This document appears to be a list of student names next to labeled diagrams for a classroom project on macroinvertebrates at the Urrbrae Wetlands. The names include Alice, Belce, Van, Emily, Emmanuel, Lachlan, and Tilda.
The document appears to be about a floral dress, as the title mentions "FLORAL DRESS" in large letters. Pictures of the dress were received via email from someone named Ariattapps. No other details are provided in the short, one paragraph document.
This document discusses macroinvertebrates found at the Urrbrae Wetlands. It contains labelled diagrams and notes from students Chanelle and Selene identifying a yabby. The key information provided is an identification of macroinvertebrates, specifically a yabby, found at the Urrbrae Wetlands through labelled diagrams and student notes.
This document contains labels for diagrams of macroinvertebrates found in the Urrbrae Wetlands. It lists the names Charlie, Reece and Daniella, suggesting it is student work labeling drawings of different macroinvertebrates they observed.
This document discusses morphemes, which are the meaningful parts of words including root words, prefixes, and suffixes. It describes the two types of morphemes - free morphemes which can stand alone as words, and bound morphemes which cannot. It provides examples of common prefixes, suffixes, Greek roots, and Latin roots. It also discusses compound words, affixes, and analyzes data on the most frequent prefixes and suffixes in English.
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
The document summarizes water issues in Sudan. It reports that Sudan has extremely low and variable rainfall, high temperatures, and suffers from water scarcity and unclean water. This has led to water-borne diseases and deaths, especially among children. By 2030, Sudan's population is projected to increase substantially, exacerbating water problems if issues are not addressed. However, many organizations are working to provide Sudan with clean drinking water by building wells and purification systems, which could help ensure adequate water supply for the country's growing population if their efforts are successful.
Saudi Arabia faces significant water scarcity issues due to limited natural water sources like rivers and lakes as well as low rainfall. Most of its water comes from desalination plants and dams. If water usage continues to increase at the current rate, 70% of the population may lack access to safe drinking water by 2030. Australia has more abundant water sources but also experiences water issues in some inland, arid areas with low rainfall like Western Australia. Both countries emphasize sustainable water usage, collection, and conservation efforts to ensure long-term water security for their growing populations.
Cyprus faces water scarcity issues due to its reliance on rainfall for water sources and frequent droughts. Most of Cyprus' water usage is for agriculture. To manage their water resources, Cyprus has built 57 dams to store water and uses recycled water for agriculture. However, droughts still pose a major problem as they increase water demand and disrupt the water supply. Cyprus' water management system helps sustain water availability but is challenged by unpredictable droughts.
The document appears to be about a floral dress, as the title mentions "FLORAL DRESS" in large letters. Pictures of the dress were received via email from someone named Ariattapps. No other details are provided in the short, one paragraph document.
This document discusses macroinvertebrates found at the Urrbrae Wetlands. It contains labelled diagrams and notes from students Chanelle and Selene identifying a yabby. The key information provided is an identification of macroinvertebrates, specifically a yabby, found at the Urrbrae Wetlands through labelled diagrams and student notes.
This document contains labels for diagrams of macroinvertebrates found in the Urrbrae Wetlands. It lists the names Charlie, Reece and Daniella, suggesting it is student work labeling drawings of different macroinvertebrates they observed.
This document discusses morphemes, which are the meaningful parts of words including root words, prefixes, and suffixes. It describes the two types of morphemes - free morphemes which can stand alone as words, and bound morphemes which cannot. It provides examples of common prefixes, suffixes, Greek roots, and Latin roots. It also discusses compound words, affixes, and analyzes data on the most frequent prefixes and suffixes in English.
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
The document summarizes water issues in Sudan. It reports that Sudan has extremely low and variable rainfall, high temperatures, and suffers from water scarcity and unclean water. This has led to water-borne diseases and deaths, especially among children. By 2030, Sudan's population is projected to increase substantially, exacerbating water problems if issues are not addressed. However, many organizations are working to provide Sudan with clean drinking water by building wells and purification systems, which could help ensure adequate water supply for the country's growing population if their efforts are successful.
Saudi Arabia faces significant water scarcity issues due to limited natural water sources like rivers and lakes as well as low rainfall. Most of its water comes from desalination plants and dams. If water usage continues to increase at the current rate, 70% of the population may lack access to safe drinking water by 2030. Australia has more abundant water sources but also experiences water issues in some inland, arid areas with low rainfall like Western Australia. Both countries emphasize sustainable water usage, collection, and conservation efforts to ensure long-term water security for their growing populations.
Cyprus faces water scarcity issues due to its reliance on rainfall for water sources and frequent droughts. Most of Cyprus' water usage is for agriculture. To manage their water resources, Cyprus has built 57 dams to store water and uses recycled water for agriculture. However, droughts still pose a major problem as they increase water demand and disrupt the water supply. Cyprus' water management system helps sustain water availability but is challenged by unpredictable droughts.
The Dragon Boat Festival commemorates the life of Qu Yuan, a Chinese poet and minister from the Warring States period who drowned himself in protest. To honor Qu Yuan, people eat zongzi, rice dumplings wrapped in bamboo leaves, and participate in dragon boat races, as it was said that people raced out on boats to retrieve his body. The festival is celebrated on the 5th day of the 5th month of the lunar calendar in areas of China and other countries with Chinese populations.
The Dragon Boat Festival commemorates the life of Qu Yuan, an ancient Chinese poet and politician, through dragon boat races and eating zongzi. Zongzi are triangular rice dumplings wrapped in bamboo or reed leaves that are traditionally eaten during the Dragon Boat Festival. The festival is celebrated in many parts of Asia, especially in China and other countries with cultural ties to China, to honor Qu Yuan and his patriotism.
The spider sprinkler irrigation system at the school is not working properly because early years students have been unscrewing the heads of the spider drippers, causing flooding. The proposed solution is for the teacher Nicola to take each class to the area with the spider drippers and explain to the students that they need to leave the sprinkler heads alone or they will have to sit out of break time. An alternative backup plan is to make bottle sprinklers as a more sustainable and difficult to break option for watering the plants.
The document proposes a solution to address the problem that rainwater tanks behind the toilets at Norwood Primary School are not being used for flushing toilets as intended. The solution involves installing a pump and rain bank between the main pipe and rainwater tank pipe so that water from the tank can flow through the rain bank and pipes to flush the toilets. Filters would be installed between the pump and rain bank that can be cleaned through a door. This would allow the rainwater collection system to work properly, making use of the tanks and resources, while being sustainable.
The vine was dying because its roots extended onto areas that prevented water from reaching it. To solve this, the students proposed running subsurface irrigation pipes under the classrooms to carry wastewater and rainwater to the vine's roots, hydrating it without disrupting the oval or road. An annotated diagram accompanied their explanation of the solution to keep the vine alive using wastewater and rainwater directed through pipes.
The building had experienced problems with hail damage and leaves clogging the gutters. Hail had cracked the roof, allowing water to leak into classrooms. Many leaves from a nearby eucalyptus tree fell daily and jammed the gutters. To solve this, the group proposed installing a gutter filter that would suck up leaves and shoot them under the tree, keeping gutters clear and preventing future water damage during storms. Diagrams illustrated how the filter would work and how it could be connected to a pipe directing water to the tree.
The spider drippers watering system in the Early Years garden bed has been damaged by students pulling off the caps, causing flooding, wasting water, and costly repairs. To address this, the authors plan to talk to classes about why not to damage the drippers, and plant native flowers to beautify the bed and discourage disruption. They chose this low-cost, easy solution over monitors which may not always prevent damage.
The document is a quiz about the water cycle. It contains 7 multiple choice questions about the different processes involved in the water cycle:
1. Question 1 asks about precipitation, which is any product of atmospheric water vapor that falls to the ground, including rain, snow, sleet and hail.
2. Question 2 asks about evaporation, which is the process by which water changes from a liquid to a gas in the atmosphere.
3. Question 3 asks about infiltration, which is the process by which water on the ground surface enters the soil.
4. The quiz contains 7 questions total about the major processes in the water cycle like precipitation, evaporation, infiltration, transpiration, groundwater
This document outlines steps for teachers to consistently assign language and literacy levels to student work samples. It instructs teachers to: 1) analyze student work samples in pairs using a notes form to highlight language features and refer to a glossary for clarification; 2) order student work samples from least to most sophisticated; and 3) use highlighting and documentation forms to analyze individual student work samples and assign them a level on the language and literacy continuum. The goal is to develop consistency in how teachers process, document, and make judgments about student writing abilities.
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. Key aspects of the plan include:
- Developing the plan with lead teachers and providing professional development for staff on informational and persuasive writing genres and grammar.
- Having staff level EALD students' sentence structure and then level the rest of the class.
- A moderation process was conducted and affirmed the school's leveling processes.
- The goals are for teachers to apply L&LL to support student growth, for all students to progress one level per year, and for planning to be differentiated based on students' L&LL levels.
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. The plan includes developing teacher capacity through professional development, having teachers level student writing in sentence structure, and establishing a moderation process to ensure consistent application of levels. It discusses celebrating student success by documenting examples of writing development tagged to the literacy levels.
The document discusses different climate zones including tropical, temperate, arid, Mediterranean, and mountain zones. It provides details on the climate conditions, geographical locations, and countries/places associated with each zone. It also defines the differences between weather and climate.
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and help students progress in writing. It details the following:
- Goals for teachers to apply L&LL and for students to progress one level per year or two levels for EALD students.
- A plan to develop teacher capacity through professional development and student leveling sessions to assess sentence structure.
- A moderation process found the school's leveling was mostly aligned to moderator standards.
- An ethos that leveling will help teachers cater to student needs and support differentiation.
This document outlines a school's plan to implement Language and Literacy Levels (L&LL) to assess student writing. The goals are for teachers to apply L&LL to plan, document, and assess growth in writing for every student, with all students progressing at least one level per year. A lead team will provide professional development to help teachers learn to assess students' sentence structure and level writing. Moderation processes will help validate teachers' levelling, and resources like an EALD teacher, leadership, and sample work will support teachers' implementation of L&LL.
The document discusses climate zones and is written by Samuel for Room 7 Group 7. It likely provides information on different climate zones around the world in just a few sentences or paragraphs.
Climate zones vary around the world based on factors like temperature and rainfall. Different zones include tropical, dry, temperate, continental, and polar climates. Each zone has distinct seasonal changes and characteristics that determine what types of plants and animals can survive there.
The document discusses climate zones and is from Room 7, Group 5. It likely contains information about different climate zones around the world and the characteristics of each zone. The group may have analyzed and categorized regions based on factors like temperature and precipitation to demonstrate understanding of climate classification.
Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used climate zone system divides the world into five main zones - tropical, subtropical, temperate, subpolar/subarctic, and polar - based on average annual temperatures.
Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used system divides the world into five main climate zones: tropical, subtropical, temperate, continental, and polar.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
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.)
The Dragon Boat Festival commemorates the life of Qu Yuan, a Chinese poet and minister from the Warring States period who drowned himself in protest. To honor Qu Yuan, people eat zongzi, rice dumplings wrapped in bamboo leaves, and participate in dragon boat races, as it was said that people raced out on boats to retrieve his body. The festival is celebrated on the 5th day of the 5th month of the lunar calendar in areas of China and other countries with Chinese populations.
The Dragon Boat Festival commemorates the life of Qu Yuan, an ancient Chinese poet and politician, through dragon boat races and eating zongzi. Zongzi are triangular rice dumplings wrapped in bamboo or reed leaves that are traditionally eaten during the Dragon Boat Festival. The festival is celebrated in many parts of Asia, especially in China and other countries with cultural ties to China, to honor Qu Yuan and his patriotism.
The spider sprinkler irrigation system at the school is not working properly because early years students have been unscrewing the heads of the spider drippers, causing flooding. The proposed solution is for the teacher Nicola to take each class to the area with the spider drippers and explain to the students that they need to leave the sprinkler heads alone or they will have to sit out of break time. An alternative backup plan is to make bottle sprinklers as a more sustainable and difficult to break option for watering the plants.
The document proposes a solution to address the problem that rainwater tanks behind the toilets at Norwood Primary School are not being used for flushing toilets as intended. The solution involves installing a pump and rain bank between the main pipe and rainwater tank pipe so that water from the tank can flow through the rain bank and pipes to flush the toilets. Filters would be installed between the pump and rain bank that can be cleaned through a door. This would allow the rainwater collection system to work properly, making use of the tanks and resources, while being sustainable.
The vine was dying because its roots extended onto areas that prevented water from reaching it. To solve this, the students proposed running subsurface irrigation pipes under the classrooms to carry wastewater and rainwater to the vine's roots, hydrating it without disrupting the oval or road. An annotated diagram accompanied their explanation of the solution to keep the vine alive using wastewater and rainwater directed through pipes.
The building had experienced problems with hail damage and leaves clogging the gutters. Hail had cracked the roof, allowing water to leak into classrooms. Many leaves from a nearby eucalyptus tree fell daily and jammed the gutters. To solve this, the group proposed installing a gutter filter that would suck up leaves and shoot them under the tree, keeping gutters clear and preventing future water damage during storms. Diagrams illustrated how the filter would work and how it could be connected to a pipe directing water to the tree.
The spider drippers watering system in the Early Years garden bed has been damaged by students pulling off the caps, causing flooding, wasting water, and costly repairs. To address this, the authors plan to talk to classes about why not to damage the drippers, and plant native flowers to beautify the bed and discourage disruption. They chose this low-cost, easy solution over monitors which may not always prevent damage.
The document is a quiz about the water cycle. It contains 7 multiple choice questions about the different processes involved in the water cycle:
1. Question 1 asks about precipitation, which is any product of atmospheric water vapor that falls to the ground, including rain, snow, sleet and hail.
2. Question 2 asks about evaporation, which is the process by which water changes from a liquid to a gas in the atmosphere.
3. Question 3 asks about infiltration, which is the process by which water on the ground surface enters the soil.
4. The quiz contains 7 questions total about the major processes in the water cycle like precipitation, evaporation, infiltration, transpiration, groundwater
This document outlines steps for teachers to consistently assign language and literacy levels to student work samples. It instructs teachers to: 1) analyze student work samples in pairs using a notes form to highlight language features and refer to a glossary for clarification; 2) order student work samples from least to most sophisticated; and 3) use highlighting and documentation forms to analyze individual student work samples and assign them a level on the language and literacy continuum. The goal is to develop consistency in how teachers process, document, and make judgments about student writing abilities.
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. Key aspects of the plan include:
- Developing the plan with lead teachers and providing professional development for staff on informational and persuasive writing genres and grammar.
- Having staff level EALD students' sentence structure and then level the rest of the class.
- A moderation process was conducted and affirmed the school's leveling processes.
- The goals are for teachers to apply L&LL to support student growth, for all students to progress one level per year, and for planning to be differentiated based on students' L&LL levels.
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. The plan includes developing teacher capacity through professional development, having teachers level student writing in sentence structure, and establishing a moderation process to ensure consistent application of levels. It discusses celebrating student success by documenting examples of writing development tagged to the literacy levels.
The document discusses different climate zones including tropical, temperate, arid, Mediterranean, and mountain zones. It provides details on the climate conditions, geographical locations, and countries/places associated with each zone. It also defines the differences between weather and climate.
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and help students progress in writing. It details the following:
- Goals for teachers to apply L&LL and for students to progress one level per year or two levels for EALD students.
- A plan to develop teacher capacity through professional development and student leveling sessions to assess sentence structure.
- A moderation process found the school's leveling was mostly aligned to moderator standards.
- An ethos that leveling will help teachers cater to student needs and support differentiation.
This document outlines a school's plan to implement Language and Literacy Levels (L&LL) to assess student writing. The goals are for teachers to apply L&LL to plan, document, and assess growth in writing for every student, with all students progressing at least one level per year. A lead team will provide professional development to help teachers learn to assess students' sentence structure and level writing. Moderation processes will help validate teachers' levelling, and resources like an EALD teacher, leadership, and sample work will support teachers' implementation of L&LL.
The document discusses climate zones and is written by Samuel for Room 7 Group 7. It likely provides information on different climate zones around the world in just a few sentences or paragraphs.
Climate zones vary around the world based on factors like temperature and rainfall. Different zones include tropical, dry, temperate, continental, and polar climates. Each zone has distinct seasonal changes and characteristics that determine what types of plants and animals can survive there.
The document discusses climate zones and is from Room 7, Group 5. It likely contains information about different climate zones around the world and the characteristics of each zone. The group may have analyzed and categorized regions based on factors like temperature and precipitation to demonstrate understanding of climate classification.
Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used climate zone system divides the world into five main zones - tropical, subtropical, temperate, subpolar/subarctic, and polar - based on average annual temperatures.
Climate zones are areas of the world that share similar climates. There are several different climate classification systems that scientists use to categorize regions based on factors like average temperature and precipitation. The most commonly used system divides the world into five main climate zones: tropical, subtropical, temperate, continental, and polar.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
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.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
ย
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.