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to be or not to be here is the question

mohamed khalid
20 years
study at Faculty of Veterinary Medicine, Mansoura Univ
Now u just enter my mind plz be calm
if u admire u can make follow if not thats ur prob not mine
love to be abnormal
and hate normal people so if u are plz leave quickly
love since,study,calm music,romantic movies

naturepunk:

This image is from a joint project between photographer Teddy Anderson and myself, intended to exemplify humanity’s modern disconnection from Nature. The hunter is wearing modern clothes and exists in a modern setting, yet is using primitive weapons and techniques to ‘survive’ in a world which has been all but destroyed by Man’s inability to live in harmony with the planet. The wolf in the image is called Teva. She’s my personal headdress. She and her sister were both removed from a pack in Southeast Alaska by a friend of mine who works with the State Fish and Wildlife Department in population control.Once Teva was tanned so that she could not rejoin the Earth, I purchased her to make her into the headdress above. Due to some damage to the leather and a missing rear foot, her hide was not deemed suitable for traditional taxidermy and would be otherwise bound for the fur market to be made into clothing instead. She is the first wolf I ever mounted, and I’m very pleased with the way she turned out considering. From start to finish, it seemed that Teva’s creation from tanned pelt to finished headdress came together like a dream. Photography by Teddy Anderson. Post-processing and taxidermy by me.

naturepunk:

This image is from a joint project between photographer Teddy Anderson and myself, intended to exemplify humanity’s modern disconnection from Nature. The hunter is wearing modern clothes and exists in a modern setting, yet is using primitive weapons and techniques to ‘survive’ in a world which has been all but destroyed by Man’s inability to live in harmony with the planet. 

The wolf in the image is called Teva. She’s my personal headdress. She and her sister were both removed from a pack in Southeast Alaska by a friend of mine who works with the State Fish and Wildlife Department in population control.

Once Teva was tanned so that she could not rejoin the Earth, I purchased her to make her into the headdress above. Due to some damage to the leather and a missing rear foot, her hide was not deemed suitable for traditional taxidermy and would be otherwise bound for the fur market to be made into clothing instead. 

She is the first wolf I ever mounted, and I’m very pleased with the way she turned out considering. From start to finish, it seemed that Teva’s creation from tanned pelt to finished headdress came together like a dream. 

Photography by Teddy Anderson. Post-processing and taxidermy by me.

(via a-lion-in-winter)

wake-n-ache:

[Image: Four infographics, each with a brain in the center, surrounded by different colored circles. The brains each name a kind of learning disability: Dyscalculia, Dyspraxia, Dyslexia, and Dysgraphia. The circles are describing the different kinds of symptoms for each disorder.]

This is incredibly hard to read for an infographic on learning disabilities :P So here’s the transcription, sorry if I missed something! (btw this seems to be written for ppl working with children, hence the classroom mentions, but it’s spot on if you’re looking for info for yourself) (also I added some things in brackets)

DYSPRAXIA

Classroom Issues:

  • problems note taking/copying from board
  • affected by background noise
  • poor listening skills
  • difficulty getting ideas on paper

Organisation:

  • memory difficulties
    - [such as with] sequences
    - [and] rules
  • needs visual reminders
  • finds planning tricky

Gross Motor:

  • physical issues
    - [with] balance
    - [climbing] stairs
    - getting dressed
  • co-ordination issues
    - hopping
    - sports
    - running

Fine Motor:

  • handwriting issues
    - [having proper] pencil grip
    - [letter/word] spacing
    - formation [of letters/numbers]
  • manipulation difficulties
    - [doing up] buttons
    - [using] classroom equipment
    - [tying] shoelaces

Concentration:

  • limited focus:activities need to be broken down
  • easily distracted and fidgety
  • poor memory skills


DYSLEXIA

Writing:

  • can’t find the right word
  • organisational problems
  • difficulty getting ideas on paper

Spatial/Temporal:

  • difficulties with telling time
  • left/right confusion
  • gets lost easily
Memory Difficulties:
  • dates
  • sequences
    - alphabet
    - times tables
    - phone numbers
Motor Control:
  • co-ordination difficulties
  • handwriting difficulties
  • difficulty copying
Reading:
  • moving or overlapping text [words, letters, sentences shifting as you look at the text or changing places each time you look]
  • needing to re-read [to comprehend the text]
  • losing place in text
Spelling:
  • similar sounds cause confusion
  • difficulty ‘hearing’ sounds
  • can’t remember what words look like
Listening:
  • find background noise distracting
  • problems note taking

DYSGRAPHIA

Classroom Management:
  • activities and instructions need to be broken down
  • may need support with syntax structure and grammar
  • requires extra time when writing
  • benefits from assistive technology/other methods of recording
    - voice recorder
    - speech to text
    - [using images/graphics or charts]
Organisation:
  • benefits from visual support
    - key word vocabulary [I think this means like, flash card style learning]
    - checklists
  • requires time to plan visually
    - story map
    - mind map
  • needs time for proofreading
Fine Motor:
  • handwriting difficulties
    - [letter] formation
    - spacing [between letters, words, or paragraphs]
    - sizing [of writing]
  • manipulation difficulties
    - using equipment [aka handling anything that requires fine motor skills]
    - pencil grip [improperly or pain from using]
Concentration:
  • difficulty thinking of words to write
  • tires quickly when writing [this can be mentally, or physically from hand/arm cramping]
  • trouble keeping track of thoughts

DYSCALCULIA

Measures:
  • problems handling money - working out change, etc
  • struggles to understand [some or many] mathematical concepts - speed, time, etc. 
Spatial/Temporal:
  • map reading difficulties
  • difficulties with telling time
  • left/right confusion
  • [difficulty distances properly]
  • [difficulty measuring things or guessing measurements]
Memory:
  • cannot accurately recall number[s or] facts
  • constantly re-learning and recapping skills
  • organisation issues [forgetting where things belong etc]
Counting:
  • difficulty navigating back and forth along a number, line, or sequence
  • can lose place easily
  • finds counting in [groups of numbers such as] twos or threes problematic
Calculations:
  • lack of confidence in answers [weird phrasing? anyway this means often getting the wrong answer (to mathematical problems) despite having the correct math or the right answer despite having incorrect math or being unsure of how it was achieved]
  • problems transferring information: e.g 3 + 2 = 5 therefore 3 +2 = 5  [difficulties with transposing numbers]
Numbers:
  • struggles to understand chronology
  • issues with place value [with adding things up to 10s or 100s etc, moving decimal points, etc]
  • [moving or overlapping numbers, as in numbers shifting as you look at them or changing places each time you look]

(via englishteacheronline)

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