The document provides guidance on describing bicycle incidents in American Sign Language. It outlines a structure for the narrative, including describing what the person was doing on the bicycle and what happened. It teaches essential classifiers for representing bicycles, riders, barriers, and movements. Examples are provided of different bicycle tricks and stunts. Facial expressions for impacts and reactions are also explained. The goal is to develop skills for clearly telling stories about bicycle incidents.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by explaining the importance of storytelling for building relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories involving throwing or passing objects between people. It provides examples of signers conveying different outcomes of catching or dropping a ball. It also demonstrates using locative and instrument classifiers to describe the movement and handling of objects. Finally, it shows how to apply role shifting when telling a story involving passing liquids between people.
Mastering app store install conversions can significantly reduce the cost of user acquisition and drive higher quality installs to your app. After a year of testing with leading developers worldwide such as Kabam, Zynga & Google, StoreMaven analyzed all that data and put together a deck with 10 killer tips for app store marketing.
Este documento presenta una conferencia sobre el manejo del tiempo. La conferencia tiene como objetivos iniciar un cambio personal para eliminar hábitos que derrochan tiempo e introducir una mejor administración del tiempo para lograr objetivos. El tiempo es un recurso único que no se puede comprar, alquilar, acumular o reemplazar, y se necesita para todo. Un buen manejo del tiempo requiere establecer objetivos claros, planificar, enfocarse en actividades relevantes positivas, y desarrollar perseverancia.
AH City Council Meeting 12.14.15 - Item #6 518 tuxedo - significance onlyMarian Vargas Mendoza
The applicant is seeking to demolish all existing structures at 518 Tuxedo Ave. The property is zoned single-family residential and contains a 2,795 square foot home built in 1950. City staff and the Architectural Review Board have reviewed the property and found no architectural significance or historical importance to the existing structures.
This document is a Statement of Accomplishment from Coursera recognizing that Andrew McDougall successfully completed the online course "Programming for Everybody (Python)" from the University of Michigan School of Information with distinction on May 07, 2015. The course introduced students to the Python programming language and how it can be used for data analysis.
El documento habla sobre el discurso de Jesús sobre el fin del mundo y la destrucción del templo de Jerusalén. Jesús usa imágenes apocalípticas para advertir sobre eventos futuros, pero con la intención de dar esperanza, no miedo. Aunque habrá persecuciones, la victoria final será de Dios. Mientras tanto, los cristianos deben continuar trabajando y manteniendo la fe hasta el regreso glorioso de Cristo.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by explaining the importance of storytelling for building relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories involving throwing or passing objects between people. It provides examples of signers conveying different outcomes of catching or dropping a ball. It also demonstrates using locative and instrument classifiers to describe the movement and handling of objects. Finally, it shows how to apply role shifting when telling a story involving passing liquids between people.
Mastering app store install conversions can significantly reduce the cost of user acquisition and drive higher quality installs to your app. After a year of testing with leading developers worldwide such as Kabam, Zynga & Google, StoreMaven analyzed all that data and put together a deck with 10 killer tips for app store marketing.
Este documento presenta una conferencia sobre el manejo del tiempo. La conferencia tiene como objetivos iniciar un cambio personal para eliminar hábitos que derrochan tiempo e introducir una mejor administración del tiempo para lograr objetivos. El tiempo es un recurso único que no se puede comprar, alquilar, acumular o reemplazar, y se necesita para todo. Un buen manejo del tiempo requiere establecer objetivos claros, planificar, enfocarse en actividades relevantes positivas, y desarrollar perseverancia.
AH City Council Meeting 12.14.15 - Item #6 518 tuxedo - significance onlyMarian Vargas Mendoza
The applicant is seeking to demolish all existing structures at 518 Tuxedo Ave. The property is zoned single-family residential and contains a 2,795 square foot home built in 1950. City staff and the Architectural Review Board have reviewed the property and found no architectural significance or historical importance to the existing structures.
This document is a Statement of Accomplishment from Coursera recognizing that Andrew McDougall successfully completed the online course "Programming for Everybody (Python)" from the University of Michigan School of Information with distinction on May 07, 2015. The course introduced students to the Python programming language and how it can be used for data analysis.
El documento habla sobre el discurso de Jesús sobre el fin del mundo y la destrucción del templo de Jerusalén. Jesús usa imágenes apocalípticas para advertir sobre eventos futuros, pero con la intención de dar esperanza, no miedo. Aunque habrá persecuciones, la victoria final será de Dios. Mientras tanto, los cristianos deben continuar trabajando y manteniendo la fe hasta el regreso glorioso de Cristo.
Lalo Huber - Comunicación en la gestión de RH (en UNR)Lalo Huber
Este documento presenta una conferencia sobre la comunicación como herramienta básica del análisis de recursos humanos y organizacionales. El objetivo es desarrollar la capacidad de los participantes para generar contactos positivos con otras personas. Se explica que la comunicación interpersonal es fundamental para captar el medio y para influir en él. También se discuten conceptos como la diferencia entre ser y parecer, la importancia de la comunicación eficaz, y los principios básicos de la programación neurolingüística para mejorar la comunicación.
The document outlines a lesson plan for a 4th grade class with 20 students from various backgrounds. The objectives are for students to recognize holiday traditions with 80% accuracy and present a religious holiday with 90% accuracy. The teacher will provide instruction, lectures, class activities, and group work, utilizing appropriate media and materials. Students will complete all activities and presentations, and be evaluated on their presentation content and class participation.
El resumen propone implementar el cultivo de papaya Red Lady en la Comunidad 4 de Julio en Bolivia para lograr la soberanía y seguridad alimentaria a través de su comercialización. Se espera identificar las condiciones locales para el cultivo mediante una evaluación ecológica, incrementar el rendimiento usando técnicas tradicionales y determinar el impacto en los ingresos familiares analizando los resultados del sistema de producción agroecológico propuesto.
Este documento contiene información sobre conceptos básicos de negocios y economía. Define qué es un negocio, mercado y sus elementos. Explica cómo funciona el sistema económico de una empresa y cómo legalizar un negocio informal. También presenta ejemplos de negocios innovadores como una mezcladora digital de bebidas.
Este documento analiza la integración productiva y cooperación en el Mercosur. Introduce los conceptos de cadena productiva y competitividad, y explica cómo la eficiencia de toda la cadena afecta la competitividad del producto final. También describe el Programa de Foros de Competitividad del Mercosur, el cual busca promover el diálogo entre sectores público y privado para mejorar la competitividad de las cadenas productivas a través de consensos y proyectos concretos. Finalmente, reflexiona sobre cómo avanzar hacia mayores niveles de
OCEA - Office of the Chief Enterprise Architect, an Incubator View with a Notion of EA as a Boat/Cruise for Enterprise.
1. Office Structure and Capability View
2. Round the corner business enterprise Stovepipe
3. What an EA Office meant from Organization 360 degree view
4. Enabler for Organization for next gen & Business disruption scenarios.
5. Drive the business growth having coherent view of new business model design.
6. EA Boat View - A notion how OCEA helps as a cruise for organization/enterprise to surpass the Org goals.
7. EA Office framework in terms of how you execute the CEA business and how you synergize & synchronize the discharge of Architecture responsibilities.
Este documento proporciona detalles sobre una tesis titulada "Estudio de las condiciones de limpieza-desinfección, escaldado y secado de la broza de café, en una mipyme, para la conservación de la mayor actividad antioxidante", presentada por Silvia Elena Rivera Garro en la Escuela de Tecnología de Alimentos el 16 de diciembre de 2015 a las 11 a.m.
Este proyecto tiene como objetivo reforzar las asignaturas de matemática y lenguaje en estudiantes de 3o y 4o básico mediante metodologías similares al SIMCE. Se aplicarán ensayos mensuales, se analizarán las debilidades y se retroalimentará a los estudiantes con el fin de mejorar sus puntajes SIMCE.
The document discusses Node.js, including what it is, why it is used, who uses it, and how its single-threaded and asynchronous model allows for high performance. Node.js is an open-source JavaScript runtime built on Chrome's V8 JavaScript engine. It uses an event-driven, non-blocking I/O model that makes it lightweight and efficient, as well as scalable for real-time applications with many simultaneous connections. Major companies including PayPal, Walmart, and Netflix have adopted Node.js for building fast and scalable server-side web applications.
This document provides instructions for students to prepare a 5-minute presentation on a health condition in ASL. It discusses researching the topic, planning the presentation by answering questions about symptoms, processes, causes, treatments, and structuring the presentation in an introduction, body, and conclusion. The body section should cover the normal process, how the condition affects the process, causes, and available treatments. Tips are provided for delivering the presentation including standing facing the audience, maintaining eye contact, and avoiding gum chewing. Students will sign up for a health condition to present on.
7b. Discussing Health Conditions - Describing Symptoms, Causes, and Treatmentsaslmountainheightsacademy
This document discusses how to present information about health conditions. It provides guidance on structuring presentations into three parts: symptoms, causes, and treatments. For treatments, it suggests indicating whether a condition can be cured and then listing treatment options. An example of presenting information on migraines is provided, with the condition named and symptoms, causes, and treatments described in sequence. Transition phrases and signs are also defined to help clearly discuss health topics in ASL.
This document provides instructions for developing a presentation that describes a normal bodily process in American Sign Language (ASL). It discusses five steps: 1) Introduce the topic with a rhetorical question, 2) Explain how the process begins, 3) Describe the process in detail using classifiers and role-shifting to show body parts and their functions, 4) Explain how the process ends, and 5) Close with a concluding comment. An example presentation on breathing by Marlon Kuntze is analyzed, highlighting how he follows these steps to clearly explain the respiratory process in ASL.
This document provides guidance on summarizing a major life decision. It outlines a narrative structure for telling about a decision, including explaining the situation and problems, how the decision was made, and feelings about the decision now. It also offers language tools for discussing the process, such as signs to indicate considering multiple options or a continuous aspect. Tips are provided for successful conversation, like checking for understanding and elaborating. The goal is to help students discuss major decisions they have made through practicing conversation skills.
This document discusses making major life decisions and introduces vocabulary related to discussing life changes. The goal is to help students expand their vocabulary and conversation skills to talk about major decisions they have made. It covers vocabulary for choosing a college, careers, relationships, and relocating. Examples of major decisions include choosing a college, getting married, divorced, changing jobs, or moving. The vocabulary lists terms for different types of changes, reasons for changes, and other descriptors.
This unit helps students expand their vocabulary and conversation skills to discuss major life decisions like choosing housing or vehicles. Students learn a narrative structure to describe such decisions, including explaining the situation, problems, information considered, the decision arrived at, and feelings about the decision. The unit covers vocabulary for discussing features, costs and problems related to housing and cars. Students will practice conversations by sharing their own housing and vehicle decision experiences.
Lalo Huber - Comunicación en la gestión de RH (en UNR)Lalo Huber
Este documento presenta una conferencia sobre la comunicación como herramienta básica del análisis de recursos humanos y organizacionales. El objetivo es desarrollar la capacidad de los participantes para generar contactos positivos con otras personas. Se explica que la comunicación interpersonal es fundamental para captar el medio y para influir en él. También se discuten conceptos como la diferencia entre ser y parecer, la importancia de la comunicación eficaz, y los principios básicos de la programación neurolingüística para mejorar la comunicación.
The document outlines a lesson plan for a 4th grade class with 20 students from various backgrounds. The objectives are for students to recognize holiday traditions with 80% accuracy and present a religious holiday with 90% accuracy. The teacher will provide instruction, lectures, class activities, and group work, utilizing appropriate media and materials. Students will complete all activities and presentations, and be evaluated on their presentation content and class participation.
El resumen propone implementar el cultivo de papaya Red Lady en la Comunidad 4 de Julio en Bolivia para lograr la soberanía y seguridad alimentaria a través de su comercialización. Se espera identificar las condiciones locales para el cultivo mediante una evaluación ecológica, incrementar el rendimiento usando técnicas tradicionales y determinar el impacto en los ingresos familiares analizando los resultados del sistema de producción agroecológico propuesto.
Este documento contiene información sobre conceptos básicos de negocios y economía. Define qué es un negocio, mercado y sus elementos. Explica cómo funciona el sistema económico de una empresa y cómo legalizar un negocio informal. También presenta ejemplos de negocios innovadores como una mezcladora digital de bebidas.
Este documento analiza la integración productiva y cooperación en el Mercosur. Introduce los conceptos de cadena productiva y competitividad, y explica cómo la eficiencia de toda la cadena afecta la competitividad del producto final. También describe el Programa de Foros de Competitividad del Mercosur, el cual busca promover el diálogo entre sectores público y privado para mejorar la competitividad de las cadenas productivas a través de consensos y proyectos concretos. Finalmente, reflexiona sobre cómo avanzar hacia mayores niveles de
OCEA - Office of the Chief Enterprise Architect, an Incubator View with a Notion of EA as a Boat/Cruise for Enterprise.
1. Office Structure and Capability View
2. Round the corner business enterprise Stovepipe
3. What an EA Office meant from Organization 360 degree view
4. Enabler for Organization for next gen & Business disruption scenarios.
5. Drive the business growth having coherent view of new business model design.
6. EA Boat View - A notion how OCEA helps as a cruise for organization/enterprise to surpass the Org goals.
7. EA Office framework in terms of how you execute the CEA business and how you synergize & synchronize the discharge of Architecture responsibilities.
Este documento proporciona detalles sobre una tesis titulada "Estudio de las condiciones de limpieza-desinfección, escaldado y secado de la broza de café, en una mipyme, para la conservación de la mayor actividad antioxidante", presentada por Silvia Elena Rivera Garro en la Escuela de Tecnología de Alimentos el 16 de diciembre de 2015 a las 11 a.m.
Este proyecto tiene como objetivo reforzar las asignaturas de matemática y lenguaje en estudiantes de 3o y 4o básico mediante metodologías similares al SIMCE. Se aplicarán ensayos mensuales, se analizarán las debilidades y se retroalimentará a los estudiantes con el fin de mejorar sus puntajes SIMCE.
The document discusses Node.js, including what it is, why it is used, who uses it, and how its single-threaded and asynchronous model allows for high performance. Node.js is an open-source JavaScript runtime built on Chrome's V8 JavaScript engine. It uses an event-driven, non-blocking I/O model that makes it lightweight and efficient, as well as scalable for real-time applications with many simultaneous connections. Major companies including PayPal, Walmart, and Netflix have adopted Node.js for building fast and scalable server-side web applications.
This document provides instructions for students to prepare a 5-minute presentation on a health condition in ASL. It discusses researching the topic, planning the presentation by answering questions about symptoms, processes, causes, treatments, and structuring the presentation in an introduction, body, and conclusion. The body section should cover the normal process, how the condition affects the process, causes, and available treatments. Tips are provided for delivering the presentation including standing facing the audience, maintaining eye contact, and avoiding gum chewing. Students will sign up for a health condition to present on.
7b. Discussing Health Conditions - Describing Symptoms, Causes, and Treatmentsaslmountainheightsacademy
This document discusses how to present information about health conditions. It provides guidance on structuring presentations into three parts: symptoms, causes, and treatments. For treatments, it suggests indicating whether a condition can be cured and then listing treatment options. An example of presenting information on migraines is provided, with the condition named and symptoms, causes, and treatments described in sequence. Transition phrases and signs are also defined to help clearly discuss health topics in ASL.
This document provides instructions for developing a presentation that describes a normal bodily process in American Sign Language (ASL). It discusses five steps: 1) Introduce the topic with a rhetorical question, 2) Explain how the process begins, 3) Describe the process in detail using classifiers and role-shifting to show body parts and their functions, 4) Explain how the process ends, and 5) Close with a concluding comment. An example presentation on breathing by Marlon Kuntze is analyzed, highlighting how he follows these steps to clearly explain the respiratory process in ASL.
This document provides guidance on summarizing a major life decision. It outlines a narrative structure for telling about a decision, including explaining the situation and problems, how the decision was made, and feelings about the decision now. It also offers language tools for discussing the process, such as signs to indicate considering multiple options or a continuous aspect. Tips are provided for successful conversation, like checking for understanding and elaborating. The goal is to help students discuss major decisions they have made through practicing conversation skills.
This document discusses making major life decisions and introduces vocabulary related to discussing life changes. The goal is to help students expand their vocabulary and conversation skills to talk about major decisions they have made. It covers vocabulary for choosing a college, careers, relationships, and relocating. Examples of major decisions include choosing a college, getting married, divorced, changing jobs, or moving. The vocabulary lists terms for different types of changes, reasons for changes, and other descriptors.
This unit helps students expand their vocabulary and conversation skills to discuss major life decisions like choosing housing or vehicles. Students learn a narrative structure to describe such decisions, including explaining the situation, problems, information considered, the decision arrived at, and feelings about the decision. The unit covers vocabulary for discussing features, costs and problems related to housing and cars. Students will practice conversations by sharing their own housing and vehicle decision experiences.
This document provides vocabulary for discussing finances in American Sign Language. It introduces signs for concepts like donate, be broke, spend all, owe, bills, pay in large chunks, can't afford, and paid off. It also presents dialogues demonstrating the use of these signs in context covering topics like buying raffle tickets, purchasing a computer, and contributing money for a birthday gift. The goal is to equip the learner with signs for talking about monetary topics that commonly arise in daily life.
This document introduces signs related to discussing financial topics in American Sign Language. It begins with basic money vocabulary signs like BUY, SELL, MONEY. It then covers more terms like CREDIT-CARD, CHECK, CASH. Finally, it discusses banking terms such as SAVINGS, DEPOSIT, WITHDRAW, and INTEREST to talk about concepts like checking and savings accounts. The goal is to provide vocabulary to have conversations about finances and money management.
1c. Narrating Unforgettable Moments - Injuries: Tripping, Falling, and Other ...aslmountainheightsacademy
This document provides instruction on how to sign stories about injuries from tripping, falling, and other mishaps in American Sign Language (ASL). It discusses using role shifting, locative classifiers to establish barriers, semantic classifiers to describe falls and movement, and facial expressions. Specific signs and techniques are demonstrated for describing injuries both inside and outside the signing space. The goal is to teach storytelling skills like maintaining spatial agreement and sequencing to share these unforgettable personal stories engagingly in ASL.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by introducing the importance of sharing stories to build relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories about throwing and catching objects or passing liquids between people. It includes videos that model different outcomes of throwing a ball and signing a story about getting sprayed with a water gun. The document emphasizes using locative and instrument classifiers to clearly convey an object's movement and how people interact with it. The goal is to help readers develop storytelling skills in ASL.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by introducing the importance of sharing stories to build relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories about throwing and catching objects or passing liquids between people. It includes videos that model different outcomes of throwing a ball and signing a story about getting sprayed with a water gun. The document emphasizes using locative and instrument classifiers to clearly convey an object's movement and how people interact with it. The goal is to help readers develop storytelling skills in ASL.
Nikki tells a story about a horse riding incident to practice describing accidents. She establishes the context by explaining she and a friend went horseback riding. Nikki describes what happened by establishing movement between the horse and rider. When the horse's speed suddenly changed, Nikki fell from the horse. She concludes by explaining the result of the incident. The document provides guidance on using classifiers and facial expressions to successfully tell stories about accidents involving horses or other situations. It emphasizes establishing context, movement, and timing reactions to describe what occurred.
This document provides instruction on explaining rules for card games and group games in ASL. It discusses explaining the setup, play, and winning conditions of games. Specific grammar structures are introduced, such as classifiers, conditional sentences, and rhetorical questions. Examples are provided of explaining the card game "War" and group game "Lady, Tiger, or Camera". Key vocabulary for cards and group games is also listed. The goal is for learners to develop skills in clearly instructing others on rules while engaging their attention.
1. The document discusses explaining cultural rules and customs in American Sign Language.
2. It provides instructions for explaining rules and customs, including describing a situation, explaining the appropriate or inappropriate behavior, and contrasting with another culture.
3. Examples are given for explaining rules around public displays of affection, respect for elders, and interpreting burping in different cultures.
This document discusses explaining rules through American Sign Language (ASL). It covers explaining everyday rules through ASL in a calm manner by giving the situation and then explaining the rule. It also covers expressing rules in situations requiring immediate response, using more abrupt and authoritative signing accompanied by facial expressions showing urgency, frustration, or anger. Examples are given of rules being expressed in both everyday and immediate situations. The document aims to teach how to clearly communicate rules in different contexts through ASL signs, classifiers, and facial expressions.
This document discusses explaining rules through American Sign Language (ASL). It covers explaining everyday rules through ASL by providing the situation and then explaining the rule. The document also discusses how to explain rules in both an authoritative or diplomatic tone depending on the relationship and context. Additionally, it addresses situations requiring immediate responses, where the signs used to explain the rule should be brief, abrupt and accompanied by facial expressions showing urgency, frustration or anger. Examples are provided to demonstrate explaining rules in both everyday and immediate response situations.
This document provides information about explaining rules, with a focus on explaining driving rules. It discusses the basic sequence for explaining rules, which is to describe the situation using a conditional clause and then give the rule using vocabulary related to what is required, permitted, or forbidden. Specific driving rules that are covered include signs/symbols of the road, speed limits, right-of-way, and personal safety. Examples are given for explaining each type of rule using the proper grammar and vocabulary.
The document provides guidance on describing bicycle incidents in American Sign Language (ASL). It outlines a three-part structure: 1) describing what the rider was doing, 2) what happened, and 3) how the rider reacted. Key classifiers are introduced to represent the bicycle, rider positions, barriers, and impacts. Examples demonstrate how to sign tricks, stunts, crashes, and reactions using appropriate classifiers and facial expressions. Practice opportunities are provided to help readers learn the skills for clearly narrating bicycle accident stories in ASL.
This document provides guidance on how to summarize stories about accidents involving cars or other vehicles. It discusses the key elements to include when describing different types of accidents, such as moving violations, car accidents, and accidents involving horses or bicycles. For moving violation stories, it recommends an introduction establishing location and people involved, a body describing what happened, and a conclusion offering perspective. For car accidents, it suggests describing the situation, what led to the collision, how the cars collided, and any resulting damages or injuries. The document emphasizes movement agreement between drivers and vehicles to clearly convey accident sequences. It also includes common road signs and terms to facilitate accident descriptions.
This document provides guidance on how to summarize stories about accidents involving cars or other vehicles. It discusses the key elements to include when telling stories about moving violations, car accidents, and other incidents. For stories about moving violations, it recommends an introduction establishing location and people involved, a body describing what happened, and a conclusion offering perspective. When telling about car accidents, it suggests describing the situation, what led to the collision, how the cars collided, and any resulting damages or injuries. The document also discusses techniques like movement agreement and use of classifiers to help clearly convey accident narratives.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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,
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.
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.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
2. Telling about accidents
We all have a story to tell about our misadventures, incidents
involving a horse or a bicycle, car accidents, or even a near
miss. These tales can engage and fascinate the listener; they can
amaze or they can enlighten and guide us in making wise
decisions the next time we encounter the same situations.
Telling stories like these is a way of sharing our personal
experiences with other people. The tricky part is learning how
to describe the basic action, time reactions, and show different
perspectives.
3. Telling about accidents
This is another narrative unit designed to help you develop
essential skills for telling a story successfully. You will learn to
use more complex combinations or classifiers to tell what
happened. For instance, talking about an incident with a horse
usually requires switching between different classifiers used to
represent the horse, the rider, and maybe a barrier. The same is
true for telling about an incident with a bicycle or a car. You
will also learn to time your reactions to coincide with the
impact of a fall or an accident.
4. Describing an incident with a bicycle
1. Tell what the person was doing on/with a
bicycle.
■ Bicycle trick
■ Bicycle stunt
■ Two people on a bicycle
2. Tell what happened
■ Describe the barrier/terrain
■ Tell how the bicycle hit the barrier/terrain
(impact)
■ Reestablish the rider to show how he/she fell
and landed (reactions)
5. 1. Tell What the Person
Was Doing on/with a Bicycle
a. Bicycle trick (change in the rider’s position)
• Establish person riding a bicycle
• If a trick involves part of the bike, such as the handlebars, seat, or crossbar,
describe using a DCL
• Describe the rider’s changed position
i. If the change involves the whole body, use SCL:V, e.g., laying
prone, sitting sideways on the crossbar, sitting on the fender,
kneeling on the seat.
ii. If the change involves holding on to the other parts of the
bicycle, use ICL, e.g., holding the crossbar, back of the seat, or
riding without hands.
iii. If the trick involves the feet or legs only, use (2h)BPCL:B “feet”
or (2h)BPCL:1 “legs,” e.g., resting feet on the handlebars,
swinging legs outward.
6. 1. Tell What the Person
Was Doing on/with a Bicycle
Examples:
Sitting sideways on the crossbar
• Use sign glossed as RIDE-BIKE
• describe crossbar using DCL
• use SCL:V to show the person moving
from the seat to the crossbar
Riding without hands
• Use sign glossed as RIDE-BIKE
• (no description of bike part)
• use (2h)ICL to show the person holding
and then letting go of the handlebars
Placing feet on handlebars
• Use sign glossed as RIDE-BIKE
• describe the handlebars using DCL
• fingerspell “feet” and then use
(2h)BPCL:B “feet” to show the feet
steering the handlebars
7. 1. Tell What the Person
Was Doing on/with a Bicycle
b. Bicycle stunt (maneuvering the bicycle)
• Describe terrain (if not flat) using DCL, e.g., a bumpy road, big dip,
curb, or obstacle
• Describe the bicyclist holding the handlebars using (2h)ICL. Establish
movement agreement between the rider and the bicycle, e.g., holding
the handlebars with head and hands bouncing while going over a
bumpy road, or head jerking back as you enact “pulling bicycle up”
for a wheelie.
• Describe the stunt by using SCL:2 and LCL:B on your weak hand to
represent the surface, e.g., flying through the air, landing with a
bounce, doing a wheelie.
8. 1. Tell What the Person
Was Doing on/with a Bicycle
Examples:
Doing a jump over a curb
• Describe curb using DCL
• use (2h)ICL “holding handlebars” and
jerk your head back as you enact “pulling
up” handlebars to make bicycle jump
• reestablish curb with LCL:B on your weak
hand and use SCL:3 to show how the
bicycle went over the curb
Doing a wheelie
• (Flat terrain, no description)
• use (2h)ICL “holding handlebars” and
jerk your head up as you enact “pulling
up” handlebars to bring the front wheel
up
• use LCL:B on your weak hand to
represent the ground while you use SCL:3
to show the bike traveling on the back
wheel
9. 1. Tell What the Person
Was Doing on/with a Bicycle
c. Two people on a bicycle (shows riders’ positions)
• Establish the position of the first person steering.
i. Sign RIDE-BIKE
• Establish the position of the “other” person.
i. Describe the bicycle part involved.
ii. Use SCL:V to show the person’s position.
iii. Use (2h)ICL or BPCL to further describe the person’s actions,
e.g., holding on to the first person, legs dangling in the air.
10. 1. Tell What the Person
Was Doing on/with a Bicycle
Example:
Riding a bicycle with a second person
sitting on the handlebars
• tell about the first person
steering by using sign RIDE-
BIKE
• establish handlebars by using
raised eyebrows and DCL to
describe using handlebars, then
use SCL:V “person” on
(wh)LCL:1 “handlebars” to
indicate a person sitting on the
handlebars
11. 2. Tell What Happened
a. Describe barrier/terrain
• Name the barrier (curb, steps, hole, etc.)
• Then use DCL to describe size and shape of
barriers
b. Tell how the bicycle hit the barrier/terrain (impact)
• Indicate that what is about to happen next is
unexpected (transition)
• Establish the barrier’s location using LCL and
then show how the bicycle (using SCL:3) hit
the barrier
• Time the “pow” expression, which is a mouth
snap and an eye blink, as the bicycle hits the
barrier.
c. Show how the person fell and landed
• Reestablish the person on the bike using
LCL:B for the bike and SCL:V for the person
• Show the person falling off the bike by using
SCL:V. The hand used to represent the
bicycle, LCL:B, is now used to represent the
ground to show where the person landed. Use
the “ahh” expression as the person falls
through the air and “pow” expression when
the person hits the ground.
12. “A Bicycle Incident” by
Stefanie
Video Notes:
Study how the reactions are
timed to make the action
sequence clear and vivid.
Follow-up by rehearsing the
incident until you can sign it
with ease.
Watch Stefanie describe her bicycle
incident. Then go back and analyze how
Stefanie addresses the narrative sequence
in her story.
13. Essential Classifiers
Classifiers Used to Represent a Bicycle:
■ SCL:3 - used to show a bicycle’s
movement and location. It is also used to
describe the bicycle’s spatial relationship
to a person, object, or another vehicle.
For example, to describe how a bike hits
a person, you would use a semantic
classifier to represent both the bike and
the person’s position and to describe
how the bike hit the person.
■ SCL:V “person”/ LCL:B “bicycle” - This
combination of classifiers is used when
describing a person, SCL:V, straddling a
bicycle, LCL:B. The only time a bicycle is
represented by the “B” handshape is
when you talk about the rider on the
bicycle.
■ (2h)LCL:1 “spinning” - used to describe
a spinning/turning movement. In this
case, it is substituted for SCL:3 to
describe a bicycle spinning on one
wheel.
14. Essential Classifiers
Classifier Showing How a
Rider Manipulates a
Bicycle:
■ (2h)ICL “holds
handlebars” - used to
show how the bicyclist
holds or handles
something, in this case
the handlebars.
15. Essential Classifiers
Classifiers Used to Describe
Parts of the Bicycle:
■ The following bicycle
parts are described from
the perspective of sitting
on bicycle:
handlebars
crossbar
bumper
wheel
16. Essential Classifiers
Classifiers Used to Describe
Changing Position of Rider:
• standing on the seat
• riding with no hands
• taking feet off the
pedals
• legs dangling out to
the side
18. Classifiers used to describe incidents
involving barriers
Descriptive classifiers (DCL) are primarily used to
describe the size and shape of barriers. A locative
classifier (LCL) is used to represent the barrier when
describing what happened.
Follow this structure to describe incidents involving
barriers:
1. Name the barrier
2. Describe the barrier
3. Describe the accident
20. Facial Expressions for Falls/Impact
■ “ahh”: indicates that an
object or a person is airborne.
■ “pow”: used for both objects
and people, whenever you
have impact. For example, the
rider on the bicycle hit a curb
(“pow”), flew through the air
(“ahh”), and then landed on
the ground (“pow).
21. Other Useful Signs
■ Transition Sign -
SOMETHING: This transition
sign indicates that what caused
the accident can’t be recalled or
known.
■ SHOULD - ME NOT -
WRONG: This phrase is used
when discussing hindsight.
Hindsight is another way to
transition into the story by
telling us what should have
happened before telling us what
did happen. Here is the phrase
to use when discussing
hindsight.
22. Examples in Action
Person using feet to steer the bicycle:
■ Gloss: ME RIDE-BIKE, DCL
“handlebars”, #FEET <rs:me
(2h)BPCL:B “2 feet planted on
handlebars,” (2h)ICL “hands let go of
handlebars,” (2h)BPCL:B “legs/feet
steering bicycle”>
Bicycling over a rocky terrain:
■ Gloss: DCL “rocky terrain” ME <rs:me
(2h)ICL “holding handlebars”> SCL:3
“bicycle traveling over the rocky
terrain.”
■ Facial Expressions: “mahmah +
bouncing head”
23. Now you try it!
■ Riding with no hands
■ Riding with legs out
■ Laying face down with
stomach on seat
■ Jumping curb
■ Skidding bike to a stop
■ Doing a back wheel wheelie
■ Twirling around on back
wheel or front wheel
■ One person riding on seat,
the other on handlebars
Follow along with me and try signing these examples involving
bicycle incidents.
24. Review
Throughout this presentation, you have learned the following:
■ Bicycle Incident Structure:
■ Tell what the person was doing on/with a bicycle.
a. Bicycle trick
b. Bicycle stunt
c. Two people on a bicycle
■ Tell what happened
a. Describe the barrier/terrain
b. Tell how the bicycle hit the barrier/terrain (impact)
c. Reestablish the rider to show how he/she fell and landed (reactions)
■ Essential Classifiers related to bicycle accidents
■ Barriers and related classifiers
■ Associated facial expressions and head movements