3. Game/Activity Time Main Main Preparation Pages functions grammar 5 What we do at 25-30 Talking about likes and The gerund - as used to talk L9 1514748 weekends mins dislikes about activities: watching Discussingweekend telm'sion/cooking/doing the activities washing up, etc. Ranking activities in order The use of the gerund following: of preference like/hate/dislike/don't like:I hate doing things in the kitchenn like spending time with friends, etc. 6 Something ... 20 mins Word associations Think + of D 15/49 @ @ @ Talking about thoughts and Asking questions: Whatdo you reactions think of when you think of something ...? Comparing our reactions to Expressing reactions:I think of .../My those of others partner thinks of... both: We both think of.. . 7 Associations ... 20 mins Word webs - expanding Using the past tense: My 16/50 @ @ @ vocabularyby extending fourth word was .../Ichose ... word families Asking questions using the Asking for and giving past tense: Whatword did you reasons have?/What was your fourth word?/Why did you choose ...?, etc. Giving reasons using because Simulations/Role plays 8 At the post 25-30 Buying stamps to send mail Asking questions:How much does 17/51-52 office mins (at a post office) it cost?/How much does it weigh? Simple greetings, requests Use of would:I'd like to .../ and thanks Would you like ...? Asking about and giving Numbers up to 430 information about cost (usingpounds and pence) Asking about and giving information about weight (usinggrammes) 9 This is my 15-20 Giving information about a Present tense third person: He D 17/53-54 brother mins third person livesme works/He enjoys, etc. L Asking questions Asking questions (present tense Talking about a photograph third person):Is he ...?/What does Showing a polite interest in he ...?/How old is he ...? etc. what somebody tells you Use of would to be polite: Would you like to see ...?/Yes, I'd love to see ... 10 Renting a holiday 15mins Asking for and giving . Asking questions (present 18/55 home information about a tense and various question Property words): Where is ...?/How big Talking about facilities is ...?/When is ...?, etc. Talking about needs and Giving information: It's near .../ preferences It costs ..., etc. Making a phone call Use of want to and would like: Wewant to come .../We'd like a room ..., etc. 11 Celebrity 20 mins Asking for and giving Question words: how/where/ D 19/56 interview personal information when/who/what, etc. Welcomingand thanking Asking questions in the present: Responding to welcome and Do you ...?/How are you?, etc. thanks Present tense to talk about daily life Use of may:May I ask ...? Use of thank you for + gerund: Thank you for answering ... 12 Eye witness 20 mins Describinga person - Past tenses in the affirmative, D 19/57-58 @ @ @ physical features interrogativeand negative Describingclothes Past simple:He was tall./Was he Asking about somebody's tall?/He wasn't very old./He took .../What appearance did he take? Talking about an incident Past continuous: He was wearing a coat./He wasn't wearing a hat. Was he carryinganything?
4. Game/Activity Time Main functions Main grammar Preparation Pages Information-gap activities - -- 13 Instructions 20 mins Giving and following Imperatives:go/draw/write instructions Adverbs of direction: up/down/ Asking for repetition and leftlright D 20159-60 clarification:I'm sorry, I don't understand. Could you say it again,please? Talking about direction: up/down/left/right 14 People at a 15-20 Spelling names out loud Questions in the present tense % 21/61 conference mins Asking about age and Verb to be: What is ...?/How old occupation is ...? Asking about where people Verbs with auxiliarydo/does: live How do you spell ...?/Where does she live ...?, etc. Indefinite articlesused with occupations: He's a .../She's an ... 15 The kitchen 15-20 Describing location/ There is/there are: There is a % 22/62 cupboard mins position: on the top fryingpan.mere are glasses, etc. shelf/bottorn shelflon the Prepositions:on the shelflin the left/right/in the middle/next to cupboard/on the left, etc. Asking about location/ Questions with the verb to be: position Where's ...?As it ...? 16 At the theatre 15-20 Describing the different Prepositions:at the fronuat 22/63 e e mins parts of a theatre the back/in the middle Letters and spelling Position: from ...to Location:asking for and Asking a variety of questions: giving details of where Which ...?/What's ...? things are situated Can: wheelchairs can go 17 For sale 15-20 Asking for missing Question words: Whatsort 23/64 mins information of.. .?/What's ...?/What's ...?/ Giving details about items How much ...?, etc. Understanding newspaper Asking questions (present tense) advertisements Adjectives: square/fn'endly, etc. Giving phone numbers Numbers 18 Richard's student 20-25 Describing where things go Prepositionsof place: in/on/ room mins in a room under/beside/on top of, etc. Asking for clarification Asking and answering questions Talking about furniture and about location: Where's ...?/ personal effects Is it :..?mere's ...!There are ..., etc. 19 Following orders 20-25 Giving and followingorders The imperative: start/go/draw/ .a mins and instructions write Describing location and Adverbs and prepositions of direction place: up/down/left/n'ght Asking for repetition and clarification - - 20 Where's the 20-25 Giving and following Asking questions: Where's ...?, Tourist mins directions etc. Information Talking about places in a Prepositionsof place: next to/ Centre? town opposite/beside/between/on the right, etc. Ordinal numbers: firsusecond Discussion/Speaking activities 21 Daily life 20-25 Talking about daily routine The present simple tense: I have 25/71-72 mins Asking and answering coffee.Ago to sleep. questions Asking questions with do: Do Expressinginformation you come by bw?/Do you play about events CDs? Talking about frequency Adverbs of frequency and their position before the verb: I always have coffee for breakfast.A never read in bed./She often phones friends./He sometimes goes to sleep after midnight.
5. Game/Activity Time Main functions Main grammar Preparation Pages 22 Packing a 20 mins Talking about needs and Verb to need in the present tense: rl 26/73 weekend bag choices I need .../What do you need?/We Listing personal effects donY need ... Making comparisons Making comparisons:X is more useful/important than Y. 23 How to keep fit 2&25 Ranking items in order of Should:You should .../You rl 27/74 mins importance shouldn't ... Reading and listeningfor Comparisons:I think it's more order important to/not to ...than to/ Making comparisons not to ... Expressingopinions Talking about health and fitness 24 How to make 25-30 Expressingyour own opinion Asking questionsabout rl 27/75 friends mins Asking others for their opinions:Do you agree?/What opinion do you think?LHowdo you Making comparisons rank?/What's your opinion? Discussinghuman Comparatives:It's better to ...than relationships to ... Superlatives: The most important thinn is to ... 25 My brilliant 20 mins Making choices and Asking questions: Whatdo 28/76 barbecue explainingthem you think?/Do you agree? Planning an event with Prepositionsof time and location: others in the middle of the day/at the Asking for other people's weekend/on apublic holiday/on the opinions beach/in the countryside/in the street Agreeing and disagreeing Giving reasons: Because ... 26 What's it for? 20 mins Describing an object Various constructions in the Fl 28/77 0.0 Sayingwhat something is for present to describe objects: Speculating It's made of ...At's for ... Future with will:It will keep a sandwich fresh.At will look good in your kitchen. Can:It can contain 9 kilos. Enough: It's small enough to ... Could and might used to speculate: It could be for cooking./ It might be made for paper. - 27 This is how I 20 mins lnterpreting and describing a see it scene Asking questions Agreeing and disagreeing Speculating 28 Holiday 20 mins Descriptionsof places - postcards towns/holidayresorts/foreign countries Asking and answering questions Giving details The.present continuous tense: 29/78 A woman is running./A child is watching.bs the man talking?/l%e baby is not wearing shoes. Various tenses (mainly the 30179 present simple) Questions using a variety of question words: Whatmonument is this?/When was this built?/Who is this king?, etc. - 29 What would 20-25 Talking about one's self- Second/unrealconditional:If 1 rl 30180 yoube? 0.0 mins image were a/an ...I would be .../Zf you Asking others about their were a/an, what would you be? self-image Giving reasons Problem-solvingactivities 30 Photographs 15 mins Finding similaritiesand Thereis/l%ereare ... : There is a 31/81-82 • differences boy./l%ereare two cats. Describingphotographs Simplepresent tense:I don't have .../l%ecat is black and white. Present continuous tense: Thegirl isplaying with a ball.flhe woman is smiling.
6. Game/Activity Time Main Main Preparation Pages functions grammar 31 Who's who? 15 mins Giving and processing Comparatives of adjectives: % 32/83 0. information Peter is older than Sally./Julie is Drawing conclusions thinner than Mary. Asking for things to be Superlatives of adjectives: The repeated: Could you say that thinnestperson is only sixteen. again, please? 32 Find the 15 mins Describingwhat is Present continuous tense: A 32/84 differences happening man is reading a paper./A Asking for details woman is talking to the flight attendant, etc. 33 Afamily tree 15 mins Asking for and giving Present simple+ question 33/85-86 0.0 personal information about word + to behavegot: What people does Bill do?/How many children Asking if something is true has Jennifergot? Sayingwhether things are true or not 34 Buying a shirt 15-20 Buying an item of clothing Asking questions: How much 33/87 0.0 mins from a shop is it?/Have you got ...?/ Stating sizes and asking Whatcolour ...? about colour and cost Vocabulary activities 35 The secret word 20-25 Asking for and giving Various simple constructions 34/88 mins definitions of words in the present tense Using adjectives: It's long and yellow./Theyfre usually blue, etc. 36 Half a crossword: 25-30 Asking for and giving Simple questions: What's 5 35/89-90 food and drink mins definitionsof words down?/What's 10across? Present tenses: It's a fruit./lt's red./You drink it. 37 What's a 'floppa'? 15-20 Giving and understanding 0. mins information Problem-solving Making guesses and suppositions 38 Half a crossword: 20-25 Asking for and giving adjectives 0. mins definitions of words Talking about and using adjectives Can: You can cany a D 35/91-92 floppa./People can see a floppa. Adverbs of frequency: Women usually have .../A floppa often ... Adjectives - meaning and use 36/93-94 Present tense: This can describe .../ It's the opposite of.../You feel this when ...,etc. Miscellaneous activities 39 Categories 1 30 mins Thinking of examplesof Givingyour opinion and 36/95 010• atype asking for your partner's Discussion and making opinion: I think .../What do choices you think? Expressingpreferences Comparatives:X is better than Y./lt's more unusual. 40 Categories 2 30 mins Thinking of examples of Giving your opinion and 37/96 ./... a*'= asking for your partner's Discussion and making opinion: I think .../What do choices you think? Expressing preferences Comparatives:X is better than Y./lt'smore unusual.
10. can tell them to stand a book upright on their desks (or a bag) to act as a shield. Students can also sit back to back for certain activities, especiallywhen it is important that they do not see each other's handouts. It also forces them to listen more carefully to each other. If you find you have an uneven number of students in your class, the best solution is to form one group of three and give Student A's handout to two students and Student B's handout to the third. The two students working together can take turns to exchange information with Student B. It is sometimes a good idea to put a stronger and a weaker student together to work in a group of three in this way. The stronger student can then help the weaker student as they work together during the activity. One final consideration regarding pair work is that partners should be changed frequently to ensure that everyone really gets an opportunity to work with and get to know as many different members of the class as possible. The role of the teacher Once the activity has actually started, the students work independently of the teacher and at their own pace. The role of the teacher while this is going on is to monitor the students' progress by walking round the classroom, pausing briefly beside each pair, listening to them and noting any language errors or communication problems which can be taken up later on with the whole class. It is best not to interrupt them or correct them while they are working as this will impede fluency, spoil the atmosphere, distract them from what they are doing and, at worst, destroy their confidence! But if things are obviously going really badly, the teacher should be prepared to offer advice and encouragement - just sufficient to get them working again. While walking round, it is useful to have a small notebook or piece of paper on which you note down any persistent mistakes you hear or common problems. As mentioned above, these can then be dealt with in a feedback session after they have completed the activity. Feedback session and follow-up work Each activity should end with a checkinglfeedback session for the whole class. This checking and evaluation is an integral part of the activity and it is important to leave enough time for it. After any pair-work exchange students can recall and re-tell their partner what they remember about the exchange (e.g. if they have just been eliciting personal information or opinions). Or they can swap partners and tell their new partner about the ideas of their previous partner. This doubles the amount of speaking generated by any activity and is a good way to keep fast finishers busy while the rest catch up. You can occasionally discuss the activity with the students. This can be done in English, although with beginners and elementary students it may be more satisfactory in the students' first language. The discussion could include talking about what the students found difficult as well as finding out if anyone wanted to say something but did not have the necessary language skills to express himself or herself. This is also the time when any mistakes can be pointed out and, if necessary,revision practice given. One way of doing this is to write on the board sentences which contain the main language mistakes you noted while circulating round the class during the activity. You can get the student to work in pairs and to identify and correct the mistakes. This is also the time to give praise where necessary.I thought you all worked really well today./I heard a lot of interesting opinions today./You solved the problem a lot quicker than I expected./l liked your def nition for 'main course' Mario! etc. Finally, in the Teacher's Notes there are often follow-up suggestions for homework, often in the form of extra written work. These are intended to further extend and enforce the language and vocabulary practised in the lesson. A final note about photocopying Since this is a photocopiable book with each activity containing one or more handouts, it may be worth looking at ways of reducing the costs - both in terms of time and money. The material to be photocopied can be divided into two types: (a) handouts which the students write on, and @) material which the students use but do not write on. Of the latter, many are cut up into cards. For material that can be re-used, wherever possible try mounting them on cards and protecting them either by laminating them or (a cheaper solution) by keeping them in clear plastic folders. The extra initial effort will certainly pay off as subsequent photocopying costs and time will be greatly reduced.
11. Part 1: Teacher's notes activities These activitiesare intended largely for fun and to break the ice with new groups. They are very useful for getting the students to know more about each other - and to start talking. 1 Getting to know you Time: 20 minutes Preparation: Copy the handout on page 40 -one copy for each student. (Optional) Find a picture of a famous person all the class will know. Main functions Asking for and giving personal information Asking about and expressing likes and dislikes Filling in a form Asking how to spell a name Spellingyour name Main grammar points Asking questions, using the verb to be and the auxiliary do with the present tense - Using question words: what/where/how, etc: What's your ...?/Wheredo ...?/How many ...?/ How do ...? Using the present simple first person to talk about oneself: I live .../lspeak ... Using the present simple third person to talk about another person: He/she likes/ doesn't like ... Key vocabulary/Topic Basic personal information: nameladdress1 occupation Various nouns to talk about likes and dislikes, e.g. likes: mountains, hot weather, dogs dislikes: hospitals, mobile phones, zoos Method 1 Introduce the activity by writing name/address/nationality/family/ occupationllanguages (as in the form) on the board and give the name of a famous person (e.g. presidentlprime ministerlfilm star, etc. - somebody everyone in the class will know. You could also use a photo or draw a picture.). Sayyou are that person. Get the class to ask you questions, e.g. What's your name?/How do you spell it?, etc. Write questions on the board and give answers. Then write the question: Do you like ...? Invite the class to ask you questions, adding a noun each time, e.g. Do you like dogs?/Do you like sunshine?, etc. Answer and write two lists on board: I like/l don't like - and write things under the appropriate list. Introduce the words listed above in the key vocabulary. 2 Divide the class into pairs (A and B). Try to put each student with somebody they do not know - or at least may not know very well. Give out the handouts. Explain that the students have a form they are going to fill in for their partner by asking questions - first personal questions and then questions about likes and dislikes. You may like to leave the questions you wrote previously in the introduction up on the board for students to refer to. Alternatively, if you feel your class is confident enough, wipe these off and let them find the questions themselves. 3 Students now work in pairs to fill in the form. Student A starts by asking questions and writing. After about five minutes, Student B should'start askingquestions and writing. Circulate during this time to give any help needed. 4 Stop the activity when everyone or almost everyone has finished. Ask a few students to tell the class about their partner or you may like to hear about every student if you have time. 5 Do a roundup of likes and dislikes -it could be fun to see what most people like and dislike. This can either be done by putting students into new pairs to tell each other about their original partners or talking as a class and making lists on the board of the most popular and least popular items. Follow up Students could interview a friend or family member and then make an oral presentation to the class about that person. For homework, students could write An interview with ...(partner's name) with questions and answers - or they could write a short paragraph Getting to know ...(partner's name). 2 This is my favourite! Do you agree? Time: 30 minutes Preparation: Copy the handouts (Aand 6)on pages 41 and 42 - one set for each pair.
13. Teacher's notes answers: No, Ihaven't, Yes,I can, No, I don't, etc. Ask them how well they think they know other people in the class and tell them they are about to find out. 2 Put students into pairs (A and B) - preferably with someone they do not know too well - and distribute the appropriate handout. Give a few minutes for the students to work individually and in silence to speculate about their partner and write yes or no in the column depending on whether they think the statement in the first column is true for their partner or not. Circulateto help with vocabulary as necessary. 3 Now tell the students they are going to see how accurate their speculations were by asking their partner the questions and noting down their answers. Point out and elicit that the first four statements (on both handouts) use the verb to be so the questions they ask their partners will be Are you ...? The next four statements use have got so the questions will be Have you got...? The next four statements use can so the questions will be Can you ...? and the final four questions will be Do you ...? Also remind the students that short answers must use the same auxiliary as in the question. Practise briefly if you think this is useful to enable more fluency in the activity. 4 Allow five minutes for Student A to ask Student B the questions and note down the answers and then allow another five minutes for Student B to ask Student A. 5 Stop the activity and ask the students to note down seven facts that surprised them about their partner. They then turn to another student and tell them. Remind everyone to be sure to use the third person: My partner's got .../He's .../She can't ..., etc. 6 For a whole class round up, ask everyone to tell the group one thing about their partner. If you wanted further reinforcement, you could ask everyone to remember what was said and note it down. Then you could see who could remember all the facts correctly and congratulate them! Follow up Either a writing activity summing up what has been practised Iknow mypartner well now. He/she ...or, especiallywith younger classes, it might be nice to make a display for the English noticeboard. Each person would get a photo of their partner (or draw them if no photo was available), stick this on a large sheet and surround it with about ten statements about them (from this activity)with appropriately amusing illustrations. This could also be presented to the class orally. 4 This is important to me e Time: 25 minutes Preparation: Copy and cut up the handouts (A and B) on page 45 -one set for each pair. Also copy and cut up the answer sheet on page 46 -one copy for each student. (Note:there are two copies of the same handout to reduce copying costs.) Main functions Explainingwhat certain things mean and refer to Asking a variety of questions to find out further information Main grammarpoints Understanding a variety of questions: What ...?/ Which ...?/How many ...?/How old ...? Expressing times, numbers, days and dates Present tense of various verbs: wear/finish/Zive, etc. Keyvocabulary/Topic Numbers - up to millions ~ay'sof week and months of year Names and colours The following could be difficult at this level: approximately, flag, population Method 1 Introduce the topic by writing some numbers, colours, names on the board that are important to you, e.g. Ginger/eight/pink, etc. Get students to ask you questions to discover why these are important to you e.g. Ginger's the name of my cat./Eight is the number of my house./Pink is the colour of my bedroom. 2 Explain that they are now going to find out some of the things which are important to someone else in the class. Divide class into pairs (A and B) and distribute the appropriate handouts plus answer sheets. 3 Allow 5 minutes for students to read the questions and write the answers in the spacesprovided on the answer sheet. Circulateto give help as needed.
15. Teacher's notes Main grammar points Think +of Asking questions: What do you think of when you think of something ...? Expressing reactions: I think of.../Mypartner thinks of ... both: We both think of Key vocabukry/Topic Adjectives General vocabulary on a variety of basic topics - a good opportunity for students to activate and show what they know The followingwords might be difficult at this level: delicious, fashionable, frightening, fun, healthy, heavy,painful, sad, soft M e h d 1 Introduce the activity by saying or writing the word white and asking students What do you think of when you think of something white? Brainstorm and make a list on the board. If you feel more practise is a good idea as a warm-up, repeat with American (Whptdo you think of when you think of something American?) 2 Give each student a handout and go through the list, making sure that everyone understands all the vocabulary. Give the students 5 minutes to write something in the column I think of ...They must work individually and not show anyone else what they have written. Circulate to give help where needed. 3 Now students find a partner - as always try to make different students work together each time. They ask their partner the questions and write their answers in the remaining column. Allow about 10minutes for this. 4 Stop the activity and ask the students how many things they had in common with their partner, i.e. how many times did they think of the same things? 5 You could stop the activity now or if you have time and would like your students to have more practice, ask them to find another partner and compare their answers again. Did they have more in common with their first or their second partners? 6 As a whole-class feedback, try to find the adjectives where most students thought of the same thing - and perhaps try to speculatewhy. Fo/lowup Students choose five of the adjectivesfrom the 16 list and write as many things they associate with them as possible. Each list of items could then be read out and the others in the class could try to guess the adjective (e.g. if you heard; sea, sky, eyes - you might well guess blue). 7 Associations ... Time: 20 minutes Preparation: Copy the handout on page 50 -one copy foreach student. Main functions Word webs -expanding vocabulary by extending word families Asking for and giving reasons Main grammar points Using the past tense: My fourth word was .../ I chose ... Asking questions using the past tense: What word did you have?Nhat was your fourth word?Nhy did you choose ...?, etc. Giving reasons using because Key vocabuIary/Topic Basic words on a variety of everyday topics The followingmight be difficult at this level: apples, aunt, fourth, grass, jump, leaves, magazine, noon, pears, sand, wet M e h d 1 To introduce the activity, write or say the followingthree words; car, bus, train and ask the students to add a fourth word they associate with the first three. (You might like to use the expression word families or Word web.) Ask for their suggestionsand write these up. Also try to discuss choices briefly. Do most people agree? 2 Give out the handout - one per student. Go down the list reading out and explaining any items you feel might cause problems for your group. Now give about 4-5 minutes for them to write a fourth word in the column. They must work individually and totally silently at this stage. 3 When everyone is ready, put the students into pairs. They go down the list together telling each other their fourth word and saying why. Leave about 10 minutes for this. 4 Stop the activity and ask the pairs to tell you their scores (i.e. the number of words they had the same).Ask the highest scoring pair to read out their choices. It would also be interesting to listen to all the choices and see if any interesting ones come up.
20. Teacher's notes by asking volunteers to come up to the board and draw: a cupla moonla sunla treela star. 2 Divide the class into pairs (A and B). Ask each pair to decide who will be the artist and who will be the talker. Then distribute the appropriate handouts (A to the artist and B to the talker). Stress that they must not show each other their handout. 3 Allow a minute or two for the B students to fill in the extra 6 squares as detailed at the top of their sheets. While they are doing this, point out to the A students that if they do not understand what their partner says or means, they can say I'm sorry, I don't understand. Could you say it again, please? Now pairs work together with student B reading out as clearly as possible the instructions (1-16) and student A drawing and writing as instructed. Walk round the room while they are working to help anyone in difficulties and also to make sure that they are not looking at each other's rectangles. 4 After 10minutes stop the activity and ask the students to look at their partners' rectangles. Congratulate those who are the most accurate. Follow up The students can prepare their own rectangles and instructions. In this case take them in and then redistributeto other pairs to try out and comment on for clarity, difficulty and interest. 14 People at a conference 0 Time: 15-20 minutes Preparation: Copy and cut up the handouts (A and B] on page 61 -one set for each pair. Main functions Spelling names out loud Asking about age and occupation Asking about where people live Main grammar points Questions in the present tense Verb to be: Whatis ....?./How old is ...? Verbs with auxiliary do/does:How do you spell ..?/ Where does she live?, etc. Indefinite article used with occupations:He's a .../She's an ... Key vocabulary /Topic English alphabet Numbers to 72 Basic personal details: agelhomelcity of residenceloccupation Check the students understand the following words: between, check, conference, differences, initial, list, mark(v), oflce manager, people, policeman, policewoman, receptionist, residence, retired, spelling Method 1 Start by checking that your class can spell out loud in English. Tell them you are going to spell two complicated names and then either spell the names of the two authors of this book (PeterWatcyn-Jones and Deirdre Howard-Williams)or choose two other names (real or imaginary, it does not matter). Ask when it is important to be able to spell your own name (e.g. making a booking, checkingyou are on a list, etc.) and ask some students to demonstrate by spelling out loud their own names. Try to elicit the word conference as a place where there are lists of people with details about them. 2 Divide class into pairs (A and B) and give each student the appropriate handout. Stress that they must keep their list a secret and not show their partner. Explain that they both have lists of people at a conferencebut that there are 10differences between their lists and they have to find them. The differencesmay be spelling or initials or ages, etc. Make sure the class knows what questions to ask e.g. How old is ...?/What's X's initial?/Where does X live?/ What's X's job?, etc. Write these up on the board if necessary and practise. 3 Sit pairs back to back if possible and tell them to work together to find the 10 differences as fast as they can. When a pair has finished they should put up their hands and be silent. Note their names on the board. When half the class has finished, stop the activity. Ask pairs to look at each other's sheets and check that they have found everything. Congratulate those who were both fast and accurate. Follow up A class conference list Each student thinks of a name/initial/age/city of residence and occupation for a conference delegate. These are dictated and written down by the whole class. Then students compare their lists and see who is the most accurate.
25. Teacher's notes Key vocabulary/Topic Daily routine: events and times of day breakfast, lunch, dinner, in the morning, in the evening, before, after Basic verbs come, drink, feel, get up, have, phone, play, read, walk, watch, wear, write Adverbs of frequency always, open, never, sometimes Method 1 To introduce the activity, write the four adverbs on the board: always/often/ sometirnes/never.Then tell the class you are going to read out five sentences about your daily routine and you want them to write down the correct adverb to express how often they think you do the activity. Then read out the following (adapt as you wish): I watch football on TV. I eat a big lunch. I go to bed before midnight. I wear a hat. I drink coffee with milk. Get the class to ask you the appropriate questions using Do you ...? Ask for their suggestions and then give the correct answer, writing it on the board and drawing students' attention to the position of the adverb. 2 Put the students into pairs (A and B) - preferablywith someone they do not know too well and explain that they are going to find out about each other's daily life. Give each student the appropriate handout and allow 15minutes for them to ask each other the questions (10 each) and note down the answers. They should ask questions in turn and also note any extra information in the final column. Circulate while this is going on in case of any difficulties. 3 Stop the activity and ask each student to make two statements about their partner. They should try to express something interesting that may have surprised them and give any extra information they can. Fo/lowup A day in my life: The students write about a typical day in their lives. These can be read out to the class/passed roundlpinned up on a notice board and, if written anonymously, others could be asked to guess whose daily routine it was. For a variation, you could suggest A day in the 26 life of a cat/film starbaby, etc. 22 Packing a weekend bag 0 Time: 20 minutes Preparation: Copy the handout on page 73 - one copy For each student. Main functions Talking about needs and choices Listing personal effects Making comparisons Main grammar points Verb to need in the present tense: Ineed .../ What do you need?/Wedon't need ... Making comparisons:X is more useful/important than I! Key vocabulary/Topic Personal effects camera, headphones, magazine, notebook, walkman Clothes gloves, jacket, pyjamas, sweater, trainers, underwear Toiletries towel, toothbrush Method 1 To introduce the topic, ask the class to guess five items you have in your bag. (You might like to prepare something suitable first!)Show the items and say simply why you need each one, e.g. I need a brush to brush my hair. 2 Tell the class that they have all been invited to stay with a friend for the weekend and can only take one small bag as their luggage. They have to decide what to take. Give each student a copy of the handout and allow a few minutes for them to look at all the items and decidewhich 12they would take. They should write the list in the first column, working completely alone and showing nobody. 3 Now ask the students to find a partner. One student asks the other: What do you need? and their partner replies I need ...They should listen and write their partner's list in the second column. 4 If they have both chosen the same item, they write it in the third column. If they do not agree on some items, encourage discussion. You might like to write up on the board some simple sentences, e.g. We don't need gloves because it's not cold./A toothbrush is more useful than a notebook, etc. Circulate and help as needed. 5 For a whole class feedback ask for a few lists and write them on the board. What were the most common items? Are there any items that nobody chose?
28. ' Teacher's notes Main grammarpoints Various constructions in the present to describe objects: It's made of.../7t's for ... Future with will:It will keep a sandwich fresh.Dt will look good in your kitchen. Can:It can contain 9 kilos Enough: It's small enough to ... Could and might used to speculate:It could be for cooking.Dt might be made of paper. Key vocabulary/Topic Household items-use/composition/appearance: bag, condition, contain, fresh, item, natural, product, sandwich Method 1 Produce the two or three household articles you have brought in and show them to the class. Otherwise, draw them on the board. Ask each person to choose one and write three short sentences about it -sayingwhat it's forlwhat it's made oflwhat it looks like. Ask the students to read their sentences out and write examples on the board to revise appropriate grammar and vocabulary. 2 Divide the class into two groups - A and B. Explain that each group is going to get the picture of a rather strange object (from a catalogue of household items) with the correct description of what it is. They will then work together with others from their group to speculate as to what else it could be for and write two other descriptions. 3 Distributethe appropriate handouts and allow about 5 minutes for the groups to work together to think up and write their descriptions. Circulate during this time to give help. 4 When the descriptions are ready, each student from the A group finds a student from the B group to work with. They sit together and take it in turns to show the picture. Stressthat they should fold over the paper so that their partner does not see the descriptions. Each person then reads out the three descriptions and their partner chooses the one they think is genuine. 5 For feedback, ask who was able to write such a realistic description that their partner chose the wrong one and ask that these be read out to the class. Followup Cut pictures out of a catalogue and ask students to write simple descriptions of the item shown. This could be for homework or done as pair work in class. 27 This is how I see it Time: 20 minutes Preparation: Copy and cut up the handouts (A and 0) on pages 78 - one set for each pair. [Optional) Think about somethingto draw on the board (simpleand quick) that could have various interpretations, e.g. a square with a small round shape in it -a ball in a lift! Another possibility is a glass with a line half-wayup it - is it half full or half empty? Otherwise, if you refer, find a picbre that could be understoodin differentways. Main functions Interpreting and describinga scene Asking questions Agreeing and disagreeing Speculating Main grammarpoints The present continuoustense: A woman is running./Achild is watching./ls the man talking?/Thebaby is not wearingshoes. Key vocabulary/Topic Verbs describing actions and reactions chase, laugh, run, shout, stand, watch, wear Adjectives afraid, busy, happy, smart, terrified Street and river vocabulary Method 1 Introduce the topic by sayingDo you see what I see? and showing the picture you have brought or the drawing on the board (see above preparation). Invite speculation and encourage imagination. 2 Now tell the class they are going to look at and describe a scene to a partner and see if they agree on what is actually happening. Divide class into pairs (A and B) and give each student the appropriate handout. Stressthat they must not show their picture to their partner. Allow 5 minutes for the students to give their picture a title and prepare what they are going to say about it. Encourage them to make some notes but not to write things out word for word. Remind them that the present continuous should be used and revise its construction and use if necessary. Circulate to give help as needed.


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text:
<?php

namespace Furniture\PostBundle\Entity;

use Furniture\CommonBundle\Uploadable\UploadableInterface;
use Sylius\Component\Core\Model\Image;

class PostImage extends Image implements UploadableInterface
{
    /**
     * @var Post
     */
    private $post;

    /**
     * Set post
     *
     * @param Post $post
     *
     * @return PostImage
     */
    public function setPost(Post $post)
    {
        $this->post = $post;

        return $this;
    }

    /**
     * Get post
     *
     * @return Post
     */
    public function getPost()
    {
        return $this->post;
    }
}

redpajama_set_name: RedPajamaGithub


text:
Home ■ Earth ■ Climate ■ Trees tell tales of troubling change
Lauren Fuge
Trees tell tales of troubling change
Heatwaves in Mongolia and falling leaves in Europe.
Tree-ring data from the Siberian larch and tree species show accelerating soil drying on the Mongolian Plateau. Credit: Ken Shono, Unsplash
As the climate crisis intensifies, forests are feeling the heat, as two studies just published in the journal Science highlight only too clearly.
Detailed modelling predicts that a vicious cycle of heatwaves may soon turn the Mongolian Plateau into a barren landscape, while in Europe researchers have found that unexpected and unwanted changes are happening in temperate forests.
In the first study, climate scientists led by Utah State University, US, warn that the past two decades have seen a serious increase in heatwaves and concurrent droughts, and that a feedback loop between heat and soil moisture may soon spiral irreversibly out of control.
They used tree-ring data to understand the Plateau's climate before modern weather logs, piecing together heatwave and soil moisture records from the past 260 years. These show that recent consecutive years of record high temperatures and severe drought are unprecedented.
"Conifer trees respond strongly to anomalously high temperatures," says co-author Hans Linderholm from Sweden's University of Gothenburg. "By examining their growth, we can see their response to the recent heatwaves, and we can see that they do not appear to have experienced anything like this in their very long lives."
Landscape in inner Mongolia. Credit: Peng Zhang, Hans Linderholm
The data show that as the temperatures soar, the soil dries out. This leads to even warmer temperatures, since evaporation from wet soil acts to cool air at the surface, while dry soil allows heat to transfer directly to the air.
"The result," says co-author Deliang Chen also from the University of Gothenburg, "is more heatwaves, which means more soil water losses, which means more heatwaves – and where this might end, we cannot say."
In their paper, the authors suggest that "the semi-arid climate of this region has entered a new regime in which soil moisture no longer mitigates anomalously high air temperature".
Previous research has indicated how dramatically the area is drying out. A 2015 study, led by Chinese researchers, documented the loss of a quarter of lakes larger than one square kilometre in size on the Plateau, with even greater losses seen in the largest lakes.
"Now we are seeing that it isn't just large bodies of water that are disappearing," says a co-author of the new study, Jee-Hoon Jeong, from South Korea's Chonnam National University. "The water in the soil is vanishing, too."
This could have a severe impact on the region's ecosystem, from the smallest plants to the large herbivores like wild sheep and antelope.
Even more troublingly, perhaps, Mongolia and surrounding countries have direct links to global atmospheric circulations – which means local climate shifts could have ramifications for the whole Northern Hemisphere.
In the second study, researchers led by ETH Zurich in Switzerland reveal how Europe's falling autumn leaves may be signalling more than just a change of seasons.
Since falling leaves have historically been understood as a stress response to cold temperatures and lack of light, scientists have long thought that as the climate warms and summers lengthen, trees will hang onto their leaves for longer.
The new work suggests, however, that leaves are actually beginning to fall earlier, predicting a three-to-six-day advance of senescence (leaf-dropping) over the rest of the century under a business-as-usual climate model. Earlier models predicted a two-to-three-week delay.
Credit: rusm / Getty Images
It all comes back to the way a tree takes in carbon. Previous research has assumed that the longer leaves are on trees, the more carbon they will draw in and fix, not only boosting their own productivity but also potentially slowing the rate of climate change. However, this new research points to limits on how much carbon a tree can uptake in a single year.
To understand how senescence has changed over the years and build models for the future, the team combined experiments – designed to modify a tree's carbon uptake – with long-term observations, taken from six dominant tree species across 3855 sites in Central Europe between 1948 and 2015.
Their results demonstrate that elevated carbon dioxide, light levels or temperature in the spring or summer can indeed boost a tree's productivity, but this leads it to drop its leaves earlier rather than later.
The key is that a tree can only be so productive – it is limited by the ability of its tissues to take up carbon. At some point, its roots or wood will cease to use or store leaf-captured carbon, and then the leaves become costly to keep.
In a supporting commentary in Science, Christine Rollinson, a forest ecologist from Penn State University, US, notes that until recently, most research into this area concentrated solely the fact that atmospheric carbon is increasing.
"Focusing only on carbon supply is a flawed line of investigation because it entails the assumption that photosynthesis can be sustained indefinitely so long as resources are available," she says.
This research, she explains, is an important addition to growing body of literature that looks "at the demand side of the carbon cycle, in which growth and productivity are limited by the ability of different tissues, such as roots or stems, to use and store carbon."
This comes as bad news to those who thought a warming climate may lengthen the growing season – but keep in mind this study only focused on Central Europe, while other forest types around the world may react differently.
This research also throws doubt on the use of widespread re-forestation as a major tool in the fight against climate change.
As Rollinson stresses, the productivity of trees is not infinite. "Forest carbon sequestration alone cannot be expected to keep pace with anthropogenic carbon emissions or climate change. A diverse portfolio of climate actions that include emissions reductions and tree conservation and planting is essential."
Lauren Fuge is a science journalist at The Royal Institution of Australia.
Renewed interest in weathered records
Ground level ozone link to death risk increase
Cyclones can damage even distant reefs
Lack of leg fat a sign of unhealthy metabolism
Megafauna fossils found in tropical Australia

redpajama_set_name: RedPajamaCommonCrawl


text:
Sound-Off: An In-Depth Look at What President Obama's 'Clean Power Plan' Means
Daniella Gibbs Léger takes a look at what President Obama's newly released "Clean Power Plan" and what it means for the African American community.
By Daniella Gibbs Léger	· Updated October 27, 2020
This week, the Obama administration released its "Clean Power Plan" that marks the first ever limit on carbon pollution from existing power plants. By 2030, existing power plants will have to reduce their carbon emissions by 30 percent, with 25 percent of that drop coming by 2020. The news was widely praised by climate scientists, doctors, and public health advocates.
Quite predictably some conservatives immediately slammed the plan, claiming that it is big government overreach. It is easy to write this off as another inside-the-beltway battle between Republicans and Democrats; especially over something as seemingly technical as limiting carbon pollution. But the proposed pollution limits are something we should all care about as Americans, and the African American community in particular should praise these rules as our community tends to get the raw end of the climate change stick.
First, I'd like to point out that this isn't the first time we've regulated power plant pollution. In fact, we limit many other power plant contaminants except for carbon pollution. There are health safeguards for acid rain, smog, soot, mercury, and lead emissions. And during the debate over each of their proposed versions, , opponents bemoaned the dire consequences, none of which, as my CAP colleague Daniel J. Weiss points out, came true. In fact, electricity rates are LOWER now than when President Obama took office, even after he set new limits on dangerous mercury from power plants.
Second, I believe (and many others do too) that we have a moral obligation to not completely destroy the earth before its inherited by future generations. I'm not being melodramatic when I say that if we do nothing, there are going to be dire consequences all across the country, as our best scientists warned us again last month.. Some of the nation's most populous cities are at risk from more flooding and sea level rise. Large portions of the country are already suffering from intensified droughts, wildfires and rising sea levels, as in Norfolk, Virginia.
We've all recently seen the very visible effects of climate change. From Katrina to Sandy, taxpayers are constantly footing the bill for climate-driven disasters. In the past three years, the most damaging extreme weather events took 1,221 lives and caused $208 billion in damages.. But there are other costs as well, and those are the health costs. Studies predict that climate change driven increases in temperature will increase urban smog. With that comes premature deaths and more asthma attacks.
The old saying is that when America catches a cold, African Americans catch the flu. The same could be said regarding climate change. The Joint Center for Political and Economic Studies found that African Americans were at the center of the climate change storm, stating that "[a]lthough African Americans contribute 20 percent less than white households to the causes of global warming, research suggests they are more vulnerable to the types of extreme weather that…is exacerbated by environmental changes."
Study after study shows that the African American community is greatly at risk from climate change and air pollution. The University of Southern California found that blacks had a higher rate of heat related mortality; blacks are more likely to live in counties with high ozone smog pollution, which contributes to increased asthma attack rates; a study of the 12 worst performing coal plants showed that of those living within 3 miles of the plant, 76 percent were people of color; and 68 percent of African Americans live within 30 miles of a coal-fired plant.
The good news is that the proposed Clean Power Plant plan would slash some of the pollutants most responsible for these horrible health threats. The Environmental Protection Agency estimates that the plan will save up to 6,600 lives annually, and there will be "an estimated 150,000 fewer asthma attacks in children."
So while these new pollution restrictions won't be the silver bullet to stop climate change and clean up our air pollution, they are a critical step. The states will have the time and flexibility to design a cost-effective cleanup that makes sense for their state. It's also important to remember that inaction is not an option. We can sit around and wait for the rest of the world to act first while our communities continue to suffer, but I think we're better than that.
Daniella Gibbs Léger, a former special assistant to President Obama, is the Senior Vice President for American Values and New Communities at the Center for American Progress. Follow her on Twitter @dgibber123.


First quarter at first attempt: treble (aged 12).
First quarter for three years: 3.
Last updated Saturday, 6 April 2019 at 12:19:11. First submitted Saturday, 6 April 2019 at 12:17:19 by Greg Pearce.
Sent for publication in The Ringing World on Sunday, 7 April 2019 at 11:27:59.


870 Macon St is a Multi-Family building located in Ocean Hill, Brooklyn constructed in 1906. This 4-story building has 16 units. The building is within Community District 316. Nearby transportation include the A, C, M, L, J, Z subway lines.


text:
Q: Which way of using flink's broadcast state is better Use flink version 1.13.1
The code has been streamline.
I use broadcast state in my project, and it's will send some config every 5 min, because one process function only connect one broadcast source, so I definition a case class in order to transfer three kinds config
The case class:
case class OrderConfBroadcastBean(orderRuleConfig: List[OrderInfoBean],
                                  userSegmentInfo: Map[String, (String, String)],
                                  lacciRegRel: Map[String, Set[String]])

and the broadcast state code:
    val orderConfBroadcast = env.addSource(new OrderConfSource(dbConfig, serverConfig.smsRuleRedis))
      .name("order_conf_load")
      .uid("order_conf_load")
      .setParallelism(1)
      .broadcast(new MapStateDescriptor[String, OrderConfBroadcastBean]("order_conf_broadcast", createTypeInformation[String], createTypeInformation[OrderConfBroadcastBean]))

I wonder that the two way to use broadcast state in the process function, which one is right or which one has better performance and lower memory usage, and why
First usage:
class OrderFilterProcess(var userSegmentInfo: Map[String, (String, String)],
                         var orderInfo: List[OrderInfoBean],
                         redisConf: String,
                         var lacciRegRel: Map[String, Set[String]]) extends KeyedBroadcastProcessFunction[String, RegLacciBean, OrderConfBroadcastBean, OrderResultBean] {

  override def processElement(regLacci: RegLacciBean, ctx: KeyedBroadcastProcessFunction[String, RegLacciBean, OrderConfBroadcastBean, OrderResultBean]#ReadOnlyContext, out: Collector[OrderResultBean]): Unit = {
    userSegmentInfo.get("xxx")
    orderInfo.map(xxx)
  }

  override def processBroadcastElement(value: OrderConfBroadcastBean, ctx: KeyedBroadcastProcessFunction[String, RegLacciBean, OrderConfBroadcastBean, OrderResultBean]#Context, out: Collector[OrderResultBean]): Unit = {
    if (value.orderRuleConfig.nonEmpty) {
      orderInfo = value.orderRuleConfig
    }
    if (value.userSegmentInfo.nonEmpty) {
      userSegmentInfo = value.userSegmentInfo
    }
    if (value.lacciRegRel.nonEmpty) {
      lacciRegRel = value.lacciRegRel
    }
  }
}

Second way:
class OrderFilterProcess(var userSegmentInfo: Map[String, (String, String)],
                         var orderInfo: List[OrderInfoBean],
                         redisConf: String,
                         var lacciRegRel: Map[String, Set[String]]) extends KeyedBroadcastProcessFunction[String, RegLacciBean, OrderConfBroadcastBean, OrderResultBean] {

  val stateDescriptor = new MapStateDescriptor[String, OrderConfBroadcastBean]("order_conf_broadcast", createTypeInformation[String], createTypeInformation[OrderConfBroadcastBean])

  override def processElement(regLacci: RegLacciBean, ctx: KeyedBroadcastProcessFunction[String, RegLacciBean, OrderConfBroadcastBean, OrderResultBean]#ReadOnlyContext, out: Collector[OrderResultBean]): Unit = {
    val state = ctx.getBroadcastState(ruleStateDescriptor)
    Option(state.get("order_state")).map(_.get("xxx")).orElse(userSegmentInfo.get("xxx"))
  }

  override def processBroadcastElement(value: OrderConfBroadcastBean, ctx: KeyedBroadcastProcessFunction[String, RegLacciBean, OrderConfBroadcastBean, OrderResultBean]#Context, out: Collector[OrderResultBean]): Unit = {
    ctx.getBroadcastState(stateDescriptor).put("order_state", value);
  }
}

A: The biggest difference between those two implementations is that in the first you are storing the data received from the broadcast stream into variables that will be lost when the job fails, whereas in the second you are using broadcast state, which will be checkpointed and recovered.
There is some overhead for version two. You'd have to measure it to find out how much -- but in both cases the data will be in memory, so the difference shouldn't be huge.

redpajama_set_name: RedPajamaStackExchange


text:
Julio Jiménez  ist ein kolumbianischer Drehbuchautor.

Jiménez schrieb Drehbücher für zahlreiche Fernsehserien des Senders RTI Colombia. Seine mysteriösen, teils schockierenden und von bösen oder rätselhaften Charakteren getragenen Geschichten trugen ihm den Titel El Maestro del Suspenso und Hitchcock colombiano ein.

Filmographie
 La feria de las vanidades, 1975
 Recordarás mi nombre, 1976
 Un largo camino, 1977
 La marquesa de Yolombó, 1978
 La abuela, 1978–79
 El caballero de Rauzán, 1978–79
 El Virrey Solís, 1981
 El gallo de oro, 1981
 El hombre de negro, 1982
 El hijo de Ruth, 1982
 Los premios, 1983
 La pezuña del diablo, 1983
 Testigo ocular, 1984
 Federico Barba Azul, 1984
 Los Cuervos, 1984–85
 El ángel de piedra, 1986
 Lola Calamidades, 1987
 El segundo enemigo, 1988
 Zarabanda, 1988
 En cuerpo ajeno, 1992
 Dulce ave negra, 1993–94
 Las aguas mansas, 1994
 La viuda de Blanco, 1996
 Yo amo a Paquita Gallego, 1997
 La casa del naranjo, 1998
 Rauzán, 2000–01
 Luzbel esta de visita, 2001
 Pasión de Gavilanes, 2003
 El Cuerpo del Deseo, 2005
 Madre Luna, 2007
 Fuego en la sangre, 2008
 Gavilanes, 2010–11
 Mi adorable maldición, 2017

Quellen
 La hora de la novela, 3. November 2015: Ciclo Misterio y Suspenso Julio Jiménez. Escritor y libretista Colombiano. Primera Entrega

Drehbuchautor
Kolumbianer
Geboren im 20. Jahrhundert
Mann

redpajama_set_name: RedPajamaWikipedia


text:
Timaya Biography: Songs, Age, Wife, Net Worth, Children, Girlfriend, Albums, Instagram, State Of Origin, Wikipedia, Parents, Photos
Inetimi Timaya Odon (born 15 August 1980), addressed by his dais name Timaya, is a renowned Nigerian singer and songwriter. He is the founder of DM Records Limited.
His solo career began in 2005 with the release of "Dem Mama", which also appeared on his debut album, True Story, released the following year. His second album, Gift and Grace, was released in 2008.
Meanwhile, he gained further visibility and international prominence through his third studio album De Rebirth—released in partnership with Black Body Entertainment—and its lead single, "Plantain Boy".
Both were commercially successful and made him some money, of which he collaborated with Dem Mama Soldiers on the album LLNP (Long Life N Prosperity). In 2012, Timaya released Upgrade, which spawned hits "Bum Bum", "Sexy Ladies", and "Malonogede".
His work has earned him several notable awards and nominations, including four The Headies Awards wins, 2 AFRIMMA Awards wins, one Nigeria Music Award, and an NEA Award.
Nigerian singer
Timaya
Timaya: History, Bio, Photo
Full Name: Inetimi Timaya Odon
Stage Name: Timaya
Born: 15 August 1980 (age 42 years old)
Place of Birth: Port Harcourt, Rivers, Nigeria
State Of Origin: Bayelsa State
Siblings: 14
Wife • Spouse: Barbara Nwaokolo
Girlfriend • Partner: Empress Njamah (ex.)
Children: Emmanuella Odon, Gracey Odon, Maya Odon
Occupation: Singer • Songwriter
Net Worth: US$10 million
Inetimi Timaya Odon was born on 15 August 1980 in Port Harcourt, Rivers State. He grew up as part of a large family, the youngest of fifteen children in Agip Estate, Port Harcourt.
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He hails from Odi, Bayelsa state.
His father was a banker, and his mother was a trader. Timaya attended Assemblies of God Nursery And Primary School for his early education. His secondary school education began at Nkpolu Oroworukwo in Port Harcourt.
• Want Your Biography Online? Click To Chat Us On WhatsApp!!
He would often break house rules to attend late-night music events. Before Timaya could graduate from school, his mother arranged to travel to Lagos with his older brother and older sister. After moving to the city, he gained admission into Lagos' Ikeja Grammar School, where he eventually obtained a secondary school certificate.
Timaya later returned to Port Harcourt to study Banking and Finance at the tertiary level. However, he performed poorly in examinations and dropped out after the first semester. As a backup vocalist, he moved back to Lagos to join Eedris Abdulkareem's hip-hop group.
After three years working for Eedris Abdulkareem, Timaya departed from the group to focus on his solo career. He began to record collaborations with fellow up-and-coming artists and made his first cameo appearance in an unreleased music video by UDX, a Lagos-based rap group. He subsequently met producer Obaksolo in Mafoluku, Oshodi, who produced his first major hit record, "Dem Mama," after hearing him perform the a cappella version.
He worked with Namse Udosen (Menthol X) on the track "Pomporo" on his first album, True Story.
Describing the song in an interview posted in August 2013, Timaya said: "'Dem Mama' was an account of the 1999 destruction of Odi, a riverside community in Niger Delta. Soldiers were hunting down militants they alleged killed eight policemen. The village was burnt down, and numerous people were killed. I bravely tackled the issue years later and won instant street credibility for my boldness."
Timaya went to the Assemblies of God Nursery and Primary School for his pre-primary and primary education. Afterward, he attended secondary school at Nkpolu Oroworukwo, Port Harcourt.
His mother made him follow his elder brother and sister to Lagos before finishing secondary school in Port Harcourt. When he came to Lagos, he gained admission into Ikeja Grammar School, Lagos.
After secondary school, Timaya went back to Port Harcourt to study Banking and Finance at the university, but he eventually dropped out when he failed his first semester exams.
After the success of "Dem Mama", Timaya decided to continue with producer K-Solo. He recorded seven more songs for his first album True Story, eventually released in 2007.
Later that year, Timaya began work on his second album with producers Phyno, Jeggs, Spankie, Akeem D Beat, Obaksolo, and Terry G. In 2008, the album titled Gift and Grace was released into stores nationwide.
Timaya won two awards in 2008: "Album of the Year" at Nigeria Music Awards and "Best Reggae/Dancehall album" at the The Headies Awards. He also received two awards, "Best Reggae/Dancehall album" for Gift and Grace and "Best Collaboration" for his feature on J Martins' "Good or Bad (O Wey)" at the 2009 edition of The Headies.
Two years later, Timaya released his third album, De Rebirth, and its success-themed lead single, "Plantain Boy". The album's production was handled by Akeem D Beat, Phyno, Flux, M-Yire, Jay Sleek, N.D, Jesse Jagz, and Obaksolo.
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Timaya collaborated with guest artists, including 2Baba, TJ 2Solo, Allenian, Konga, Lanre, MI Abaga, TJ, and Wrecoba. In 2010, he appeared on the song "Kokoroko" by female gospel artist Kefee, which went on to win in the "Best Collaboration" category at the 2010 Headies Awards. he recently featured by Kcee in a song titled 'Erima.
In November 2011, Timaya released LLNP (Long Life And Prosperity), a collaborative album with his crew, Dem Mama Soldiers. The album's second track, "Dem No Like Me," featured a legendary reggae singer, Ras Kimono. On 25 June 2012, he released a 14-track album titled Upgrade, which produced notable hits "Bum-Bum", "Sexy Ladies", and "Malonogede".
The album features collaborations with Attitude, Terry G and Vector. Duncan Mighty and Timaya, dueted on "I Know I Know Dat", leaked onto the internet a few hours after the former's album Footprints was released into stores. Both artists were among the honorees at the 4th annual Odudu Music Awards alongside M-Trill, Sodi Cookey, Becky Enyioma, and Timi Dakolo.
In 2014, he released his fifth studio album, titled Epiphany. The album was a 20-tracker, with global hits, such as "Bum Bum Remix" (featuring Dancehall A-Lister, Sean Paul), "Sanko", and "Ukwu". It also featured 2Baba, Patoranking, Olamide, Sir Shina Peters, Deethi, Phyno, and Terry G. In 2017, Timaya performed in Nassau, Bahamas, where he headlined the first-ever Afro-Soca Concert.
After 5 years of releasing singles and touring, Timaya released an EP titled Chulo Vibes (2019). This project featured East African artist Alikiba, Trinidadian Soca Legend Machel Montano, and Nigeria's Burna Boy.
Timaya set up his record label, DM Records Limited. Under which he groomed artists such as Patoranking and Runtown. In 2017, he signed young Dancehall/Afro-Fusion artiste King Perryy to the DM Records imprint.
Timaya attends Living Faith Church, aka Winners Chapel. He is blessed with three lovely children, a boy, and two girls. He lives in the luxurious mansion he built at Lekki, Lagos.
He had two kids, Emmanuella Odon and Gracey Odon girlfriend named Barbara Nwaokolo. Timaya once dated Empress Njamah. He had one of his children, Maya Odon from his previous relationship.
His fleet of exotic and expensive cars reflects how God has blessed him through his music. His cars are a Mercedes-Benz G55 AMG, Range Rover Sport 2013, Range Rover Sport 2016, Mercedes-Benz GLE, Lexus SUV 2015. Asides from the cars and his house, Timaya has other assets, especially landed properties.
True Story (2007)
Gift And Grace (2008)
De Rebirth (2010)
LLNP Long Life N Prosperity (2011)
Upgrade (2012)
Epiphany (2014)
Chulo Vibes EP (2019)
Gratitude 2020
Ekoloma Demba (Epiphany) – 2014
Bow Down (Epiphany) – 2014
Gbagam (Epiphany) – 2014
Lai Lai (Epiphany) – 2014
Sanko (Single) – 2014
Ukwu (Single) – 2014
I concur (Single Produced by Killertunes) – 2015
Amayanabo (Single) – 2015
Some more (Single) – 2015
I like the way (Single) – 2016
Bang Bang (Single) – 2016
Money featuring Flavour (Single) – 2016
2 Stoopid (Single) – 2019
2021″Eff All Day" (featuring Phyno)
Timaya is an A-list artist in the Nigerian music industry and has spent over a decade in the entertainment business.
He has signed some mouth-watering endorsements as well. The singer is estimated to have a net worth of US$10 million.
Twitter: @timayatimaya
Instagram: @timayatimaya
FANS ALSO VIEW!!2baba Akeem D Beat Alikiba Allenian Attitude August Births Barbara Nwaokolo Becky Enyioma Burna Boy Deethi Duncan Mighty Eedris Abdulkareem Emmanuella Odon Empress Njamah Flavour Flavour N'abania Flux Gracey Odon J Martins Jay Sleek Jeggs Jesse Jagz K-Solo Kcee Kefee Killertunes King Perryy Konga Lanre Living Faith Church M-Trill M-Yire Machel Montano Maya Odon MI Abaga N.D Namse Udosen Nigerian artists Nigerian businessmen Nigerian entrepreneurs Nigerian musical artists Nigerian musicians Nigerian singers Nigerian songwriters Obaksolo Olamide Patoranking Phyno Ras Kimono Runtown Sean Paul Shina Peters Sir Shina Peters Sodi Cookey Spankie Terry G The Headies Timaya Timi Dakolo TJ TJ 2Solo Vector Winners Chapel Wrecoba
Skales Biography: Age, Songs, Wife, Tribe, Net Worth, Girlfriend, Wikipedia, State Of Origin, Cars, Albums, Photos, Parents
Patoranking Biography: Wife, Age, Children, Net Worth, Girlfriend, Songs, Albums, Wikipedia, Siblings, House, Pictures, State Of Origin
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When times get tough, we help each other. The Employee and Community Assistance Fund provides financial assistance to employees and the community.
ECAF provides immediate financial assistance to the community by covering necessities for those who have encountered financial hardship for reasons beyond their control. Since its inception, ECAF has given nearly $95,000 to more than 230 people and families in need for things like; funeral expenses, bereavement travel, medical expenses, housing, and more.
This is supported by SCF employees and is also made possible by the generosity of people within our community. Employees donate and participate in fundraisers throughout the year. Community members can make donations at any time. The Pick.Click.Give. campaign from the Alaska Permanent Fund Dividend allows anyone across the state to contribute.
Did you know it's not too late to donate through Pick. Click. Give? That's right, you can still Pick. Click. Give. even though you've already filed your 2018 PFD application. Just go online to pfd.Alaska.gov before Aug. 31, and select the Add or Change Your Pick. Click. Give. donation link on the right side of the page. Follow the prompts to open your application. Then pick a program near and dear to your heart, click on a donation and give the support to make a difference in the community.
ECAF is one of hundreds of tax-deductible charitable organizations to choose from this year. Every little bit helps, and no donation is too small.
Learn more at www.PickClickGive.org or on the PFD application page at www.pfd.alaska.gov. Visit www.southcentralfoundation.com/ecaf for more information on the ECAF program.


This past NFL offseason, Earl Thomas and the Seattle Seahawks engaged in a contract dispute that spilled into training camp, engulfed the preseason, and threatened to overshadow the team's regular season. For weeks, the All-Pro free safety was absent from the team that needs him to even have a shot at the playoffs.
But then Thomas essentially popped up of nowhere for Week 1 of the regular season, and since then he's played like he is immune to these so-called "distractions." That included missing two practices this past week for reported "personal reasons," which was of great interest to the local and national media.
Thomas intercepted a pass in Seattle's opener, and on Sunday he recorded two interceptions and seven tackles in the Seahawks' 24-13 victory over the Dallas Cowboys.
The Seahawks were in what felt like a must-win game in their home opener after starting the season 0-2 with losses to the Denver Broncos and Chicago Bears on the road. Most would agree that Seattle's offense was more to blame in those losses than the defense, but it's not like the defense had no room for improvement.
On Sunday, Thomas led the way by making a tough shoe-string catch on a first-quarter interception of QB Dak Prescott, and then picking off his second late in the fourth quarter.
Watching him celebrate that play by bowing toward the Cowboys' sideline, you'd never know that this was an athlete and a team that is supposed to be consumed by distractions.
Caden Sterns, S, Texas (NCAA) — The freshman had two interceptions and five tackles in the Longhorns' 31-16 upset win over 17th-ranked TCU.
Terrance Mitchell, CB, Browns (NFL) — His interception with 11 seconds left clinched Cleveland's first victory since 2016, a 21-17 win over the New York Jets on Thursday that had a playoff-like atmosphere in a city that deserved to celebrate like it had won a championship.
Parnell Motley, CB, Oklahoma (NCAA) — The fifth-ranked Sooners survived an upset bid by Army on Saturday when Motley snagged an interception on fourth down in overtime to secure Oklahoma's 28-21 victory.
Donte Jackson, CB, Panthers (NFL) — The rookie out of LSU, considered probably the fastest player in the 2018 NFL Draft class, had his best game as a pro so far with two interceptions and seven tackles in Carolina's 31-21 victory over the Cincinnati Bengals on Sunday.
Paulson Adebo, CB, Stanford (NCAA) — The sophomore had six tackles and four pass breakups in the 7th-ranked Cardinal's 38-31 victory over 20th-ranked Oregon on Saturday. His biggest play was a textbook deflection in the end zone during overtime that prevented a potential game-tying score for Oregon.
Pic of the Week: Los Angeles Rams cornerback Sam Shields (#37) breaks up a pass in the end zone intended for Los Angeles Chargers receiver Keenan Allen on Sunday. The Rams won 35-23.


BLACK MOUNTAIN, N.C. – Dane Carney and the Lees-McRae College men's lacrosse team broke a couple program records Tuesday afternoon at Montreat College. Carney scored four goals against the Cavaliers and he is now the career leader in that category for LMC with 178 goals. Because of the play of Carney and the rest of the Bobcats, LMC went on to defeat Montreat by a score of 20-6 to pick up their first win of the season. The 20 goals scored marked the most goals ever scored by LMC in a single game in program history.
The Cavaliers scored the first goal of the game, but LMC scored five of the next six goals to take a 5-2 lead after the first quarter. The difference in Tuesday's game, however, was the 11 goals scored by Lees-McRae in the second quarter. The two teams both scored twice in the third and fourth quarters to wrap up the game with the score at 20-6.
Carney totaled seven points Tuesday with four goals and three points. Sophomore Alec Molander also posted a seven-point day with five goals and two assists. Blaine Stottlar and Wyatt Daziel both added three goals each for LMC as well. Zach Fagan, Ryan Beauchamp, Tanner Jones, Christopher Lamay and Cole Wyatt all added goals for Lees-McRae too.
In net, Cameron Castle notched his first win of the season after making three saves on five attempts in 30 minutes of action. Castle's record improves to 1-2 with the win. Freshman Devon Wolf also saw 30 minutes of playing time in net for LMC Tuesday. Wolf made four saves in eight attempts in his outing.
LMC, now 1-2 on the season, will return to the field Feb. 28 when they travel to take on nationally-ranked Limestone. The Saints, who were ranked No. 2 in the USILA/Nike Coaches Poll on Monday, and Bobcats will get underway at 7 p.m. from Gaffney, S.C.


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Home › Crime
Husband of House Speaker Nancy Pelosi Attacked By Home Intruder
paige.boyd
Source: SOPA Images / Getty
Paul Pelosi, the husband of US House Speaker Nancy Pelosi (D-California), was attacked with a hammer by a male assailant in the couple's San Francisco home early Friday morning.
As reported by CNN, law enforcement sources said that the assailant was searching for the House Speaker, confronting Mr. Pelosi and shouting "Where is Nancy, where is Nancy?"
Mr. Pelosi, 82, was rushed to a local hospital and is expected to make a full recovery, according to a statement released by Speaker Pelosi's spokesperson.
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The US Capitol Police issued their own statement, saying that they are investigating the break-in with the FBI and the San Francisco Police. The statement further detailed that special agents with the USCP's California Field Office "quickly arrived on scene, while a team of investigators from the Department's Threat Assessment Section was simultaneously dispatched from the East Coast to assist the FBI and the San Francisco Police with a joint investigation."
Drew Hammill, a spokesman for Speaker Pelosi, said that the assailant is in custody and a motive is being investigated. "The Speaker and her family are grateful to the first responders and medical professionals involved, and request privacy at this time," Hammill said in his statement.
Two sources familiar with the early details of the incident say that the assailant entered through the back of the home. With Speaker Pelosi in DC at the time, there was no security detail. However, there may be surveillance footage available.
White House Press Secretary Karine Jean-Pierre said in a statement that President Joe Biden spoke with Speaker Pelosi following the incident. "The President is praying for Paul Pelosi and for Speaker Pelosi's whole family. This morning he called Speaker Pelosi to express his support after this horrible attack," Jean-Pierre said in a statement. "He is also very glad that a full recovery is expected. The President continues to condemn all violence, and asks that the family's desire for privacy be respected."
Husband of House Speaker Nancy Pelosi Attacked By Home Intruder was originally published on foxync.com


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Uncertainty Reigns as Malawi Loses a President
by Kimberly J. Curtis | on April 6th, 2012 | 1 comment
Photo by Michiel Van Balen
For the past year, far from the front pages of Western newspapers, the southern African country of Malawi has faced increasing political and economic turmoil, mainly at the increasingly oppressive hand of President Bingu wa Mutharika. So when news hit Twitter yesterday that the septuagenarian president had collapsed from a massive heart attack, it was understandable that many Malawians tweeted the news with happiness. But as the reports between news agencies started to conflict – at the time of this writing, local news sources are reporting that Mutharika has died while Western news agencies are reporting he is in critical condition – a mood of uncertainty took over as people started to take in the Mutharika's complicated legacy and the real possibility that the turmoil is very far from over.
There was a time when news of Mutharika's demise would have met a very different response. When he was elected to office in 2004, it was hoped that his high education and World Bank credentials would help boost a country better known for severe poverty. The election itself was seen as an important step in consolidating Malawi's democracy and Mutharika's approach of fiscal responsibility and economic reform pleased foreign aid donors. Supported by generous aid and blessed with favorable harvest conditions for several years, he encouraged food security with wide subsidies for small farmers which lowered the number of Malawians living under the lowest poverty level. Thus, when he ran for a second term with Vice President Joyce Banda in 2009, the ticket easily won the election by a wide margin. For a while, the fairy tale continued. In January 2010, Mutharika announced that the once food dependent nation would send 150 tons of rice to post-earthquake Haiti and became the first leader of Malawi to chair the African Union, both points of pride for many Malawians. But even as some lauded the progress Malawi had made, others warned it might not be as golden as it seemed.
Poor harvests in late 2010 along with the continuing consequences of the global economic crisis and declining exports soon started to impact Malawi's economic success story as the population struggled under growing inflation and significant rises to the cost of living. Mutharika began to falter politically too as he tried to groom his brother, Peter Mutharika, to succeed him in the presidency over his vice president, leading him to fire Banda from her position in the ruling party and try to oust her from the vice presidency in December 2010. Although the courts upheld the constitution and prevented Banda's dismissal from the government, she was left out of the most recent cabinet and her newly formed opposition People's Party has faced numerous crackdowns by the government.
Yet all this merely marked the calm before the storm. Crackdowns on the press and freedom of assembly increased in the first six months of 2011 but major protests would not come to the streets of Malawi until July when, like so many other protests movements last year, they were met with a heavy hand by the government. In three days of protesting, police killed 19 demonstrators and injured hundreds more. Although Mutharika appealed for calm, the cycle of pro-reform protests being met with a harsh government response and new draconian laws became common. The result has been a significant drop in Malawi's international rank in human rights, press freedom, and political freedom leading to suspension of much needed aid from Britain and the US.
With that background, it is understandable that some people treated the news of Mutharika's apparent death with relief. Whether Mutharika is dead or alive, it appears clear that he will not be able to continue to perform his presidential duties. Malawi's constitution is clear on the line of succession; Banda should assume the presidency. But as she is no longer a member of the ruling party and does not have the support of the cabinet or the parliament, it is unclear if this will happen. Even if Banda does take office, how long she will choose or be allowed to stay is debatable.
With elections not scheduled until 2014, Malawi is now facing a completely unclear political future with a legacy of new laws and police methods that firmly place the security of a few over the rights of most. In other words, everything is on the table. As a result, Malawi may be facing its biggest challenge yet if it doesn't want to lose all the progress it has made since establishing multi-party democracy in 1994.
UPDATE #1 – The drama deepens
A day later and international news agencies are now reporting that Mutharika has died as confirmed by unnamed medical staff and cabinet members. However, the Malawi government isn't giving it up that easily. The official position of the government remains that Mutharika is in critical condition.
Then there is the small issue of the constitution. Banda, Malawi's Chief Justice and civil society groups all called for a smooth transition as laid out in the constitution which would give Banda the job. News also came that most of the cabinet agreed to back Banda. But there are members of the cabinet who disagree. At a press conference late in the day, Malawi's Minister of Information, Patricia Kaliati, claimed that not being a member of the ruling party made Banda ineligible to succeed to the presidency and it was up to the cabinet to decide how to proceed. She was joined by the ministers for health, sports and local government. Again, they declined to give the condition of Mutharika but claimed that there was no need for Banda to take the office as "there was no vacancy." There are also rumors that several ministers are seeking an injunction to prevent Banda from swearing into office, although it is unclear if actual papers have been filed with any court.
It should be noted that the president and vice president are directly elected by population and there is no mention in the constitution of party affiliation impacting the right to stay in office or give grounds for impeachment. This is not stopping them from making the argument, but given the wide support Banda appears to have, it appears unlikely that the courts would uphold any attempt to block her from assuming the presidency unless circumstances drastically change. However that does not mean that a protracted power struggle couldn't destabilize Malawi further. As a young democracy, how this constitutional crisis plays out could have lasting ramifications for the country's democratic prospects.
Finally, new details have emerged about the chaotic hours following Mutharika's collapse. Andrew Evans of National Geographic offered a firsthand account of life in Lilongwe as news broke of the president's death and the general lack of sadness over his demise. Also, medical sources from Kamuzu Central Hospital where Mutharika was treated have cleared up the mystery about why he was flown to South Africa even after it was clear that he could not benefit from further treatment. Apparently the power shortages Malawi has been suffering through for months meant that the state hospital lacked the basic electricity to keep his body refrigerated, let alone allow a proper autopsy to be performed. That is a pretty long fall from Mutharika's days at the World Bank and yet oddly seems fitting for the end of his autocratic reign over Malawi.
UPDATE #2 – Start of a new era
Joyce Banda was sworn in as Malawi's new president on April 7. She becomes the third female head of state for Africa after Empress Zewditu of Ethiopia and Ellen Johnson Sirleaf of Liberia.
Banda has an impressive resume as a women's right advocate and is responsible for raising the profile of gender issues throughout the country. However while she remains a popular figure regardless of the tumultuous politics she has been involved with over the last two years, there are still doubts about whether she will be able to navigate the economic crisis Malawi finds itself in.
Kimberly J. Curtis
Kimberly Curtis has a Master's degree in International Affairs and a Juris Doctor from American University in Washington, DC. She is a co-founder of The Women's Empowerment Institute of Cameroon and has worked for human rights organizations in Rwanda and the United States. You can follow her on Twitter at @curtiskj
Areas of Focus: Transitional justice; Women's rights; Africa
Read all of Kimberly J. Curtis Posts


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The Canadian Museum for Human Rights
in Domestic Policy Program, Latest News, Political Tradition
The Canadian Museum for Human Rights opens later this year. According to the mission statement it "will strive to enhance the understanding of human rights, promote respect for others and encourage reflection and dialogue."
Praiseworthy objectives. But what are we seeing so far?
In a recent contribution to Christopher Moore's Canadian History Blog, Mary Stokes describes the unpleasant competition between Ukrainians and Jews over the museum's allocation of exhibition space. The Ukrainians lost 10 million people to starvation in the Holodomor, Stalin's imposition of collectivized farming. The Jews lost six million to the Nazi's ovens, labour camps, and gas chambers.
Stokes cites David Lett in an article from the Winnipeg Free Press (December 14): "For dispassionate observers, the debate over which is the worst atrocity, or even whether one atrocity has been given too much emphasis while others have been marginalized, is awkward, even discomfiting. It is, in essence, an attempt to measure and compare human suffering. For Ukrainians, this is about being marginalized, adding an insult to the injury inflicted on them in the early 1930s. For many Jews, the debate itself is anti-Semitic, a bid to diminish the importance of the Holocaust as part of an ongoing war against the Jewish people."
Dear friends, we should have known from our own Canadian experience that the attempt to compare and to publicly evaluate, the rights, identities, and sufferings of political minorities results in anguish and anger.
Think back to the bad days when Canadians were debating the merits of the Charlottetown Constitutional Accord. The Draft Legal Text called for constitutional recognition of Quebec's "distinctiveness." It also "recognized" Aboriginals, official-language minorities, ethnic and religious minorities, women, and proponents of regionalism. There were debates about which group had contributed most to Canadian history. Should the Innuit be recognized in a separate clause? The Métis?
Individuals and groups were seized by fears that political programs antithetical to their interests would be justified in the courts through appeal to the constitutionally entrenched rankings. Feminists would rule. Or wouldn't rule. The Aboriginals would tear the country apart. Or be ignored yet again. The French would refuse to acknowledge provincial equality. The English would once more assert their insufferable sense of superiority.
We defeated the Charlottetown Accord in a national referendum. Canadians refused to "reify" the Accord's rankings and definitions. We refused to write them in constitutional stone and it appears in retrospect that we did the right thing. Is there a way to avoir reifying the rankings inherent in a Museum of Rights?
I'll take the issue up tomorrow, starting with Mary Stokes' good observation: "how do we as historians, and as citizens, measure historical evil and victim-hood?" There is no definitive answer, she concludes: "everything is political (in the largest sense of the word.)"
Posted by Janet Ajzenstat
[From The Idea File]
MLI Board's Lincoln Caylor targets white-collar crime
We need more backbenchers


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Home › Morel
Sofia Tufvasson
Sofia Tufvasson | Morel Vase | The Ode To
Material: stoneware, white matte glaze
Size: H: 34cm, W: 26 cm
It's a vase, sculpture and artwork in one. Morel is a master at catching light and bringing a subtle drama to a room. It's inspired by nature and the pattern of morel mushrooms. The series of Morel vases has gained fantastic international attention and is one of Sofia Tufvasson's most popular artworks.
This artwork is a true testament to craftsmanship with a smooth and billowing surface that is technically very difficult to accomplish. This vase is entirely unique with an impressive size and quite unusual shape for the artist. It's a real crown jewel in the work of Sofia Tufvasson.
Details: It's signed by the artist on the bottom. Please note that all handmade objects may have charming little imperfections and colour variations in the clay and glaze. The vase is glazed on the inside so that it can hold water.
About the Artist Down
Stockholm-based Sofia Tufvasson is the mind and hands behind the softly shaped sculptures. Her artworks show an interplay between soft shapes and graphic rigidness, which can be traced back to her Sofia's background as a graphic designer. Sofia's artistry and popularity has really blossomed in the last few years and her sculptures often sell out as soon as we get them. Read more in Sofia Tufvasson's artist portrait.


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HIRTAC Hurricane Irma Relief Turks and Caicos raised £8,628.3 from 70 supporters
Inspire others with this story
Start your own crowdfunding page
Closed 10/10/2017
raised of £1,000,000 target by 70 supporters
HIRTAC Hurricane Irma Relief Turks and Caicos
We've raised £8,628 to Assist in Hurricane Irma relief efforts in the Turks and Caicos Islands
Funded on Tuesday, 10th October 2017
What is crowdfunding?
Crowdfunding is a new type of fundraising where you can raise funds for your own personal cause, even if you're not a registered nonprofit.
The page owner is responsible for the distribution of funds raised.
Thank you to everyone who is supporting HIRTAC. We have decided to close our JustGiving fundraising campaign. We are still raising funds through our website, www.HIRTAC.org/donate. Please follow our progress on our website and social media!
As the most powerful hurricane ever recorded in the Atlantic Ocean, Irma has caused extensive damage across the Caribbean. After her destructive path through the eastern islands, the Category 5 storm tore her way through the Turks & Caicos Islands (TCI). The impact of Hurricane Irma on the TCI has been largely unreported in mainstream media and the full extent of the damage remains unclear.
The TCI Government, companies and members of the public have been working tirelessly to restore communications, electricity and water across the islands; however, locally there are several reports of many communities across the country who have suffered a devastating loss of their homes and businesses. A state of emergency has been declared for South Caicos and the capital island of Grand Turk, with a number of the other islands in need of urgent support. UNICEF have stated that as many as 7,000 children have been affected in Turks and Caicos Islands.
WHO ARE WE:
A UK-based initiative of Turks and Caicos Islanders operating alongside TCI grassroots charity Food for Thought. We aim to establish a mode of reliable, direct funding to support the humanitarian response in the Turks and Caicos Islands in the aftermath of hurricane Irma.
We are focused on rebuilding the Turks and Caicos Islands following the devastation of Hurricane Irma. In the short term, we want to help connect outside organisations with the most efficient, local, and on the ground efforts. In the long term, we will invest funds raised in rebuilding opportunities for the youth of the local communities in TCI.
Website: www.hirtac.org
Facebook: https://www.facebook.com/officialhirtac/
Twitter: @officialhirtac
Instagram: @OfficialHIRTAC
Learn more about Food for Thought here: www.foodforthoughttci.com
In the wake of the terrible devastation in the other British Overseas Territories of Anguilla and the British Virgin Islands, it is unclear what support is, can and will be delivered by the UK government and external agencies. The UK Government fund to assist all three overseas territories affected is set at £32 million ($42 million); however, the TCI Government Minister of Infrastructure, Goldray Ewing, has stated that damage on the island of Providenciales alone is estimated at $500 million.
The international airport located on the main island of Providenciales, which was flooded for 3 days, will now be able to receive emergency flights to facilitate humanitarian support. Many residents are in urgent need of shelter, clean water, food and clothing. Beyond this though, with no social housing in place, 80% of homes will need to be rebuilt, schools and hospitals repaired and an infrastructure put in place to help this community rebuild and recover. The local electricity company, Fortis TCI Ltd, have advised that over 500 electricity poles are down and that it will take several weeks to restore electricity fully.
Food for Thought is a grassroots, not-for-profit organisation operating across the Turks & Caicos Islands. It was set up in 2016 by two Turks and Caicos Islanders for the purpose of providing meals to TCI government school children. Food for Thought have set up a Hurricane Irma Relief Fund which is seeking your help via donations.
The monies received by Food for Thought will be managed by a committee of Turks and Caicos Islanders based in the UK who will be advised by a panel on the ground assessing the needs in the Turks and Caicos Islands. The committee will work closely alongside the TCI Government and their Department of Disaster Management and Emergencies under the guidance of humanitarian agencies to assess the country's needs and to deliver the appropriate resources effectively. The funds will be directed to the islands through the committee's affiliation with non-profit organisation Food for Thought.
There are many on island who are willing and able to help rebuild their communities as soon as the right resources become available to them. If you wish to get involved or feel that you can provide assistance in any way please contact hurricaneirmateamUK@gmail.com.
This initiative has been set up by a group of Turks and Caicos Islanders in the UK who are assisting in coordinating relief efforts.
Your support and donations are incredibly appreciated.
TOP PRIORITY SUPPLY NEEDS
Severe shortage of tarpaulin nation-wide.
Mosquitoes are a concerning issue.
Providenciales Children's Home: Food items, sanitary & hygiene items and screens .
South Caicos: Charcoal, tarpaulin & water .
£1000 / $1350: 1 generator
£6000 / $8000: 100 tarpaulins
£15 / $20: 100 oral re-hydration sachets
Updates appear here
HIRTAC Hurricane Irma Relief Turks and Caicos started crowdfunding
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Page last updated on: 10/9/2017 10.42
GORDON DICKINSON
Carolyn Brina
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From the Natural and Built Environment Student Services Team at Sheffield Hallam University.
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Nasreen & Sheridan
Amazing work Kate and co, all our love xxx
Jan Mckenley-simpson
Our prayers and thoughts are with you.
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I would like to see Felix in a movie role, and a serious role also not some sweety pie silly Disney role for pre-teens.
He is such a good actor judging from the short films I have seen of him.
Oh I am sure he will be soon.
Do you mean a Disney TV movie or a big screen movie? cause I am sure soon Disney will have him in some Disney made for TV original movie.
A nice serious big screen movie I am sure, from watching the short "Zero" he can act for sure.
Felix is cool, good actor also I really like the short film "Zero."


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G & F ENTERPRISES, INC.
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G. E. BOGGS & ASSOCIATES, INC.
GREAT AMERICAN GEM CUTTERS, INC.
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GREENWICH HOLDINGS LLC is a company incorporated in Maryland and its company number is w04429502. GREENWICH HOLDINGS LLC was registered on 06/12/1996. The company's status is listed as FORFEITED.
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