DOCSLIB.ORG

Download Free PDF Version

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download Free PDF Version nopq lm rs jk t i u v h w g ijklm rst f h n q u x p v e g o o w y f p d e n x z q nopq c - d m r y r A B l b s Z s m C c z a Y l D k t t - b u j u X k E i a j v F i v W w h h G x g V T w S U U g f k y lm H V e j R i z U f - rs d t W n c h Q u x a b q I v e o g T P p J efghi y d j w f p X c k o K d wxy S b l v z O e m n x z q tu - a Y c s - d r r L y U N n A B b Z s q C c m Z z a Y o M l D t p R - b u p M X E o k a q j v Q n - F L i r W w s t h - a P G u m z v K y w x b l x g V T S c k U J d j U f i e f h g O y H I V e R z ab U - A c d - H N d W c Q z a b B e I y C FG f T x P DE g J defghij M h X c k w A L K i wxy S b l v O j v a u z m B t - a u K k b - s Y t C IJ a l D z r c m L H s U E G b N F n r y d - q c x Z z n q o e d M o p p f y w R p g o e v p M x q u h o n t r f s i j q m l k g Q w n - L h r v s i t - a P u u j m z v y t K k w x b l s l c r m k J d j q n o p i e f h g A I aObc z- B GH N de xy CDEF fg A M h w L i v j Ba u K k t b C IJ- a l D z c H m s b EFG 3 Grade r y d - c x z n q e d o p f y w p g o e v x q u h n t r f s i j m l k g w h v i u j t k s l r m q n o p Core Knowledge Language Arts® • • Arts® Language Knowledge Core Skills Strand Skills Skills Workbook Skills Unit 4 Unit Unit 4 Skills Workbook Skills Strand Grade 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Unit 4 Skills Workbook This Skills Workbook contains worksheets that accompany the lessons from the Teacher Guide for Unit 4. Each worksheet is identified by its lesson number and where it is intended to be used. For example, if there are two worksheets for Lesson 8, the first will be numbered 8.1 and the second 8.2. The Skills Workbook is a student component, which means each student should have a Skills Workbook. Name: X.X1.1 Rome, Then and Now 1. How did Rome start out? A. Rome started out as a large city. B. Rome started out as a few houses on the banks of the Tiber River. C. Rome started out as a few houses along the Nile River. D. Rome started out as a small country. Page _____ 2. What is the shape of Italy on a map? A. Italy’s shape looks like a sandal. B. Italy’s shape looks like a tennis shoe. C. Italy’s shape looks like a boot. D. Italy’s shape looks like a flip flop. Page _____ 3. What body of water surrounds Italy on three sides? A. The Atlantic Ocean surrounds Italy on three sides. B. The Tiber River surrounds Italy on three sides. C. The Black Sea surrounds Italy on three sides. D. The Mediterranean Sea surrounds Italy on three sides. Page _____ Unit 4 1 © 2013 Core Knowledge Foundation 4. How long ago did Rome start growing? A. Rome started growing about 500 years after the birth of Jesus. B. Rome started growing about 500 years before the birth of Jesus. C. Rome started growing about 500 years ago. D. Rome started growing about 1,000 years ago. Page _____ 5. Circle the areas or countries that ancient Rome took over. France Spain Germany China Ireland Turkey Egypt Northern Africa South America Greece the Balkans Middle East Page(s) _____ 2 Unit 4 © 2013 Core Knowledge Foundation Name: 1.2 Take-Home Worksheet Dear Family Member, Please help your child succeed in spelling by taking a few minutes each evening to review the words together. Helpful activities for your child to do include: spelling the words orally, writing sentences using the words, or simply copying the words. Spelling Words This week, we will be reviewing the spellings of r-controlled vowels. Your child learned to read and spell words with r-controlled vowels in first and second grades, so this should be a review. On Friday, your child will be assessed on these words. Students have been assigned two Challenge Words, above and beginning, to spell this week. Remember that Challenge Words do not follow spelling patterns and need to be memorized. New this week is the introduction of a Content Word. The Content Word for this week is Mediterranean. This word is directly related to the material that we are reading. The Content Word is an optional spelling word for your child. If your child would like to try spelling it but gets it wrong, it will not count against him or her on the assessment. We encourage everyone to stretch themselves a bit to try to spell this word. Unit 4 3 © 2013 Core Knowledge Foundation The spelling words, including the Challenge Words and the Content Word, are listed below: 1. tarnish 12. sword 2. marbles 13. messenger 3. portion 14. barbecue 4. motor 15. giraffe 5. circulate 16. slurp 6. servant 17. sir 7. turkey 18. mirth 8. doctor 19. Challenge Word: above 9. worship 20. Challenge Word: beginning 10. surgery Content Word: Mediterranean 11. immortal Student Reader This week, we start our new unit about ancient Rome. In this unit, your child will read Stories of Ancient Rome, which includes information about the history of Rome, legends, Roman gods and goddesses, myths, powerful rulers, and wars, as well as the rise of Christianity. Mrs. Teachwell is the narrator who will be guiding your child through the information, some of which is fiction and some nonfiction, as your child learns many new and exciting facts about a very old civilization. Be sure to ask your child each evening about what he or she is learning. This week, your child will be reading about how Rome was built on the banks of the Tiber River, the legend of Romulus and Remus, and about Roman gods and goddesses. Students will bring home text copies of the chapters in the reader throughout the unit. Encouraging students to read a text directly related to this domain-based unit will provide content and vocabulary reinforcement. Please remind your child that the copy of the glossary they brought home today can be used to find the meaning of the bolded words. 4 Unit 4 © 2013 Core Knowledge Foundation Name: 1.3 Take-Home Worksheet Rome, Then and Now “This is Rome,” said Mrs. Teachwell, pointing to a black dot on the classroom map. “But this is Rome too,” she added, as she traced a circle that was so large it seemed to touch all four sides of the map.
Load more

Recommended publications
  • Stories of Ancient Rome Unit 4 Reader Skills Strand Grade 3
    Grade 3 Core Knowledge Language Arts® • Skills Strand Ancient Rome Ancient Stories of of Stories Unit 4 Reader 4 Unit Stories of Ancient Rome Unit 4 Reader Skills Strand GraDE 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners.
    [Show full text]
  • 1 TITLE: World Map of De Noha DATE: 1414 AUTHOR: Pirrus De
    World Map of de Noha #239 TITLE: World Map of de Noha DATE: 1414 AUTHOR: Pirrus de Noha DESCRIPTION: Claudius Ptolemy worked in Alexandria in the early and mid-second century A.D. and we know of him only through his writings on a variety of scientific subjects. Among these is the work known from the Arabic version of its title as the Almagest, which catalogues over a thousand stars, defining the position of each and explaining how to construct a celestial globe. His Geographia can be seen as a logical sequel. It gives the latitude and longitude of places, ideally from astronomical observation, as a basis for drawing maps of individual regions and of the whole world, and discusses possible ways of projecting the curved surface of the world on to the flat surface of a map. Ptolemy saw the world as a complete sphere, but the inhabited area as only a part of it, stretching south some 16 degrees beyond the Equator, north to about the Arctic Circle, east a little beyond Malaya, and bounded on the west by the Atlantic. Although his lists locate places by their geographical coordinates it is clear that these did not all come from immediate observation but were worked out from whatever information was available, such as accounts of journeys giving distances from one place to another; this means that their appearance of great accuracy is often spurious. The oldest surviving manuscript of Ptolemy’s Greek text was copied more than a thousand years after he wrote; it dates from the late 12th or early 13th century.
    [Show full text]
  • Human Landscapes in Classical Antiquity
    Leicester-Nottingham Studies in Ancient Society Volume 6 HUMAN LANDSCAPES IN CLASSICAL ANTIQUITY HUMAN LANDSCAPES IN CLASSICAL ANTIQUITY Environment and Culture Edited by GRAHAM SHIPLEY and JOHN SALMON London and New York First published 1996 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 This edition published in the Taylor & Francis e-Library, 2003. Routledge is an International Thomson Publishing company Selection and editorial matter © 1996 Graham Shipley and John Salmon Individual chapters © 1996 the contributors All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Human landscapes in classical antiquity: environment and culture/ edited by John Salmon and Graham Shipley. p. cm—(Leicester-Nottingham studies in ancient society: v. 6) Includes bibliographical references and index. ISBN 0-415-10755-5 1. Greece—Civilization. 2. Rome—Civilization 3. Ecology— Greece—History. 4. Ecology—Rome—History. 5. Human ecology—Greece—History. 6. Human ecology—Rome—History. 7. Landscape—Greece—History. 8. Landscape—Rome—History.
    [Show full text]
  • Facsimile Del Frontespizio Della Tesi Di Dottorato
    Alma Mater Studiorum – Università di Bologna DOTTORATO DI RICERCA IN Biodiversità del Evoluzione Ciclo XXVI Settore Concorsuale di afferenza: 05/B1 - Zoologia e Antropologia Settore Scientifico disciplinare: BIO/08 - Antropologia THE GENETIC HISTORY OF ITALIANS: NEW INSIGHTS FROM UNIPARENTALLY-INHERITED MARKERS Presentata da Stefania Sarno Coordinatore Dottorato Relatore Prof.ssa Barbara Mantovani Prof. Davide Pettener Esame Finale – Anno 2014 Table of contents Table of contents GENERAL INTRODUCTION AND THESIS RATIONAL 1 1. Reconstructing human evolutionary history through genetic tools 2 2. A multi-level analysis approach in the study of the Italian population history and 3 genetic structure: from macro- to micro-geographic perspectives 3. Work outline 5 PART 1 - The genetic history and population structure of Italy: 11 a macro-geographic overview from the uniparental markers 1.1 Introduction 13 1.1.1 Pre-historical and historical population dynamics 14 1.1.1.1 Palaeolithic occupation and post-glacial re-expansions 14 1.1.1.2 Main migration patterns associated to the Neolithic transition 20 1.1.1.3 Population dynamics in historical times 29 1.1.2 A genetic overview on the Italian variability 34 1.1.2.1 Classical genetic markers 34 1.1.2.2 Uniparental molecular markers 38 1.1.2.3 Genome-wide based studies 42 1.2 Specific aims of the studies 45 1.3 Results and discussion 49 Article 1: 51 Boattini A, Martinez-Cruz B, Sarno S, Harmant C, Useli A, Sanz P, Yang-Yao D, Manry J, Ciani G, Luiselli D, Quintana-Murci L, Comas D, Pettener D, Genographic Consortium (2013) Uniparental markers in Italy reveal a sex-biased genetic structure and different historical strata.
    [Show full text]
  • UC Santa Barbara Dissertation Template
    UNIVERSITY OF CALIFORNIA Santa Barbara Integration of Italians in the Late Republic and Julio-Claudian Principate A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Delbert James Conrad Committee in charge: Professor Elizabeth DePalma Digeser, Chair Professor John W. I. Lee Professor Rose MacLean June 2017 The dissertation of Delbert James Conrad is approved. ______________________________________________ John W. I. Lee ______________________________________________ Rose MacLean ______________________________________________ Elizabeth DePalma Digeser, Committee Chair June 2017 Integration of Italians in the Late Republic and Julio-Claudian Principate Copyright © 2017 by Delbert James Conrad iii ACKNOWLEDGMENTS I thank first Professor Beth Digeser for reading countless drafts and providing unfailing encouragement, and the rest of my committee, Professors John Lee and Rose MacLean, for their contributions to this project and their interest in it. I could not have completed this dissertation without the support of others beyond my committee. I thank my undergraduate adviser at Pacific Lutheran University, Professor Eric Nelson, who introduced me to Latin and encouraged me to pursue graduate study. I thank Professor Frances Hahn of the Classics department at UCSB, in whose class I first noticed the importance of Rome’s allies in Livy’s first book. I also thank Professor Sara Lindheim, also of the Classics Department at UCSB, who read my first essay on the topic of this dissertation,
    [Show full text]
  • Outline of Italy's Geomorphology
    Outline of Italy's Geomorphology Carlo Bartolini Journal of the Virtual Explorer, Electronic Edition, ISSN 1441-8142, volume 36, paper 22 In: (Eds.) Marco Beltrando, Angelo Peccerillo, Massimo Mattei, Sandro Conticelli, and Carlo Doglioni, The Geology of Italy: tectonics and life along plate margins, 2010. Download from: http://virtualexplorer.com.au/article/2010/216/italy-geomorphology Click http://virtualexplorer.com.au/subscribe/ to subscribe to the Journal of the Virtual Explorer. Email [email protected] to contact a member of the Virtual Explorer team. Copyright is shared by The Virtual Explorer Pty Ltd with authors of individual contributions. Individual authors may use a single figure and/or a table and/or a brief paragraph or two of text in a subsequent work, provided this work is of a scientific nature, and intended for use in a learned journal, book or other peer reviewed publication. Copies of this article may be made in unlimited numbers for use in a classroom, to further education and science. The Virtual Explorer Pty Ltd is a scientific publisher and intends that appropriate professional standards be met in any of its publications. Journal of the Virtual Explorer, 2010 Volume 36 Paper 22 http://virtualexplorer.com.au/ Outline of Italy's Geomorphology Carlo Bartolini Dipartimento di Scienze della Terra, Università di Firenze Email: [email protected] Abstract: The general setting of the Italian territory is illustrated by means of a DEM, a map of relief types and a map of local relief analyzed at the 100 km2 grid scale. Beside recent tectonic activity, geologically controlled relief forms result from regional uplift, a prerequisite of lithostructural landforms.
    [Show full text]
  • United Nations
    UNITED NATIONS UNEP/MED WG.468/Inf.21 UNITED NATIONS ENVIRONMENT PROGRAMME MEDITERRANEAN ACTION PLAN 9 August 2019 Original: English Meeting of the MAP Focal Points Athens, Greece, 10-13 September 2019 Agenda Items 3 and 4: Progress Report on Activities Carried Out during the 2018–2019 Biennium and Financial Report for 2016–2017 and 2018–2019 Agenda Item 5: Specific Matters for Consideration and Action by the Meeting, including Draft Decisions Draft Feasibility Study for a Transboundary CAMP Project between Albania and Italy (Otranto Strait area) For environmental and cost-saving reasons, this document is printed in a limited number. Delegates are kindly requested to bring their copies to meetings and not to request additional copies UNEP/MAP Athens, 2019 UNEP/MED WG.468/Inf.21 Page 1 Table of Contents List of Acronyms .................................................................................................................................................... 2 List of Figures ......................................................................................................................................................... 2 List of Tables .......................................................................................................................................................... 2 I. Introduction .................................................................................................................................................... 3 II. Definition of the area for CAMP ...................................................................................................................
    [Show full text]
  • ITAL 155 R.Cauchi-Santoro Fall 2018.Pdf
    St. Jerome’s University in the University of Waterloo Department of Italian and French Studies ITAL 155 Intensive Introductory Italian Fall 2018 Class Schedule: Mondays and Wednesdays, 6 30- 8 20pm (15-minute break in between) Classroom: UW School of Architecture Mon: Arc 2026 Wed: Arc 2026 Instructor: Dr. Roberta Cauchi-Santoro Office and Office Hours: By appointment Email: [email protected] / [email protected] / [email protected]. Course Description This course offers an intensive introduction to standard spoken and written Italian for those who have no previous knowledge of the language. The course will seek to develop all four linguistic skills (speaking, aural comprehension, reading and writing) in a usable, practical, and effective way. The students will be exposed to aspects of the culture, history and architecture of the Italian peninsula. This course provides excellent preparation for those students who will be studying in Rome as part of reading for their degree in architecture at UW. Prerequisites: None. Exceptions: ITAL 101 or equivalent. Students who have completed 2 or more years of high school Italian courses must consult the instructor by the end of the first week of classes. Course Goals and Learning Outcomes: Upon completion of this course, students should be able to: A. Understand simple texts written in Italian Recognize basic vocabulary in Italian Understand basic sentence structure in Italian B. Engage in conversation in Italian Correctly pronounce basic words in Italian Know basic verbs and their conjugations in Italian Appendix A 2 C. Write short texts in Italian Spell basic words in Italian Conjugate basic verbs in context.
    [Show full text]
  • Italy's Problem with Immigration
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses March 2015 On Belonging, Difference and Whiteness: Italy's Problem with Immigration Flavia Stanley University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Inequality and Stratification Commons, Other International and Area Studies Commons, Politics and Social Change Commons, Race and Ethnicity Commons, and the Social and Cultural Anthropology Commons Recommended Citation Stanley, Flavia, "On Belonging, Difference and Whiteness: Italy's Problem with Immigration" (2015). Doctoral Dissertations. 327. https://doi.org/10.7275/6466436.0 https://scholarworks.umass.edu/dissertations_2/327 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. ON BELONGING, DIFFERENCE AND WHITENESS: ITALY’S PROBLEM WITH IMMIGRATION A Dissertation Presented by FLAVIA M. STANLEY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2015 Department of Anthropology © Copyright by Flavia M. Stanley 2015 All Rights Reserved ON BELONGING, DIFFERENCE AND WHITENESS: ITALY’S PROBLEM WITH IMMIGRATION A Dissertation Presented by FLAVIA M. STANLEY Approved as to style and content by: _______________________________________ Elizabeth Krause, Chair _______________________________________ Julie Hemment, Member _______________________________________ Agustin Lao-Montes, Member ____________________________________ Tom Leatherman, Department Chair Department of Anthropology DEDICATION To the memory of my parents, Timothy W. Stanley and Nadegsda Leon Stanley.
    [Show full text]
  • 1 the London School of Economics and Political Science the Penality
    The London School of Economics and Political Science The Penality of Politics, Penality in Contemporary Italy 1970-2000 Zelia Anna Gallo A thesis submitted to the Department of Law of the London School of Economics for the degree of Doctor of Philosophy, London, April 2013 1 Declaration I certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work other than where I have clearly indicated that it is the work of others (in which case the extent of any work carried out jointly by me and any other person is clearly identified in it). The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without my prior written consent. I warrant that this authorisation does not, to the best of my belief, infringe the rights of any third party. I declare that my thesis consists of 100,728 words. 2 Abstract The thesis is a socio-legal account of Italian penality between 1970 and 2000. It analyses the Italian experience as a critical case study with which to test David Garland, Alessandro De Giorgi and Nicola Lacey’s theories of punishment in contemporary Western polities. It argues that Italian penality is not sufficiently explained by reference to Garland or De Giorgi’s meta- theories of ‘late modern’ and ‘post-Fordist’ punishment. Lacey’s institutional analysis provides a better framework, if modified to allow for the centrality of political dynamics in Italy.
    [Show full text]
  • The Medieval Copies of Claudius Ptolemy's Maps: a Semiotic Analysis
    The Medieval Copies of Claudius Ptolemy’s Maps: A Semiotic Analysis by Vincent Cunningham and Brody Manquen 2 Abstract Cartography is an inherently iterative field in which the works of the past often influence the works of the present. This study investigates the ways in which Cladius Ptolemy’s maps influenced European map making upon their reemergence in the 14th and 15th centuries. By analyzing collected maps based on Peirce’s semiotic frameworks and existing carto-semiotic literature we tracked and compared the use of signs in Ptolemaic maps and non-Ptolemaic mappamundi from the same time period. Our analysis shows the progression of symbolization and illustration in early Medieval Ptolemaics and begins to touch on the possible influences of Ptolemy in other types of maps at this time as this type of map grew to be more stylized. We conclude that Ptolemaics of the surveyed period showed a tendency towards mapping the secular geography of humanity rather than the common religious or cultural narratives of the period. 3 Table of Contents Introduction 4 Geographic and Historical Setting 5 Review of Relevant Research/Case Studies 7 Semiotics 7 Contextual Information 10 Methods 11 Results and Analysis 14 I. Ptolemy World Maps 14 II. Ptolemy Regional Maps 23 III. Medieval Mappamundi 30 Discussion and Future Research 41 Conclusion 46 Acknowledgements 47 Figures and Tables 48 Ptolemy World Maps 49 Ptolemy Regional Maps 53 Mappamundi 59 Bibliography 64 Appendix - Sign Data Tables 65 4 Introduction The act of map-making is a series of choices surrounding which visual elements the cartographer chooses to include to best inform the map-reader on the geographic phenomena being presented.
    [Show full text]
  • Trade Marks Inter Partes Decision O/106/19
    BL O/106/19 TRADE MARKS ACT 1994 IN THE MATTER OF TRADE MARK APPLICATION 3243880 BY COPPOLA ITALIAN GOURMET FOOD LTD TO REGISTER THE FOLLOWING TRADE MARK IN CLASSES 29 & 31: AND OPPOSITION THERETO (NO. 410676) BY GMYL, L.P. Background and pleadings 1. Coppola Italian Gourmet Food Ltd (the applicant) applied to register the trade mark: in the UK on 15 July 2017. It was accepted and published in the Trade Marks Journal on 04 August 2017, in respect of the following goods: Class 29: Coffee, tea, cocoa and artificial coffee; rice; tapioca and sago; flour and preparations made from cereals; bread, pastries and confectionery; edible ices; sugar, honey, treacle; yeast, baking-powder; salt; mustard; vinegar, sauces (condiments); spices; ice. Raw and unprocessed agricultural, aquacultural, horticultural and forestry products; raw and unprocessed grains and seeds; fresh fruits and vegetables, fresh herbs; natural plants and flowers; bulbs, seedlings and seeds for planting; live animals; foodstuffs and beverages for animals; malt. Beers; mineral and aerated waters and other non-alcoholic beverages; fruit beverages and fruit juices; syrups and other preparations for making beverages. Alcoholic beverages; all of the aforementioned goods being the produce of Italy. Class 31: Meat, fish, poultry and game; meat extracts; preserved, frozen, dried and cooked fruits and vegetables; jellies, jams, compotes; eggs; milk and milk products; edible oils and fats. Coffee, tea, cocoa and artificial coffee; rice; tapioca and sago; flour and preparations made from cereals; bread, pastries and confectionery; edible ices; sugar, honey, treacle; yeast, baking- powder; salt; mustard; vinegar, sauces (condiments); spices; ice. Beers; 2 mineral and aerated waters and other non-alcoholic beverages; fruit beverages and fruit juices; syrups and other preparations for making beverages.
    [Show full text]