The document summarizes research on the effects of remoteness on household welfare, nutrition, and food security in rural Ethiopia. Data was collected through a survey of 851 households in remote areas without passable roads. The analysis found that greater remoteness negatively impacts household consumption, dietary diversity, and food security, as it lowers production and marketed surplus. However, remoteness was found to have no discernable effect on nutrition outcomes like mothers' BMI, child stunting, or wasting. This presents a tension, as lower food consumption and quality would be expected to negatively influence nutrition as well, but universal low access to sanitation and healthcare or low thresholds of food measures could explain why no impact was seen.
Sectoral and Economy-wide Analysis of the Ethiopian Livestockessp2
This document provides an overview of a research project analyzing Ethiopia's livestock sector. The project has 5 components: 1) reviewing livestock statistics and diagnostic studies, 2) GIS analysis of livestock potential, 3) analyzing livestock demand patterns, 4) examining livestock market integration and price formation, and 5) conducting a CGE analysis of the macroeconomic linkages of the livestock sector. The livestock sector is large and important to Ethiopia's economy but is underperforming with low productivity, morbidity, and export share. The research aims to fill gaps in understanding the sector at both micro and macro levels in order to inform policies to strengthen the sector's contribution to growth and poverty reduction.
Seasonality continues to significantly impact rural household diets in Ethiopia. Diet diversity increases at the end of the lean season when food availability is lowest. Households consume on average 2,444 calories per day but rely heavily on cereals during lean periods. Expanding irrigation and improving market integration could help households access more diverse foods throughout the year.
El Grupo Crazy4Media está formado por varias empresas especializadas en marketing interactivo que ofrecen soluciones integrales de forma innovadora y eficaz. Actualmente tienen más de 50 empleados y facturaron más de 20 millones de euros en 2011. Sus clientes incluyen empresas como Vodafone, Havas Digital y Sevilla FC.
This document summarizes an annual copyright license agreement between a university and the Copyright Clearance Center (CCC) that allows faculty and staff to reuse copyrighted text-based content for educational and research purposes. The CCC license covers close to a million journal articles and publications. It allows uses such as course packs, handouts, reserves, and postings on websites and intranets. However, it does not cover creating databases of works or copying entire books. The document provides guidance on how to check if a specific content is covered and the options if it is not, such as fair use. It also lists resources for copyright assistance.
This document appears to be instructions for analyzing historical documents. It provides questions for students to discuss in groups about the historical context, intended audience, purpose, point of view, outside information that could help explain the document, and how Manifest Destiny and Sectionalism affected the Antebellum period in the United States. The format suggests it is meant to guide classroom discussion and analysis of primary source materials from history.
This document provides instructions for signing into a citation management website or app, saving sources to create a bibliography, and generating a bibliography from the saved sources. The key features mentioned are signing in, saving sources, and creating a bibliography from those saved sources.
The document summarizes research on the effects of remoteness on household welfare, nutrition, and food security in rural Ethiopia. Data was collected through a survey of 851 households in remote areas without passable roads. The analysis found that greater remoteness negatively impacts household consumption, dietary diversity, and food security, as it lowers production and marketed surplus. However, remoteness was found to have no discernable effect on nutrition outcomes like mothers' BMI, child stunting, or wasting. This presents a tension, as lower food consumption and quality would be expected to negatively influence nutrition as well, but universal low access to sanitation and healthcare or low thresholds of food measures could explain why no impact was seen.
Sectoral and Economy-wide Analysis of the Ethiopian Livestockessp2
This document provides an overview of a research project analyzing Ethiopia's livestock sector. The project has 5 components: 1) reviewing livestock statistics and diagnostic studies, 2) GIS analysis of livestock potential, 3) analyzing livestock demand patterns, 4) examining livestock market integration and price formation, and 5) conducting a CGE analysis of the macroeconomic linkages of the livestock sector. The livestock sector is large and important to Ethiopia's economy but is underperforming with low productivity, morbidity, and export share. The research aims to fill gaps in understanding the sector at both micro and macro levels in order to inform policies to strengthen the sector's contribution to growth and poverty reduction.
Seasonality continues to significantly impact rural household diets in Ethiopia. Diet diversity increases at the end of the lean season when food availability is lowest. Households consume on average 2,444 calories per day but rely heavily on cereals during lean periods. Expanding irrigation and improving market integration could help households access more diverse foods throughout the year.
El Grupo Crazy4Media está formado por varias empresas especializadas en marketing interactivo que ofrecen soluciones integrales de forma innovadora y eficaz. Actualmente tienen más de 50 empleados y facturaron más de 20 millones de euros en 2011. Sus clientes incluyen empresas como Vodafone, Havas Digital y Sevilla FC.
This document summarizes an annual copyright license agreement between a university and the Copyright Clearance Center (CCC) that allows faculty and staff to reuse copyrighted text-based content for educational and research purposes. The CCC license covers close to a million journal articles and publications. It allows uses such as course packs, handouts, reserves, and postings on websites and intranets. However, it does not cover creating databases of works or copying entire books. The document provides guidance on how to check if a specific content is covered and the options if it is not, such as fair use. It also lists resources for copyright assistance.
This document appears to be instructions for analyzing historical documents. It provides questions for students to discuss in groups about the historical context, intended audience, purpose, point of view, outside information that could help explain the document, and how Manifest Destiny and Sectionalism affected the Antebellum period in the United States. The format suggests it is meant to guide classroom discussion and analysis of primary source materials from history.
This document provides instructions for signing into a citation management website or app, saving sources to create a bibliography, and generating a bibliography from the saved sources. The key features mentioned are signing in, saving sources, and creating a bibliography from those saved sources.
This document contains metadata about a book read including the title, author, number of pages, and a brief note on the main idea or fact learned from reading it today. In just a few words, it outlines some key details from a reading.
The document provides guidelines for citing sources in MLA format, including examples of citations for various source types such as books, websites, periodicals, and more. It explains the general MLA guidelines for arranging works cited pages alphabetically and double spacing. Sample citations are given for different source formats, such as books, websites, periodicals, and databases. Parenthetical citation formats are also described and exemplified.
This document provides information about technology staff development sessions for teachers to earn professional learning units (PLUs). It lists various session topics like using SMART boards, tablets in the classroom, web tools, and test preparation resources. Teachers can participate in at least 10 hours of sessions to earn 1 PLU. Sessions are optional and aim to support teachers in using technology to collaborate, communicate, create, and engage students in learning.
The document provides a list of photo-based tasks for a team to complete, including: taking a team photo dressed up, spelling out GIVE without writing utensils, staging an infraction photo, conducting an announcement over the intercom, finding and photographing a pumpkin/witch on campus, staging a reason to receive a prize, reciting a pledge while using hula hoops, taking a selfie with the school leader, proving the school motto in a photo/video, staging photos of a search process, and having a member photo bomb another team.
The document discusses the First and Second Amendments of the U.S. Constitution. It explains that the First Amendment guarantees freedom of speech and religion, and protects individuals' right to express themselves without government interference. It notes that in many other countries, people can face punishment including death for practicing their religion or voicing certain opinions. The summary concludes that the First Amendment continues to ensure Americans can freely practice religion and have their voices heard through protest and debate.
Databases are a better resource than Google for research because they contain accurate, up-to-date information written by experts. When searching for information on a topic, databases provide relevant results sorted by category, allowing for a better use of time compared to sifting through millions of results from an open search engine. Students can access GCPS databases through their eClass account to find valid sources for school projects and papers.
- People enjoy solving problems but not working on unsolvable problems. Thinking occurs when combining new information from the environment and long-term memory in novel ways.
- Working memory is where thinking takes place, pulling from external information and long-term memory to make connections.
- For thinking to be successful, students need some satisfaction from the mental work; teachers should provide problems to solve, respect cognitive limits, clarify problems, and vary activities.
This document outlines a rubric for evaluating Georgia K-12 school library media programs at basic, proficient, and exemplary levels. It includes indicators in two categories: 1) Student Achievement and Instruction and 2) Staffing. For each indicator, it provides descriptions of what constitutes basic, proficient, and exemplary implementation. For example, for the indicator on integrating information literacy standards into instruction, basic level involves basic orientation skills while exemplary level fosters critical thinking skills and independent inquiry. The rubric aims to help schools meet state requirements and national standards to support student learning.
The document outlines a 4-week social studies unit plan for 3rd grade focused on ancient Greece and the roots of democracy. It includes standards from Georgia Performance Standards for Social Studies and Quality Core Curriculum standards for technology integration. Key understandings for students are that Athens, Greece was the birthplace of democracy, Greek architecture has influenced the US, and technology can be used to learn about other cultures. Essential questions guide students to compare Athenian and US democracy, explore the role of citizens, and examine Greece's influence on the US. Students will learn about Greek democracy, architecture, and location while building skills in using technology for research and communication.
This document summarizes plans for improvements to the J.C. Magill Elementary School media center. It describes the current state of the media center, including feedback from students and teachers. The plans include moving the technology specialist's office to open up more space, relocating teacher resources for better accessibility, adding a stool for shorter students, and moving books down on shelves. New furnishings like floor pillows will be added for student comfort. Policies around computer and equipment scheduling will be updated to allow for more flexible individual student use.
The media center had a busy and productive month of October with over 1,800 students signing in and 126 classes visiting. Staff received technology and reading training, and teachers dressed up for Halloween to raise money, with the media center staff dressing as information scientists. At the end of the month there were over 700 books checked out, nearly 200 overdue books, and unpaid fines of $125, while the media center contained over 14,000 books.
The media center at this exemplary school supports students as independent researchers by teaching reliable research skills and resources. Media specialists collaborate with classroom teachers and support the reading program. The media center is well-staffed and funded, with two media specialists and a clerk as the county policy recommends. Technology is integrated throughout the school, with an interactive whiteboard in every classroom and online resources accessible through the media center website.
This lesson plan is designed for a 3rd grade special education class to teach students about protecting the environment. It uses online resources and activities over 3 class periods. Students will learn how their actions affect the environment, ways to help the environment, and how to find relevant information online. Assessments include a worksheet on being part of an "Environmental Kids Club", graphic organizers on cause and effect, and a KWL chart to track learning. The plan aims to engage students through interactive games and allow them to work independently while addressing their special needs.
The document summarizes plans for renovating the media center at J.C. Magill Elementary School. It describes current issues like a lack of computer availability and books being too high for young students. Proposed changes include moving the technology specialist's office to open up space, adding a stool for shorter students, and scheduling sign-up sheets for computer use to improve access. New furnishings like floor pillows will also be added to create a more comfortable environment for students.
This document contains metadata about a book read including the title, author, number of pages, and a brief note on the main idea or fact learned from reading it today. In just a few words, it outlines some key details from a reading.
The document provides guidelines for citing sources in MLA format, including examples of citations for various source types such as books, websites, periodicals, and more. It explains the general MLA guidelines for arranging works cited pages alphabetically and double spacing. Sample citations are given for different source formats, such as books, websites, periodicals, and databases. Parenthetical citation formats are also described and exemplified.
This document provides information about technology staff development sessions for teachers to earn professional learning units (PLUs). It lists various session topics like using SMART boards, tablets in the classroom, web tools, and test preparation resources. Teachers can participate in at least 10 hours of sessions to earn 1 PLU. Sessions are optional and aim to support teachers in using technology to collaborate, communicate, create, and engage students in learning.
The document provides a list of photo-based tasks for a team to complete, including: taking a team photo dressed up, spelling out GIVE without writing utensils, staging an infraction photo, conducting an announcement over the intercom, finding and photographing a pumpkin/witch on campus, staging a reason to receive a prize, reciting a pledge while using hula hoops, taking a selfie with the school leader, proving the school motto in a photo/video, staging photos of a search process, and having a member photo bomb another team.
The document discusses the First and Second Amendments of the U.S. Constitution. It explains that the First Amendment guarantees freedom of speech and religion, and protects individuals' right to express themselves without government interference. It notes that in many other countries, people can face punishment including death for practicing their religion or voicing certain opinions. The summary concludes that the First Amendment continues to ensure Americans can freely practice religion and have their voices heard through protest and debate.
Databases are a better resource than Google for research because they contain accurate, up-to-date information written by experts. When searching for information on a topic, databases provide relevant results sorted by category, allowing for a better use of time compared to sifting through millions of results from an open search engine. Students can access GCPS databases through their eClass account to find valid sources for school projects and papers.
- People enjoy solving problems but not working on unsolvable problems. Thinking occurs when combining new information from the environment and long-term memory in novel ways.
- Working memory is where thinking takes place, pulling from external information and long-term memory to make connections.
- For thinking to be successful, students need some satisfaction from the mental work; teachers should provide problems to solve, respect cognitive limits, clarify problems, and vary activities.
This document outlines a rubric for evaluating Georgia K-12 school library media programs at basic, proficient, and exemplary levels. It includes indicators in two categories: 1) Student Achievement and Instruction and 2) Staffing. For each indicator, it provides descriptions of what constitutes basic, proficient, and exemplary implementation. For example, for the indicator on integrating information literacy standards into instruction, basic level involves basic orientation skills while exemplary level fosters critical thinking skills and independent inquiry. The rubric aims to help schools meet state requirements and national standards to support student learning.
The document outlines a 4-week social studies unit plan for 3rd grade focused on ancient Greece and the roots of democracy. It includes standards from Georgia Performance Standards for Social Studies and Quality Core Curriculum standards for technology integration. Key understandings for students are that Athens, Greece was the birthplace of democracy, Greek architecture has influenced the US, and technology can be used to learn about other cultures. Essential questions guide students to compare Athenian and US democracy, explore the role of citizens, and examine Greece's influence on the US. Students will learn about Greek democracy, architecture, and location while building skills in using technology for research and communication.
This document summarizes plans for improvements to the J.C. Magill Elementary School media center. It describes the current state of the media center, including feedback from students and teachers. The plans include moving the technology specialist's office to open up more space, relocating teacher resources for better accessibility, adding a stool for shorter students, and moving books down on shelves. New furnishings like floor pillows will be added for student comfort. Policies around computer and equipment scheduling will be updated to allow for more flexible individual student use.
The media center had a busy and productive month of October with over 1,800 students signing in and 126 classes visiting. Staff received technology and reading training, and teachers dressed up for Halloween to raise money, with the media center staff dressing as information scientists. At the end of the month there were over 700 books checked out, nearly 200 overdue books, and unpaid fines of $125, while the media center contained over 14,000 books.
The media center at this exemplary school supports students as independent researchers by teaching reliable research skills and resources. Media specialists collaborate with classroom teachers and support the reading program. The media center is well-staffed and funded, with two media specialists and a clerk as the county policy recommends. Technology is integrated throughout the school, with an interactive whiteboard in every classroom and online resources accessible through the media center website.
This lesson plan is designed for a 3rd grade special education class to teach students about protecting the environment. It uses online resources and activities over 3 class periods. Students will learn how their actions affect the environment, ways to help the environment, and how to find relevant information online. Assessments include a worksheet on being part of an "Environmental Kids Club", graphic organizers on cause and effect, and a KWL chart to track learning. The plan aims to engage students through interactive games and allow them to work independently while addressing their special needs.
The document summarizes plans for renovating the media center at J.C. Magill Elementary School. It describes current issues like a lack of computer availability and books being too high for young students. Proposed changes include moving the technology specialist's office to open up space, adding a stool for shorter students, and scheduling sign-up sheets for computer use to improve access. New furnishings like floor pillows will also be added to create a more comfortable environment for students.