ities Osiris, Hathor, Isis and others and the Pharaohs of the major dynasties. Sentence 2: Egyptian deities were represented using statues, like Pharaohs.
A:
travelGiven the question: Sasha bought a new bike for a friend that was getting out of the hospital.  Given the context: How would you describe Sasha?  Possible answers: angry, caring, mean
The answer is:
caringModern technology meets proven advertising strategies: in Germany, investment in out-of-home advertising amounts to 1.45 billion euros!
Through the targeted use of digital signage, classical brand communication gains additional expressiveness and flexibility.
In the future, a hybrid form of digital assistance systems and traditional advertising will determine retail and fair design. As an agency for innovative and efficient brand communication, we make it possible to address consumers with digital signage and communicate your brand or company values in an audiovisual manner – always up to date and perfectly adapted to the target audience.
We rely on the clever combination of the latest technology, proven advertising strategies, and digital media. Whether with interactive videowalls, digital posters, digital door signage, or large-screen projections – we make sure that you are always the center of attention.
We don’t just do digital signage!
In this lesson, you will learn how to use the word 아니라 (from the word 아니다) to negate a preceding noun. In doing so, you will also see how you can negate an entire clause by applying ~는 것 to a verb, adjective or 이다. Let’s get started.
Remember that ~이/가 should be attached to the noun before 아니다.
In the next section, I will introduce how 아니라 can be used not just after a simple noun, but how it can also be used after a noun described using ~는 것.
I wanted to say this sentence to a friend of mine, and I had never made a sentence like it before. I would like to walk you through my thought process when I first had to create a sentence like this.
Though those two sentences essentially have the same meaning, there is a slight difference in emphasis in the two – the first sentence emphasizing the reason why I am learning the language.
Anyways, I thought I would share that story of how awesome I am.
But in these situations, there would always need to be some sort of context that would create a situation where these sentences could be used.
import { withInstall } from '@onu-ui/utils'
import Avatar from './src/index.vue'

export const OAvatar = withInstall(Avatar)
export default OAvatar

export * from './src'
Laura Clark is Senior Vice President of Capital Markets for Regency Centers.
She manages the financial and operational aspects of Regency's co-investment partnerships, investor/lender relations and certain investments, among others.
Laura joined Regency in 2012 to lead Regency's Financial Services West Coast team from Los Angeles. Under her leadership, Laura’s team has consistently delivered best-in-class transaction support and value-add financial reporting to the entire west coast leasing, investments and operations teams. She combines a diverse background, which includes experience as a REIT equity analyst, with a strong financial acumen, the ability to digest complex concepts and overall creativity.
Before Regency, Laura led the strip shopping center retail research coverage for Green Street Advisors and aided in institutional sales. Previously, she served as Vice President at Inland Capital Markets Group, completing more than $1.5 billion in acquisition-related activity. She was also a foundational member of Iron Tree Capital, responsible for managing capital market activities, underwriting and transaction analysis.
Laura earned her Master of Business Administration from Ball State University in Muncie, IN. She also holds a Bachelor of Science in finance from DePaul University in Chicago and is a Chartered Financial Analyst (CFA).
Laura enjoys spending time with her husband and sons, rooting for the Georgia Bulldogs, and outdoor activities such as running, hiking, golfing, skiing and traveling.Your personal experience is valid, and some people do plan suicide for a while no matter what is available to them. But lots of research shows that easy access to guns increases the risk of suicide. For a lot of people, whether they die by suicide or not is about access to lethal means in a particularly vulnerable moment, and guns are an easy way to carry out lethal intent. For example, gun owners are at higher risk of suicide than the general population; gun owners are more likely to have a lethal attempt when attempting suicide than those who try other methods; among just those who have a gun in the home, chance of lethal suicide is higher in those who don't have it securely locked away; and a natural experiment in 1989 showed that when the UK made it harder to own guns, there was a sharp decrease in firearm suicides (and no corresponding increase in suicide by other means).

Some sources: [1](https://www.nejm.org/doi/full/10.1056/NEJM199208133270705), [2] (https://www.sciencedirect.com/science/article/pii/S1064748112613797?casa_token=1I9WB4OuHYAAAAAA:Ckkn_0EBzUQzaCDEvSH2eAomutWvSSd7qZ-1wdrCAuA-Mihhag5fjTwgrqQPhrLNn0R_WvaMTg), [3](https://www.nejm.org/doi/full/10.1056/NEJMsa1916744), [4](https://www.sciencedirect.com/science/article/pii/S0165178120316462?casa_token=iwU0gS8cHwcAAAAA:8z2-ymaFncFezVLi2EkVYOkwiLZ6vsY8LS2DGNxPn6Tup2nIQO8gRez4y-o2DKO5gNvY733j9Q), [5](https://www.cambridge.org/core/services/aop-cambridge-core/content/view/D8FB9389BCABD2AA657F0ADDD3979D09/S0007125000151384a.pdf/div-class-title-methods-used-for-suicide-by-farmers-in-england-and-wales-div.pdf), [6] (https://jech.bmj.com/content/jech/57/2/120.full.pdf)

Owning a gun probably doesn't make someone suicidal, but it's a large risk factor for going from ideation to whether a lethal action is eventually made. But what would you do if something, god forbid, happened to your dog's ears, or to your moustache or even your guitar carved from a pumpkin? These people all made sure they were prepared for the unexpected.
Ever insured something unusual? Leave a comment and tell us about it.Project Learning Tree Greenworks!
Teachers, parents, and green team members spread mulch and installed stepping stones during an outdoor classroom work day. Photo by Hollie Greer.
Project Learning Tree (PLT) recently awarded the Littlewood Elementary School in Gainesville, Florida, a GreenWorks! grant to develop an outdoor classroom that includes elements to attract and learn about birds.
The groundwork for this project began in 2013 when Annie Hermansen-Báez, center manager of the U.S. Forest Service Southern Research Station science delivery center InterfaceSouth and Kids in the Woods project lead, partnered with Littlewood Elementary teacher Ashley Whitehead to create a Green Team at Littlewood. Through this program, 12 second through fifth grade students are working together to make Littlewood a more green and healthy learning environment.
A lot of preparation was required to apply for the GreenWorks! grant. The Littlewood Green Team helped with the design of the outdoor classroom by conducting site investigations last year and mapping all potential areas for locating the outdoor classroom. Their hard work paid off, since they were one of 61 grant recipients from across the nation that received funds for environmental improvement projects.
With money from the grant, the students are creating an outdoor classroom space that includes student desks/benches, a teacher desk, stepping stones, bird feeders, baths, and plants to attract native pollinators. The classroom will provide a place for students and teachers to interact with nature and learn about birds’ feeding behaviors and habitats. Backpacks with ready-made lessons that incorporate bird, tree, and other nature themes will be created so teachers can simply check them out for use in the outdoor classroom space. Backpack materials will focus on a related PLT activity and contain materials, student pages, and supporting resources teachers might need. Early next year Hermansen-Baez and Whitehead will conduct a workshop with Littlewood’s teachers that will include tips on how to use the available PLT backpack resources and techniques for outdoor learning.
Students will also adopt the trees in the outdoor classroom area and develop signs that share information about the tree species. Interpretive signs about local birds and native pollinator and bird attractor plants will also be developed. Students will use the National Tree Benefit Calculator, a web-based program that allows students to estimate the benefits of trees on their school