This document appears to be a list of 6 students in Grade 8 along with their poetry assignments. It includes the students' names Kayla, Luke, Gukaren, Wen Long, Gabriel, and Gabby. One student, Christabel, was absent.
This document appears to be a title page for works by a 7th grade student named Angela. It lists two creative works - Poetry and Painting. No other details are provided about the specific poems or paintings.
This document provides instructions for students to complete Module 1 on poetry. It lists several required tasks, including reading a PowerPoint on poetry elements, defining poetic terms with a partner, and reading selected poems and a textbook section. It explains students should copy definitions to a Word document and add it to a poetry portfolio. It also provides a grading rubric for the module and recommends additional poetry resources.
Interpersonal communications lesson on paraphrasingkrobinson-ucn
This lesson plan summarizes a unit on communication skills that will take place over 4 chapters. Students will learn to define communication, identify the 7 elements of the communication process, explain skills for sending effective messages, and identify 4 key receiving skills. The lesson will start with a review activity using a KWL chart. It will then introduce the chapter and learning outcomes before using presentations and handouts to discuss defining communication, the communication process, sending skills, and receiving skills. An activity paraphrasing exercise will allow students to apply their learning.
The document discusses paraphrasing and provides guidance on how to properly paraphrase sources. It defines paraphrasing as restating the essential ideas of another source in new terms, without copying their exact words. Paraphrasing demonstrates understanding of the original work and allows the writer to use information for different purposes than the source. The document advises using techniques like synonyms, changing sentence structure or reducing clauses when paraphrasing to avoid plagiarism. It includes examples of effective paraphrasing and encourages practicing the techniques.
This student's report card contained sections on personal management, citizenship, social studies, English language arts, science, math, and exploratories. The social studies section focused on early Canadian monologues, while the English language arts section covered poetry. Science, personal management, citizenship, math, and exploratories were also included as subjects.
This document provides an overview of a poetry re-introduction lesson for 8th grade English. It defines poetic devices like rhythm, rhyme, and figures of speech. It discusses using imagery and literal vs. figurative language. It provides examples of common figures of speech like simile, metaphor, personification, alliteration, hyperbole. Students are asked to analyze poems by young learners for their use of poetic devices and to write a collaborative 12 line poem about being a teenager in South Africa that incorporates rhythm, rhyme, and figures of speech.
It is a powerpoint presentation that discusses about the lesson or topic: Adverbs. It also talks about the definition and different types and examples about the types of Adverbs.
It is a powerpoint presentation that discusses about the lesson or topic: Paraphrasing. It also talks about the definition and different characteristics and tips about Paraphrasing.
This document appears to be a title page for works by a 7th grade student named Angela. It lists two creative works - Poetry and Painting. No other details are provided about the specific poems or paintings.
This document provides instructions for students to complete Module 1 on poetry. It lists several required tasks, including reading a PowerPoint on poetry elements, defining poetic terms with a partner, and reading selected poems and a textbook section. It explains students should copy definitions to a Word document and add it to a poetry portfolio. It also provides a grading rubric for the module and recommends additional poetry resources.
Interpersonal communications lesson on paraphrasingkrobinson-ucn
This lesson plan summarizes a unit on communication skills that will take place over 4 chapters. Students will learn to define communication, identify the 7 elements of the communication process, explain skills for sending effective messages, and identify 4 key receiving skills. The lesson will start with a review activity using a KWL chart. It will then introduce the chapter and learning outcomes before using presentations and handouts to discuss defining communication, the communication process, sending skills, and receiving skills. An activity paraphrasing exercise will allow students to apply their learning.
The document discusses paraphrasing and provides guidance on how to properly paraphrase sources. It defines paraphrasing as restating the essential ideas of another source in new terms, without copying their exact words. Paraphrasing demonstrates understanding of the original work and allows the writer to use information for different purposes than the source. The document advises using techniques like synonyms, changing sentence structure or reducing clauses when paraphrasing to avoid plagiarism. It includes examples of effective paraphrasing and encourages practicing the techniques.
This student's report card contained sections on personal management, citizenship, social studies, English language arts, science, math, and exploratories. The social studies section focused on early Canadian monologues, while the English language arts section covered poetry. Science, personal management, citizenship, math, and exploratories were also included as subjects.
This document provides an overview of a poetry re-introduction lesson for 8th grade English. It defines poetic devices like rhythm, rhyme, and figures of speech. It discusses using imagery and literal vs. figurative language. It provides examples of common figures of speech like simile, metaphor, personification, alliteration, hyperbole. Students are asked to analyze poems by young learners for their use of poetic devices and to write a collaborative 12 line poem about being a teenager in South Africa that incorporates rhythm, rhyme, and figures of speech.
It is a powerpoint presentation that discusses about the lesson or topic: Adverbs. It also talks about the definition and different types and examples about the types of Adverbs.
It is a powerpoint presentation that discusses about the lesson or topic: Paraphrasing. It also talks about the definition and different characteristics and tips about Paraphrasing.
The document provides instructions for effective note-taking and paraphrasing. It explains that note-taking involves reading a passage completely before condensing it, then rewriting the main ideas in your own words for paraphrasing. Examples from an article on Ancient Egypt demonstrate how restating a passage without notes results in plagiarism, but taking notes first allows for genuine paraphrasing that sounds original.
Paraphrasing Sentence Lesson Plan in English (4th Year)Joel M. Valenzuela
Semi-Detailed Lesson which sought to impart knowledge on how to paraphrase in an easy way. This is a Lesson Plan for 4th Year High School or even applicable to any years in Secondary.
http://www.onlineparaphrase.net Do you need to paraphrase really fast and without mistakes? We prepared nice presentation for you what will help you to paraphrase perfectly. Check our 10 Simple Paraphrasing Exercises that Will Boost Your Academic Success
The document discusses paraphrasing techniques including changing to synonyms, changing word forms, changing from clauses to phrases, changing from quoted to indirect speech, changing from active to passive voice, interpreting meaning, and changing transitions. It provides examples of applying these techniques to paraphrase passages. It also includes exercises asking the reader to paraphrase passages using these paraphrasing methods.
This document provides examples of paraphrasing exercises. It includes sample sentences and paragraphs to paraphrase along with suggested rephrased versions. The goal of paraphrasing is to rewrite information in one's own words while keeping the overall meaning and intent the same. Suggested paraphrases are offered to show how to maintain substance while varying syntax and word choice. The document also contains a longer paragraph for the reader to attempt paraphrasing on their own.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
DepEd k12 English 7 fourth quarter module 2Rachel Iglesia
1. The document provides instructions and activities for an English module on writing a reflective essay.
2. Students are asked to do a diagnostic test to check their understanding of reflective essays and complete various activities exploring key concepts like how preferences and insights are communicated in reflective writing.
3. The final expected output is for students to write their own reflective essay based on personal observations and experiences, which will be graded using specific criteria.
Instructional design is the systematic planning of instruction to help transfer knowledge between teachers and learners. It includes needs assessment, development, evaluation, implementation, and evaluation of materials and practices. Instructional design is informed by educational theories and performed by teachers, librarians, instructional designers, and others. The goal is to meet learning objectives, anticipate needs, and improve the learning experience.
DepEd k12 English 7 fourth quarter module 1Rachel Iglesia
This document provides an overview of Module 1 of an English course on essays. It outlines several introductory activities for students to complete that assess their existing knowledge of basic essay elements and features. These include a diagnostic test on essay concepts, exercises exploring key terms like ethos, logos and pathos, and identifying themes of Philippine essays. The final activity indicates that students will be expected to produce meaningful journal entries by the end of the module based on the essential question "How can journal entries be meaningful?".
The lesson plan aims to teach 3rd grade students the difference between facts and opinions. It includes defining facts and opinions, identifying keywords that indicate opinions, and classifying sentences from a book as facts or opinions. Students will complete an activity where they move from desk to desk to categorize 20 sentences. The teacher will assess understanding through class discussions, student worksheets, and a review of answers.
This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
The document discusses the difference between facts and opinions. It provides examples of statements that are facts versus opinions. Facts are true statements that may or may not change, while opinions are statements that express a person's thoughts or feelings and can change. The document then provides a quiz for the reader to identify statements as facts or opinions, and provides feedback on whether their answers are correct or not.
The document provides instructions for using the paraphrasing strategy to improve reading comprehension. It explains that paraphrasing means putting information into your own words. It recommends paraphrasing any time reading to help remember and understand what was read. The document outlines the RAP mnemonic as a step-by-step process for paraphrasing, which includes reading, asking questions, and putting the information in one's own words. It also warns against plagiarism.
The document provides learning intentions and success criteria for learning about different types of poetry. It introduces various poetry terms and structures, and provides examples and activities to help students explore poetic devices like similes, metaphors, rhyme and rhythm. Activities encourage using poems as models and experimenting with different forms like acrostic, color and shape poems.
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
This document provides an overview of various poetic forms and literary devices, including definitions of poetry, figurative and literal language, theme, diction, imagery, meter, rhyme, stanzas, and forms such as sonnets, limericks, cinquains, diamantes, ballads, and haiku. It also discusses common misconceptions about poetry and elements such as speakers, rhyme schemes, alliteration, and more.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
The document provides instructions for effective note-taking and paraphrasing. It explains that note-taking involves reading a passage completely before condensing it, then rewriting the main ideas in your own words for paraphrasing. Examples from an article on Ancient Egypt demonstrate how restating a passage without notes results in plagiarism, but taking notes first allows for genuine paraphrasing that sounds original.
Paraphrasing Sentence Lesson Plan in English (4th Year)Joel M. Valenzuela
Semi-Detailed Lesson which sought to impart knowledge on how to paraphrase in an easy way. This is a Lesson Plan for 4th Year High School or even applicable to any years in Secondary.
http://www.onlineparaphrase.net Do you need to paraphrase really fast and without mistakes? We prepared nice presentation for you what will help you to paraphrase perfectly. Check our 10 Simple Paraphrasing Exercises that Will Boost Your Academic Success
The document discusses paraphrasing techniques including changing to synonyms, changing word forms, changing from clauses to phrases, changing from quoted to indirect speech, changing from active to passive voice, interpreting meaning, and changing transitions. It provides examples of applying these techniques to paraphrase passages. It also includes exercises asking the reader to paraphrase passages using these paraphrasing methods.
This document provides examples of paraphrasing exercises. It includes sample sentences and paragraphs to paraphrase along with suggested rephrased versions. The goal of paraphrasing is to rewrite information in one's own words while keeping the overall meaning and intent the same. Suggested paraphrases are offered to show how to maintain substance while varying syntax and word choice. The document also contains a longer paragraph for the reader to attempt paraphrasing on their own.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
DepEd k12 English 7 fourth quarter module 2Rachel Iglesia
1. The document provides instructions and activities for an English module on writing a reflective essay.
2. Students are asked to do a diagnostic test to check their understanding of reflective essays and complete various activities exploring key concepts like how preferences and insights are communicated in reflective writing.
3. The final expected output is for students to write their own reflective essay based on personal observations and experiences, which will be graded using specific criteria.
Instructional design is the systematic planning of instruction to help transfer knowledge between teachers and learners. It includes needs assessment, development, evaluation, implementation, and evaluation of materials and practices. Instructional design is informed by educational theories and performed by teachers, librarians, instructional designers, and others. The goal is to meet learning objectives, anticipate needs, and improve the learning experience.
DepEd k12 English 7 fourth quarter module 1Rachel Iglesia
This document provides an overview of Module 1 of an English course on essays. It outlines several introductory activities for students to complete that assess their existing knowledge of basic essay elements and features. These include a diagnostic test on essay concepts, exercises exploring key terms like ethos, logos and pathos, and identifying themes of Philippine essays. The final activity indicates that students will be expected to produce meaningful journal entries by the end of the module based on the essential question "How can journal entries be meaningful?".
The lesson plan aims to teach 3rd grade students the difference between facts and opinions. It includes defining facts and opinions, identifying keywords that indicate opinions, and classifying sentences from a book as facts or opinions. Students will complete an activity where they move from desk to desk to categorize 20 sentences. The teacher will assess understanding through class discussions, student worksheets, and a review of answers.
This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
The document discusses the difference between facts and opinions. It provides examples of statements that are facts versus opinions. Facts are true statements that may or may not change, while opinions are statements that express a person's thoughts or feelings and can change. The document then provides a quiz for the reader to identify statements as facts or opinions, and provides feedback on whether their answers are correct or not.
The document provides instructions for using the paraphrasing strategy to improve reading comprehension. It explains that paraphrasing means putting information into your own words. It recommends paraphrasing any time reading to help remember and understand what was read. The document outlines the RAP mnemonic as a step-by-step process for paraphrasing, which includes reading, asking questions, and putting the information in one's own words. It also warns against plagiarism.
The document provides learning intentions and success criteria for learning about different types of poetry. It introduces various poetry terms and structures, and provides examples and activities to help students explore poetic devices like similes, metaphors, rhyme and rhythm. Activities encourage using poems as models and experimenting with different forms like acrostic, color and shape poems.
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
This document provides an overview of various poetic forms and literary devices, including definitions of poetry, figurative and literal language, theme, diction, imagery, meter, rhyme, stanzas, and forms such as sonnets, limericks, cinquains, diamantes, ballads, and haiku. It also discusses common misconceptions about poetry and elements such as speakers, rhyme schemes, alliteration, and more.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
The document provides instructions for two photography and art assignments. The first assignment asks students to take six photos on an iPad demonstrating techniques like interesting viewpoints, negative space, repetition, and extreme close-ups. The second assignment tasks students with creating a chalk drawing on dark paper that demonstrates their understanding of tone through techniques such as value, contrast, and shape. Key photography and art concepts like the rule of thirds and leading lines are also mentioned.
Music evokes emotions and feelings. When listening to music, people see or feel different things depending on the individual. The document encourages really listening to music and letting it take over one's thoughts, which can help express personal emotions through drawing, writing, or other creative outlets. It asks how someone would paint music to convey rhythm for someone who couldn't hear.
The document discusses the author's attempts to join various online groups on Facebook, Google+, and art education sites to build their professional learning network but found limited engagement. They had some success finding resources through Google+ but many forums were out of date. While active on Pinterest, the author does not consider it a professional learning network as it is used primarily for collecting and posting content.
This document discusses the concept of remixing and how it allows one to take existing materials or ideas and combine, transform, and multiply the possibilities in new ways. Remixing provides many opportunities to copy, combine, and build upon the work of others to create something new.
The document discusses remixing and transforming creative commons images from Flickr and Wikimedia in various ways such as multiplying, combining, and copying. It lists URLs and licenses for several images shared on Flickr under Creative Commons licenses that allow for remixing and adapting the original works.
The document discusses Mrs. Jardin's top photography tips, which include looking up, close ups, following the rule of thirds, simplifying backgrounds, leading lines, creative colors, and worm's eye level perspectives.
The document discusses Mrs. Jardin's top photography tips, which include looking up, close ups, following the rule of thirds, simplifying backgrounds, leading lines, creative colors, and worm's eye level perspectives.
The document provides instructions for students to observe stained glass windows at Sagrada Familia, noting their shapes, colors, and color schemes. It asks students to identify how many tints and tones they see, and which windows use an analogous color scheme. It then instructs students to create their own stained glass window design using an analogous color scheme and adding a silhouette, following steps to plan the shape, create concepts, and practice the final design on paper.
This document summarizes the key elements of printmaking - line, form, color, space, and texture. It explains that printmaking involves transferring an image from a printing matrix onto multiple copies. Each element is then defined in more detail, with examples provided. The elements can be applied during processes like drawing on the matrix or adding color afterwards. Using the elements helps make prints more interesting by adding texture, depth and creativity.
This document discusses how artists use elements of design in printmaking to convey messages in their work. It outlines the key elements of line, shape, form, space, and color. It provides examples of how artists like Ernst Ludwig Kirchner, Felix Edouard Vallotton, Ernst Haeckel, Francisco Goya, and Henri de Toulouse-lautrec employ these elements in their prints. The document also contrasts digital and traditional printmaking methods and their advantages and disadvantages.
Printmaking is an art form that uses plates or blocks to create replicas of a design. The earliest known prints originated in China during the Tang Dynasty and were done with ink on carved wooden blocks. There are several main printmaking techniques, including relief printing where the design is carved into a block, intaglio where the design is carved into a plate, lithography where the image is drawn on stone, and screen-printing where ink is pushed through a stretched screen. Each technique has been used throughout history for applications such as textiles, posters, books, and more. Famous printmaking artists have worked in various techniques, such as Pablo Picasso in intaglio and Andy Warhol in screen-printing.
The document provides instructions for students to try painting modern African figures. It asks students to describe the figures, draw one in their digital workbook, and consider if the images are realistic. Students are then asked to try two methods of painting figures - with knives or with a pencil and brush - and discuss on Edmodo which method they prefer and what they learned.
This document provides guidance for analyzing landscape paintings by looking for key elements such as the foreground, middle ground, and background to understand depth and scale; movement to understand flow; the focal point to understand emphasis; and texture to understand surfaces. Students are instructed to analyze a landscape image in four paragraphs describing, analyzing, interpreting, and evaluating the painting based on these elements.
The document discusses the history of animals depicted in art from prehistoric cave paintings in Spain dated to 17,000 years ago to modern day. Some key points made include that early cave paintings depicted important food sources like bulls, animals were later used in Egyptian art and medieval manuscripts as symbols, and by the Renaissance period artists strived for realistic animal depictions which continued to evolve over time. Animals in art have served to represent cultures and beliefs while appreciating the beauty and nature of different creatures.
Artists have depicted animals in art since prehistoric times, as seen in cave paintings of animals hunted for food. Ancient Egyptians represented gods with animal heads. Throughout history, animals have symbolized humanity's connection with nature and been featured in scenes of hunting and daily life. Albrecht Durer, George Stubbs, Franz Marc, and Pablo Picasso were influential artists who explored the artistic representation of animals in their work.
This document discusses various techniques used in portrait painting to convey meaning and emotion, such as posture, facial expressions, color, surroundings, and distortions of features. It suggests that historical portraits were often of rich and famous people, while modern portraits aim to depict the inner essence or character of the subject. Artists use techniques like pose, brushwork, color, and background to represent qualities like mood in self-portraits.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, 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.
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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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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.