E human rights 12 responsibility poem
•Download as PPTX, PDF•
0 likes•122 views
CSPE class 29
Report
Share
Report
Share
Recommended
E media 6 look for video or documentary
Chances are slim that this class will not be interrupted for other matters. As a reward for making it to the end of class, the teacher plans to show a video or documentary. The teacher wishes the students good luck on their upcoming Junior Cert exams.
E media 2 sceptical and fake news
This document provides an outline for a class that examines media ownership and influence. It includes notes on reading assignments from pages 250-252 of the Green Book about who owns various news media companies in Ireland and globally. The class will discuss how media ownership can impact bias and the portrayal of "normal" views, and will define terms like "fake news" and "clickbait." Students are assigned to take notes during readings and complete an exercise drawing a pie chart in their Blue reflective journal. They are also reminded to bring in a newspaper for the next class.
D law 8 mock trial
This mock trial lesson plan outlines the steps that will be followed, including opening statements by both barristers, witnesses providing evidence, closing statements, and a verdict from the jury. Students will fulfill roles like barrister and witness from their regular seats, with the exception of the judge. At the end, students will write a 100-word summary of the trial to review what happened.
B democracy 16 christmas video
This 3 sentence summary provides the high level information from the document:
The document discusses plans for the last class before the Christmas break, noting that it will involve watching a relaxing video or movie as a reward for students. It notes that the specific video or movie watched will depend on what is available.
B democracy 13 seanad
The document provides information about the Seanad Eireann, Ireland's upper house of parliament. It explains that the Seanad features debates and discussions on issues affecting Ireland. Senators are often angry when arguing about human rights and freedoms. The document then outlines how the Seanad is formed, with 43 senators chosen by politicians, 6 by university graduates, and 11 by the Prime Minister. Students take notes while reading about this and watch video clips of the Seanad debating issues like bigotry and Northern Ireland. They are then asked to give their opinion on whether the Seanad is important for discussing issues.
B democracy 11 parties
1) The document discusses an upcoming lesson on the Irish parliament (Dail Eireann) and political parties. Students will read about the Dail, TDs, and parties in their textbooks.
2) They will then split into groups to create their own political party based on a common interest, hobby, or issue. The goal is to get other classes to vote for their party.
3) Finally, students are instructed to continue working on their Christmas reports with no homework assigned for the evening.
A democracy 5 school democracy 2 management
This document outlines a lesson plan on democracy and school governance. It instructs students to:
1) Examine their school's mission statement and copy the first line.
2) Read about how the parents' council, board of management, and trustee influence how the school is run.
3) Take notes on these groups and their roles before completing an activity in their reflective journal.
4) Be prepared in a few weeks to write a 300-word Christmas report on a political party in Ireland.
F 2 a campaign for change 1 mdg
This document provides an outline for a lesson on the United Nations' Millennium Development Goals campaign. It instructs students to read pages 160-162 of their textbook about the UN's first attempt to address global issues like extreme poverty and hunger. Students are asked to take notes on the goals, targets, results and reasons for failure. After reading, students will write a reflective journal entry noting the aims and outcomes of the Millennium Development Goals in more detail.
Recommended
E media 6 look for video or documentary
Chances are slim that this class will not be interrupted for other matters. As a reward for making it to the end of class, the teacher plans to show a video or documentary. The teacher wishes the students good luck on their upcoming Junior Cert exams.
E media 2 sceptical and fake news
This document provides an outline for a class that examines media ownership and influence. It includes notes on reading assignments from pages 250-252 of the Green Book about who owns various news media companies in Ireland and globally. The class will discuss how media ownership can impact bias and the portrayal of "normal" views, and will define terms like "fake news" and "clickbait." Students are assigned to take notes during readings and complete an exercise drawing a pie chart in their Blue reflective journal. They are also reminded to bring in a newspaper for the next class.
D law 8 mock trial
This mock trial lesson plan outlines the steps that will be followed, including opening statements by both barristers, witnesses providing evidence, closing statements, and a verdict from the jury. Students will fulfill roles like barrister and witness from their regular seats, with the exception of the judge. At the end, students will write a 100-word summary of the trial to review what happened.
B democracy 16 christmas video
This 3 sentence summary provides the high level information from the document:
The document discusses plans for the last class before the Christmas break, noting that it will involve watching a relaxing video or movie as a reward for students. It notes that the specific video or movie watched will depend on what is available.
B democracy 13 seanad
The document provides information about the Seanad Eireann, Ireland's upper house of parliament. It explains that the Seanad features debates and discussions on issues affecting Ireland. Senators are often angry when arguing about human rights and freedoms. The document then outlines how the Seanad is formed, with 43 senators chosen by politicians, 6 by university graduates, and 11 by the Prime Minister. Students take notes while reading about this and watch video clips of the Seanad debating issues like bigotry and Northern Ireland. They are then asked to give their opinion on whether the Seanad is important for discussing issues.
B democracy 11 parties
1) The document discusses an upcoming lesson on the Irish parliament (Dail Eireann) and political parties. Students will read about the Dail, TDs, and parties in their textbooks.
2) They will then split into groups to create their own political party based on a common interest, hobby, or issue. The goal is to get other classes to vote for their party.
3) Finally, students are instructed to continue working on their Christmas reports with no homework assigned for the evening.
A democracy 5 school democracy 2 management
This document outlines a lesson plan on democracy and school governance. It instructs students to:
1) Examine their school's mission statement and copy the first line.
2) Read about how the parents' council, board of management, and trustee influence how the school is run.
3) Take notes on these groups and their roles before completing an activity in their reflective journal.
4) Be prepared in a few weeks to write a 300-word Christmas report on a political party in Ireland.
F 2 a campaign for change 1 mdg
This document provides an outline for a lesson on the United Nations' Millennium Development Goals campaign. It instructs students to read pages 160-162 of their textbook about the UN's first attempt to address global issues like extreme poverty and hunger. Students are asked to take notes on the goals, targets, results and reasons for failure. After reading, students will write a reflective journal entry noting the aims and outcomes of the Millennium Development Goals in more detail.
E 5 responsible consumpttion and production 3 posters and easter
The document provides instructions for an assignment to create a poster expressing responsible consumption and production, with the opportunity to present the poster the following week for a reward. Students are asked to write 1-2 sentences describing their poster idea and share with the class to help improve others' ideas. The document also reminds students to ask any questions about their research reports during class. Finally, it outlines requirements for a 200-word research report on a global issue due before summer exams and provides examples of global issues to choose from.
D climate change 4 posters introduce project midterm
The document provides instructions for students to create posters about climate change and choose a global issue to research over the summer. Students will first write 1-2 sentences about their poster idea and share with the class. They will also learn about the summer research report which requires a 200-word paper on a global issue like poverty, climate change, racism, gender inequality, war, or world hunger. The objectives are to create informative posters and understand what the summer grade will be based on.
D climate change 1 global issue causes
The document outlines a lesson plan on climate change that examines its causes, consequences, and solutions over three classes. Students will read passages on greenhouse gases and the greenhouse effect, take notes, and draw a diagram. They will also write a half page response in their reflective journals refuting arguments made by "climate change deniers." The lesson introduces climate change as an issue dealt with by individuals and governments, and discusses how greenhouse gases naturally trap heat but excessive human-caused emissions are increasing global temperatures.
A sustainability 0 first day back
This document outlines the plan and objectives for a class on sustainable living. It includes a seating plan, supplies needed, and topics to be covered over the year like climate change and poverty. The main activity is having students complete a 15 question survey about their lifestyle and environmental impact. They are instructed to note their answers and later enter them into a footprint calculator website to determine how many planet Earths it would take to support everyone living like them. The homework is to go to the website and get their ecological footprint result.
B sustainable development 3 4 r's
This document outlines a lesson plan on sustainable development and the 4 R's - reduce, reuse, replace, and recycle. Students will read pages about the 4 R's, take notes, and complete activities in their reflective journals. Their homework includes practicing the 3 R's and choosing an image for a poster presentation in the next class. The lesson aims to teach students how to explain the 4 R's and help save the planet through sustainable practices.
B sustainable development 2 debate theme park
This document outlines an in-class activity where students will be split into groups to debate whether a theme park should be built. Each group will represent a stakeholder with differing perspectives on the issue. They will have 10 minutes to prepare arguments, then each group will have 2 minutes to present their perspective. One group will represent the planning committee that will vote on the issue at the end. Students are provided guidance on preparing their arguments and the process. They will then record the results of the planning committee vote in their reflective journals as homework.
A sustainability 3 poster class
The document provides instructions for students to create posters on topics related to sustainability for new first year students. It outlines that the posters should represent one of the topics of climate change, child labor, or fair trade and give information on environmental issues and solutions. Students are encouraged to include words, pictures from textbook pages, or key words splattered across the page. The best posters will be presented to the class next week.
E human rights 14 test
This document provides instructions and questions for an open book test on civic studies and human rights. It directs students to answer questions about how they prepared for the test, their rights and responsibilities, examples of active citizenship and human rights violations, a human rights champion, the Universal Declaration of Human Rights, opinions on the death penalty, and to draw a poster on helping human rights. It concludes by assigning homework to plan a poster representing what was covered during the year.
E human rights 14 test 1st year
The document announces an open-book test in CSPE (Civic, Social and Political Education) starting the week of May 13th. Students may prepare answers to bring on the test day. The test will consist of 7 questions to be answered in 35 minutes, with each question worth 10 marks except the final poster question worth 40 marks. The document lists the 7 questions and indicates the relevant page numbers in the textbook where students can find answers. It notes that the test will take place during the second last week of May, and any class interruptions during the last two weeks will require students to submit pre-prepared answers or they will fail the CSPE course.
D human rights 7 sheets walking debate
This document contains 7 sections labeled with letters A through G, but without any other context or information provided about the content of each section. The order of the sections is A, B, C, D, E, F, G.
C human rights 5 mid term posters
The document provides instructions for students to create posters expressing human rights. It asks students to write 1-2 sentences planning their poster and share with the class. The homework assignment is to complete page 31 in the Blue Book. The objectives are for students to create posters representing the last 3 chapters and practice teamwork by combining two or more ideas. The note also lists the skills of being creative.
C human rights 4 child rights
This document provides instructions for a classroom lesson on the UN Convention on the Rights of the Child. The lesson involves students reading about and taking notes on the four categories of children's rights outlined in the Convention: survival rights, development rights, participation rights, and protection rights. Students will note down specific rights from a list in their workbook and then do a drawing exercise representing each category of rights in their journal. Next week's class will involve making posters related to children's rights.
C human rights 1 hr timeline
1. The class will create a large poster with contributions from each student to examine the "Road to Human Rights" timeline.
2. Students will work in pairs to create displays for one of 16 important dates/events in the history of human rights, such as the Magna Carta or the Universal Declaration of Human Rights.
3. The individual displays will then be combined into a single large poster to illustrate the progression of human rights over time.
B human dignity 6 bullying
This document provides information about types of bullying and how to deal with it. It discusses physical, verbal, social, and cyber bullying. The causes of bullying include seeking to harm or intimidate vulnerable people, often due to issues in the bully's own life. Students are asked to explain different types of bullying, understand the main causes, and provide ways to deal with bullying situations. The homework is to review information about sign language and Braille.
B human dignity 5 sheet braille +sign
The document instructs the reader to write their name and date at the top, then communicate their name and a simple message like lunch plans to someone else without directly speaking. It ends with a note that a joke will follow below.
B human dignity 3 racism + christmas report
The document outlines the plan for a class that discusses racism and the Christmas report. The class will first introduce the Christmas report and take questions. They will then read a passage from the green book about racism and discuss questions related to the reading. For homework, students will design an anti-racism t-shirt. The Christmas report requirements include a 100-word reflection on CSPE, a personal reflection/summary/report, and extra marks for typed, multi-colored pen paragraphs.
B human dignity 1 self-respect
This document outlines a lesson plan on the topic of human dignity. The objectives are to explain the meaning of "human dignity" and understand why self-respect and self-worth are important. Students will watch a video, take notes from assigned reading, and share examples of times they felt disrespected. They will then read from their textbook to copy and rank concepts related to human dignity.
A rights and responsibilities 4 poster class
This document provides instructions for students to create posters on the topic of rights and responsibilities as part of a CSPE class. It lists tips for effective posters such as using words over images and bubble writing. Students are asked to design a poster that helps first year students understand their rights and responsibilities by drawing from examples in classroom materials. Presenting the finished posters is optional for a prize.
A rights and responsibilities 2 community
This document provides instructions and content for a lesson on communities. It includes notes on defining a community, objectives about explaining what a community is using the example of a school, and tasks for students to complete in their reflective journals about rights within a school community. Students are asked to take notes, answer questions in their journals about various members' rights in a school, discuss their answers with peers, and potentially share responses with the class. The overall lesson focuses on exploring the concept of community through the example of a school.
A rights and responsibilities 1 being human
This document provides an outline for a class lesson plan that focuses on civic, social, and political education. It includes the following key points:
1. Students will watch a music video and write responses, then discuss concepts like diversity, dignity, and human rights from their textbooks.
2. The objectives are to understand what it means to be human and learn how to structure answers to questions.
3. A reading and note-taking activity is planned to cover topics like human rights, responsibilities, and how diversity makes the world a better place.
4. An activity instructs students to find information from an infographic and answer related questions in full sentences.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
More Related Content
More from jasonwastaken2
E 5 responsible consumpttion and production 3 posters and easter
The document provides instructions for an assignment to create a poster expressing responsible consumption and production, with the opportunity to present the poster the following week for a reward. Students are asked to write 1-2 sentences describing their poster idea and share with the class to help improve others' ideas. The document also reminds students to ask any questions about their research reports during class. Finally, it outlines requirements for a 200-word research report on a global issue due before summer exams and provides examples of global issues to choose from.
D climate change 4 posters introduce project midterm
The document provides instructions for students to create posters about climate change and choose a global issue to research over the summer. Students will first write 1-2 sentences about their poster idea and share with the class. They will also learn about the summer research report which requires a 200-word paper on a global issue like poverty, climate change, racism, gender inequality, war, or world hunger. The objectives are to create informative posters and understand what the summer grade will be based on.
D climate change 1 global issue causes
The document outlines a lesson plan on climate change that examines its causes, consequences, and solutions over three classes. Students will read passages on greenhouse gases and the greenhouse effect, take notes, and draw a diagram. They will also write a half page response in their reflective journals refuting arguments made by "climate change deniers." The lesson introduces climate change as an issue dealt with by individuals and governments, and discusses how greenhouse gases naturally trap heat but excessive human-caused emissions are increasing global temperatures.
A sustainability 0 first day back
This document outlines the plan and objectives for a class on sustainable living. It includes a seating plan, supplies needed, and topics to be covered over the year like climate change and poverty. The main activity is having students complete a 15 question survey about their lifestyle and environmental impact. They are instructed to note their answers and later enter them into a footprint calculator website to determine how many planet Earths it would take to support everyone living like them. The homework is to go to the website and get their ecological footprint result.
B sustainable development 3 4 r's
This document outlines a lesson plan on sustainable development and the 4 R's - reduce, reuse, replace, and recycle. Students will read pages about the 4 R's, take notes, and complete activities in their reflective journals. Their homework includes practicing the 3 R's and choosing an image for a poster presentation in the next class. The lesson aims to teach students how to explain the 4 R's and help save the planet through sustainable practices.
B sustainable development 2 debate theme park
This document outlines an in-class activity where students will be split into groups to debate whether a theme park should be built. Each group will represent a stakeholder with differing perspectives on the issue. They will have 10 minutes to prepare arguments, then each group will have 2 minutes to present their perspective. One group will represent the planning committee that will vote on the issue at the end. Students are provided guidance on preparing their arguments and the process. They will then record the results of the planning committee vote in their reflective journals as homework.
A sustainability 3 poster class
The document provides instructions for students to create posters on topics related to sustainability for new first year students. It outlines that the posters should represent one of the topics of climate change, child labor, or fair trade and give information on environmental issues and solutions. Students are encouraged to include words, pictures from textbook pages, or key words splattered across the page. The best posters will be presented to the class next week.
E human rights 14 test
This document provides instructions and questions for an open book test on civic studies and human rights. It directs students to answer questions about how they prepared for the test, their rights and responsibilities, examples of active citizenship and human rights violations, a human rights champion, the Universal Declaration of Human Rights, opinions on the death penalty, and to draw a poster on helping human rights. It concludes by assigning homework to plan a poster representing what was covered during the year.
E human rights 14 test 1st year
The document announces an open-book test in CSPE (Civic, Social and Political Education) starting the week of May 13th. Students may prepare answers to bring on the test day. The test will consist of 7 questions to be answered in 35 minutes, with each question worth 10 marks except the final poster question worth 40 marks. The document lists the 7 questions and indicates the relevant page numbers in the textbook where students can find answers. It notes that the test will take place during the second last week of May, and any class interruptions during the last two weeks will require students to submit pre-prepared answers or they will fail the CSPE course.
D human rights 7 sheets walking debate
This document contains 7 sections labeled with letters A through G, but without any other context or information provided about the content of each section. The order of the sections is A, B, C, D, E, F, G.
C human rights 5 mid term posters
The document provides instructions for students to create posters expressing human rights. It asks students to write 1-2 sentences planning their poster and share with the class. The homework assignment is to complete page 31 in the Blue Book. The objectives are for students to create posters representing the last 3 chapters and practice teamwork by combining two or more ideas. The note also lists the skills of being creative.
C human rights 4 child rights
This document provides instructions for a classroom lesson on the UN Convention on the Rights of the Child. The lesson involves students reading about and taking notes on the four categories of children's rights outlined in the Convention: survival rights, development rights, participation rights, and protection rights. Students will note down specific rights from a list in their workbook and then do a drawing exercise representing each category of rights in their journal. Next week's class will involve making posters related to children's rights.
C human rights 1 hr timeline
1. The class will create a large poster with contributions from each student to examine the "Road to Human Rights" timeline.
2. Students will work in pairs to create displays for one of 16 important dates/events in the history of human rights, such as the Magna Carta or the Universal Declaration of Human Rights.
3. The individual displays will then be combined into a single large poster to illustrate the progression of human rights over time.
B human dignity 6 bullying
This document provides information about types of bullying and how to deal with it. It discusses physical, verbal, social, and cyber bullying. The causes of bullying include seeking to harm or intimidate vulnerable people, often due to issues in the bully's own life. Students are asked to explain different types of bullying, understand the main causes, and provide ways to deal with bullying situations. The homework is to review information about sign language and Braille.
B human dignity 5 sheet braille +sign
The document instructs the reader to write their name and date at the top, then communicate their name and a simple message like lunch plans to someone else without directly speaking. It ends with a note that a joke will follow below.
B human dignity 3 racism + christmas report
The document outlines the plan for a class that discusses racism and the Christmas report. The class will first introduce the Christmas report and take questions. They will then read a passage from the green book about racism and discuss questions related to the reading. For homework, students will design an anti-racism t-shirt. The Christmas report requirements include a 100-word reflection on CSPE, a personal reflection/summary/report, and extra marks for typed, multi-colored pen paragraphs.
B human dignity 1 self-respect
This document outlines a lesson plan on the topic of human dignity. The objectives are to explain the meaning of "human dignity" and understand why self-respect and self-worth are important. Students will watch a video, take notes from assigned reading, and share examples of times they felt disrespected. They will then read from their textbook to copy and rank concepts related to human dignity.
A rights and responsibilities 4 poster class
This document provides instructions for students to create posters on the topic of rights and responsibilities as part of a CSPE class. It lists tips for effective posters such as using words over images and bubble writing. Students are asked to design a poster that helps first year students understand their rights and responsibilities by drawing from examples in classroom materials. Presenting the finished posters is optional for a prize.
A rights and responsibilities 2 community
This document provides instructions and content for a lesson on communities. It includes notes on defining a community, objectives about explaining what a community is using the example of a school, and tasks for students to complete in their reflective journals about rights within a school community. Students are asked to take notes, answer questions in their journals about various members' rights in a school, discuss their answers with peers, and potentially share responses with the class. The overall lesson focuses on exploring the concept of community through the example of a school.
A rights and responsibilities 1 being human
This document provides an outline for a class lesson plan that focuses on civic, social, and political education. It includes the following key points:
1. Students will watch a music video and write responses, then discuss concepts like diversity, dignity, and human rights from their textbooks.
2. The objectives are to understand what it means to be human and learn how to structure answers to questions.
3. A reading and note-taking activity is planned to cover topics like human rights, responsibilities, and how diversity makes the world a better place.
4. An activity instructs students to find information from an infographic and answer related questions in full sentences.
More from jasonwastaken2 (20)
E 5 responsible consumpttion and production 3 posters and easter
E 5 responsible consumpttion and production 3 posters and easter
D climate change 4 posters introduce project midterm
D climate change 4 posters introduce project midterm
Recently uploaded
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Leveraging Generative AI to Drive Nonprofit Innovation
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.)
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Wound healing PPT
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.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Recently uploaded (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
E human rights 12 responsibility poem
- 2. Warm-up – Pens, Paper, Journal, Books, homework • (note) Being selfish is not smart. What is best for you is often what is best for everyone. • (Write an answer) How would you explain the word ‘selfish’ if explaining it to a small child? Give examples? Homework: preparing for open book test. (Note) Skills: Communication and Literacy (note) Objectives: 1. Be able to explain our responsibilities for human rights. 2. Create a poem signifying being active about human rights. (Note Heading:) H R 12 Date:
- 3. We’ll then start the new chapter on pages 84-86 of the green books. These pages talk about what responsibilities you have. By the end of class, you will have created your own version of a poem from the book as well. The message today is ‘speak up for yourself or your rights can be taken away’. Plan for today
- 4. Let’s read pages 84 to 86. We’ll come back to the poem after a short note and exercise on the page after. (note) Responsible citizens participate in their communities and strive to make the world a better place. (note) (There are 7 points on page 86 about what you should do. Note all of them, starting with ‘Respecting the rights of others’). When finished these notes, return to page 85 of the green book and take another look at the poem. Page 84-86 (Green Book) Reading and Writing
- 5. Your task is to create a poem in the same structure as ‘First they came’ by following the instructions below. Each student should have a different poem, based on what they like. (Title:) First they came First they came for my……………….(Insert something you like) And I did not speak about Because I…………………………..(Insert something you fear) Do this four times (replacing the word ‘First’ with ‘Then’). End the poem by having them come for you. The message here is that if you don’t speak out about things being taken from you, more stuff will be taken from you. (Copies of those poems would be nice; worthy of green cards perhaps). Page 85 (Green Book) Exercise