eTwinning & Erasmus workshop - Agrupamento de Escolas do BarreiroAna Pina
1) The document provides information about an eTwinning workshop hosted by Ana Pina on organizing and using TwinSpace, the eTwinning online collaboration space.
2) Attendees are given tasks to explore example TwinSpaces, contribute to an existing project site, and introduce their school on a Padlet page.
3) The document emphasizes organizing TwinSpace pages by activity, project phase, or theme to clearly reflect collaborative project work and considering privacy settings for pupil safety and school policies.
The document summarizes the transition of an Erasmus+ project website from MagazineFactory to eTwinning due to MagazineFactory shutting down. Key points:
- The Ecological Literacy Erasmus+ project website was previously hosted on MagazineFactory but is now moving to eTwinning after the coordinator received notice MagazineFactory will close by the end of 2017.
- On MagazineFactory, project partners posted content bilingually about project activities and progress.
- All content from MagazineFactory has been copied over to the new eTwinning website while maintaining author attribution.
1) The document contains answers to questions for an English test for pupils.
2) It includes information about the pupil, such as where they are from and their age. It also lists the daily meals and whether they are vegetarian or meat-eater.
3) The next sections provide answers to multiple choice questions about visiting a greenhouse, costumes made from recycled materials, and discussing renewable energy.
4) Section III lists English words and Section IV provides rhyming words for several examples.
The document outlines the responsibilities of partner countries in an Erasmus+ project. Romania is responsible for communication, website creation, testing, meeting preparation, reporting, and more. Turkey is responsible for a project diary, logo contest, dissemination, magazine printing, testing, and reporting. Croatia is responsible for pupil contact, logo contest, meeting preparation, brochure, awareness, and reporting. Cyprus is responsible for meeting agendas, logo contest, testing, quality control, needs analysis, reporting, and more. Portugal is responsible for a poem booklet, logo contest, reporting, DVD creation, minutes, meeting preparation, exhibitions, and lessons. Lithuania is responsible for output distribution, logo contest, announcements, quality control, meeting preparation
The lesson plan outlines a laboratory experiment on water analysis and purification. Students will determine the acidity, alkalinity, and pH of water samples, build and test a water filtration system, and examine the role of plants in filtering wastewater. They will conduct experiments on mechanical and biological wastewater treatment and create a presentation and poster on water pollution. The goal is for students to assess water pollution and better understand water contaminants.
Gymnasio Apostolou Pavlou in Pafos, Cyprus is inviting five partner schools from Romania, Turkey, Portugal, Lithuania, and Croatia to participate in a short-term exchange of student groups in Pafos between February 19-25, 2017 as part of an Erasmus+ project on ecological literacy. The document provides contact information for Gymnasio Apostolou Pavlou and lists the names and locations of the five schools that are invited to participate.
This document appears to be an assessment test for students participating in an Erasmus+ project between 2016-2018. The assessment contains multiple choice, true/false, matching, and fill in the blank questions testing science knowledge and vocabulary. It covers topics like ancient Greek philosophers, food webs, the sun's role in Earth's climate, water molecules, periodic table elements, isotopes, oceans, planets, atoms, and antonyms of verbs. The test has 100 total points and a passing promotion score is between 70-100 points. It will be used to select pupils for the partner school's Erasmus+ project team.
This document appears to be an assessment test for students participating in an Erasmus+ exchange project between 2016-2018. It contains questions in four sections to test English language knowledge:
1) Short answer questions about the participant's teaching experience and preferences
2) Translating sentences into the participant's native language
3) Providing synonyms for given words
4) Writing rhyming words for given words
The test is out of 100 points and a score of 70-100 is needed for selection to the project team.
eTwinning & Erasmus workshop - Agrupamento de Escolas do BarreiroAna Pina
1) The document provides information about an eTwinning workshop hosted by Ana Pina on organizing and using TwinSpace, the eTwinning online collaboration space.
2) Attendees are given tasks to explore example TwinSpaces, contribute to an existing project site, and introduce their school on a Padlet page.
3) The document emphasizes organizing TwinSpace pages by activity, project phase, or theme to clearly reflect collaborative project work and considering privacy settings for pupil safety and school policies.
The document summarizes the transition of an Erasmus+ project website from MagazineFactory to eTwinning due to MagazineFactory shutting down. Key points:
- The Ecological Literacy Erasmus+ project website was previously hosted on MagazineFactory but is now moving to eTwinning after the coordinator received notice MagazineFactory will close by the end of 2017.
- On MagazineFactory, project partners posted content bilingually about project activities and progress.
- All content from MagazineFactory has been copied over to the new eTwinning website while maintaining author attribution.
1) The document contains answers to questions for an English test for pupils.
2) It includes information about the pupil, such as where they are from and their age. It also lists the daily meals and whether they are vegetarian or meat-eater.
3) The next sections provide answers to multiple choice questions about visiting a greenhouse, costumes made from recycled materials, and discussing renewable energy.
4) Section III lists English words and Section IV provides rhyming words for several examples.
The document outlines the responsibilities of partner countries in an Erasmus+ project. Romania is responsible for communication, website creation, testing, meeting preparation, reporting, and more. Turkey is responsible for a project diary, logo contest, dissemination, magazine printing, testing, and reporting. Croatia is responsible for pupil contact, logo contest, meeting preparation, brochure, awareness, and reporting. Cyprus is responsible for meeting agendas, logo contest, testing, quality control, needs analysis, reporting, and more. Portugal is responsible for a poem booklet, logo contest, reporting, DVD creation, minutes, meeting preparation, exhibitions, and lessons. Lithuania is responsible for output distribution, logo contest, announcements, quality control, meeting preparation
The lesson plan outlines a laboratory experiment on water analysis and purification. Students will determine the acidity, alkalinity, and pH of water samples, build and test a water filtration system, and examine the role of plants in filtering wastewater. They will conduct experiments on mechanical and biological wastewater treatment and create a presentation and poster on water pollution. The goal is for students to assess water pollution and better understand water contaminants.
Gymnasio Apostolou Pavlou in Pafos, Cyprus is inviting five partner schools from Romania, Turkey, Portugal, Lithuania, and Croatia to participate in a short-term exchange of student groups in Pafos between February 19-25, 2017 as part of an Erasmus+ project on ecological literacy. The document provides contact information for Gymnasio Apostolou Pavlou and lists the names and locations of the five schools that are invited to participate.
This document appears to be an assessment test for students participating in an Erasmus+ project between 2016-2018. The assessment contains multiple choice, true/false, matching, and fill in the blank questions testing science knowledge and vocabulary. It covers topics like ancient Greek philosophers, food webs, the sun's role in Earth's climate, water molecules, periodic table elements, isotopes, oceans, planets, atoms, and antonyms of verbs. The test has 100 total points and a passing promotion score is between 70-100 points. It will be used to select pupils for the partner school's Erasmus+ project team.
This document appears to be an assessment test for students participating in an Erasmus+ exchange project between 2016-2018. It contains questions in four sections to test English language knowledge:
1) Short answer questions about the participant's teaching experience and preferences
2) Translating sentences into the participant's native language
3) Providing synonyms for given words
4) Writing rhyming words for given words
The test is out of 100 points and a score of 70-100 is needed for selection to the project team.
This document contains an assessment test of English language knowledge for Erasmus+ project participants. It is composed of 4 sections testing comprehension through questions, translation, synonyms, and rhyming words. The test covers topics like personal details, daily routines, travel experience, and seasons. It aims to select pupils for the partner school's Erasmus+ project team, with a maximum score of 100 points and a promotion score between 70-100 points.
This document is a declaration from a teacher at Constantin Noica Theoretical High School in Sibiu, Romania stating their availability to participate in project activities for the Erasmus+ 2016-2018 "Ecological Literacy" project. The teacher declares their free time both during courses and school holidays in a table with time slots from 7:30 to 20:25 marked as either "YES" if the time is available or "NO" if it is not. In the comments section, the teacher can provide any additional context about their availability. The declaration is signed and dated at the bottom.
The high school is participating in a two-year European project called "Ecological Literacy" to promote environmental cooperation and education. They will work with partner schools in Turkey, Portugal, Cyprus, Lithuania, and Croatia. The project activities will include seminars, workshops, contests and exhibitions to raise awareness of environmental issues. The goal is for students to share knowledge about conserving natural resources. This is the high school's first Erasmus+ project, giving students chances to showcase their talents and care for the environment while strengthening European friendship. They hope to benefit from support for these activities.
The Dissemination of the 1st Transnational Meeting in Sibiu City, RomaniaGabriela Mirela Jugar
Between November 14-20, 2016, the first transnational meeting of the Erasmus+ project "Ecological Literacy" was held in Sibiu, Romania. Representatives from 5 European partner schools in Turkey, Lithuania, Croatia, Portugal, and Cyprus participated. The week included welcoming ceremonies, presentations on each school and country, selecting a project logo, documentary visits related to the environment and water systems, and planning future project activities. Certificates were awarded at the end of the successful first meeting before partners returned home on November 20.
This document provides the academic calendar for the 2016-2017 school year in Turkey. It lists the dates for each month, indicating which days are weekends, holidays, and normal school/work days. Some key facts:
- The school year is divided into two semesters - the first from September to January with 90 days, and the second from February to June with 88 days.
- There are several national holidays throughout the year where classes are cancelled, including Republic Day in October, Teachers' Day in November, and holidays in April, May, and June.
- The total number of scheduled school/work days for the entire academic year is 178 days spread over 36 weeks.
The document is a declaration from a teacher agreeing to the terms of participating in an Erasmus project. The teacher declares that all information provided is true, they agree with the selection process and results, and acknowledge personal expenses will not be covered. The teacher also agrees to participate in project activities if selected and will not take actions that could harm the Erasmus program or European Commission.
This document is an assessment test for pupils participating in an Erasmus+ science exchange project between 2016-2018. It contains 4 sections testing science knowledge through multiple choice, true/false, identifying different words, and providing antonyms for verbs. The assessment covers topics in ecology, chemistry, physics and has a maximum score of 100 points, with a promotion score of 70-100 required to be selected for the partner school's Erasmus+ project team.
Questionnaire at the End of the Transnational Meeting in RomaniaGabriela Mirela Jugar
This document appears to be a feedback form from teachers who participated in an Erasmus+ exchange program in Romania in 2016. The form contains questions to gauge the teachers' experiences in several key areas:
1. Their welcome and stay, including airport pickup, accommodation, treatment by locals, and transportation.
2. Participation in and outcomes of the exchange program's projects, including number of participating teachers and coverage in schools and media.
3. Exposure to Romanian culture through sightseeing activities and food, and learning about the country's youth, education system, and regional realities.
4. Use of language during activities and conversations, and effects on social and language skills.
5. Execution of
This document appears to be an application form for a student to participate in an Erasmus+ project called "Ecological Literacy". The form asks the student questions about how they will prepare for the project, their English language skills and needs, their current activities and training needs, how the project meets their needs, how it will enhance their work, the personal and professional benefits, their motivation to participate, their role and value added, and the impact on their pupils and school. The total possible score is 100 points and the form will be evaluated by the project school coordinator.
This document outlines the itinerary for a one-week exchange program hosted by Gymnasio Apostolou Pavlou in Pafos, Cyprus from February 19-25, 2017 for Erasmus+ project participants. The schedule includes visits to local schools, museums, archaeological sites, and environmental centers around Pafos and Troodos to experience Cypriot culture and ecology. Participants will stay with host families and participate in welcoming/farewell events, presentations, games, and a festive dinner to conclude the exchange.
The document summarizes activities carried out by partner schools in Romania, Cyprus, Turkey, Lithuania, Portugal and Croatia in January 2017 as part of the Erasmus+ project "Ecological Literacy". Key activities included centralizing and posting questionnaire results online, organizing student poster exhibitions, planning an upcoming student mobility in Cyprus and Croatia, managing project details, promoting the project through a magazine, disseminating information about the project at various events, and preparing activities for upcoming project meetings and mobilities. All partner countries participated in ongoing tasks like reporting, writing for publications, monitoring online groups, and updating websites and social media with project information.
This document summarizes the key details of an Erasmus+ project that took place from 2016-2018. It provides information about the partner countries involved, the gender and roles of the school coordinators, and the name of one of the partner schools. It also provides sample multiple choice questions that were used to assess students' English knowledge covering topics like animals, expressions, and days of the week. The questions are in both English and another language, with translations noted.
The document summarizes activities carried out in September 2017 by partner schools in an Erasmus+ project on ecological literacy. Activities included:
1) Introducing project-based learning to allow students to collaboratively solve real-world problems.
2) Organizing drawing and storytelling activities in Croatia and Portugal.
3) Preparing for the third student exchange in October between Romania, Lithuania, Portugal, Cyprus, Croatia and Turkey by improving language and IT lessons, developing reports and posters, and communicating exchange details.
4) Participating in additional activities focused on ecology, languages, skills-building and celebrating achievements.
The document summarizes activities carried out in December 2016 by partner schools in Romania, Cyprus, Turkey, Lithuania, Portugal and Croatia involved in the Erasmus+ project "Ecological Literacy". The activities included celebrating national holidays, informing each other about their schools and traditions online, promoting the project in school magazines, preparing presentations on Cyprus, managing details of upcoming student exchanges, describing their countries' customs, and creating social media groups for students participating in exchanges. They also celebrated Christmas through performances, workshops creating recycled costumes and dolls, exhibitions of student posters and recycled products, and began preparing presentations on project activities to share during future exchanges.
This document contains an assessment test of English language knowledge for Erasmus+ project participants. It is composed of 4 sections testing comprehension through questions, translation, synonyms, and rhyming words. The test covers topics like personal details, daily routines, travel experience, and seasons. It aims to select pupils for the partner school's Erasmus+ project team, with a maximum score of 100 points and a promotion score between 70-100 points.
This document is a declaration from a teacher at Constantin Noica Theoretical High School in Sibiu, Romania stating their availability to participate in project activities for the Erasmus+ 2016-2018 "Ecological Literacy" project. The teacher declares their free time both during courses and school holidays in a table with time slots from 7:30 to 20:25 marked as either "YES" if the time is available or "NO" if it is not. In the comments section, the teacher can provide any additional context about their availability. The declaration is signed and dated at the bottom.
The high school is participating in a two-year European project called "Ecological Literacy" to promote environmental cooperation and education. They will work with partner schools in Turkey, Portugal, Cyprus, Lithuania, and Croatia. The project activities will include seminars, workshops, contests and exhibitions to raise awareness of environmental issues. The goal is for students to share knowledge about conserving natural resources. This is the high school's first Erasmus+ project, giving students chances to showcase their talents and care for the environment while strengthening European friendship. They hope to benefit from support for these activities.
The Dissemination of the 1st Transnational Meeting in Sibiu City, RomaniaGabriela Mirela Jugar
Between November 14-20, 2016, the first transnational meeting of the Erasmus+ project "Ecological Literacy" was held in Sibiu, Romania. Representatives from 5 European partner schools in Turkey, Lithuania, Croatia, Portugal, and Cyprus participated. The week included welcoming ceremonies, presentations on each school and country, selecting a project logo, documentary visits related to the environment and water systems, and planning future project activities. Certificates were awarded at the end of the successful first meeting before partners returned home on November 20.
This document provides the academic calendar for the 2016-2017 school year in Turkey. It lists the dates for each month, indicating which days are weekends, holidays, and normal school/work days. Some key facts:
- The school year is divided into two semesters - the first from September to January with 90 days, and the second from February to June with 88 days.
- There are several national holidays throughout the year where classes are cancelled, including Republic Day in October, Teachers' Day in November, and holidays in April, May, and June.
- The total number of scheduled school/work days for the entire academic year is 178 days spread over 36 weeks.
The document is a declaration from a teacher agreeing to the terms of participating in an Erasmus project. The teacher declares that all information provided is true, they agree with the selection process and results, and acknowledge personal expenses will not be covered. The teacher also agrees to participate in project activities if selected and will not take actions that could harm the Erasmus program or European Commission.
This document is an assessment test for pupils participating in an Erasmus+ science exchange project between 2016-2018. It contains 4 sections testing science knowledge through multiple choice, true/false, identifying different words, and providing antonyms for verbs. The assessment covers topics in ecology, chemistry, physics and has a maximum score of 100 points, with a promotion score of 70-100 required to be selected for the partner school's Erasmus+ project team.
Questionnaire at the End of the Transnational Meeting in RomaniaGabriela Mirela Jugar
This document appears to be a feedback form from teachers who participated in an Erasmus+ exchange program in Romania in 2016. The form contains questions to gauge the teachers' experiences in several key areas:
1. Their welcome and stay, including airport pickup, accommodation, treatment by locals, and transportation.
2. Participation in and outcomes of the exchange program's projects, including number of participating teachers and coverage in schools and media.
3. Exposure to Romanian culture through sightseeing activities and food, and learning about the country's youth, education system, and regional realities.
4. Use of language during activities and conversations, and effects on social and language skills.
5. Execution of
This document appears to be an application form for a student to participate in an Erasmus+ project called "Ecological Literacy". The form asks the student questions about how they will prepare for the project, their English language skills and needs, their current activities and training needs, how the project meets their needs, how it will enhance their work, the personal and professional benefits, their motivation to participate, their role and value added, and the impact on their pupils and school. The total possible score is 100 points and the form will be evaluated by the project school coordinator.
This document outlines the itinerary for a one-week exchange program hosted by Gymnasio Apostolou Pavlou in Pafos, Cyprus from February 19-25, 2017 for Erasmus+ project participants. The schedule includes visits to local schools, museums, archaeological sites, and environmental centers around Pafos and Troodos to experience Cypriot culture and ecology. Participants will stay with host families and participate in welcoming/farewell events, presentations, games, and a festive dinner to conclude the exchange.
The document summarizes activities carried out by partner schools in Romania, Cyprus, Turkey, Lithuania, Portugal and Croatia in January 2017 as part of the Erasmus+ project "Ecological Literacy". Key activities included centralizing and posting questionnaire results online, organizing student poster exhibitions, planning an upcoming student mobility in Cyprus and Croatia, managing project details, promoting the project through a magazine, disseminating information about the project at various events, and preparing activities for upcoming project meetings and mobilities. All partner countries participated in ongoing tasks like reporting, writing for publications, monitoring online groups, and updating websites and social media with project information.
This document summarizes the key details of an Erasmus+ project that took place from 2016-2018. It provides information about the partner countries involved, the gender and roles of the school coordinators, and the name of one of the partner schools. It also provides sample multiple choice questions that were used to assess students' English knowledge covering topics like animals, expressions, and days of the week. The questions are in both English and another language, with translations noted.
The document summarizes activities carried out in September 2017 by partner schools in an Erasmus+ project on ecological literacy. Activities included:
1) Introducing project-based learning to allow students to collaboratively solve real-world problems.
2) Organizing drawing and storytelling activities in Croatia and Portugal.
3) Preparing for the third student exchange in October between Romania, Lithuania, Portugal, Cyprus, Croatia and Turkey by improving language and IT lessons, developing reports and posters, and communicating exchange details.
4) Participating in additional activities focused on ecology, languages, skills-building and celebrating achievements.
The document summarizes activities carried out in December 2016 by partner schools in Romania, Cyprus, Turkey, Lithuania, Portugal and Croatia involved in the Erasmus+ project "Ecological Literacy". The activities included celebrating national holidays, informing each other about their schools and traditions online, promoting the project in school magazines, preparing presentations on Cyprus, managing details of upcoming student exchanges, describing their countries' customs, and creating social media groups for students participating in exchanges. They also celebrated Christmas through performances, workshops creating recycled costumes and dolls, exhibitions of student posters and recycled products, and began preparing presentations on project activities to share during future exchanges.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Erasmus project essay The Convicts by Lorena, Romania
1. THE CONVICTS
(essay by Lorena Lăzărescu, the 11th class, "Constantin Noica" Theoretical High
School Sibiu, Romania, coordinated by her teacher Petrina Dobrotă)
There are hundreds of reasons why we are condemned to slow destruction. A
well-grounded motive is we, beings in a glass globe that we are holding dead not to
break it. Of course, the absence of our etheric voices would be strange, but that's
why, perhaps the prison in which Mother Nature was thrown apart would collapse.
From this pollution routine we created a vice. We are born and we destroy by
instinct. We are like robots, and even if we do not want to, we continue to hurt the
place we call home.
A bulb can not light the whole world, and a lantern can not light the whole
night. We are greedy and even for one day we could not forget the concept of the
better. It would be better not to have this concept, and we would survive with what
nature gave us without causing damage.
At least for one day we could stop the light from all over the world. We could
warm up with the slow dance of a flame, let the water flow only into a spring, and
write on the remains of a stones, watching the trees how they shadow our vicious
bodies.
We know that this ritual of absolute loss caught our thinking, but if we
formed a loophole of time in which to strive not to attack this source of life, we
would be one step away from death.
Let the light of the sun comfort your body, the darkness of the night to rest
you, the water, the air and the fire to awaken you. We violate the law of nature as
often as possible, and the four elements, that the Creator has shaped, are turning
against us.
We are destined for destruction, and any rescue is just an ephemeral thought.
Erasmus project coordinator:
Gabriela Mirela Jugar