<?xml version="1.0" encoding="UTF-8" standalone="yes" ?> 
<rss version="2.0">
<channel>
	<title>wildia@wiki</title> 
	<description>Only in you</description> 
	<link>http://wildia.atwiki.com/</link> 



		<item>
		<title>
			 <![CDATA[ Chichewa ]]> 
		</title>
		<description>
			<![CDATA[ 
What do they meen?It is ya turn .......
Miyambi --- Proverbs






Chikomekome cha mkuyu,
mkati muli nyerere==Appearances often deceives 





Akulu ndi mdambo mozimira
moto 




Mutu ukakula sulewa
nkhonya 




Lero lomwe lidadetsa
nthengu 




Muluzu wa galu ndi umodzi





Guluwe inalira msampha
utaning'a 




Mbuto ya kalulu inakula
mtadzaonani 




Ulenji umasimba wako 





Kulasa mtengo mchamuna
chomwe 




Phukusi la moyo
sasungilana 




Fodya wako ndi uyo ali
pamphuno, wam'manja ngwa mphepo 





Ukayendera mzengo usamati
asakhwi a fumbula 




Khwangwala wa mantha,
anafa ndi ukalamba 




Kwaweni kukudyetsa
nthanga, dzungu ukuliwona 




Guwo yobwera samagwira
banja 




Chimanga chimalola opanda
manu 




Mutu umodzi susenza denga





Chala chimodzi sichiswa
msabwe 




Ulidele nkulinga utayenda
naye 




Watchera kumwezi, nkhanga
zawona 




Wokaona nyanja anakaona
mvuwu 




Awonenji anapha mvuvu ndi
phuma 




Wopenga anaona nkhondo 





Chinasala chinalaka fisi 





Phongo ya chiwala
siyichepa 




Pagona tode padzinukha 





Timba sachepa ndi mazira
ake 




Timba anathyoka mwendo
mphando litatha kale 




Papsa tong'ola sudziwa
mtima wa moto 




Moto umapita kuli ntchire





thumba la tambe amasula
ndi tambe yemwe 




Mumandiyitana pakalowa
njoka, pakalowa mbewa mumakumba nokha 





Mulendo ndi amene akhala
ndi kampeni ka kutwa 




Chikondi cha nkhwangwa,
chokoma pokwera 




Chiri kwa nzako, nkumati
chigwire nyanga 




Ichi chakoma, ichi
chakoma, pusi anagwa chagada 





Akule bvumbe wotatha pa
tsekera 




Kumpha mbalame ziwiri ndi
mwala umodzi 




Khoswe akakhala pa mkhate
sapheka 




mbalame ikatera pauta
silasika 




Chibale nchipsera
sichitha 




Anasi ndi nkhondo 





Kalulu anatuma njobvu 





nyimbo imodzi sachezera
gule 




Umanena chatsitsa dzaye,
kuti njobvu ithyoke mnyanga 




Pang'ono pang'ono,
tsokonombwe anatha mtunda mkudumpha 





Fisi anakana msatsi 





Chidakwa chinakana
kulipira ngongole ya thobwa 




Dazi lilibe mankhwala 





Madzi akatayika sawoleka 





Kwanu ndi kwanu, mthengo
munalaka njoka 




Tsamba likagwa, manyazi
agwira mtengo 




Tsabola wakale sawawa 





Kuno ndi kunja, kuyanja
lichero 




Nkhuyu zodya ana, zipota
akulu 




Mako ndi mako, usamuone
kuchepa mwendo 




Tsoka sasimba 





Tsoka likalimba,
umakuwotcha ndi mkute 




Mwana wa nzako ndiwako
yemwe, ukachenjera manja, udya naye 





Mamuna nzako mpachulu,
nkulinga utakwerapo 




Tsiku limodzi siliwoza
mbewa 




Nkhoswe wa pa denga
anaulula wa padzala 




Ukakwera pansana wa
njobvu, usamati kulibe mame 




Buluzi wa mnyenyo
anapanidwa ndi chitseko 




Lunga lunga pobwadwa,
chilema chichita kudza 




Chuma ndi mchira wa
khoswe, suchedwa kupululuka 




Pati bi, pali minga



 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/Chichewa
		</link>
		<pubDate>Wed, 30 Apr 2008 16:39:18 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ norwegian åndeshus ]]> 
		</title>
		<description>
			<![CDATA[ 

The
House of the Spirits Study Guide by Isabel
Allende



The House of the Spirits study
guide, including 49 pages of chapter summaries, essays, quotes, and more.
... The House of Spirits
Summary ...
www.bookrags.com/studyguide-housespirits/
- 24k - 
I hurtigbuffer - 
Lignende sider





The
House of Spirits Summary

 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/norwegian%20%C3%A5ndeshus
		</link>
		<pubDate>Tue, 04 Mar 2008 09:43:19 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ Norwegina ]]> 
		</title>
		<description>
			<![CDATA[ 
 
Tema min
er ; hvilken rollen spiller kjærlighet i dragen løperen?
 
I dragen
løperen spiller kjærlighet en stor rolle. Uansett hva som skjedde i denne boka,
selv om det kan var negativt eller positivt, er forårsaket av kjærligheten. Jeg
skal forklare hvordan kjærlighet er den som forårsaker hat, sjalusi, og
skuffelse .
 
Kjærlighet
mellom Amir og Baba, er den som forårsaket Amir til å skuffe hans halvbror
Hassan. Amir elsket Baba og han syntes at Baba var den verdens beste far.Det er
derfor han følte seg som om Hassan skulle ta bort Baba's kjærligheten fra ham
.
Han følte
sånn på grunn av forskjellige ting :


første
tingen er den på side 19, den gangen ved Gharghasjøen, da Baba så hvordan
Hassan kastet smutt og hans stein spratt åtte ganger mens Amir klærte 5 ganger
. Baba klappet Hassan på ryggen for å vise at han var stolt av Hassan. Denne
gjorde Amir sjalu . Og På grunn av hans sjalu og skjærligheten,løyde ham til
Baba at Hassan hadde magesyke for han ønsket å ha Baba helt for ham selv på
Gharghasjøen.


Amir var
glad i Hassan på en annen måte. For eksempel han pleide å lese fortellinger for
Hassan.


 
En ting
til som gjørde Hassan sjalu er den gangen han overhørte Baba snakke med Rhahim
Khan at det er Hassan som forsvarer ham når naboguttene erter ham. Og til slutt
sa Baba: « Hvis med egne øyne hadde sett doktoren ta ham ut av min egen hustru,
så ville jeg ikke ha trodd at han var min sønn.»
 
For Amir
dette kunne bety at Baba verdsatte Hassan mer enn ham.Etter hvert, kom Amir til
å hate Hassan : For eksempel, Da Assef slo Hassan, gjorde Amir ingen ting for å
hjelpe Hassan. Å hjelp ham betyr ikke at han måtte slo Assef, men det var noe
annet han skulle gjøre som for eksempel å si ifra til noe voksen for å forsvare
Hassan. Men Amir bekymret seg bare om drager. Men likevel prøvde Hassan å være
hyggelig mot ham men Amir jagde ham vekk. Amir følte veldig skyldig at han ikke
ønsket å møte Hassan så mange ganger.
Han spurte
Baba hvis de kunne få nye tjerner. Og Dette skapte konflikter mellom ham og
Baba. Baba reaget på det . I stedet for å be om unnskyldning kastet Amir
granateppler på Hassan. Amir ønsket at Hassan skulle kaste granatepler på
ham,men han gjorde ikke det. Den eneste ting Hasssan gjorde var å still
spørsmålene til Amir: Er du tilfreds nå?Føler du deg bedre nå?
 
Etter en
stund, snudde ham å begynte å gå.
 
Hva skulle
han gjore med Hassan da?
Amir
bestemte seg å anklaget Hassan for å stjele hans penger. Alt dette var fordi,
Amir ville jo ha Babas kjærlighet helt alene.
 
Hassan
erklærte segselv for å stjæle penger på grunn av de 2 følgende
grunnene:
 
Den
første, er fordi han elsket Amir og han ville ikke ødelegge skjærligheten
mellom Baba og Amir.
Den andre
er at Hassan ville jo vise Amir at han visste alt han gjorde mot
ham.
 
Amir følte
bra for å ha Babas kjærlighet alene. Han elsket Baba at det var den eneste som
bekymret for Baba når han ble syk.
 
Til slutt
, følte Amir skyldig når han fikk høre at Hassan var hans halv bror og bestemte
ham at han skal elske Hassan's sønn (sohrab) som hans sønn.
 
Baba som
visste hva han gjorde, elsket ham begge Amir og Hassan som hans sønner . Han
elsket Amir i forskjellige ting som
-å dra ut
sammen,
-å bekymre
for ham
-å gi ham
fødsels presanger
-og å be
Taheri om Soraya's hånd for ham
 
Baba
elsket Hasssan i forskjellige ting også : han kjøpte fødselpresanger til
ham
, han
ønsket alltid til å gå ut sammen med ham . Han ønsket at Hassan skulle bo med
ham helle tiden selv om det gikk ikke. Han sa egne ord at Hassan tilhører til
samma familien som Amir hører til. Og Baba's tåler da Hassan og Ali dro,viste
jo at Baba elsket Hassan.
Baba
glemte aldri hans sønn Hassan selv om han var i USA.
en
eksempel er da han sa at han ønsket Hassan skulle ha vært sammen med dem i
USA.
 
Jeg
kokluderer at skjærligheten i boka er et fint temaet som forårsaket alle andre
temaer i boka.
 
 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/Norwegina
		</link>
		<pubDate>Wed, 16 Jan 2008 10:57:15 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ economy ]]> 
		</title>
		<description>
			<![CDATA[ 
scarcity
 
The basic economic problem that arises because people have unlimited wants
but resources are limited. Because of scarcity, various economic decisions must
be made to allocate resources efficiently
When we talk of scarcity within an economic context, it refers to limited
resources, not a lack of riches. These resources are the inputs of production:
land, labor and capital.

People must make choices between different items because the resources
necessary to fulfill their wants are limited. These decisions are made by
giving up (trading off) one want to satisfy another
 
signalling and incentive
 
Firstly, prices perform a signalling
function. This means that market prices will adjust to demonstrate
where resources are required, and where they are not.
Prices rise and fall to reflect scarcities and
surpluses. So, for example, if market prices are rising because of high and
rising demand from consumers, this is a signal to suppliers to meet higher
demand.
 
 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/economy
		</link>
		<pubDate>Thu, 10 Jan 2008 23:15:50 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ poems ]]> 
		</title>
		<description>
			<![CDATA[ 

Shadow Poetry -- Resources -- Types of
Poetry



Shadow Poetry offers many different
types of poetry writing styles from Acrostic
... that perfect rhyme or a better word for your
poem, visit the RhymeZone. ...
www.shadowpoetry.com/resources/wip/types.html - 45k
- 
I hurtigbuffer - 
Lignende sider





51 Types of Poetry - All Different
Forms
 

CRITICAL READING: A GUIDE



The process of analyzing a poem.
The elements of analysis discussed below are designed to help you identify the
ways in which poetry makes its meaning, ...
www.brocku.ca/english/jlye/criticalreading.html - 34k -

I hurtigbuffer - 
Lignende sider





Analyzing Poems


 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/poems
		</link>
		<pubDate>Tue, 08 Jan 2008 08:22:56 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ Wilfred sumani ]]> 
		</title>
		<description>
			<![CDATA[ 
Wilfred Sumani is a Malawian intelligent young man.He is 28 years old and he
really love his life. I mean he really takes care of him and he worries ab't a
lot of things like having sex with strangers. That's why he may end up being
someone like priest.He is really interrested in his religion belief and I
really like the way such african guy behave.
He means that being intelligent doesn't mean boasting. He is so kind,lovely
and intelligent. HE IS HANDSOME. To have intelligent African guys is something
which gives us a hope that one day,Africa will have another face.
 
 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/Wilfred%20sumani
		</link>
		<pubDate>Thu, 03 Jan 2008 08:27:47 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ chemestry ]]> 
		</title>
		<description>
			<![CDATA[ 


Bonding and
Hybridization



The groups will be arranged in a trigonal
bipyramidal arrangement with sp3d hybridization...bond angles
will be 120o in the plane with two groups arranged ...
chemistry.boisestate.edu/.../richardbanks/inorganic/bonding%20and%20hybridization/bonding_hybridization.htm
- 43k - 
I hurtigbuffer - 
Lignende sider





What
is Hybridization? Please help | WebElements Chemistry
Nexus

 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/chemestry
		</link>
		<pubDate>Thu, 06 Dec 2007 20:11:06 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ dna ]]> 
		</title>
		<description>
			<![CDATA[ 
DNA -
Wikipedia, the free encyclopedia



Deoxyribonucleic acid (DNA) is a
nucleic acid that contains the genetic instructions used in the development and
functioning of all known living organisms. ...
en.wikipedia.org/wiki/DNA - 267k -

Cached - 
Similar pages



 ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/dna
		</link>
		<pubDate>Thu, 08 Nov 2007 11:15:21 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ diane ]]> 
		</title>
		<description>
			<![CDATA[ FAQ |  A–Z index |  Contact us 
English  |  Français   |  Español  
Home
 Who we are
 At a glance
 Mission and strategy
 Governance
 IB offices
 Director general
 IB in the news
 Working for the IB
 Partnerships
 Facts and figures
 History
 Contact us
 What we offer
 Three programmes
(ages 3-19)
 At a glance
 Professional development
 Research
 Services and fees
 IB learner profile
 Primary Years
Programme 
(ages 3-12)
 At a glance Curriculum
 Professional development
 School authorization
 Become an IB World School
 Services and fees
 Middle Years
Programme
(ages 11-16) 
At a glance Curriculum
 Assessment
 Professional development
 School authorization
 Become an IB World School
 Services and fees
 Diploma Programme (ages 16-19) 
At a glance Curriculum
 Assessment
 Professional development
 University recognition
 School authorization
 Become an IB World School
 Services and fees
 Developments
 Where we work
 Africa/Europe/
  Middle East
 Asia-Pacific
 Latin America
 North America and
  Caribbean
 IB World Schools
 Country information
 Office addresses
 Information for...
 Coordinators
 Donors
 Examiners
 Governance
 Governments
 Graduates
 Heads and principals
 Journalists
 Parents
 Publishers and providers
 Researchers
 Staff
 Students
 Teachers
 Universities
 Volunteers
 Resources
 IB store
 Online curriculum
  centre
 Workshops and
  conferences
 IB World magazine
 Virtual gallery
 International
  Education Research
  Database (IERD)
 Communicating the IB
 
Home &gt; Where we work &gt; IB World Schools &gt; Find an IB World School - results    
 In this section

IB World Schools

New IB World SchoolsCandidate schoolsBecome an IB World SchoolCase studiesFind an IB World School - results 
Schools' jobsMy saved schoolsFind an IB World School


Programme(s)
 All programmes IB Primary Years Programme IB Middle Years Programme IB Diploma Programme Country
 All countries Angola Argentina Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Belgium Bermuda Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Cambodia Canada Chile China Colombia Costa Rica Croatia Cuba Cyprus Czech Republic Denmark Dominican Republic Ecuador Egypt El Salvador Estonia Ethiopia Fiji Finland France Germany Ghana Greece Guam Guatemala Honduras Hong Kong Hungary Iceland India Indonesia Iran Ireland Israel Italy Japan Jordan Kazakhstan Kenya Korea, Republic Of Kuwait Latvia Lebanon Lesotho Libyan Arab Jamahiriya Lithuania Luxembourg Macedonia, the Former Yugoslav Republic Of Malawi Malaysia Malta Mauritius Mexico Monaco Mongolia Morocco Mozambique Namibia Netherlands Netherlands Antilles New Zealand Nicaragua Nigeria Norway Oman Pakistan Palestinian Territory, Occupied Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Qatar Romania Russian Federation Rwanda Saudi Arabia Senegal Serbia Singapore Slovakia Slovenia South Africa Spain Sri Lanka Sudan Swaziland Sweden Switzerland Syrian Arab Republic Taiwan Tanzania, United Republic Of Thailand Togo Tunisia Turkey Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Venezuela Vietnam Zambia Zimbabwe State/province
 All states/provinces  
The IB in  Please select Angola Argentina Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Belgium Bermuda Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Cambodia Canada Chile China Colombia Costa Rica Croatia Cuba Cyprus Czech Republic Denmark Dominican Republic Ecuador Egypt El Salvador Estonia Ethiopia Fiji Finland France Germany Ghana Greece Guam Guatemala Honduras Hong Kong Hungary Iceland India Indonesia Iran Ireland Israel Italy Japan Jordan Kazakhstan Kenya Korea, Republic Of Kuwait Latvia Lebanon Lesotho Libyan Arab Jamahiriya Lithuania Luxembourg Macedonia, the Former Yugoslav Republic Of Malawi Malaysia Malta Mauritius Mexico Monaco Mongolia Morocco Mozambique Namibia Netherlands Netherlands Antilles New Zealand Nicaragua Nigeria Norway Oman Pakistan Palestinian Territory, Occupied Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Qatar Romania Russian Federation Rwanda Saudi Arabia Senegal Serbia Singapore Slovakia Slovenia South Africa Spain Sri Lanka Sudan Swaziland Sweden Switzerland Syrian Arab Republic Taiwan Tanzania, United Republic Of Thailand Togo Tunisia Turkey Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Venezuela Vietnam Zambia Zimbabwe     Print this page
   Email this page 

 

Programme(s) 
 All programmes IB Primary Years Programme IB Middle Years Programme IB Diploma Programme 
IB region: 
 All regions Africa/ Europe/ Middle East Asia-Pacific Latin America North America &amp; the Caribbean 
Country 
 All countries Angola Argentina Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Belgium Bermuda Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Cambodia Canada Chile China Colombia Costa Rica Croatia Cuba Cyprus Czech Republic Denmark Dominican Republic Ecuador Egypt El Salvador Estonia Ethiopia Fiji Finland France Germany Ghana Greece Guam Guatemala Honduras Hong Kong Hungary Iceland India Indonesia Iran Ireland Israel Italy Japan Jordan Kazakhstan Kenya Korea, Republic Of Kuwait Latvia Lebanon Lesotho Libyan Arab Jamahiriya Lithuania Luxembourg Macedonia, the Former Yugoslav Republic Of Malawi Malaysia Malta Mauritius Mexico Monaco Mongolia Morocco Mozambique Namibia Netherlands Netherlands Antilles New Zealand Nicaragua Nigeria Norway Oman Pakistan Palestinian Territory, Occupied Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Qatar Romania Russian Federation Rwanda Saudi Arabia Senegal Serbia Singapore Slovakia Slovenia South Africa Spain Sri Lanka Sudan Swaziland Sweden Switzerland Syrian Arab Republic Taiwan Tanzania, United Republic Of Thailand Togo Tunisia Turkey Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Venezuela Vietnam Zambia Zimbabwe 
State/province 
 All states/provinces 
Boarding facilities 
 All Day Mixed Boarding 
State/private 
 All private state 
Student gender 
 All both male female 
Language of instruction 
 All English French Spanish Other  

Find an IB World School—results
You searched for Middle Years Programme (MYP) schools in all regions of the United Kingdom.
Your search returned 7 matches.
Select “Save” to add the school to your list of saved schools.

Page:  1 
--------------------------------------------------------------------------------
Country  School name  Programmes Add to my
saved schools 
  PYP MYP DP 

--------------------------------------------------------------------------------
 
United Kingdom ACS Egham International School
London Road (A30), Egham, Surrey          

--------------------------------------------------------------------------------
 
United Kingdom Dartford 





--------------------------------------------------------------------------------

 
IB Programmes
Find out more about the:

Primary Years Programme (3-12) 

Middle Years Programme (11-16) 

Diploma Programme (16-19)  ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/diane
		</link>
		<pubDate>Wed, 13 Jun 2007 07:34:46 +0000</pubDate>
	</item>
		<item>
		<title>
			 <![CDATA[ life in need ]]> 
		</title>
		<description>
			<![CDATA[ Oslo International School - Admissions
... received by the 2 March deadline are being ... from their current teacher. 8. Non-refundable Application fee (or bank ... 1. Pre-IB or IB Application Checklist 2. Completed ... 

www.oslointernationalschool.no/admissions.htm · Bufret side 
IB-Groep heet u van harte welkom ]]> 
		</description>
		<link>
			http://wildia.atwiki.com/page/life%20in%20need
		</link>
		<pubDate>Mon, 21 May 2007 11:02:39 +0000</pubDate>
	</item>
	

</channel>
</rss>