meteorites fit into two distinct groups of igneous rock called shergottite.
Enriched shergottite has more deuterium; depleted shergottite has less deuterium. Average out their two ratios, and you get the crustal ratio seen in Allan Hills 84001 and Northwest Africa 7034.
Those two distinct chemical signatures indicate two different, unmixed reservoirs of water in the Martian mantle. Which may mean that, unlike Earth, a global ocean of liquid magma below the mantle did not homogenise the layer above.
"These two different sources of water in Mars' interior might be telling us something about the kinds of objects that were available to coalesce into the inner, rocky planets," Barnes said.
"This context is also important for understanding the past habitability and astrobiology of Mars."
The research has been published in Nature Geoscience.

Mars. Uisce. Ní fhaighfeá riamh dhá chomhghleacaithe níos dóchúla, fiú i scannán póilíní comrádaí. Ach uair amháin ar feadh an ama, bhí an dustbowl tirim, dearg ar Mars lush agus soggy.
Táimid fós ag unraveling stair an uisce, agus eolaithe pláinéid ach fuair ar a laghad dhá stór ar leith d'uisce ársa d'fhéadfadh a bheith caomhnaithe faoi dhromchla Mars, le sínithe ceimiceacha éagsúla.
Léiríonn an teacht seo, murab ionann agus an Domhan, nach dócha go raibh aigéan domhanda mór de magma faoi thalamh ag imtheacht ar an bpláinéad ar fad.
"Tá go leor daoine ag iarraidh stair uisce Mhárta a fháil amach", a mhínigh eolaí pláinéadacha Jessica Barnes ó Ollscoil Arizona.
"Cá as a tháinig an t-uisce? Cé chomh fada a bhí sé i gcorst (uasláth) Mars? Cá as a tháinig uisce intíre Mars? Cad is féidir le huisce a insint dúinn faoi conas a Mars cruthaíodh agus éabhlóid? "
Fuarthas an fhianaise i carraigeacha Mars. Ní féidir linn dul go díreach go dtí an Márta agus iad a fháil; go deimhin, go dtí seo ní dhearna muid fiú misean aisghabhála samplaí róbatach ar an Márta. Ach ó am go ham, tagann Mars chugainn ar aon nós.
Beidh meteorites briste as an crust Mars, ó am go ham, a dhéanamh ar a mbealach go dtí an Domhan. Anseo i saotharlanna an Domhain, ag baint úsáide as teicnící is déanaí, rinne taighdeoirí staidéar cúramach ar dhá mheitéaróid den sórt sin - Allan Hills 84001, a fuarthas san Antartachta i 1984, agus 7034 i dTuaisceart na hAfraice, a fuarthas i bhfásach na Saára i 2011.
D'fhéach an fhoireann ar na hísotóp hidrigine atá faoi ghlas taobh istigh de na carraigeanna Mars. Is iad na hísotóipí éagsúlachtaí d'eintinn le líon éagsúil neodróin; tá prótóin amháin agus neodrón amháin ag déitéiriam - ar a dtugtar hidrigin throm freisin. Tá prótainn amháin ag prótaim, nó hidrigin éadrom, agus níl aon neodróin ann.
Toisc go bhfuil hidrigine ar cheann de chomhpháirteanna uisce, is féidir leis an gcóimheas idir an dá íosatóip seo atá faoi ghlas i gcloch cabhrú linn stair an uisce a bhí siad ann a thuiscint - tá sé cosúil le fosil uisce, imprint a láithreachta is féidir a anailísiú chun na próisis cheimiceacha a bhí faoi réir, agus a bhunús a fhoghlaim.
Ní hé Barnes agus a fhoireann an chéad duine a rinne staidéar ar íosatóipí hidrigine i meitéarítí Mars d'fhonn iarracht a dhéanamh foghlaim faoi uisce an phláinéid. Ach bhí torthaí roimhe seo scaipthe agus neamhsheasmhach.
Anseo ar an Domhan, is é protium an t-aisótóp hidrigine is mó. Tá sé seo fíor don atmaisféar (cé nach bhfuil mórán hidrigine ann), an hidrigine uisce i gcloch, agus an t-uisce san aigéan.
Ar Mars, is é deuterium an t-aisótóp hidrigine is mó san atmaisféar, is dócha toisc go bhfuil radaíocht na gréine ag baint an protium - ach tá cóimheas na n-aisótóp sna carraigeacha a thástáil eolaithe ag rith ó dhóigh leis an Domhan go dtí cosúil le Mars.
Mar sin, chinn Barnes agus a foireann chun breathnú níos dlúithe ar meteorites a raibh a fhios acu go cinnte a tháinig i gcorst Mars.
Allan Hills 84001, de réir teicnící dátaithe dílse radio-ghníomhach a rinneadh roimhe seo, idirghníomhaigh sé le sreabhach i gcoróin na Mars thart ar 3.9 billiún bliain ó shin. Chinn anailís den chineál céanna gur idirghníomhaigh Afraic Thuaidh 7034 le sreabhán 1.5 billiún bliain ó shin.
Nuair a rinne Barnes agus a fhoireann a n-anailís isotóp, fuair siad go raibh cóimheas isotóp den chineál céanna ag an dá shampall, ina suí go compordach idir an cóimheas a fuarthas in uisce na Talún agus an cóimheas a fuarthas in atmaisféar Mars. Níos mó ná sin, bhí an cóimheas seo cosúil le carraigeacha níos óige a rinne an rób Curiosity anailís orthu ar Mars.
Léiríonn sé seo go bhfuil comhdhéanamh ceimiceach an uisce sin comhsheasmhach ar feadh thart ar 3.9 billiún bliain - toradh go hiomlán gan choinne, i bhfianaise na taighde roimhe seo
"Tá meitéarítí Mars ag tarraingt amach go bunúsach ar fud an áit, agus mar sin tá sé dúshlánach go stairiúil iarracht a dhéanamh a fháil amach cad atá á rá ag na samplaí seo dúinn i ndáiríre faoi uisce i múnla Mars", a dúirt Barnes.
"An fhíric go raibh ár sonraí don chré chomh difriúil spreag muid dul ar ais trí na litríocht eolaíoch agus scrúdú a dhéanamh ar na sonraí".
Ach nuair a rinne an fhoireann comparáid idir a dtorthaí agus taighde roimhe seo ar íosatóipí hidrigine i meitéarít ó mheantóir na Mars - faoi bhun an chré - fuair siad rud éigin i ndáiríre iontas. Tá meitéarítí múnlaí oiriúnach do dhá ghrúpa ar leith de charraig igneous ar a dtugtar shergottite.
Tá níos mó deitéiriam ag shergottite saibhrithe; tá níos lú deitéiriam ag shergottite íseal. Meán amach a n-déileáil dhá, agus a fháil tú an cóimheas crustale le feiceáil i Allan Hills 84001 agus an Afraic Thuaidh 7034.
Léiríonn an dá shíntiús ceimiceach ar leith dhá stór uisce difriúil, neamh-mheascáilte sa mheantóir Mars. D'fhéadfadh sé sin a chiallaíonn, murab ionann agus an Domhan, nach raibh aigéan domhanda magma leachtach faoi bhun an chathaoir ag comhchineáil an chiseal thuas.
"D'fhéadfadh go mbeadh na dhá fhoinse éagsúla uisce seo i ndán Mars ag insint dúinn rud éigin faoi na cineálacha rudaí a bhí ar fáil chun teacht le chéile i bpláinéid charraigneacha istigh", a dúirt Barnes.
"Tá an comhthéacs seo tábhachtach freisin chun an in-chothú agus an astrobiology Mars a thuiscint".
Foilsíodh an taighde i Nature Geoscience.


100 NYC restaurants commit to less food waste
From Chipotle to high-end eateries like Le Bernardin, 100 New York City restaurants have agreed to cut the amount of food waste they send to the landfill in half through composting and recycling.
Bloomberg announced the restaurants would participate in the New York's first Food Waste Challenge, as part of the city's goal to divert 75 percent of solid waste from landfills by 2030. Reducing the amount of food waste that ends up in landfills will also cut down on greenhouse gas emissions.
According to a press release from the Mayor, food waste comprises one-third of the city’s more than 20,000 tons of daily refuse and restaurants account for 70 percent of commercial food waste.
The city provides resources to restaurants to help them teach staff about composting best practices and measuring the amount of waste diverted from mixed trash. The restaurants previously determined how much waste they generated to use as a baseline.
The program nicely coincided with the theme of this year's World Environment Day, which aims to bring attention to all types issues related to food waste. According to the United Nation's Environment Programme, organic wastes that could be composted are the second largest component of landfills in the U.S.

Tá 100 bialann i NYC tiomanta do níos lú dramhaíola bia
Ó Chipotle go bialanna ard-deireadh mar Le Bernardin, d'aontaigh 100 bialann i gCathair Nua Eabhrac an méid dramhaíola bia a sheolann siad chuig an tuilte talún a laghdú go leath trí choimhlint agus athchúrsáil.
D'fhógair Bloomberg go nglacfadh na bialanna páirt i dTroid Chothrom Bia New York, mar chuid d'aidhm na cathrach 75 faoin gcéad den dramhaíl soladach a atreorú ó líonta talún faoi 2030. Má laghdaítear an méid dramhaíola bia a chríochnaíonn i líonta talún, laghdófar astaíochtaí gás ceaptha teasa freisin.
De réir preasráiteas ón Méara, is é dramhaíl bia an tríú cuid de níos mó ná 20,000 tonna dramhaíola laethúil na cathrach agus is é bialanna 70 faoin gcéad den dramhaíl bia tráchtála.
Cuireann an chathair acmhainní ar fáil do bhialanna chun cabhrú leo pearsanra a theagasc faoi na cleachtais is fearr maidir le compóistíocht agus maidir le méid na dramhaíola a atreoraítear ó dhramhaíl mheasctha a thomhas. Bhí na bialanna ag cinneadh roimhe seo cé mhéad dramhaíola a ghineann siad a úsáid mar bhunlíne.
Bhí an clár ag teacht go hálainn le téama Lá Domhanda na Comhshaoil na bliana seo, a bhfuil sé mar aidhm aige aird a tharraingt ar gach cineál saincheisteanna a bhaineann le dramhaíl bia. De réir Clár Comhshaoil na Náisiún Aontaithe, is é dramhaíl orgánach a d'fhéadfaí a choimhlint an dara comhpháirt is mó de thír dhramhaíl sna Stáit Aontaithe.


Contrary to the country’s cold sounding name, there are no polar bears in Iceland! Well at least polar bears are not indigenous to the island, although one or two may have arrived on floating ice flows from Greenland. In fact, the wildlife in Iceland is mainly in the form of marine life and birds.
Iceland’s wildlife mainly takes form in marine life with the rivers and lakes brimming with salmon and trout, much to the delight of local and visiting anglers. There are thousands of whales and porpoises in the surrounding North Atlantic Ocean and curious seals can also be seen hanging around the shorelines in Reykjavik or sitting atop a blue iceberg floating in the Jokulsarlon glacial lagoon.
There is a rich amount of birdlife throughout the island as well as sheep and Viking horses roaming the countryside during summer. Wild reindeer can be found roaming the countryside in the East. Most animal species in Iceland have been introduced to the environment, although it is thought that the Arctic Fox had its home on the island prior to human settlement. This small, adorable creature is quite elusive and can be difficult to spot.
The birdlife in Iceland is as dramatic and varied as the rugged landscape that provides a spectacular setting to view nearly 300 different species of birds. The coastal cliffs alone carry a mind-boggling array of seabirds in massive numbers.
Large colonies and breeding grounds are found in various areas throughout the country that has long riveted the imagination of birdwatchers and travelers alike. Latrabjarg in the Westfjords, Skalanes in the east, Lake Myvatn in the north, and Flatey Island in the West are wonderful birding locales, while visits to the Reykjanes peninsula and the Vestmannaeyjar Islands in the South Iceland are certainly worthwhile.
Iceland’s exotic Westfjords are home to the colossal Latrabjarg cliffs, the largest bird cliff in the world. The variety and sheer number of birds that can be seen here at one time are astounding with a constant stream of thousands of birds. This majestic cliff’s claim to fame is that it is the westernmost point in Europe and hosts Iceland’s greatest concentration of seabirds.
Thousands of Iceland’s iconic puffins frolic about and are not shy about having their picture taken. Other species that can be found here include gannets, guillemots, razorbills, white-tailed eagles, red-throated loons, arctic terns, redshanks, snipes, auks, murres, kittiwakes, fulmars, snow buntings, and ringed plovers.
Myvatn & Husavik
Lake Myvatn is an outstandingly beautiful region in northern Iceland known for its spectacular volcanic activity and as a major breeding ground for birds with more species of breeding ducks than anywhere else in Europe.
Common to Lake Myvatn are scoter ducks, Eurasian widgeons, tufted ducks, barrow’s goldeneye, scaups, harlequin ducks, whimbrels phalaropes, golden plovers, and you may also see gold crests and birds of prey including short-eared owls and gyrfalcons. Don’t miss a chance to visit the Sigurgeir Bird Museum on the nearby Neslandatangi peninsula.
In Husavik about an hour’s drive away on the northern shoreline there are a good number of breeding purple sandpipers, Arctic terns, snow buntings, as well as ptarmigans and occasionally a hunting gyrfalcon.
Located less than an hour from Reykjavik, the Reykjanes peninsula is an area typified by vast lava fields as well as sandy beaches and marshlands which provide the home to several breeding colonies of migrant birds. Probably the best known cliffs for bird watching are the towering Krisuvikurbjarg cliffs with a wide variety of species including guillemots, razorbills, fulmars, kittiwakes, as well as puffins, herring gulls, and shags.
Breidafjordur Fjord & Flatey Island
Breidafjordur Fjord is a beautiful bay located in western Iceland, surrounded by mountains including the Snaefellsjokull glacier capped volcano. Within the bay are thousands of tiny islands which provide tranquil nesting grounds for around 50 different bird species including puffins, sea eagles, shags, cormorants and sometimes white-tailed eagle can also be seen there.
The only inhabited island in Breidafjordur Fjord is Flatey Island which can be reached by ferry and is home to a wide variety of bird species including black guillemots, red-necked phalaropes, redshanks, meadow pipits, redwings, eider ducks and the rare red phalarope.
The Vestmannaeyjar Islands
The bird watching scene in the Vestmannaeyjar Islands is most famous for Iceland’s lovable and iconic puffin, or ‘lundi’ in Icelandic. If accessed by ferry the bird watching can begin from the sea as thousands of these tiny playful birds jump from the cliffs and dive into the ocean in search for food.
A fun and family event occurs every August on the island of Heimaey during ‘Flight of the Puffling’ when the baby puffins leave their nests for the very first time to test their wings. Visitors and locals often help rescue those who fumble at their attempt at flight!
“Amongst gods and men, that horse is the best,” says the 13th-century Prose Edda written by Icelandic poet and historian Snorri Sturluson. Against a backdrop of stunning glaciers and volcanoes, it is easy to appreciate the tough, smooth-gaited horses shaped by the demanding elements and the freedom of Icelandic nature. There are almost 100,000 Viking horses in Iceland, many of which are wild and roam the countryside during summer time.
The Vikings arrived in Iceland more than a thousand years ago, bringing their horses with them. When these settlers created the world’s oldest surviving Parliament in the year 930, one of their first acts was to prohibit further importation of horses. Today, more than ten centuries later, the breed remains pure and if a horse leaves Iceland it cannot return.
The Icelandic Viking horse is renowned for being sturdy, independent, friendly, spirited and sure-footed. The Icelandic horse possesses five natural gaits: the Walk, Trot, Canter, Tolt, and Pace. The tolt is a fifth gait specific to only a handful of breeds in the world and provides a smooth ride that feels like gliding. In fact, riders often demonstrate this smooth gait by carrying a tray of drinks at full speed without spilling a drop!
The Icelandic breed is known by horse enthusiasts all over the world and is particularly loved for its wide range of colors, which is a distinguishing characteristic of the Viking Horse. The Icelandic language has more than 100 names for the various colors and patterns of the horses which include unusual shades of dun, cream, silver, roan and pinto.
The horse is also distinctive for its thick and often double-sided mane and long tail. Beginners and seasoned riders alike are enraptured by the Icelandic horse, and riding tours are available from one hour to more than a week.
The clean, unpolluted waters surrounding Iceland are rich in marine mammals and are close to whale migratory lanes. There are thousands of whales just off its shores and you do not always have to be on a whale watching boat to see them; sometimes just looking out to sea from the shore will reveal a whale’s back breaking the surface. Húsavík in north Iceland is the undisputed favorite area for whale watching although Reykjavik offers the opportunity for year round tours.
The most commonly spotted species are minke, killer, fin, sperm and sei whales, white-beaked dolphins, harbor porpoises and the enormous humpback whales. The most treasured sighting is the enormous blue whale, which is the world’s largest mammal and has a heart the size of a small car.

In ainneoin ainm fuar na tíre, níl aon bhéar polach in Éirinn! Bhuel ar a laghad ní ursaí polaracha dúchasacha don oileán, cé go bhféadfadh ceann nó dhó a bheith tagtha ar shreabhadh oighear snámha ó Ghréinlainn. Go deimhin, tá an saol fiáine in Éirinn den chuid is mó i bhfoirm beatha mara agus éan.
Tá an fholúntas is mó in Éirinn i saol na mara, agus tá na haibhneacha agus na lochanna lán le saumon agus le tróta, rud a thaitníonn go mór le hiascairí áitiúla agus le hiascairí a thugann cuairt orthu. Tá na mílte baill agus porpoise san Aigéan Atlantach Thuaidh atá timpeall air agus is féidir seallaí aisteach a fheiceáil ag crochadh timpeall na cóstaí i Reykjavik nó ina suí ar bharr íosbhrú gorm ag snámh sa loch glasaíochta Jokulsarlon.
Tá go leor éanlíona ar fud an oileáin chomh maith le caora agus capaill Vicighne ag siúl ar fud na tuaithe i rith an tsamhraidh. Is féidir reindeer fiáine a fháil ag siúl ar fud na tuaithe san Oirthear. Tá an chuid is mó de na speicis ainmhithe in Éirinn curtha isteach san timpeallacht, cé go meastar go raibh an t-easnamh ardaithe ar an oileán roimh socrú an duine. Tá an créatúr beag, adorable seo go leor éadrom agus is féidir a bheith deacair a fheiceáil.
Tá an saol éan in Éirinn chomh suntasach agus chomh éagsúil leis an tírdhreach garbh a sholáthraíonn suíomh iontach chun beagnach 300 speiceas éagsúla éan a fheiceáil. Tá an tsraith iontach éan-uisce ar na cnaipí cósta amháin i líon ollmhór.
Tá coilíneachtaí móra agus áiteanna breithe le fáil i gceantair éagsúla ar fud na tíre a bhfuil samhlaíocht lucht féachana éan agus taistil araon á mhealladh acu le fada. Is áiteanna iontach iad Latrabjarg sna Westfjords, Skalanes san oirthear, Loch Myvatn sa tuaisceart, agus Oileán Flatey san Iarthar, agus is fiú cuairteanna ar leath-oileán Reykjanes agus ar Oileáin Vestmannaeyjar i dTuaisceart na hÍoslainne.
Tá na cnaipí Latrabjarg ollmhóra, an cnaipí éan is mó ar domhan, i Westfjords eisiach na hÍoslainne. Tá an éagsúlacht agus an líon mór éan a fheictear anseo ag an am céanna iontach le sreabhadh leanúnach na mílte éan. Is é an claíomh maorga seo a bhfuil cáil air ná gurb é an pointe is faide siar san Eoraip é agus go bhfuil an tiúchan is mó d'eascairí farraige in Éirinn ann.
Tá na mílte de na puffins íogaire in Éirinn ag spraoi agus ní bhíonn siad cúthail a gcuid pictiúr a thógáil. I measc na speiceas eile is féidir a fháil anseo tá gannets, guillemots, razorbills, eagles bán-chúil, loons dearg-throated, terns artach, redshanks, snipes, auks, murres, kittiwakes, fulmars, buntings sneachta, agus plovers fáinne.
Myvatn & Husavik
Is réigiún iontach álainn é Loch Myvatn i dtuaisceart na hÍoslainne, ar a dtugtar a ghníomhaíocht bholcánaí iontach agus mar phríomh-chúlra breithe d'eolaithe agus níos mó speiceas éadaí breithe ná áit ar bith eile san Eoraip.
Is gnách le Loch Myvatn éad scoter, widgeons Eurasian, éad tufted, goldeneye barrow, scaups, éadan harlequin, phalaropes whimbrels, plovers órga, agus d'fhéadfadh tú crests óir agus éin ghaoil a fheiceáil lena n-áirítear owl cluasa ghearr agus gyrfalcons. Ná caill an deis cuairt a thabhairt ar Mhúsaem Éin Sigurgeir ar leath-oileán Neslandatangi in aice láimhe.
I Husavik, atá thart ar uair an chloig ar shiúl ar an gcósta ó thuaidh, tá líon maith de phéipéir-sandbhaird purpúr, de therns artach, de buntings sneachta, chomh maith le ptarmigans agus go minic gyrfalcon fiach.
Tá leath-oileán Reykjanes suite níos lú ná uair an chloig ó Reykjavik, limistéar atá tipiciúil de réimsí móra lábha chomh maith le tránna gaineamh agus marshlands a sholáthraíonn an baile do roinnt coilíneachtaí breithe d'eascairí imirceacha. Is dócha gurb iad na cnaipí is fearr a bhfuil aithne orthu le haghaidh breathnú ar éan na cnaipí ná na cnaipí Krisuvikurbjarg ard le speiceas leathan éagsúla lena n-áirítear guillemots, razorbills, fulmars, kittiwakes, chomh maith le puffins, gaillimh síle, agus shags.
Breidafjordur Fjord & Flatey Island
Is calaf álainn é Breidafjordur Fjord atá lonnaithe in iarthar na hÍoslainne, timpeallaithe ag sléibhte lena n-áirítear bolcán snaefellsjokull glacier capped. Tá na mílte oileán beag sa ghleann a sholáthraíonn talamh neadaigh shíochánta do thart ar 50 speiceas éan éagsúla lena n-áirítear puffins, eachairí farraige, shags, cormorants agus uaireanta is féidir eachair geala-chrua a fheiceáil ann freisin.
Is í an t-aon oileán ina gcónaí i Fjord Breidafjordur Oileán Flatey ar féidir teacht air le farantóireachta agus is baile é do réimse leathan speiceas éan lena n-áirítear guillemots dubh, phalaropes dearg-chroí, redshanks, pipits féar, redwings, éadan eider agus an phalarope dearg neamhchoitianta.
Na hOileáin Vestmannaeyjar
Tá an radharc ag faire ar éan sna hOileáin Vestmannaeyjar is cáiliúla le haghaidh puffin is áille agus is íogaire in Éirinn, nó lundi in Éirinn. Má tá rochtain ag farantóireachta is féidir leis an urlár éan a thosú ón bhfarraige agus na mílte de na héin bheag seo ag léim ó na cneacha agus ag tumadh isteach san aigéan ag cuardach bia.
Bíonn ócáid spraíúil agus teaghlaigh ar siúl gach Lúnasa ar oileán Heimaey le linn 'Flight of the Puffling' nuair a fhágann na páistí puffins a n-ais don chéad uair chun a n-aingean a thástáil. Is minic a chabhraíonn cuairteoirí agus muintir na háite le daoine a bhíonn ag iarraidh teitheadh a shábháil!
'I measc na n-aingne agus na ndaoine, is é an capall sin an ceann is fearr,' a deir an Prose Edda ón 13ú haois a scríobh an file agus an staire Éireannach Snorri Sturluson. I gcoinne cúlra na ngaotháin gheimhridh agus na bholcáin, is furasta meas a bheith agat ar na capaill chrua, suaimhneacha a chruthaigh na heilimintí éilitheacha agus saoirse nádúr na hIoslainne. Tá beagnach 100,000 capall Víicing in Éirinn, agus tá go leor acu fiáine agus ritheann siad ar fud na tuaithe i rith an tsamhraidh.
Tháinig na Víicíní ar an Íoslainn níos mó ná míle bliain ó shin, agus thug siad a gcuid capaill leo. Nuair a chruthaigh na lonnaitheoirí seo an Pharlaimint is sine a mhair sa domhan sa bhliain 930, ba é ceann de na chéad ghníomhartha a rinne siad ná cosc a chur ar allmhairí feirste a thuilleadh. Sa lá atá inniu ann, níos mó ná deich gcéad bliain ina dhiaidh sin, tá an cine fós íon agus má fhágann capall an Íoslainn ní féidir leis filleadh ar ais.
Tá cáil ar an capall Víking na hIoslainne mar gheall ar a bheith láidir, neamhspleách, cairdiúil, fionn agus cinnte. Tá cúig bhealach nádúrtha ag an capall Éireannach: an Siúlóid, an Trot, an Canter, an Tolt, agus an Pace. Is é an tolt an cúigiú gait atá sonrach do bheagán póire amháin ar domhan agus soláthraíonn sé turas réidh a bhraitheann cosúil le sleamhnú. Go deimhin, is minic a léiríonn marcaitheoirí an gluaiseacht shleachta seo trí thré de dheochanna a iompar ag luas iomlán gan titim a chaitheamh!
Tá an cine Éireannach ar eolas ag lucht díograiseacha capaill ar fud an domhain agus is breá leis go háirithe as a raon leathan dathanna, rud atá ina ghné sainiúil den Capall Víicínigh. Tá níos mó ná 100 ainm ag an nGaeilge do dathanna agus do múnlaí éagsúla na bhfear, lena n-áirítear scáthanna neamhghnácha de dhún, uachtar, airgid, roan agus pinto.
Tá an capall sainiúil freisin as a chuid cróis tiubh agus go minic dhá thaobh agus a eireaball fada. Tá an capall Éireannach ag cur i ngleic le hiománaithe nua agus le hiománaithe taithí, agus tá turais marcaíochta ar fáil ó uair an chloig go níos mó ná seachtain.
Tá na huiscí glan, neamhdhlisteáilte timpeall na hÍoslainne saibhir i mamaigh mhuirí agus tá siad gar do bhealaí imirceacha na bhfíoraí. Tá na mílte baile díreach amach óna chóstaí agus ní gá duit a bheith i gcónaí ar bhád faire baile chun iad a fheiceáil; uaireanta ní foláir ach breathnú amach ar an bhfarraige ón gcladach chun an bhfarraige a nochtadh ag briseadh an dromchla. Is é Húsavík i dtuaisceart na hÍoslainne an limistéar is fearr leat gan amhras chun na baill a fheiceáil cé go dtugann Reykjavik deis do thurais ar feadh na bliana.
Is iad na speicis is coitianta a fheictear ná minke, killer, fin, sperm agus sei whales, dalfíní bán-beaked, porpoises calafoirt agus na humpback whales ollmhór. Is é an radharc is luachmhara an bhalann gorm ollmhór, is é an mamaigh is mó ar domhan agus tá croí de mhéid carr beag aige.


Pimples and zits are a common skin condition called acne. About 70-90% of teens will have some kind of acne breakout during their adolescent years. Here are some tips for taking care of your skin:
- Wash your skin twice a day (morning and before bed) with a mild soap-free cleanser such as Purpose®, Basis®, or Neutrogena® to remove oil.
- Wash your face after you exercise as oil builds up and can clog pores.
- Wash your face well after you come in contact with oils or grease such as working in a fast food restaurant.
- Wash your hands before touching or rubbing your face and try not to rest your chin, cheek, or forehead on your hand. Just think of all of the things you may have touched during the day with your hands! Breaking this habit may help to clear up most of your problem areas.
- Wash your hair regularly especially if it’s oily. Oil from your hair can make your face and neck extra oily.
- Use “oil-free” sunscreen when you know you’ll be outside in the sun. Antibiotics and other acne medicine can make your skin burn faster with sun exposure.

Is gnáth-chroí é acne, ná an gnáth-chroí a bhíonn ag acne agus acne. Beidh cineál éigin acne ag thart ar 70-90% de na déagóirí le linn a mblianta déagóirí. Seo roinnt leideanna chun aire a thabhairt do do chraiceann:
- Nigh do chraiceann dhá uair sa lá (ar maidin agus roimh an leaba) le glantachán éadrom gan gallúnach mar Purpose®, Basis®, nó Neutrogena® chun ola a bhaint.
- Nigh do aghaidh tar éis duit aclaíocht a dhéanamh mar go ndéanann ola a thiomsú agus go bhféadfadh sé póirí a chlúdach.
- Nigh do ghnéas go maith tar éis duit teagmháil a dhéanamh le olaí nó saill mar shampla ag obair i mbialann tapa bia.
- Nigh do lámha sula ndéanann tú teagmháil le do ghné nó sula ndéanann tú rub ar do ghné agus déan iarracht gan do chins, do bhróg nó do bhrón a chur ar do lámh. Smaoinigh ar na rudaí go léir a d'fhéadfadh a bheith agat i rith an lae a chur i dteagmháil le do lámha! D'fhéadfadh go gcabhródh an cleachtadh seo le go leor de do chuid fadhbanna a shoiléiriú.
- Nigh do chuid gruaige go rialta go háirithe má tá sé olach. Is féidir le ola ó do chuid gruaige do aghaidh agus do mhuineál a dhéanamh níos olaí.
- Úsáid "créatáin ghréasáin saor ó ola" nuair a bhíonn a fhios agat go mbeidh tú amuigh sa ghrian. Is féidir le frithbhéimicí agus le cógais eile acne do chraiceann a dhó níos tapúla le nochtadh don ghrian.


Asthma is a chronic disease where the lung airways (bronchi) are inflamed. This causes the airways to narrow. An asthma attack is a when the symptoms become much worse, the smooth muscle cells in the airways constrict and are swollen, and breathing is difficult.
Asthma is similar to several other inflammatory diseases of the lung, including chronic obstructive pulmonary disease, emphysema and chronic bronchitis.
The inflammation in asthma is reversible, where as with chronic obstructive pulmonary disease and chronic bronchitis, inflammation is not considered reversible.
Asthma effects the bronchi, where as with emphysema it is the alveoli which are affected.
Anyone can get asthma at any age, although most people with it are afflicted early in life.
Typical asthma symptoms include:
- Shortness of breath
- Tightness in the chest
These symptoms vary widely from person to person and episode to episode. Symptoms can vary from mild through severe. Asthma symptoms may be problematic for some length of time, then vanish for an extended time. Or they may be persistent and continually troublesome.
Managing Asthma Symptoms
There is no know cure for Asthma. It can be managed by avoiding the triggers that set it off, and by reducing symptoms when they occur.
Allergies are a major class of trigger for asthma symptoms. They tend to set off inflammation.
Other triggers, such as smoke, exercise and cold air, make symptoms worse, especially if lung airways are already inflamed.
Symptoms are also managed with medications, especially in severe cases.
Treatment is individual to the patient. Patients must work with their doctor to plan treatment that matches the patient in a variety of situations.
Wheezing and shortness of breath is usually treated with fast-acting bronchodilators, usually administered with pocket-sized, metered-dose inhalers (MDIs). Spacers or nebulizers may also be used, especially for patients that have difficulty using an inhaler.
Other medications include:
- Selective beta2-adrenoceptor agonists such as salbutamol (albuterol USAN), levalbuterol, terbutaline and bitolterol. These agents may cause side effects, especially tremors. Side effects are reduced when inhaled rather than ingested or injected.
- Less selective adrenergic agonists, such as inhaled epinephrine and ephedrine tablets. Cardiac side effects can be a problem.
- Anticholinergic medications, such as ipratropium bromide are effective, but less so than ?2-adrenoreceptor agonists. Side effects are much less than the above alternatives.

Is galar ainsealach é asthma ina bhfuil athlasadh ar na bóithre aeir na scamhóg (bronchi). Mar thoradh air seo, bíonn na bealaí aeir ag teannadh. Is ionsaí asthma é nuair a bhíonn na hairíonna i bhfad níos measa, na cealla muscle réidh sna bealaí aer a shrianadh agus a bheith swollen, agus tá sé deacair a anailís.
Tá asthma cosúil le roinnt galair athlastacha eile san scamhóg, lena n-áirítear galar plúmach coscasach ainsealach, emfísem agus bronchitis ainsealach.
Tá an athlasadh in asthma inchúlghabhálach, ach mar atá le galar plúmach coscasach ainsealach agus bronchitis ainsealach, ní mheastar go bhfuil an athlasadh inchúlghabhálach.
Bíonn tionchar ag asthma ar na bronchi, áit a mbíonn tionchar ag an alveoli mar atá le emphysema.
Is féidir le duine ar bith asthma a fháil ag aois ar bith, cé go mbíonn an chuid is mó de na daoine a bhfuil asthma orthu ag tús a saoil.
I measc na hairíonna tipiciúla asthma tá:
- Breathnachta
- Teannas sa chistin
Tá na hairíonna seo éagsúil go mór ó dhuine go duine agus ó thráth go thráth. Is féidir na hairíonna a bheith éagsúil ó éadrom go tromchúiseach. D'fhéadfadh sé go mbeadh comharthaí asthma fadhbanna ar feadh tréimhse áirithe ama, agus ansin go dtiocfadh siad ar ais ar feadh tréimhse fada. Nó b'fhéidir go bhfuil siad leanúnach agus go leanúnach i bhfolach.
Smacht a chur ar Thorthaí Asthma
Níl aon leigheas ar Asthma. Is féidir é a bhainistiú trí na trigairí a chuireann sé ar bun a sheachaint, agus trí na hairíonna a laghdú nuair a tharlaíonn siad.
Is iad ailléirgí an phríomh-aicme de thriogálaithe do chomharthaí asthma. Tá claonadh acu athlasadh a chur ar bun.
Déanann trioblóidí eile, mar shampla deatach, aclaíocht agus aer fuar, na hairíonna a dhéanamh níos measa, go háirithe má tá na haerbhealaí san atmaisféar athlastaithe cheana féin.
Déantar na hairíonna a rialú le cógais freisin, go háirithe i gcásanna tromchúiseacha.
Tá an cóireáil aonair don othar. Ní mór do othair oibriú lena dhochtúir chun cóireáil a phleanáil a oireann don othar i gcúinsí éagsúla.
De ghnáth déantar cóireáil ar wheezing agus go leor gaoithe le bronchodilators a ghníomhaíonn go tapa, a chuirtear in úsáid de ghnáth le inhalers pocket-sized, dosage-metered (MDIs). Is féidir spacers nó nebulizers a úsáid freisin, go háirithe do othair a bhfuil deacracht acu inhaler a úsáid.
I measc na gcógas eile tá:
- Agóinithe roghnacha beta2- adrenoceptor mar salbutamol (albuterol USAN), levalbuterol, terbutaline agus bitolterol. D'fhéadfadh fo-iarsmaí a bheith ag na gníomhairí seo, go háirithe tremors. Laghdaítear fo-iarsmaí nuair a bhíonn siad á n-ionsaí seachas á n-ól nó á n-iontráil.
- Agonists adrenergic níos lú roghnacha, mar shampla epinephrine agus ephedrine táibléad a inhaleadh. Is féidir le fo-iarsmaí croí a bheith ina fhadhb.
- Tá cógais frith- cholinergic, mar shampla bromide ipratropium éifeachtach, ach níos lú ná agonists ? 2- adrenoreceptor. Tá fo-iarsmaí i bhfad níos lú ná na roghanna eile thuas.


New School Permaculture
Food Forests Course
Course @ Casalinho - Central Portugal 8–11 August 2013
A food forest is a garden where we encourage nature to do the majority of the work, yet are able to harvest an abundance of fresh food. Sounds too good to be true? Well it’s not! Join us to learn how to create one in any urban, suburban or rural space, even where space is at a premium.
A food forest is modelled on natural woodland, with crops being grown in multiple layers to produce the maximum yield from a minimum of space. Imagine a diverse and multi-layered mix of tree canopy, berry-laden shrubs, vines, ground cover and planting beds. Plants are chosen which benefit each other and attract beneficial inspects. A healthy, fertile and diverse ecosystem is created which ultimately requires little work from you apart from harvesting. Very little digging, watering, weeding or pest control, and as beautiful as any woodland edge!
This four day course, through a combination of classroom based and practical sessions, will give you all the tools you need to design your own food forest.
- Why make a food forest
- Laying out a food forest
- Ensuring that your food forest has enough nutrients
- Multifunctional pathways
- Building in abundance and resilience
- Low maintenance food growing
- Patterns in nature
- Understanding and maximising edge
- Water management
- Creating a detailed design
- Succession planning
- Implementation plans
- Tree and plant guilds
This course will be taught in English by Helder Valente. Helder is native Portuguese, so Portuguese speakers need not worry about translation for troubling words or ideas.
Helder studied permaculture with Bill Mollison and now teaches all over the world. You can read about Helder and see examples of his design work here.www.sublimart.blogspot.com
More info about the course in :
Testimonials from students: http://sublimart.blogspot.com.es/2013/07/testimonials-of-our-students.html
Event on Facebook: https://www.facebook.com/events/546711155365620/

Péarmaculture Scoil Nua
Cúrsa Foraoisí Bia
Cúrsa @ Casalinho - Lár na Portaingéile 811 Lúnasa 2013
Is gairdín é foraoise bia áit a spreagann muid an nádúr chun an chuid is mó den obair a dhéanamh, ach is féidir linn go leor bia úr a bhaint amach. An bhfuil sé ró-mhaith a bheith fíor? Bhuel tá sé nach bhfuil! Bí linn chun foghlaim conas ceann a chruthú in aon spás uirbeach, forbhaile nó tuaithe, fiú nuair a bhíonn spás ar phréimh.
Tá foraoise bia múnlaithe ar fhoraoiseacht nádúrtha, agus tá plandaí á dtógáil i sraitheanna iomadúla chun an toradh is mó a tháirgeadh ó spás íosta. Samhlaigh meascán éagsúil agus ilchúrsaí de channacha crainn, cnaipí lán-bheir, fíonchaora, clúdach talún agus leapacha síolta. Roghnaítear plandaí a bhfuil tairbhe acu dá chéile agus a mheallann cigireachtaí tairbheacha. Cruthaítear éiceachóras sláintiúil, torthúil agus éagsúil a éilíonn beagán oibre uait ar deireadh thiar seachas an fómhar. Is beag an méid a chaithfear a dhúnadh, a uisciú, a ghlanadh nó a rialú, agus is chomh hálainn le haon imeall coille!
Tabharfaidh an cúrsa ceithre lá seo, trí chomhcheangal de sheisiúin bunaithe ar an seomra ranga agus ar sheisiúin phraiticiúla, na huirlisí go léir a theastaíonn uait chun do fhoraois bia féin a dhearadh.
- Cén fáth a dhéanamh foraoise bia
- Ag cur foraoise bia amach
- A chinntiú go bhfuil go leor cothaithigh ag do fhoraois bia
- Bealaí ilfheidhmeacha
- Tógáil i dlúthchuid agus in athléimneacht
- Cothú bia ísealchothabhála
- Patrúin sa nádúr
- Tuiscint agus uasmhéadú ar an imeall
- Bainistíocht Uisce
- Dearadh mionsonraithe a chruthú
- Pleanáil aistrithe
- Pleananna cur chun feidhme
- Ceardlanna crainn agus plandaí
Beidh an cúrsa seo á múineadh i mBéarla ag Helder Valente. Is Portaingéilis dúchais é Helder, mar sin ní gá do chainteoirí Portaingéile a bheith buartha faoi aistriúchán le haghaidh focail nó smaointe trioblóideacha.
D'fhoghlaim Helder permaculture le Bill Mollison agus múineann sé anois ar fud an domhain. Is féidir leat léamh faoi Helder agus samplaí dá chuid oibre dearaidh a fheiceáil anseo. www.sublimart.blogspot.com
Tuilleadh eolais faoin gcúrsa i:
Teasúnaithe ó mhic léinn: http://sublimart.blogspot.com.es/2013/07/testimonials-of-our-students.html
Imeacht ar Facebook: https://www.facebook.com/events/546711155365620/


The Interactive Base (IB) provides an appropriate learning environment for learners with complex learning difficulties and disabilities (CLDD). The aim of the IB is to provide a stimulating, engaging and sensory curriculum that is both broad and balanced. The IB groups offer a base for their learners which provides routine, consistent specialist staffing and encourages independence and communication.
The pupils within the IB are grouped in classes which may go across age groups and sometimes Key Stages to best meet their needs. However this is done, the staff within the IB groups ensure that they quickly develop a comprehensive knowledge of the young people. The knowledge gained can arrive from a variety of areas both within the Group and from outside agencies. It is important that this information is shared and reviewed with everyone who comes into contact with the young people. Therefore within each class base the staff produce a document, ‘All About Me’, for each pupil. These are displayed within the pupils’ room and ensure this important information is always to hand. ‘All About Me’ includes information relating to learning styles, likes and dislikes, emotions, positioning and specialist equipment as well as recommendations from a young person’s individual care plans such as feeding and swallowing, speech and language, physiotherapy, behaviour, personal care and medical needs. This information also ensures the relevant training for staff is in place to cater for all the pupils’ needs, whether medical or educational.
Due to the learners’ needs, it is imperative that excellent communication is maintained with their parents and carers. Home/School books are used precisely for this reason to ensure that we can communicate on a day-to-day basis regarding a young person’s health, engagement and interests.
Within the IB we encourage communication, independence and choice making at whatever level the pupil is working at. All learners are treated as intentional communicators. Intentional communication can be in the form of vocalising, eye contact, a gesture, shiver, cough or laugh, signing, the exchange of an object or symbol as well as dropping or grabbing of an object. This list is not exhaustive and as every young person is an individual, we make sure that we ‘tune in’ to each of our learners to encourage and extend their own communication strategies.
The curriculum is the medium through which learning experiences are matched to a child’s individual needs. Within the IB groups opportunities for learning are planned, focused and responsive to needs of the pupils. There are a variety of ways for the pupils to encounter the curriculum. They are likely to need sensory stimulation and a curriculum broken down into very small steps. The pupils learn across a range of levels and for most, we will be looking at how they engage, respond and communicate. However, for some pupils our focus will be on skills more relevant to the individual subjects. As such, within the IB groups pupils receive part of the curriculum offer within their base and part of it within the main body of the school or Learning Centre. This ensures that the staff with the most appropriate experience and expertise deliver the pupils’ learning and that opportunities for social interaction with other pupils are included. If deemed appropriate, a young person may access more of their curriculum within the main body of school and access bespoke sessions in the IB.
Each young person is offered a core curriculum which ensures that skills in English, Maths, ICT and Living Skills are incorporated. The curriculum also offers an extensive range of experiences including:
- sensory cooking/food technology sessions
- body awareness, sensory massage and Sherborne
- Drama therapy
- Physical Education (gross motor, fine motor, personal programmes, Outdoor Education, rebound therapy, hydrotherapy, swimming)
- community engagement
- Creative Arts
Throughout the timetable, staff facilitate opportunities for standing, walking, seating changes and physical movement in order to promote physical well-being.
In Key Stages 4 and 5 pupils are able to access increased variety in their learning through their Options choices. In order for the young people to access the most suitable and engaging options, close communication between parents and carers and staff is ensured.
The Interactive Bases are all about bespoke opportunities for our young people to interact, engage, experience and learn whilst having FUN!

Soláthraíonn an Bunús Idirghníomhach (IB) timpeallacht foghlama oiriúnach do dhaltaí a bhfuil deacrachtaí foghlama casta agus míchumais acu (CLDD). Is é aidhm an IB cúrsa oideachais spreagúil, tarraingteach agus braite a chur ar fáil atá forleathan agus cothrom. Cuireann grúpaí IB bonn ar fáil dá gcuid foghlaimeoirí lena soláthraítear foirne speisialaithe gnáthchúrsaí, comhsheasmhach agus lena spreagtar neamhspleáchas agus cumarsáid.
Tá na daltaí laistigh den IB grúpáilte i ranganna a d'fhéadfadh dul trasna grúpaí aoise agus uaireanta Céimeanna Príomhúla chun freastal ar a gcuid riachtanas ar an mbealach is fearr. Cibé bealach a dhéantar é seo, déanann na foirne laistigh de ghrúpaí IB cinnte go bhforbróidh siad eolas cuimsitheach ar na daoine óga go tapa. Is féidir leis an eolas a fhaightear teacht ó réimsí éagsúla laistigh den Ghrúpa agus ó ghníomhaireachtaí lasmuigh. Tá sé tábhachtach go ndéanfar an fhaisnéis seo a roinnt agus a athbhreithniú le gach duine a thagann i dteagmháil leis na daoine óga. Dá bhrí sin, laistigh de gach bunchlasa, déanann an fhoireann doiciméad, "All About Me", a tháirgeadh do gach dalta. Tá na sonraí seo ar taispeáint i seomra na ndaltaí agus cinntíonn siad go bhfuil an fhaisnéis thábhachtach seo ar fáil i gcónaí. Áirítear ar an gclár 'All About Me' faisnéis a bhaineann le stíleanna foghlama, le rudaí a thaitníonn agus nach dtaitníonn leo, mothúcháin, suíomh agus trealamh speisialaithe chomh maith le moltaí ó phleananna cúraim aonair an duine óg amhail bia a thabhairt agus a shlógáil, cainte agus teanga, fisiceolaíocht, iompar, cúram pearsanta agus riachtanais leighis. Cinntíonn an fhaisnéis seo freisin go bhfuil an oiliúint ábhartha don fhoireann i bhfeidhm chun freastal ar riachtanais na ndaltaí go léir, cibé acu leighis nó oideachasúil.
Mar gheall ar riachtanais na foghlaimeoirí, tá sé ríthábhachtach go gcoimeádtar cumarsáid den scoth lena dtuismitheoirí agus lena gcaomhnóirí. Úsáidtear leabhair bhaile/scoile go beacht ar an gcúis seo chun a chinntiú gur féidir linn cumarsáid a dhéanamh ar bhonn laethúil maidir le sláinte, rannpháirtíocht agus leasanna duine óg.
I IB spreagann muid cumarsáid, neamhspleáchas agus rogha a dhéanamh ag cibé leibhéal a bhfuil an dalta ag obair. Déantar gach foghlaimeoir a chóireáil mar chumarsóirí intinne. Is féidir cumarsáid intinn a bheith i bhfoirm vocalising, teagmháil súl, greim, shiúl, cough nó gáire, comhartha, malartú réad nó siombail chomh maith le téama a thit nó a ghabháil. Ní liosta iomlán í seo agus ós rud é go bhfuil gach duine óg ina dhuine aonair, déanaimid cinnte go "tuneann muid isteach" le gach duine dár foghlaimeoirí chun a straitéisí cumarsáide féin a spreagadh agus a leathnú.
Is é an curaclam an t-amhrán trína ndéantar eispéiris foghlama a mheaitseáil le riachtanais aonair an linbh. Tá deiseanna foghlama pleanáilte, dírithe agus freagartha ar riachtanais na ndaltaí laistigh de ghrúpaí IB. Tá bealaí éagsúla ann do na daltaí dul i ngleic leis an gcuraclam. Is dócha go dteastaíonn spreagadh braite agus cúrsa a roinnt ina chéimeanna an-bheaga. Tá na daltaí ag foghlaim ar fud raon leibhéil agus don chuid is mó, beimid ag féachaint ar an gcaoi a mbíonn siad ag dul i ngleic, ag freagairt agus ag cumarsáid. I gcás roinnt daltaí, áfach, beidh ár ndícheall dírithe ar scileanna atá níos ábhartha do na hábhair aonair. Mar sin, laistigh de ghrúpaí IB, faigheann daltaí cuid den thairiscint chúrsacha laistigh dá mbonn féin agus cuid de laistigh de phríomhfhórsa na scoile nó an Lárionaid Oideachais. Cinntíonn sé seo go gcuireann an fhoireann a bhfuil an taithí agus an saineolas is oiriúnaí acu foghlaim na ndaltaí ar fáil agus go gcuirtear deiseanna le hidirghníomhaíocht shóisialta le daltaí eile san áireamh. Má mheasann sé go bhfuil sé oiriúnach, féadfaidh duine óg rochtain a fháil ar níos mó dá gcuraclam laistigh de phríomhchóir na scoile agus rochtain a fháil ar sheisiúin saincheaptha sa IB.
Cuirtear bunchláir oideachais ar fáil do gach duine óg lena n-áiritheofar go gcuirtear scileanna i mBéarla, i mhatamaitic, i TFC agus i Scileanna Saoil san áireamh. Cuireann an curaclam réimse leathan taithí ar fáil freisin lena n-áirítear:
- seisiúin cócaireachta / teicneolaíochta bia braite
- feasacht coirp, massage mothaitheach agus Sherborne
- Teiripe drámaíochta
- Oideachas Fisiceach (mótár gros, mótarc fíneáil, cláir phearsanta, Oideachas lasmuigh, teiripe athshlánú, hidreiteiripe, snámh)
- rannpháirtíocht an phobail
- Ealaíon Cruthaitheach
Le linn na sceidil, cuireann an fhoireann deiseanna ar fáil chun seasamh, siúl, suí a athrú agus gluaiseacht fhisiciúil a dhéanamh chun an folláine fhisiciúil a chur chun cinn.
I bPríomhchéimeanna 4 agus 5 tá na daltaí in ann teacht ar éagsúlacht mhéadaithe ina gcuid foghlama trína roghanna Roghanna. Chun go mbeidh rochtain ag daoine óga ar na roghanna is oiriúnaí agus is tarraingtí, áiritheofar go mbeidh cumarsáid dlúth idir tuismitheoirí agus cúramóirí agus foirne.
Is éard atá i gceist leis na Bunaí Idirghníomhacha ná deiseanna saincheaptha dár ndaoine óga idirghníomhú, dul i ngleic, taithí a fháil agus foghlaim agus iad ag SÉAMH!


Tendons are connecting tissues that connect the bones and the muscles. They make muscle stretching possible and they’re very important for the proper functioning of the joins and their movement. But, their elasticity becomes loose with age, so they can become torn easily in the later stages of life. Tendonitis is connected with the inflammation of the tendons and this problem causes great pain and impairs the movement of the body. Tendons are located on many places in the human body, so this problem may be experienced in the feet, shoulders, elbows, ankles, hands, heels and others. One of the most common places for this problem is Achilles tendon. We have mentioned that age plays great part in the creation of this problem, due to the excessive tear and wear of the tendons. This creates more chances of new problems and leads to the creation of chronic tendonitis. Also, the scar tissue forms and inflammation and pain follow.
Causes and Symptoms
Some of the common causes are the muscle cramps, sprains, strain of the tendons, stretching of the muscles, wrong posture, wrong way of exercising, tendon injury, repetitive motions, tendon wear/tear, aging and arthritis. When we talk about the symptoms of the chronic tendonitis, they are lumpy, warm, swollen and reddened area, burning sensation surrounding the area, pain, restricted movement and pain felt during pressure application on the tendon, due to the physical activity. Some of the symptoms of early stages of the problem and warning signs are pain during movement, morning and night severe pain, muscle swelling, stiffness and pain, and painless restricted movement.
Next, we will focus on the treatment associated with the problem of chronic tendonitis. The affected area may experience some improvement of the movement due to the physical therapy. Also, the same effect can be gained with the massages of the affected area with the mustard, olive or sesame oil. The pain can be relieved with the use of painkillers, but getting plenty of rest is also very important for the healing. You can apply ice packs, perform stretching exercises or even undergo a surgery if other treatment methods prove unsuccessful. The movement of the injured tendon can be restricted with the use of ankle, wrist or knee brace, which will reduce the swelling and prevent the problem from aggravation. Chronic tendonitis can easily be developed because if we keep moving, the healing cannot take place since the tendon is used constantly. So, avoid repetitive strain of the tendon and stretch before exercising. Cortisone injections can be used but they are used only in very serious cases due to the side effects they can create, like the immune system weakening. Surgery can also be done, but it is the last resort.

Is fíocháin cheangail iad na tendons a cheangail na cnámha agus na matáin. Déanann siad síneadh muscle a dhéanamh indéanta agus tá siad an-tábhachtach do fheidhmiú ceart na n-ailt agus a ngluaiseacht. Ach, a n-éalaisticité a thagann scaoilte le aois, ionas gur féidir leo a bheith scartha go héasca i gcéimeanna níos déanaí den saol. Tá nasc ag tendonitis le athlasadh na tendons agus cuireann an fhadhb seo pian mór ar fáil agus laghdaíonn sé gluaiseacht an choirp. Tá tendons suite ar go leor áiteanna i gcorp an duine, mar sin d'fhéadfadh an fhadhb seo a bheith ann sna cosa, na gualainn, na codanna, na cnoic, na lámha, na cnoic agus daoine eile. Ceann de na háiteanna is coitianta don fhadhb seo ná tendon Achilles. Dúirt muid go bhfuil ról mór ag an aois sa fhadhb seo a chruthú, mar gheall ar an ró-scéal agus an caitheamh na tendons. Cruthaíonn sé seo níos mó seansanna fadhbanna nua agus tugann sé le tendonitis ainsealach a chruthú. Chomh maith leis sin, bíonn fíocháin scar agus athlasadh agus pian ann.
Cúiseanna agus Síomptóim
Is iad na cúiseanna is coitianta ná cramps muscle, sprains, strain na tendons, síneadh na matáin, posture mícheart, bealach mícheart aclaíochta, díobháil tendon, gluaiseachtaí athdhéanta, caitheamh / scrios tendon, dul in aois agus arthritis. Nuair a labhraímid faoi na hairíonna a bhaineann le tendonitis ainsealach, is iad sin limistéar clúdach, te, swollen agus dearg, briseadh timpeall an limistéir, pian, gluaiseacht teoranta agus pian a bhraitheann le linn brú a chur ar an tendon, mar gheall ar an ngníomhaíocht fhisiciúil. Tá roinnt de na comharthaí a bhaineann le céimeanna luatha an fhadhb agus le comharthaí rabhaidh ná pian le linn gluaiseachta, pian tromchúiseach ar maidin agus san oíche, athlasadh muscle, stiffness agus pian, agus gluaiseacht theoranta gan pian.
Ansin, díreoimid ar an gcóireáil a bhaineann le fadhb tendonitis ainsealach. D'fhéadfadh feabhas áirithe a bheith ar an gceantar a bhfuil tionchar aige ar an ngluaiseacht mar gheall ar an teiripe fisiceach. Chomh maith leis sin, is féidir an éifeacht chéanna a fháil le massage na limistéar a bhfuil tionchar aige leis an mustard, ola olóige nó sesame. Is féidir an pian a mhaolú le húsáid painkillers, ach tá sé an-tábhachtach go leor scíthe a fháil don leigheas freisin. Is féidir leat pacáistí oighir a chur i bhfeidhm, cleachtaí síneadh a dhéanamh nó fiú má dhéanann tú máinliacht mura bhfuil modhanna eile cóireála ag éirí go rathúil. Is féidir gluaiseacht an tendon díobhálaithe a theorannú le brace an ankle, an láimhe nó an ghlúine a úsáid, rud a laghdóidh an tinneas agus a choscfaidh go dtiocfaidh an fhadhb níos measa. Is féidir le tendonitis ainsealach forbairt go héasca toisc mura gcoinnímid ag bogadh, ní féidir leis an leigheas a bheith ann ós rud é go n-úsáidtear an tendon i gcónaí. Mar sin, seachain an t-éagóir a shíneadh arís agus arís eile agus síneadh sula ndéanann tú aclaíocht. Is féidir instealltaí cortisone a úsáid ach ní úsáidtear iad ach i gcásanna an-tromchúiseacha mar gheall ar na fo-iarsmaí a d'fhéadfadh siad a chruthú, cosúil le lagú an chórais imdhíonachta. Is féidir máinliacht a dhéanamh freisin, ach is é an rogha deireanach é.


Differences between arabica and robusta
- The shape of the bean
- The chromosomes:
arabica has 44 chromosomes, robusta has 22;
arabica plant is a self-pollinating plant that means that there will be less mutations and variations because it will not be affected by a combination of genetic factors; robusta plant, on the other hand need to be pollinated, so there will be more mutations and variations caused by the majority of the case by insects and environmental factors like wind and water;
robusta bean has basically double the amount of the caffeine instead of arabica one; 2,7% compared to 1.5% of arabica;
- The taste:
Lipids and sugars content are responsible for the aromatic compounds during the roasting. Arabica beans contains twice the amount of sugars and has roughly 60% more of lipids instead of robusta beans. That’s why arabica has the finest quality.
Caffeine and chlorogenic acids are high in level in robusta beans, so that’s the reason why we taste bitterness when we drink a cup of coffee (we are drinking robusta or unfortunately whatever that is over-extracted).
The plants of arabica need higher altitude (600-2000m), a rich soil and abundant rain; the robusta ones can be cultivated in the lowland areas (0-600m) cause it’s stronger so it doesn’t suffer from hot temperature. Robusta plants is also higher in yield than arabica ones.
Arabica vs Robusta which is better
- The Price: robusta bean is costs roughly half the price of arabica mainly because it costs less investment for the farmers and produce lower quality. Robusta beans don’t need to be tend by the farmers as much as arabica beans need.
- Resistant to disease and climate: robusta is really resistant to parasites and climatic conditions; arabica is extremely delicate to pests, fungal diseases and suffer from harsh changes, direct sunlight, strong wind and heavy rain.
- The market: 70% of the world production is made by arabica plants and less than 30% is made by robusta ones (liberica and excelsa are 2%).
I am an Italian coffee lover that pushed for the love of this “amazing drug” decided to come to London to study about coffee and its different extraction procedures and tastes.

Difríochtaí idir araibí agus róbaiste
- Cruth an bhonna
- Na crómasóimí:
Tá 44 crómasóim ag araibíca, tá 22 ag robusta;
Is planda féin-pholláine é plandán araibí, rud a chiallaíonn go mbeidh níos lú mutations agus éagsúlachtaí ann toisc nach mbeidh tionchar ag teaglaim de fhachtóirí géiniteacha air; ar an láimh eile, ní mór planda robusta a pholláineadh, mar sin beidh níos mó mutations agus éagsúlachtaí ann a dhéantar den chuid is mó de na cásanna ag cnáibí agus fachtóirí comhshaoil mar ghaoth agus uisce;
Tá an méid caiféin ag robusta bean beagnach dhá oiread ná an méid caiféin atá ag arabica bean; 2,7% i gcomparáid le 1,5% d'arabica bean;
- An blas:
Tá ábhar lipidí agus siúcraí freagrach as na comhdhúile aramacha le linn an rósta. Tá dhá oiread an méid siúcraí i bpláinéid Arabica agus tá thart ar 60% níos mó lipidí ann in ionad pláinéid robusta. Sin é an fáth go bhfuil an caighdeán is fearr ag an araibis.
Tá leibhéal ard caiféin agus aigéid chlóiróigineacha i mbéanna robusta, agus sin an fáth go mbraitheann muid go bhfuil sé searbh nuair a ólann muid cupán caife (tá muid ag ól robusta nó ar an drochuair cibé rud atá ró-eisiata).
Ní mór do phlandaí araibíce airde níos airde (600-2000m), ithir saibhir agus báisteach abundant; is féidir na cinn robusta a chothú sna ceantair íseal (0-600m) mar go bhfuil sé níos láidre agus mar sin ní bhíonn sé ag fulaingt ó theochta te. Tá toradh níos airde ag plandaí Robusta ná plandaí araibis.
Arabica vs Robusta atá níos fearr
- An Praghas: tá costas robusta bean thart ar leath an phraghas araibis go príomha toisc go bhfuil sé níos lú infheistíocht a chosnaíonn do na feirmeoirí agus táirge cáilíochta níos ísle. Ní gá go mbeadh na feirmeoirí ag tabhairt aire do phéipéar Robusta chomh mór agus is gá do phéipéar Arabica.
- Frithsheasmhach i gcoinne galair agus aeráide: tá robusta resistant i ndáiríre i gcoinne paraisítí agus coinníollacha aeráide; tá araibis an-íogair i gcoinne lotnaidí, galair fungais agus bíonn sí ag fulaingt ó athruithe crua, solas díreach na gréine, gaoth láidir agus báisteach trom.
- An margadh: 70% den táirgeadh domhanda a dhéantar ag plandaí araibí agus níos lú ná 30% a dhéantar ag plandaí robusta (liberica agus excelsa 2%).
Is caifé-ádhóir Iodálach mé a chuir an grá don "druga iontach" seo chun cinn agus a chinn teacht go Londain chun staidéar a dhéanamh ar chaifé agus ar a nósanna imeachta agus blasanna éagsúla a bhaint amach.


"Where Learning Is Fundamental!"
Tips on Preparing Your Child for Back to School...
|Posted on July 29, 2013 at 3:32 PM||comments ()|
When summer winds down, it’s time to get ready for a new school year. Buying notebooks and scoping out sales is the easy part. There are less tangible things you can do as well.
Here are 9 ways you can help your child -- and yourself -- get ready to go back to school.
1. Re-Establish School Routines
Use the last few weeks of summer to get into a school-day rhythm. "Have your child practice getting up and getting dressed at the same time every morning," suggests school psychologist Kelly Vaillancourt, MA, CAS. Start eating breakfast, lunch, and snacks around the times your child will eat when school is in session.
It’s also important to get your child used to leaving the house in the morning, so plan morning activities outside the house in the week or two before school. That can be a challenge for working parents, says Vaillancourt, who is the director of government relations for the National Association of School Psychologists. But when the school rush comes, hustling your child out the door will be less painful if she has broken summer habits like relaxing in her PJs after breakfast.
2. Nurture Independence
Once the classroom door shuts, your child will need to manage a lot of things on his own. Get him ready for independence by talking ahead of time about responsibilities he's old enough to shoulder. This might include organizing his school materials, writing down assignments, and bringing home homework, says Nicole Pfleger, school counselor at Nickajack Elementary School in Smyrna, GA.
Even if your child is young, you can instill skills that will build confidence and independence at school. Have your young child practice writing her name and tying her own shoes. "The transition to school will be easier for everyone if your child can manage basic needs without relying on an adult," Pfleger says.
3. Create a Launch Pad
"Parents and teachers should do whatever they can to facilitate a child being responsible," says Pfleger, who was named School Counselor of the Year by the American School Counselor Association in 2012. At home, you can designate a spot where school things like backpacks and lunch boxes always go to avoid last-minute scrambles in the morning. You might also have your child make a list of things to bring to school and post it by the front door.
4. Set Up a Time and Place for Homework
Head off daily battles by making homework part of your child’s everyday routine. Establish a time and a place for studying at home. "Even if it’s the kitchen table, it really helps if kids know that’s where they sit down and do homework, and that it happens at the same time every day," says Pfleger. As much as possible, plan to make yourself available during homework time, especially with younger kids. You might be reading the paper or cooking dinner, but be around to check in on your child’s progress.
5. After-School Plans
School gets out before most working parents get home, so it's important to figure out where your children will go, or who will be at home, in the afternoons. You might find an after-school program through the school itself, a local YMCA, or a Boys and Girls Club. If possible, try to arrange your schedule so you can be there when your child gets home during those first few days of school. It may help your child adjust to the new schedule and teachers.
6. Make a Sick-Day Game Plan
Working parents also know the trials and tribulations of getting a call from the school nurse when they can’t get away from the office. "Most of our parents, because of the economy, are working," says Pfleger. Before school begins, line up a trusted babysitter or group of parents that can pinch hit for each other when children get sick. And make sure you know the school’s policy. You may have to sign forms ahead of time listing people who have your permission to pick up your child.
7. Attend Orientations to Meet and Greet
Schools typically hold orientation and information sessions before the start of each academic year. These are good opportunities for you to meet the key players: your child’s teachers, school counselors, the principle, and most importantly, front desk staff. "The secretaries know everything and are the first people children see when they arrive at school every day," says Vaillancourt.
8. Talk to the Teachers
Of course, teachers are the reason your child is there. When you talk to your child’s teachers, ask about their approach to homework. Some teachers assign homework so kids can practice new skills while others focus on the accuracy of the assignments they turn in. Ask for the dates of tests and large assignments so you can help your child plan accordingly. For instance, if you know a big test is coming up on Friday morning, you will know to keep things simple on Thursday evening.
9. Make it a Family Affair
Together, you and your child can plan for success in school. For instance, sit down with your child to create a routine chart. Ask your child what she wants to do first when she first gets home from school: play outside or do homework? Her answers go on the chart. "The more kids have ownership in creating a routine for themselves and setting expectations, the more likely they are to follow it," says Vaillancourt.
SOURCE: By Joanne Barker
SHARE YOUR THOUGHTS...
|Posted on August 1, 2012 at 11:01 PM||comments ()|
If You Have Any Ideas or Suggestions That You Would Like To Share About Getting Prepared For Back To School, Please Feel Free To Comment.
How To Keep Your Children Interested In Reading For The Summer?
|Posted on May 18, 2012 at 4:22 PM||comments ()|
Has parents we are our children's first and most important teachers, and our role as their teachers is to motivate our children to read during the summer months. There are many strategies that we might employ as parents to encourage summertime reading:
Combine activities with books, in which you and your children could read a book about going to the park, attending a baseball game, or swimming at the pool before going to those places. This would provide your children with the opportunity to have an open discussion and share their thoughts about these activities and others.
Visit the local library is another great way to encourage your children to read during the summertime. They have a wide selection of books to borrow, as well as many libraries have fun, child-friendly summer reading programs.
Leading by example is just picking up a morning newspaper, reading a magazine while at the doctors office , or just relaxing with one of your favorite books. This helps our children understand that literature can be a fun and important part of their summer days just by seeing us as adults reading often.
Have plenty of reading material around that includes newspapers, magazines, and informational material on hand that might spark the interest of our young readers.
Read aloud with your children by having enthusiastic read-alouds, no matter what their age, and improvise different voices or wear silly clothes to make the story more interesting.
Pleas share your thoughts and ideas on how we could keep our children interested in reading over the summer.
A List of Children Preferred Books to Read:
Books for Ages 3 and under
BUT NOT THE HIPPOPOTAMUS
By Sandra Boynton
ONE DUCK STUCK
By Phyllis Root; Illustrated by Jane Chapman
By Donald Crews
By Martin Waddell
BROWN BEAR, BROWN, BEAR, WHAT DO YOU SEE?
By Bill Martin Jr.
BLUEBERRIES FOR SAL
By Robert McCloskey
HERE A CHICK, THERE A CHICK
By Bruce McMillan
Books for Ages 4 to 8
FOR LAUGHING OUT LOUD: POEMS TO TICKLE YOUR FUNNYBONE
Selected by Jack Prelutsky; Illustrated by Marjorie Priceman
By Grace Lin
By Rod Campbell
MORE SPAGHETTI, I SAY!
By Rita Golden Gelman; Illustrated by Mort Gerberg
HOOPS WITH SWOOPES
By Susan Kuklin with Sheryl Swoopes
THE MUNSCHWORKS GRAND TREASURY: STORIES
By Robert Munsch
THE VERY KIND RICH LADY AND HER ONE HUNDRED DOGS
By Chinlun Lee
MICE AND BEANS
By Pan Munoz; Illustrated by Joe Cepeda
THE RELATIVES CAME
By Cynthia Rylant; Illustrated by Stephen Gammell
By Audrey Wood
McBROOM TELLS A LIE
By Sid Fleischman
ELVIS THE TURNIP ... AND ME (THE ZACK FILES)
By Dan Greenburg
DANITRA BROWN LEAVES TOWN
By Nikki Grimes; Illustrated by Floyd Cooper
WE THE KIDS: THE PREAMBLE TO THE CONSTITUTION
By David Catrow
ARE YOU MY MOTHER?
By Philip D. Eastman
Books for Ages 9 to 12
MR. POPPER'S PENGUINS
By Richard and Florence Atwater; Illustrations by Robert Lawson
By Gail Carson Levine
By E.B. White; Illustrated by Garth Williams
A LONG WAY FROM CHICAGO
By Richard Peck
By Roald Dahl
SUMMER READING IS KILLING ME! (THE TIME WARP TRIO)
By Jon Scieszka; Illustrations By Lane Smith
THE GREAT BRAIN
By John D. Fitzgerald; Illustrated By Mercer Mayer

"Cá bhfuil Foghlaim Bunriachtanach!"
Leideanna maidir le do leanbh a ullmhú le haghaidh filleadh ar scoil...
Posted on Iúil 29, 2013 ag 3:32 PM
Nuair a bhíonn an samhradh ag cur síos, tá sé in am ullmhú do bhliain scoile nua. Is é an chuid éasca ná nótaí nótaí a cheannach agus díolacháin a scrúdú. Tá rudaí níos lú inláimhsithe is féidir leat a dhéanamh chomh maith.
Seo 9 bhealach ar féidir leat cabhrú le do leanbh -- agus leat féin -- ullmhú chun dul ar ais ar scoil.
1. an t-am a bhí ann. Rinneadh an t-Ionstraim Scoile a Athbhunaigh
Bain úsáid as na seachtainí deireanach den samhradh chun teacht isteach i rithim lá scoile. "Aithníonn do leanbh ag éirí suas agus ag éirí i gceart ag an am céanna gach maidin", a mhol síceolaí scoile Kelly Vaillancourt, MA, CAS. Tús a chur le breac-chost, le háile, agus le snacks timpeall na huaireanna a itheann do leanbh nuair a bhíonn sé ar scoil.
Tá sé tábhachtach freisin do leanbh a chur i dtaithí ar imeacht as an teach ar maidin, mar sin pleanáil gníomhaíochtaí maidin lasmuigh den teach sa tseachtain nó dhó roimh an scoil. D'fhéadfadh sé seo a bheith ina dhúshlán do thuismitheoirí a bhfuil obair acu, a deir Vaillancourt, atá ina stiúrthóir caidrimh le rialtas don Chumann Náisiúnta Síceolaithe Scoile. Ach nuair a thiocfaidh an brú scoile, beidh sé níos lú pianmhar do leanbh a chur amach as an doras má tá nósanna samhraidh aici mar scíth a ligean ina PJanna tar éis bricfeasta.
2. Seachadadh. A Chothú go mbeidh siad neamhspleách
Nuair a dhúnfar doras an seomra ranga, beidh ar do leanbh a lán rudaí a bhainistiú ina n-aonar. Cuir é i láthair le haghaidh neamhspleáchais trí labhairt roimh ré faoi fhreagrachtaí atá sé sean go leor chun a ghualainn. D'fhéadfadh sé seo a bheith i gceist le hionstraimí scoile a eagrú, tascanna a scríobh síos, agus obair bhaile a thabhairt abhaile, a deir Nicole Pfleger, comhairleoir scoile ag Bunscoil Nickajack i Smyrna, GA.
Fiú má tá do leanbh óg, is féidir leat scileanna a chur isteach a chuirfidh muinín agus neamhspleáchas air sa scoil. Bíodh do leanbh óg ag cleachtadh a ainm a scríobh agus a chuid bróga a cheangal. "Beidh an t-aistriú go dtí an scoil níos éasca do gach duine má fhéadann do leanbh na riachtanais bhunúsacha a láimhseáil gan brath ar dhuine fásta", a deir Pfleger.
3. Tá an t-am ann. Cruthaigh Pád Seoltóra
"Ba cheart do thuismitheoirí agus do mhúinteoirí gach rud is féidir a dhéanamh chun cabhrú le páiste a bheith freagrach", a deir Pfleger, a ainmníodh mar Chomhairleoir Scoile na Bliana ag Cumann Comhairleoirí Scoile Mheiriceá in 2012. Sa bhaile, is féidir leat áit a ainmniú ina bhfuil rudaí scoile cosúil le backpacks agus boscaí lóin i gcónaí dul chun scrambles nóiméad deireanach a sheachaint ar maidin. D'fhéadfá a iarraidh ar do leanbh liosta rudaí a thabhairt leis go scoil a dhéanamh agus é a chur in aice leis an doras tosaigh.
4. Tá an t-am Am agus Áit a Shocraigh le haghaidh Oibre Baile
Cuir obair bhaile mar chuid de ghnáthamh laethúil do pháiste chun na cathanna laethúla a sheachaint. Socraigh am agus áit chun staidéar a dhéanamh sa bhaile. "Fiú má tá sé ar an mbord cistine, cabhraíonn sé go mór má tá a fhios ag na páistí gurb é sin an áit a suífidh siad síos agus a dhéanfaidh siad a gcuid obair bhaile, agus go dtarlaíonn sé ag an am céanna gach lá", a deir Pfleger. Chomh fada agus is féidir, déan plean chun a bheith ar fáil i rith am an obair bhaile, go háirithe le páistí níos óige. B'fhéidir go bhfuil tú ag léamh an pháipéir nó ag cócaireacht dinnéir, ach bí in aice le feiceáil ar dhul chun cinn do pháiste.
5. Tá an t-am ann. Pleananna I ndiaidh na Scoile
Téann an scoil amach sular fhaigheann formhór na dtuismitheoirí oibre abhaile, mar sin tá sé tábhachtach a fháil amach cá rachaidh do pháistí, nó cé a bheidh sa bhaile, i ndiaidh an lae. B'fhéidir go bhfaighidh tú clár tar éis na scoile tríd an scoil féin, YMCA áitiúil, nó Club na mBan agus na mBan. Más féidir, déan iarracht do sceideal a shocrú ionas go mbeidh tú ann nuair a thiocfaidh do leanbh abhaile le linn na chéad laethanta scoile. D'fhéadfadh sé cabhrú le do leanbh dul i dtaithí ar an sceideal nua agus ar na múinteoirí.
6. Ceacht. Déan Plean Cluichí Lá an Breoiteachta
Tá a fhios ag tuismitheoirí atá ag obair freisin na trialacha agus na trioblóidí a bhaineann le glao a fháil ó altra na scoile nuair nach féidir leo dul ar shiúl ón oifig. "Tá an chuid is mó dár dtuismitheoirí ag obair, mar gheall ar an ngeilleagar", a deir Pfleger. Sula dtosaíonn an scoil, cuir babysitter iontaofa nó grúpa tuismitheoirí i sraith a d'fhéadfadh a chéile a bhualadh nuair a bhíonn leanaí tinn. Agus déan cinnte go bhfuil eolas agat ar bheartas na scoile. B'fhéidir go mbeidh ort foirmeacha a shíniú roimh ré lena liostálfar na daoine a bhfuil cead agat do leanbh a phiocadh.
7. Ceacht. Freastal ar Threoir maidir le Cruinniú agus Beannacht
De ghnáth bíonn seisiúin treoshuímh agus faisnéise ar siúl sna scoileanna roimh thús gach bliana acadúla. Is deis mhaith iad seo duit bualadh leis na príomhghníomhaithe: múinteoirí do pháiste, comhairleoirí scoile, an príomhoide, agus an rud is tábhachtaí, foireann an tseomra tosaigh. "Tá a fhios ag na rúnaí gach rud agus is iad na páistí na chéad daoine a fheiceann siad nuair a thagann siad ar scoil gach lá", a deir Vaillancourt.
8. Ceacht. Labhair leis na Múinteoirí
Ar ndóigh, is iad na múinteoirí an fáth go bhfuil do leanbh ann. Nuair a bheidh tú ag caint le múinteoirí do pháiste, iarr ar a gcaoi a ndéanann siad a gcuid obair bhaile. Tugann roinnt múinteoirí obair bhaile ionas gur féidir le páistí scileanna nua a chleachtadh agus díríonn daoine eile ar chruinneas na gcúraimí a chuireann siad isteach. Iarr ar do leanbh dáta na dtástálacha agus na tascanna móra a fháil ionas gur féidir leat cabhrú leis pleanáil dá réir. Mar shampla, má tá a fhios agat go bhfuil tástáil mhór le teacht ar maidin Dé hAoine, beidh a fhios agat rudaí a choinneáil simplí tráthnóna Déardaoin.
9. Naoi. Déan é mar Ghnóthaí Teaghlaigh
Le chéile, is féidir leat féin agus do leanbh pleanáil chun rath a bheith agat ar scoil. Mar shampla, suí síos le do leanbh chun cairt ghnáthamh a chruthú. Iarr ar do leanbh cad ba mhaith leis a dhéanamh ar dtús nuair a thagann sé abhaile ón scoil: imirt lasmuigh nó obair bhaile a dhéanamh? Téann a freagraí ar an gclár. "D'fhéadfadh sé go leanfadh na páistí an rud a bhí déanta acu a thuilleadh, a mhéad a bhíonn siad féin ag déanamh gnáthamh agus ag cur ionchais orthu", a deir Vaillancourt.
FONT: Le Joanne Barker
COMEÁCH DO GHÍR...
Postáilte ar Lúnasa 1, 2012 ag 11:01 PM
Má tá aon smaointe nó moltaí agat ar mhaith leat a roinnt maidir le bheith ullamh le haghaidh filleadh ar scoil, bíodh spraoi agat trácht a dhéanamh.
Conas a Chothú do Leanaí ag Léamh le Léitheoireacht don Samhradh?
Postáilte ar 18 Bealtaine, 2012 ag 4:22 PM
Má tá tuismitheoirí againn is iad ár gcuid páistí an chéad agus is tábhachtaí múinteoirí, agus is é ár ról mar a gcuid múinteoirí a spreagadh ár gcuid leanaí a léamh le linn na míonna samhraidh. Tá go leor straitéisí ann a d'fhéadfadh muid a úsáid mar thuismitheoirí chun léitheoireacht an tsamhraidh a spreagadh:
Déan gníomhaíochtaí a chomhcheangal le leabhair, ina bhféadfá leabhar a léamh le do pháistí faoi dul chuig an bpáirc, dul chuig cluiche baseball, nó snámh ag an linn snámha sula dtéann tú chuig na háiteanna sin. Bheadh sé seo in ann deis a thabhairt do do pháistí plé oscailte a dhéanamh agus a gcuid smaointe a roinnt faoi na gníomhaíochtaí seo agus faoi ghníomhaíochtaí eile.
Is bealach iontach eile é cuairt a thabhairt ar an leabharlann áitiúil chun do pháistí a spreagadh chun léamh le linn an tsamhraidh. Tá rogha leathan leabhair le hiasacht acu, chomh maith le go leor leabharlanna cláir léitheoireachta samhraidh spraíúla atá oiriúnach do leanaí.
Is é an t-eispéireas a bheith agat ná gan ach nuachtán maidin a phiocadh suas, iris a léamh agus tú ag obair ag an dochtúir, nó ag scíth a ligean le ceann de do chuid leabhar is fearr leat. Cabhraíonn sé seo lenár leanaí a thuiscint gur féidir le litríocht a bheith ina chuid spraoi agus tábhachtach dá laethanta samhraidh ach iad a fheiceáil linn mar dhaoine fásta ag léamh go minic.
Bíodh go leor ábhar léitheoireachta agat, lena n-áirítear nuachtáin, irisí, agus ábhar faisnéise a d'fhéadfadh spéis a spreagadh iár léitheoirí óga.
Léigh leo ar a chloinn trí léitheoireacht ardteangach a dhéanamh, is cuma cén aois atá acu, agus guthanna éagsúla a chur ar ais nó éadaí amaideach a chaitheamh chun an scéal a dhéanamh níos suimiúla.
Le do thoil, roinn do chuid smaointe agus smaointe ar conas a d'fhéadfaimis ár gcuid páistí a choinneáil ag iarraidh léamh thar an samhradh.
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Shapes are two-dimensional, forms are three-dimensional. Cubes, pyramids, cones, and spheres possess depth and therefore volume. Any structure or building has volume, but so do their interiors. Anything that has four or more connecting planes that create a form has volume. This can also be literal or implied in the way planes and lines are used to create the form in question. Perceived volume can be as effectual as actual volume in a space, and depends on the intended use or desired atmosphere.
|Image credit: Kleinman, Susan. "Mid-Country Modern." Metropolitan Home. April 2006. 105. (Overlay mine.)|
Volumes can push out or enclose, and clever usage goes a long way to creating an effective and beautiful design.

Tá na cruthanna dhá-thaobhach, tá na foirmeacha trí-thaobhach. Tá doimhneacht ag ciúbanna, pirimidí, cónacha, agus spéir agus dá bhrí sin, tá toirte acu. Tá toirte ag aon struchtúr nó foirgneamh, ach tá a gcuid taobh istigh ann freisin. Tá toirte ag aon rud a bhfuil ceithre phláinéid cheangail nó níos mó aige a chruthaíonn foirm. Is féidir é seo a bheith litriúil nó a chur i bhfios sa tslí a úsáidtear pláin agus línte chun an fhoirm atá i gceist a chruthú. Is féidir leis an méid a mheastar a bheith chomh héifeachtach agus atá an méid iarbhír i spás, agus braitheann sé ar an úsáid atá beartaithe nó ar an atmaisféar atá ag teastáil.
Créidéal íomhá: Kleinman, Susan. "Mid-Tír Nua-Aimseartha". Baile Metropolitan. Aibreán 2006. 105. Táim ag iarraidh. (Overlay mianach. )
Is féidir le toirmeacha brú nó clúdach a chur amach, agus tá úsáid chliste ag dul ar bhealach fada chun dearadh éifeachtach agus álainn a chruthú.