The document contains summaries from students in a 5th grade class about themselves, their friends, interests and activities. Some key points mentioned are:
- Margo and Angela describe themselves as best friends who share a desk, wear high heels to school and like to party.
- Max writes that he is the best in his class and enjoys sports and helping others.
- Daniel and Max describe themselves as best friends who have known each other for nine years and like to play sports and games together.
- Artem writes that he loves animals, computer games and music, and has two best friends named Ratybor and Misha.
Thoughts such as, what does an assumption mean, what it is all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about assumptions are given below.)
1. Assumption is presuming things that are not clearly known.
2. It is coming to a conclusion without knowing all the facts.
3. They may be based on past experiences but need not be true always.
4. It is something taken for granted or concluded in haste without sufficient validation.
INTENT
(The objective of the facilitation process is to help each participant explore the topic for himself, individually and independently. Following are some of the objectives of the session.)
1. To understand what is assumption.
2. To analyse whether assumptions are always factual or not.
3. To find out whether there is a basis for an assumption.
4. To understand the impact of assumptions on people, things and situations, if any.
5. To explore what happens when one assumes things and it turns out to be factually incorrect.
6. To explore what happens when one assumes things and it turns out to be factual.
7. To analyse whether one needs to assume.
QUESTIONS
(These are some leading questions that the facilitator may contemplate on for understanding and connecting with the topic.)
1. What is an assumption?
2. Are rational assumption and assumption based on hear-say or rumours different? If yes, how?
3. Does assumption have an effect on people and on relationships? How?
4. Can assumptions be used in positive ways? How?
5. What happens when one assumes things and it turns out to be factually incorrect?
6. What happens when one assumes things and it turns out to be factual
Thoughts such as, what does an assumption mean, what it is all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about assumptions are given below.)
1. Assumption is presuming things that are not clearly known.
2. It is coming to a conclusion without knowing all the facts.
3. They may be based on past experiences but need not be true always.
4. It is something taken for granted or concluded in haste without sufficient validation.
INTENT
(The objective of the facilitation process is to help each participant explore the topic for himself, individually and independently. Following are some of the objectives of the session.)
1. To understand what is assumption.
2. To analyse whether assumptions are always factual or not.
3. To find out whether there is a basis for an assumption.
4. To understand the impact of assumptions on people, things and situations, if any.
5. To explore what happens when one assumes things and it turns out to be factually incorrect.
6. To explore what happens when one assumes things and it turns out to be factual.
7. To analyse whether one needs to assume.
QUESTIONS
(These are some leading questions that the facilitator may contemplate on for understanding and connecting with the topic.)
1. What is an assumption?
2. Are rational assumption and assumption based on hear-say or rumours different? If yes, how?
3. Does assumption have an effect on people and on relationships? How?
4. Can assumptions be used in positive ways? How?
5. What happens when one assumes things and it turns out to be factually incorrect?
6. What happens when one assumes things and it turns out to be factual
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. OUR classmisstRess maRina
YURievna and alina mURavshchic
• We are trying to
organize the first day.
• We can’t have an
excursion today, the
weather isn’t suitable.
• Do you think it was a
good idea to write
compositions?
3. maRgO KUlshan and angela
KRasnaYa
• We are best friends . We
are always together . We
share one desk . Honestly it
is a secret we 're the only in
the class who wear shoes
on high heels. We always
dress in the latest fashion.
We are the only in the class
consider ourselves the best
(all you need for
happiness) . We love to visit
parties. We invite friends
from his class.
4. maRgO KUlshan and angela
KRasnaYa
• We certainly have CATS. How can
we live without them then? We
have a motto in life: NOT ONE
DAY WITHOUT CATs! They are
Margot, Bagel and Rosa, and I
have a cat in Milanochka.
Hamsters lives in Leakey too.
Huge fish lives in Leakey.We like
to spend our free time together.
We walk in the parks, we go to
the cafe, and of course eat ice
cream together:)
5. MAX PTITSA
• I am the best, I am fond of
football. Ifeel about all the
good things. I am happy to
help everybody. I aml
cheerful and friendly by
nature.
• I am the best in its class
• .
6. MAX MAkSIMENkO
• I write about myself, I'm
a good person.
• I am fond of sports. I
feel happy when I'm on
stage. I always help
everyone. I am cheerful,
sporty.
• I am an original boy.
7. DANyA FEDukIN AND MAX
kOrObkIN
• Hi! I'm Daniel. Hi! I'm Max.! It my
seem strange that we write one
essay about two persons but still
it is so. Max and me are the best
friends I have known him for
about nine years, well, he knows
me eight years I'm one year
older. Max and I are very similar
as to the funny situations. I'm
good at sports, but he is not, I'm
training for 7 years. Well, we
have the most fun because
because all think so.
8. MAX kOrObkIN
• I am MAX. We used to love
playing sports and hanging
out in the computer. Danil
likes to make something
with his hands, well, Max ...
Max. We like to help
parents, to do many good
things. We are positive,
sometimes serious. That's
all about me and Max, hope
you like our work.
9. Zahar Molokanov
• I am witty but lazy and
sometimes
irrresponsible.
• I have many friends, we
like to spend time
together.
• I am a good decoration
of many slides here!
10. Sophy ochkovich and Mary
korShunova
• I am Sophy, a nosy, kind and
happy girl.
• I am Mary, the most
cheerful and kind. Because I
share everything with
everyone. I am fond of
dancing. I feel joy when I do
something good. My good
deeds: The girl is very
thirsty and I bought her
water. My Traits: I am kind,
cheerful and naive.
•
11. lEra BElaShova
• My name is Lera. I'm eleven
years. I want to tell you
about myself. I am fond of
drawing, swimming, and to
do puzzles and logic sums,
tasks and games. I am
feeling quite proud when
I'm praised. My good deeds
to please my mother. I try
to be a good student and an
optimist.
12. raTiBor TaruBarov
• Hi! My name Ratibor I
am 11 years and I'm in a
6-class. I love music and
like to play music.
• After playing music feel
fine, and I still have two
best friends Artem and
Misha.
• I also have four
brothers.
13. ARTEM UDOVICHENKO
• WE ARE HAPPY TO
HAVE SUMMER,
HOLIDAYS, gOOD
FRIENDS,
PARENTS, gOOD
TEACHERS, gOOD
WEAHTER, AND
PRACTICE IS
COMINg TO THE
END!!!
• Hi! My name is Artem
and I'm in 6th grade in
school N75.I love
animals! And I love
computer games, and
music !
• I have many friends. I
have two best friends
Ratybor and Misha.
