The document is a report prepared by Arnel D. Apinado 2P for his adviser Mr. Caloy Cornejo. It likely contains details about a school project or assignment given to the student by their adviser.
Knowing your audience and incorporating visual and audio aids are key to creating an effective presentation. The document provides tips for making a powerful presentation, including familiarizing yourself with different technologies, understanding techniques like having a clear objective and outline, and drawing in your listeners from the beginning. It emphasizes balancing technology with other elements, recapping important points, and allowing time for questions. Formatting suggestions for PowerPoint include using easy-to-read fonts of sufficient size, limiting bullets, and choosing high-contrast colors. The overall goal is to engage learners through various teaching methods.
This document discusses fall foliage in West Virginia and different tree types. It explains that the best time to view fall foliage in WV is during the fall season. It then describes maple trees, oak trees, and evergreen trees, showing what they look like in summer and fall. While maple trees and oak trees change color and lose leaves in fall, evergreen trees keep their needles year-round and do not change color because their needles are adapted for cold climates.
This document discusses the etiological factors and clinical features of alcoholism. The etiological factors include biological factors like genetics and biochemistry, psychological factors such as developmental influences and personality, and sociocultural factors including social learning and cultural influences. The clinical features of alcohol dependence syndrome are malaise, dyspepsia, mood swings, poor hygiene, vitamin deficiencies, drowsiness, and slurred speech. Psychiatric disorders due to alcohol dependence can include acute intoxication, withdrawal syndrome, amnestic disorders, Wernicke's syndrome, Korsakoff's syndrome, mood disorders, dementia, suicidal behavior, and seizures.
This document discusses the etiological factors and clinical features of alcoholism. It covers biological factors like genetics and biochemistry, psychological factors such as developmental influences and personality, and sociocultural factors including social learning and cultural influences. It also lists the clinical features of alcohol dependence syndrome such as malaise, dyspepsia, and mood swings, as well as psychiatric disorders that can result from alcohol dependence like acute intoxication, withdrawal syndrome, and Wernicke's syndrome.
Process recording is an extensive verbatim capture of a client interview used for self-evaluation by social workers. It involves detailed documentation of both verbal and non-verbal aspects of a session. A process recording typically includes the names of those involved, date, description of events, observations of the client, the social worker's assessment, goals, and should be done shortly after a session while still fresh. It is a time-consuming activity used to help social workers improve their skills but is not included in official client records due to confidentiality concerns.
The document summarizes Jellinek's phases of alcoholism which include a pre-alcoholic phase, prodromal phase, crucial phase, chronic phase. It also discusses Prochaska and DiClemente's stages of change model for addiction which includes precontemplation, contemplation, preparation, action, maintenance, and relapse stages. Finally, it outlines different treatment approaches for alcohol dependence like motivational interviewing, behavioral interventions, relapse prevention, psychosocial treatments, and functional analysis.
This document discusses the principles of effective demonstration in teaching. It defines demonstration as showing how something is done to emphasize its merits and convince an audience. Key aspects of demonstration include establishing rapport, avoiding assumptions of prior knowledge, highlighting potential difficulties, planning objectives and materials, rehearsing steps, keeping it simple and summarized, checking for understanding, and evaluating effectiveness. The overall message is that demonstration is a form of audio-visual communication that requires thorough preparation and presentation to teach concepts and methods clearly.
The laboratory method of teaching utilizes hands-on learning with real objects and data to give students a better understanding of course material. It involves defining a problem, gathering information through observation and experimentation, forming a hypothesis, collecting and analyzing data, and drawing conclusions. The key aspects are learning by doing, using reality instead of symbols, and developing scientific skills like observation, reasoning, and applying the scientific method. Some advantages are that students directly engage with materials, better develop problem-solving abilities, and gain experience that can translate to real-life situations. However, it can be more time-consuming and resource-intensive than other methods of instruction.
Knowing your audience and incorporating visual and audio aids are key to creating an effective presentation. The document provides tips for making a powerful presentation, including familiarizing yourself with different technologies, understanding techniques like having a clear objective and outline, and drawing in your listeners from the beginning. It emphasizes balancing technology with other elements, recapping important points, and allowing time for questions. Formatting suggestions for PowerPoint include using easy-to-read fonts of sufficient size, limiting bullets, and choosing high-contrast colors. The overall goal is to engage learners through various teaching methods.
This document discusses fall foliage in West Virginia and different tree types. It explains that the best time to view fall foliage in WV is during the fall season. It then describes maple trees, oak trees, and evergreen trees, showing what they look like in summer and fall. While maple trees and oak trees change color and lose leaves in fall, evergreen trees keep their needles year-round and do not change color because their needles are adapted for cold climates.
This document discusses the etiological factors and clinical features of alcoholism. The etiological factors include biological factors like genetics and biochemistry, psychological factors such as developmental influences and personality, and sociocultural factors including social learning and cultural influences. The clinical features of alcohol dependence syndrome are malaise, dyspepsia, mood swings, poor hygiene, vitamin deficiencies, drowsiness, and slurred speech. Psychiatric disorders due to alcohol dependence can include acute intoxication, withdrawal syndrome, amnestic disorders, Wernicke's syndrome, Korsakoff's syndrome, mood disorders, dementia, suicidal behavior, and seizures.
This document discusses the etiological factors and clinical features of alcoholism. It covers biological factors like genetics and biochemistry, psychological factors such as developmental influences and personality, and sociocultural factors including social learning and cultural influences. It also lists the clinical features of alcohol dependence syndrome such as malaise, dyspepsia, and mood swings, as well as psychiatric disorders that can result from alcohol dependence like acute intoxication, withdrawal syndrome, and Wernicke's syndrome.
Process recording is an extensive verbatim capture of a client interview used for self-evaluation by social workers. It involves detailed documentation of both verbal and non-verbal aspects of a session. A process recording typically includes the names of those involved, date, description of events, observations of the client, the social worker's assessment, goals, and should be done shortly after a session while still fresh. It is a time-consuming activity used to help social workers improve their skills but is not included in official client records due to confidentiality concerns.
The document summarizes Jellinek's phases of alcoholism which include a pre-alcoholic phase, prodromal phase, crucial phase, chronic phase. It also discusses Prochaska and DiClemente's stages of change model for addiction which includes precontemplation, contemplation, preparation, action, maintenance, and relapse stages. Finally, it outlines different treatment approaches for alcohol dependence like motivational interviewing, behavioral interventions, relapse prevention, psychosocial treatments, and functional analysis.
This document discusses the principles of effective demonstration in teaching. It defines demonstration as showing how something is done to emphasize its merits and convince an audience. Key aspects of demonstration include establishing rapport, avoiding assumptions of prior knowledge, highlighting potential difficulties, planning objectives and materials, rehearsing steps, keeping it simple and summarized, checking for understanding, and evaluating effectiveness. The overall message is that demonstration is a form of audio-visual communication that requires thorough preparation and presentation to teach concepts and methods clearly.
The laboratory method of teaching utilizes hands-on learning with real objects and data to give students a better understanding of course material. It involves defining a problem, gathering information through observation and experimentation, forming a hypothesis, collecting and analyzing data, and drawing conclusions. The key aspects are learning by doing, using reality instead of symbols, and developing scientific skills like observation, reasoning, and applying the scientific method. Some advantages are that students directly engage with materials, better develop problem-solving abilities, and gain experience that can translate to real-life situations. However, it can be more time-consuming and resource-intensive than other methods of instruction.
The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
The project method is an instructional approach where students apply the skills and knowledge they have learned to solve real-world problems with minimal teacher direction. Introduced in the 18th century for architecture and engineering students, it was later expanded by William Heard Kilpatrick to be a child-centered, progressive philosophy of education. While time-consuming, the project method gives students hands-on experience, enhances their skills, and allows them to be creative and imaginative. However, it can isolate students to a single activity for long periods.
This document outlines a problem solving method. It begins with two quotes about imagination and originality. It then lists the program objectives, which include actively listening to understand problems, taking the first step to solve problems, clarifying problems, and utilizing creativity and collaboration. It also discusses examining decision making models and practicing problem solving through case studies and discussions. The document defines key terms like problem solving, decision making, and critical thinking. It asks questions about teaching problem solving skills and the skills and processes used in problem solving. Finally, it discusses people who are good at problem solving, like experts in a field and those who can think of alternatives.
The document discusses the inquiry method of teaching, which models the investigative process used by scientists. It involves allowing students to explore, inquire, and discover new learnings through self-directed exploration, rather than being told everything. The key steps are to define the topic or question, guide students in planning how to gather data or information, and have students present their findings. Instructional characteristics include employing processes like inferring, hypothesizing, and experimenting. Students formulate their own hypotheses and methods for testing them.
Integrative teaching focuses on making connections between subjects rather than teaching isolated facts. It aims to link what is learned in school to real-life situations to develop problem-solving and discussion of real-world issues. Integrative teaching also considers individual learner differences like multiple intelligences and learning styles. Some techniques of integrative teaching include content-based instruction where language is used to learn new content, thematic teaching which organizes curriculum around broad themes, focusing inquiry where students investigate real-world questions of their choice, and generic competency models.
This document discusses inductive reasoning and its use of specific observations to derive general claims or conclusions. It outlines six types of inductive reasoning: generalization, analogy, sign, causation, authority, and parallel case. An example is provided for each type. Inductive reasoning is contrasted with deductive reasoning, which moves from general premises to specific conclusions. The document aims to help the reader identify, analyze, and evaluate different forms of inductive arguments.
This document outlines the goals and procedures for laboratory work in education. It discusses:
- The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities.
- Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills.
- Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed.
- Benefits are that students learn by doing and develop observation, reasoning, and scientific thinking, while disadvantages include time and cost ineffectiveness.
The document discusses the deductive teaching method. It begins by explaining that in this method, the teacher directly tells or shows students what they want to teach, such as stating a rule for adding fractions and then providing examples. Another example given is a teacher beginning a lesson on how geography influences way of life by showing an economic map of the Philippines. The document then lists the steps of the deductive approach as clear recognition of the problem, searching for a tentative hypothesis, formulating the hypothesis, and verification. Finally, it outlines the advantages as being straight to the point and allowing more practice time, and the disadvantages as being formal, encouraging rule-based learning, and passive lessons.
The document discusses the deductive teaching method. It begins by explaining that in this method, the teacher directly tells or shows students what they want to teach, such as stating a rule for adding fractions and then providing examples. Another example given is a teacher explaining how geographic location influences way of life by showing an economic map of the Philippines. The document then lists the steps of the deductive approach as clear recognition of the problem, searching for a tentative hypothesis, formulating the hypothesis, and verification. Finally, it discusses the advantages as being straight to the point and allowing more practice time, and disadvantages as being quite formal, encouraging rule-based learning, and passive lessons.
Inductive method by Anna Mapeth EvangelistaBSEPhySci14
ย
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
Reflective teaching by Anjanette PenillosBSEPhySci14
ย
Reflective teaching conceptualizes teaching as a complex skill requiring teachers to make judgments in how to act. High-quality teaching depends on teachers having professional expertise, which is developed through reflective practice. Reflective teaching supports teachers' professional development throughout their careers from student teachers to experienced teachers. It should lead to improvements in teacher skills and student education outcomes while satisfying performance standards.
This document discusses active learning and different types of thought-stimulating activities that can produce meaningful learning, including direct learning, learning by discovery, and problem solving. It also discusses exploratory research, noting that its principal use is to increase understanding of a subject, though conclusions should not be drawn from it due to lack of statistical strength. Exploratory research provides flexibility in sources and can help direct subsequent research approaches.
This document discusses active learning and different types of thought-stimulating activities that can produce meaningful learning, including direct learning, learning by discovery, and problem solving. It also discusses exploratory research, noting that its principal use is to increase understanding of a subject, though not draw definite conclusions. Exploratory research provides flexibility in sources and can help direct subsequent research approaches.
Metacognition involves thinking about one's own cognitive processes and thinking style. It is essential for effective learning as it allows people to self-monitor and adapt their learning strategies. The advantages of metacognition include developing independent, life-long learners who can control their own learning. Teachers can foster metacognition in students by using multiple representations of concepts and activities to help students think about how they learn best. The goal of metacognition is to help students set learning goals and adapt their strategies based on self-monitoring of progress towards goals.
The document discusses planning and conducting field trips with students. It outlines objectives like helping students draw conclusions and acquire knowledge. Field trips enhance the curriculum by providing hands-on experiences, build teamwork, and introduce new experiences. Both advantages and disadvantages are covered, such as the extra preparation required from teachers. Steps for planning a successful field trip are also outlined, including determining educational goals, acquiring permissions, and preparing students.
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
Cooperative learning involves students working in groups to help each other learn. It has two key components: a cooperative incentive structure and cooperative task structure. Groups are made up of students with mixed abilities. Each student is accountable for their own learning while also contributing to the group. Effective cooperative learning involves heterogeneous grouping, ensuring students have necessary social skills, clear goals and evaluation methods for tasks. The document then describes various cooperative learning structures and their purposes, advantages of cooperative learning, potential disadvantages, and provides an example lesson on constructive communication strategies.
CONSTRUCTIVIST APPROACH by: GESILLE S. CAรETEBSEPhySci14
ย
This document discusses constructivism as a learning theory and provides examples of its strengths and weaknesses. Constructivism believes that knowledge is not passively received but actively built by learners. It emphasizes that students learn by combining new information with their existing knowledge and experiences. The document also outlines the 5E instructional model - engage, explore, explain, elaborate, and evaluate - as a framework for lesson planning based on constructivist principles. Examples are given to illustrate how divergent thinking could cause problems where conformity is essential, such as filing taxes or logging into a workplace computer.
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
This document discusses brainstorming techniques, including its definition as a group creativity method for generating many ideas to solve a problem spontaneously. It describes individual and group brainstorming, tips for effective group brainstorming like having a clear objective and not criticizing ideas. A 9-step process for structured brainstorming is outlined involving individuals writing down ideas that are passed around and built upon. The advantages of encouraging creative thinking and involvement are mentioned, as well as potential disadvantages like lack of participation or control.
The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
The project method is an instructional approach where students apply the skills and knowledge they have learned to solve real-world problems with minimal teacher direction. Introduced in the 18th century for architecture and engineering students, it was later expanded by William Heard Kilpatrick to be a child-centered, progressive philosophy of education. While time-consuming, the project method gives students hands-on experience, enhances their skills, and allows them to be creative and imaginative. However, it can isolate students to a single activity for long periods.
This document outlines a problem solving method. It begins with two quotes about imagination and originality. It then lists the program objectives, which include actively listening to understand problems, taking the first step to solve problems, clarifying problems, and utilizing creativity and collaboration. It also discusses examining decision making models and practicing problem solving through case studies and discussions. The document defines key terms like problem solving, decision making, and critical thinking. It asks questions about teaching problem solving skills and the skills and processes used in problem solving. Finally, it discusses people who are good at problem solving, like experts in a field and those who can think of alternatives.
The document discusses the inquiry method of teaching, which models the investigative process used by scientists. It involves allowing students to explore, inquire, and discover new learnings through self-directed exploration, rather than being told everything. The key steps are to define the topic or question, guide students in planning how to gather data or information, and have students present their findings. Instructional characteristics include employing processes like inferring, hypothesizing, and experimenting. Students formulate their own hypotheses and methods for testing them.
Integrative teaching focuses on making connections between subjects rather than teaching isolated facts. It aims to link what is learned in school to real-life situations to develop problem-solving and discussion of real-world issues. Integrative teaching also considers individual learner differences like multiple intelligences and learning styles. Some techniques of integrative teaching include content-based instruction where language is used to learn new content, thematic teaching which organizes curriculum around broad themes, focusing inquiry where students investigate real-world questions of their choice, and generic competency models.
This document discusses inductive reasoning and its use of specific observations to derive general claims or conclusions. It outlines six types of inductive reasoning: generalization, analogy, sign, causation, authority, and parallel case. An example is provided for each type. Inductive reasoning is contrasted with deductive reasoning, which moves from general premises to specific conclusions. The document aims to help the reader identify, analyze, and evaluate different forms of inductive arguments.
This document outlines the goals and procedures for laboratory work in education. It discusses:
- The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities.
- Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills.
- Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed.
- Benefits are that students learn by doing and develop observation, reasoning, and scientific thinking, while disadvantages include time and cost ineffectiveness.
The document discusses the deductive teaching method. It begins by explaining that in this method, the teacher directly tells or shows students what they want to teach, such as stating a rule for adding fractions and then providing examples. Another example given is a teacher beginning a lesson on how geography influences way of life by showing an economic map of the Philippines. The document then lists the steps of the deductive approach as clear recognition of the problem, searching for a tentative hypothesis, formulating the hypothesis, and verification. Finally, it outlines the advantages as being straight to the point and allowing more practice time, and the disadvantages as being formal, encouraging rule-based learning, and passive lessons.
The document discusses the deductive teaching method. It begins by explaining that in this method, the teacher directly tells or shows students what they want to teach, such as stating a rule for adding fractions and then providing examples. Another example given is a teacher explaining how geographic location influences way of life by showing an economic map of the Philippines. The document then lists the steps of the deductive approach as clear recognition of the problem, searching for a tentative hypothesis, formulating the hypothesis, and verification. Finally, it discusses the advantages as being straight to the point and allowing more practice time, and disadvantages as being quite formal, encouraging rule-based learning, and passive lessons.
Inductive method by Anna Mapeth EvangelistaBSEPhySci14
ย
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
Reflective teaching by Anjanette PenillosBSEPhySci14
ย
Reflective teaching conceptualizes teaching as a complex skill requiring teachers to make judgments in how to act. High-quality teaching depends on teachers having professional expertise, which is developed through reflective practice. Reflective teaching supports teachers' professional development throughout their careers from student teachers to experienced teachers. It should lead to improvements in teacher skills and student education outcomes while satisfying performance standards.
This document discusses active learning and different types of thought-stimulating activities that can produce meaningful learning, including direct learning, learning by discovery, and problem solving. It also discusses exploratory research, noting that its principal use is to increase understanding of a subject, though conclusions should not be drawn from it due to lack of statistical strength. Exploratory research provides flexibility in sources and can help direct subsequent research approaches.
This document discusses active learning and different types of thought-stimulating activities that can produce meaningful learning, including direct learning, learning by discovery, and problem solving. It also discusses exploratory research, noting that its principal use is to increase understanding of a subject, though not draw definite conclusions. Exploratory research provides flexibility in sources and can help direct subsequent research approaches.
Metacognition involves thinking about one's own cognitive processes and thinking style. It is essential for effective learning as it allows people to self-monitor and adapt their learning strategies. The advantages of metacognition include developing independent, life-long learners who can control their own learning. Teachers can foster metacognition in students by using multiple representations of concepts and activities to help students think about how they learn best. The goal of metacognition is to help students set learning goals and adapt their strategies based on self-monitoring of progress towards goals.
The document discusses planning and conducting field trips with students. It outlines objectives like helping students draw conclusions and acquire knowledge. Field trips enhance the curriculum by providing hands-on experiences, build teamwork, and introduce new experiences. Both advantages and disadvantages are covered, such as the extra preparation required from teachers. Steps for planning a successful field trip are also outlined, including determining educational goals, acquiring permissions, and preparing students.
The project method is an educational approach where students work to solve practical problems over several days or weeks. Projects can involve building something, designing something, or other hands-on work. The method was popularized in the early 20th century as a way to make learning more active and student-driven. Key principles include learning through experience and activity, having a clear purpose for projects, and allowing students freedom in their work. Common types of projects include those focused on production, consumption, problem-solving, or skill-building. Advocates believe the project method engages students and helps develop skills like cooperation and independent thinking.
Cooperative learning involves students working in groups to help each other learn. It has two key components: a cooperative incentive structure and cooperative task structure. Groups are made up of students with mixed abilities. Each student is accountable for their own learning while also contributing to the group. Effective cooperative learning involves heterogeneous grouping, ensuring students have necessary social skills, clear goals and evaluation methods for tasks. The document then describes various cooperative learning structures and their purposes, advantages of cooperative learning, potential disadvantages, and provides an example lesson on constructive communication strategies.
CONSTRUCTIVIST APPROACH by: GESILLE S. CAรETEBSEPhySci14
ย
This document discusses constructivism as a learning theory and provides examples of its strengths and weaknesses. Constructivism believes that knowledge is not passively received but actively built by learners. It emphasizes that students learn by combining new information with their existing knowledge and experiences. The document also outlines the 5E instructional model - engage, explore, explain, elaborate, and evaluate - as a framework for lesson planning based on constructivist principles. Examples are given to illustrate how divergent thinking could cause problems where conformity is essential, such as filing taxes or logging into a workplace computer.
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
This document discusses brainstorming techniques, including its definition as a group creativity method for generating many ideas to solve a problem spontaneously. It describes individual and group brainstorming, tips for effective group brainstorming like having a clear objective and not criticizing ideas. A 9-step process for structured brainstorming is outlined involving individuals writing down ideas that are passed around and built upon. The advantages of encouraging creative thinking and involvement are mentioned, as well as potential disadvantages like lack of participation or control.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
ย
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
ย
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
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 bodyโs 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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
ย
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.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
ย
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- 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.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-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.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
ย
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.