Knowledge and Consumption Habits Related with White Crowberries (Corema Album L.)
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'Exploring White Crowberry Coastal Habitats'. Book of Activities
MARE – Centro de Ciências do Mar e do Ambiente Emc2 Project ‘Exploring White Crowberry Coastal Habitats‘. Book of Activities M. Alexandra Abreu Lima Lia T. Vasconcelos Oeiras, 2017 1 The document ‘Emc2 Project ‘Exploring White Crowberry Coastal Habitats‘. Book of Activities’ was compiled and developed under the direction of the Project Working Group: M. Alexandra Abreu Lima | MARE-NOVA and INIAV, I.P., Av. República, 2780- 157 Oeiras, PORTUGAL (+351) 214 403 500 Lia T. Vasconcelos | MARE-NOVA and FCTUNL, Monte Caparica 2829-516 Caparica, PORTUGAL (+351) 212 948 300 Oeiras, 2017 MARE - Centro de Ciências do mar e do Ambiente: www.mare-centre.pt INIAV, I.P.- Instituto Nacional de Investigação Agrária e Veterinária, I. P.: www.iniav.pt FCTUNL - Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa: www.fct.unl.pt Cover Photo –Outdoor activity at white crowberry habitats during Emc2projet (A. Lima, 2016) Editor: FCIÊNCIAS.ID - Associação para a Investigação e Desenvolvimento de Ciências. Campo Grande, edifício C1, 3.º piso, 1749-016 Lisboa, Portugal ISBN: 978-989-99962-5-0 Projeto E mc2 - Explorar Matos de Camarinha da Costa Financiamento MARE- FCT UID/MAR/4292/2013 2 Project Emc2 FOREWORD Nowadays, acknowledging that the majority of children and young people grow in increasingly artificial surroundings (Baptista, 2009: 53) this project aims to revert this trend promoting ‘outdoor experiential learning’ (Banack, 2015) activities focused on coastal flora richness and threat from invasive species, in order to inspire and help other stakeholders to develop initiatives about this issue. This ‘hands-on ‘model aims to opt for more captivating and challenging innovative models for this target audience, creating restlessness able to generate curiosity, which will lead young generation to a more effective and systematic search for information/knowledge, contributing to continuous emancipatory learning. -
Kriya Sharir of Kesh
Aayushi International Interdisciplinary Research Journal (AIIRJ) PEER REVIEW IMPACT FACTOR ISSN VOL- VI ISSUE-XI NOVEMBER 2019 e-JOURNAL 5.707 2349-638x A Review study -Kriya sharir of Kesh Dr. Pooja Pandurang Patil MD (Kriya Sharir) Assistant Professor B.G. Garaiya Ayurveda College Rajkot (Gujarat) Abstract: Health comprises of both, body and mind. Ayurveda aims at maintaining the health of a healthy person and to treat the diseased. Scalp hair is responsible for beauty, appearance of personality and protection. “The hair is the richest ornament of a woman”- Martin Luther. It brings one’s self-image into focus. There are an increasing number of panicked people coming to the doctor with the complaint of hair loss. Due to modern lifestyle, food, environment etc, people are more likely to lose hair at early age. Therefore more awareness about hair health is observed in the society. This article mentions the possible ways of enhancement of strength and beauty of scalp hair through the principles of achieving good health (Swasthy Prapti) as explained in Ayurveda. The scope of this article deals with understanding of all aspects of Kesha mentioned in the Samhitas of Ayurveda. Key words: Kesh, Kesha Swasthya, Beauty Introduction found to be more promising and result oriented with absolute no drawbacks. Ayurveda is an ancient and developed science of In Ayurveda, scattered references are India. Kesha (hair) is a complex and delicate part of available on maintaining the health and longevity of our body, which gives a personality. Beautification is hair. It has explained few concepts for achieving the process of making visual improvements to a good health. -
Girl Scout Trailblazers Guidelines
GIRL SCOUT TRAILBLAZERS Twenty-First Century Guidelines CONTENTS 3 Preface 3 How to Use This Toolkit 3 A Note to the Reader 4 Introduction 4 Why Girl Scout Trailblazers, Why Now? 4 What Is the Girl Scout Trailblazer Program? 5 Who Can Become a Trailblazer? 6 Interview with a Trailblazer 7 Are You Ready for a Trailblazer Program at Your Council? 10 Girl Scout Trailblazer Program 10 The Foundational Girl Scout Experience, Trailblazer Style 10 The Girl Scout Leadership Experience 10 The Three Girl Scout Processes 11 Take Action 11 Awards 11 Trips and travel 12 Product program 12 Girl Scout traditions 12 The Trailblazer uniform 12 Volunteers 13 Progression Within Trailblazer Troops 14 Trailblazer Events 15 Her Trailblazer Experience 15 Girl Scout Trailblazer Pin 15 Trailblazer Concentrations 16 Hiking 16 Stewardship 16 Adventure Sport 17 Camping 17 Survivorship 18 Learning by Doing 18 Trailblazer skill areas 18 Badges 21 Journeys 21 Highest awards 21 Take Action projects 22 Career exploration 22 Product program 22 Girl Scout traditions 23 Appendixes 23 Appendix A—GSUSA Outdoor Progression Model 24 Appendix B—Trailblazer Skill Development Areas 31 Appendix C—Tips for Adults Supporting Girls in the Outdoors 34 Appendix D—Resources GIRL SCOUT TRAILBLAZERS Twenty-First Century Guidelines Preface How to Use This Toolkit The audience for these guidelines is councils and their volunteers. The introduction provides an overview and direction to council staff for assessing, planning, and activating troops. Parts 2 and 3 speak to council staff and volunteers as they compose their troops and work with them to define the Trailblazer experience. -
How the Brain Forms New Habits: Why Willpower Is Not Enough
How The Brain Forms New Habits: Why Willpower Is Not Enough Presented by George F. Koob, Ph.D. Disclosure Neither Dr. George F. Koob, the presenting speaker, nor the activity planners of this program are aware of any actual, potential or perceived conflict of interest Sponsored by Institute for Brain Potential PO Box 1127 KnrA`mnr, B@82524 COURSE OBJECTIVES Participants completing the program should be able to: 1) Name several characteristics of reward-centered habits. 2) Identify several evidence-based strategies for managing reward-centered habits. 3) Describe how threat-based mental habits are connected to maladaptive emotions and actions. 4) List one or more strategies for coping adaptively with threat-based mental habits. 5) Identify several evidence-based principles for initiating and maintaining health- promoting habits. Policies and Procedures 1. Questions are encouraged. However, please try to ask questions related to the topic being discussed. You may ask your question by clicking on “chat.” Your questions will be communicated to the presenter during the breaks. Dr. Koob will be providing registrants with information as to how to reach him by email for questions after the day of the live broadcast. 2. If you enjoyed this lecture and wish to recommend it to a friend or colleague, please feel free to invite your associates to call our registration division at 866-652-7414 or visit our website at www.IBPceu.com to register for a rebroadcast of the program or to purchase a copy of the DVD. 3. If you are unable to view the live web broadcast, you have two options: a) You may elect to download the webinar through February 28 th , 2014. -
By Dagmar Schultz AUDRE LORDE – HER STRUGGLES and HER Visionsi in This Presentation I Will Try to Explain How Audre Lorde Came
By Dagmar Schultz AUDRE LORDE – HER STRUGGLES AND HER VISIONSi In this presentation I will try to explain how Audre Lorde came to Germany, what she meant to me personally and to Orlanda Women’s Publishers, and what effect her work had in Germany on Black and white women. In 1980, I met Audre Lorde for the first time at the UN World Women’s Conference in Copenhagen in a discussion following her reading. I knew nothing about her then, nor was I familiar with her books. I was spellbound and very much impressed with the openness with which Audre Lorde addressed us white women. She told us about the importance of her work as a poet, about racism and differences among women, about women in Europe, the USA and South Africa, and stressed the need for a vision of the future to guide our political praxis. On that evening it became clear to me: Audre Lorde must come to Germany for German women to hear her, her voice speaking to white women in an era when the movement had begun to show reactionary tendencies. She would help to pull it out of its provinciality, its over-reliance, in its politics, on the exclusive experience of white women. At that time I was teaching at the Free University of Berlin and thus had the opportunity to invite Audre Lorde to be a guest professor. In the spring of 1984 she agreed to come to Berlin for a semester to teach literature and creative writing. Earlier, in 1981, I had heard Audre Lorde and Jewish poet Adrienne Rich speaking about racism and antisemitism at the National Women’s Studies Association annual convention. -
Student-Centered Learning: Life Academy of Health and Bioscience
Stanford Center for Opportunity Policy in Education Student-Centered Learning: Life Academy of Health and Bioscience By Nikole Richardson and Joe Feldman sco e Stanford Center for Opportunity Policy in Education Student-Centered Learning: Life Academy of Health and Bioscience i Suggested citation: Richardson, N., & Feldman, J. (2014). Student-centered learning: Life Academy of Health and Bioscience. Stanford, CA: Stanford Center for Opportunity Policy in Education. Portions of this document may be reprinted with permission from the Stanford Center for Opportunity Policy in Education (SCOPE). To reprint, please use the following language: “Printed with permission, Stanford Center for Opportunity Policy in Education. http://edpolicy.stanford.edu.” For more information, contact us at [email protected]. This work is made possible through generous support from the Nellie Mae Education Foundation. Stanford Center for Opportunity Policy in Education Stanford, California • 650.725.8600 • [email protected] http://edpolicy.stanford.edu @scope_stanford sco e Stanford Center for Opportunity Policy in Education Table of Contents Overview ......................................................................................................................... i Introduction ................................................................................................................... 1 School Description and Outcomes ................................................................................. 3 Personalization .............................................................................................................. -
Physical Arrangement of the Classroom Students
Physical Arrangement of COMPONENT the Classroom 1 Objective: To explain how the physical arrange- ment of your classroom impacts the success of your COMPONENT 1 Physical Arrangement of the Classroom students. COMPONENT 2 THINKING TRAPS Organization of Materials “Why go to all the trouble of arranging my room just so?” “I like my students to work wherever COMPONENT 3 they feel comfortable.” Schedules “I don’t have enough furniture or space to make special areas in my classroom.” COMPONENT 4 Visual Strategies COMPONENT 5 Behavioral Strategies COMPONENT 6 Goals, Objectives, and Lesson Plans e often hear these comments as we begin to COMPONENT 7 W assist teachers in arranging their classrooms, Instructional Strategies and we acknowledge that these are valid concerns. We also know that physically arranging a classroom is very hard physical labor! Finding the right type of furniture COMPONENT 8 and enough furniture is challenging as well. No mat- Communication Systems and Strategies ter how difficult this task of physically arranging your classroom may appear, we recommend that you do it COMPONENT 9 before you attempt to address any of the other com- Communication With Parents ponents. It will make implementing the other compo- nents easier once the physical space is clearly defined. The classroom arrangement is the physical foundation COMPONENT 10 Related Services and Other School Staff for the 10 critical components. 6 • 10 Critical Components RATIONALE In a well-designed special education classroom, the classroom activities that are to take place and the needs of the students must be considered when planning the arrangement of the classroom furniture and where instructional areas will be located. -
Landscapes and Forest Flora of Al-Andalus: a Reconstruction from Textual Historical Documentation J
ARTICLES Mediterranean Botany ISSNe 2603-9109 http://dx.doi.org/10.5209/MBOT.63045 Landscapes and forest flora of al-Andalus: a reconstruction from textual historical documentation J. Esteban Hernández Bermejo1,4, Julia Mª Carabaza Bravo2, Expiración García Sánchez3 & Francisca Herrera Molina4 Received: 13 February 2017 / Accepted: 23 November 2018 /Published online: 20 February 2019 Abstract. The translation and interpretation of works by Andalusi botanists and agronomists provide an increasingly sharp image of the species and forest landscapes in al-Andalus (Iberian area under Muslim rule in the Middle Ages). Regarding agriculture, it is known that domestication processes and the introduction of new species and singular forms of use were carried out, thus changing agricultural landscapes. Consequently, new life styles and consumption habits developed. A lot less is known about forestry management, especially when referring to forest landscapes and tree species in the Iberian Peninsula. The authors of this work have been studying agricultural and forest flora in al-Andalus for many years. In addition to numerous miscellaneous contributions, their first approximation on the trees and shrubs cultivated there was published in 2004, and the first volume of Flora Agrícola y Forestal de Al-Andalus covering 80 species of monocotyledons appeared in 2012. In anticipation of the volume devoted to woody dicotyledons to be published in 2019 (including over 150 species, 100 genera and 50 families), a synthesis of the forest landscapes and the most unique species in the Arabic texts is presented in this work. Among the taxa identified are Iberian endemics such as Flueggea tinctoria and Corema album, rare taxa or highly localized ones like Rhododendron ponticum subsp. -
Document Downloaded From: This Paper Must Be Cited As: the Final
Document downloaded from: http://hdl.handle.net/10251/160078 This paper must be cited as: Martínez-Varea, CM.; Ferrer-Gallego, P.; Raigón Jiménez, MD.; Badal, E.; Ferrando-Pardo, I.; Laguna-Lumbreras, E.; Real, C.... (2019). Corema album archaeobotanical remains in western Mediterranean basin. Assessing fruit consumption during Upper Palaeolithic in Cova de les Cendres (Alicante, Spain). Quaternary Science Reviews. 207:1-12. https://doi.org/10.1016/j.quascirev.2019.01.004 The final publication is available at https://doi.org/10.1016/j.quascirev.2019.01.004 Copyright Elsevier Additional Information Corema album archaeobotanical remains in western Mediterranean basin. Assessing fruit consumption during Upper Palaeolithic in Cova de les Cendres (Alicante, Spain) AUTHORS Carmen M. Martínez-Vareaa (0000-0003-0680-2605) ([email protected]) P. Pablo Ferrer-Gallegob (0000-0001-7595-9302) ([email protected]) Mª Dolores Raigónc (0000-0001-8055-2259) ([email protected]) Ernestina Badal Garcíaa (0000-0002-8296-1870) ([email protected]) Inmaculada Ferrando-Pardob (0000-0001-9240-3074) ([email protected]) Emilio Lagunab (0000-0002-9674-2767) ([email protected]) Cristina Reala (0000-0002-5667-1474) ([email protected]) Dídac Romana ([email protected]) Valentín Villaverdea (0000-0002-2876-0306) ([email protected]) aPREMEDOC-GIUV2015-213. Universitat de València, Departament de Prehistòria, Arqueologia i Història Antiga. Av. Blasco Ibáñez 28, 46010, València, Spain. bServicio de Vida Silvestre – CIEF (Centro para la Investigación y Experimentación Forestal). Av. Comarques del País Valencià 114, 46930, Quart de Poblet, Spain. cInstituto de Conservación y Mejora de la Agrobiodiversidad Valenciana, Departamento de Química. -
Monographs of Invasive Plants in Europe: Carpobrotus Josefina G
Monographs of invasive plants in Europe: Carpobrotus Josefina G. Campoy, Alicia T. R. Acosta, Laurence Affre, R Barreiro, Giuseppe Brundu, Elise Buisson, L Gonzalez, Margarita Lema, Ana Novoa, R Retuerto, et al. To cite this version: Josefina G. Campoy, Alicia T. R. Acosta, Laurence Affre, R Barreiro, Giuseppe Brundu, etal.. Monographs of invasive plants in Europe: Carpobrotus. Botany Letters, Taylor & Francis, 2018, 165 (3-4), pp.440-475. 10.1080/23818107.2018.1487884. hal-01927850 HAL Id: hal-01927850 https://hal.archives-ouvertes.fr/hal-01927850 Submitted on 11 Apr 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. ARTICLE Monographs of invasive plants in Europe: Carpobrotus Josefina G. Campoy a, Alicia T. R. Acostab, Laurence Affrec, Rodolfo Barreirod, Giuseppe Brundue, Elise Buissonf, Luís Gonzálezg, Margarita Lemaa, Ana Novoah,i,j, Rubén Retuerto a, Sergio R. Roiload and Jaime Fagúndez d aDepartment of Functional Biology, Area of Ecology, Faculty of Biology, Universidade de Santiago de Compostela, Santiago de Compostela, Spain; bDipartimento -
Rubio Longifoliae-Corematetum Albi Rivas Mart. in Rivas Mart., Costa, Castrov
Rubio longifoliae-Corematetum albi Rivas Mart. in Rivas Mart., Costa, Castrov. & Valdés Berm. 1980 Diagnosis Comunidades de matorral dominadas por Corema album o camarina. Crecen sobre arenas sujetas a una elevada movilidad y expuestas al mar. Se distribuye a lo largo de todo el litoral atlántico, ligada a la presencia de sistemas de dunas móviles. Fisionomía Comunidades dominadas por nanofanerófitos donde destaca la presencia de Corema album acompañada por otros matorrales de carácter xérico como Stauracanthus genistoidis, Halimium halimifolium, Halimium commutatum, Cistus salvifolius entre otros. La cobertura varía entre el 30% y el 90%, formando masas densas, separadas por espacios de arenas móviles muy pobres en cobertura herbácea. La presencia de Pinus pinea en gran parte de los inventarios, se refiere a ejemplares de pequeño porte debido a las condiciones extremas de los hábitats donde crece. Variabilidad La variabilidad de estas comunidades radica en la mayor o menor movilidad del sustrato que colonizan. Cuando se instalan en sustratos de mayor movilidad en el cortejo es frecuente la presencia de especies como Ammophila arenaria, Corynephorus canescens, Leoflingia baetica o Juniperus oxycedrus subsp. macrocarpa. Cuando se trata de suelos con mayor estabilidad se presentan especies como Halimium conmutatum, Cistus salviifolius o Halimium halimifolium características de dunas ya fijadas o en proceso avanzado de fijación. Conservación La mayoría de la superficie ocupada por los matorrales dominados por Corema album se encuentran en territorios pertenecientes a la RENPA. Algunos de ellos como el Parque Natural de Doñana, es concreto los territorios incluidos en el Médano del Asperillo, son lugares de gran afluencia de turistas en los meses de verano. -
Get Moving Journey Planner
Journey Planner Junior GRADES 4-5 Get Moving! Journey Planner for Leaders The following booklet is a guide to help troops complete a Journey while still participating in traditional Girl Scout events and earning badges. These activities are categorized by: Traditions–Combine Girl Scout traditions throughout the year with Journey activities. Earn It!–Earn the Journey awards by completing these activities. Badge Connections–These badges complement the theme and lessons of the Journey. Enrichment–These particular activities add value to the experience. Healthy Habits–Use the Healthy Habits Journey companion booklet to help girls lead an active, healthy lifestyle while completing the Journey. Booklets can be downloaded from www.gscnc.org. This information is divided into seasons to help you plan out your year. Read through the entire booklet before you mark your calendars. Some activities may take longer than one meeting, and some activities are to be done outside of the troop meeting. Check with your girls as you get ready for each activity to see if they have already done something similar in school. If they have, encourage them to reflect on it with the troop, count it towards their requirements, and move on to the next part of the Journey. The best tools for girls and adults on their Journey adventure are How to Guide Girl Scout Juniors Through Get Moving!* (referred to as the adult guide) and It’s Your Planet–Love It! A Leadership Journey Get Moving!* (referred to as the Journey book). The adult On this Journey, guide has prompts to help leaders guide their troop, and the Journey book has stories, activities, and space for girls to add their reflections girls will explore as they progress along the Journey.