This document contains instructions for a turtle to draw a shape by repeating a sequence of movements 100 times. The turtle is instructed to move forward 100 units, turn right 90 degrees, move forward again, and continue the pattern of moving, turning right, moving again while turning right after each move, with one turn of 120 degrees included in the pattern.
The document provides instructions to draw a shape by having a robot move in a forward pass, turn right at an angle, and repeat the forward and turn sequence. The robot is instructed to draw one circle with a radius of 1 unit.
The robot was instructed to move forward 100 units, turn right 90 degrees, repeat this sequence of instructions 4 times to form a square pattern of movement covering 400 units of distance overall.
This program instructs a robot to repeat drawing a square 4 times by moving forward, turning right 90 degrees, and varying the length each time. It then clears the screen, returns home, and repeats drawing smaller nested squares by decreasing the length slightly each time while turning between sides.
This document contains instructions for a turtle to draw a shape by repeating a sequence of movements 100 times. The turtle is instructed to move forward 100 units, turn right 90 degrees, move forward again, and continue the pattern of moving, turning right, moving again while turning right after each move, with one turn of 120 degrees included in the pattern.
The document provides instructions to draw a shape by having a robot move in a forward pass, turn right at an angle, and repeat the forward and turn sequence. The robot is instructed to draw one circle with a radius of 1 unit.
The robot was instructed to move forward 100 units, turn right 90 degrees, repeat this sequence of instructions 4 times to form a square pattern of movement covering 400 units of distance overall.
This program instructs a robot to repeat drawing a square 4 times by moving forward, turning right 90 degrees, and varying the length each time. It then clears the screen, returns home, and repeats drawing smaller nested squares by decreasing the length slightly each time while turning between sides.
This document contains instructions for a turtle to draw a shape by repeating a sequence of movements 100 times. The turtle is instructed to move forward 100 units, turn right 90 degrees, move forward again, and continue the pattern of moving, turning right, moving again while turning right after each move, with one turn of 120 degrees included in the pattern.
The document contains instructions for moving a turtle in a square shape using forward, right, and left turn commands with specific angle and distance parameters. It begins by clearing the screen and moving the turtle home, then provides a series of commands to move the turtle forward, turn right, and move forward at an angle to trace out a square before ending and hiding the turtle.
This program clears the screen, hides the turtle, sets the length variable L to 200, turns the turtle 90 degrees left, then repeats 50 times: moving forward L units, turning left 90 degrees, moving forward L units, turning left 90 degrees, and decreasing L by 5% each repetition.
The document contains instructions for a turtle to move in a square pattern, with the turtle moving forward 100 units, pausing for 1 second, turning right 90 degrees, pausing again, and repeating this pattern to form a square over 20 seconds of movement and pausing.
The document describes a fractal called a frattale generated by the production rule F → FF+[+F-F-F]-[-F+F+F]. It then provides Logo code to generate this fractal shape by recursively calling the "WEED" procedure, which draws segments and turns according to the production rule. Global variables store the turtle's position and heading at each iteration, and procedures allow recovering this state.
The document provides instructions to repeat a sequence of movements 4 times. The sequence includes moving forward 100 units, sleeping for 500 milliseconds, turning right 90 degrees, and sleeping another 500 milliseconds.
The program draws a spiral pattern by first defining a quadratto shape that moves forward and turns right 90 degrees 4 times. It then defines an item procedure that calculates values for A and SD based on the golden ratio and uses them to draw a spiral shape by repeating forward SD and right 0.5 degrees 180 times, incrementing the item number each time. The program calls the item procedure starting at 1 and ending at 23 to draw the full spiral pattern.
The document contains a recursive algorithm that moves forward and back while recursively calling itself to draw a tree structure on the screen, starting with an initial call of TREE 200 to draw a tree with a depth of 200 levels.
The document provides instructions to move a device forward 100 units and turn it right 90 degrees. It begins by clearing any previous commands from memory before instructing the device to move forward 100 units and turn right 90 degrees.
The program instructs a turtle to draw a square by moving forward 100 units, waiting half a second, turning right 90 degrees, waiting again, and repeating this 4 times. After completing the square, the turtle is told to hide itself.
Ep.2.031 counselling social and emotional learningGIOVANNI CARLI
This document discusses how counselling psychology can help children with conflicts and social/group problems. It explains that counselling aims to establish relationships and understand different perspectives to resolve conflicts. For conflicts in the classroom, counselling can help view emotions naturally and understand unconscious meanings. It emphasizes listening to all perspectives, including the teacher's learning experience. Counselling applies these principles through classroom exercises like role-playing conflicts to solve issues collaboratively.
Ep.2.031 counselling social and emotional learningGIOVANNI CARLI
This document discusses how counselling psychology can help children with conflicts and social/group problems. It explains that counselling aims to understand all perspectives in a conflict by listening empathetically. For conflicts in the classroom, the teacher should seek to understand the underlying reasons and emotions, and facilitate reflection by students. Addressing conflicts as a group learning experience can help students develop social skills. Counselling also helps with social/group issues by understanding individuals and how they relate within groups. The goal is to shape interactions in a respectful manner and provide educational opportunities through discussions.
This document contains instructions for a turtle to draw a shape by repeating a sequence of movements 100 times. The turtle is instructed to move forward 100 units, turn right 90 degrees, move forward again, and continue the pattern of moving, turning right, moving again while turning right after each move, with one turn of 120 degrees included in the pattern.
The document contains instructions for moving a turtle in a square shape using forward, right, and left turn commands with specific angle and distance parameters. It begins by clearing the screen and moving the turtle home, then provides a series of commands to move the turtle forward, turn right, and move forward at an angle to trace out a square before ending and hiding the turtle.
This program clears the screen, hides the turtle, sets the length variable L to 200, turns the turtle 90 degrees left, then repeats 50 times: moving forward L units, turning left 90 degrees, moving forward L units, turning left 90 degrees, and decreasing L by 5% each repetition.
The document contains instructions for a turtle to move in a square pattern, with the turtle moving forward 100 units, pausing for 1 second, turning right 90 degrees, pausing again, and repeating this pattern to form a square over 20 seconds of movement and pausing.
The document describes a fractal called a frattale generated by the production rule F → FF+[+F-F-F]-[-F+F+F]. It then provides Logo code to generate this fractal shape by recursively calling the "WEED" procedure, which draws segments and turns according to the production rule. Global variables store the turtle's position and heading at each iteration, and procedures allow recovering this state.
The document provides instructions to repeat a sequence of movements 4 times. The sequence includes moving forward 100 units, sleeping for 500 milliseconds, turning right 90 degrees, and sleeping another 500 milliseconds.
The program draws a spiral pattern by first defining a quadratto shape that moves forward and turns right 90 degrees 4 times. It then defines an item procedure that calculates values for A and SD based on the golden ratio and uses them to draw a spiral shape by repeating forward SD and right 0.5 degrees 180 times, incrementing the item number each time. The program calls the item procedure starting at 1 and ending at 23 to draw the full spiral pattern.
The document contains a recursive algorithm that moves forward and back while recursively calling itself to draw a tree structure on the screen, starting with an initial call of TREE 200 to draw a tree with a depth of 200 levels.
The document provides instructions to move a device forward 100 units and turn it right 90 degrees. It begins by clearing any previous commands from memory before instructing the device to move forward 100 units and turn right 90 degrees.
The program instructs a turtle to draw a square by moving forward 100 units, waiting half a second, turning right 90 degrees, waiting again, and repeating this 4 times. After completing the square, the turtle is told to hide itself.
Ep.2.031 counselling social and emotional learningGIOVANNI CARLI
This document discusses how counselling psychology can help children with conflicts and social/group problems. It explains that counselling aims to establish relationships and understand different perspectives to resolve conflicts. For conflicts in the classroom, counselling can help view emotions naturally and understand unconscious meanings. It emphasizes listening to all perspectives, including the teacher's learning experience. Counselling applies these principles through classroom exercises like role-playing conflicts to solve issues collaboratively.
Ep.2.031 counselling social and emotional learningGIOVANNI CARLI
This document discusses how counselling psychology can help children with conflicts and social/group problems. It explains that counselling aims to understand all perspectives in a conflict by listening empathetically. For conflicts in the classroom, the teacher should seek to understand the underlying reasons and emotions, and facilitate reflection by students. Addressing conflicts as a group learning experience can help students develop social skills. Counselling also helps with social/group issues by understanding individuals and how they relate within groups. The goal is to shape interactions in a respectful manner and provide educational opportunities through discussions.
This document summarizes and discusses two studies about teachers' understanding of mental health:
1) A review of literature on the relationship between children's mental health treatment and educational outcomes. There is evidence of a positive impact of mental health treatment on academic results.
2) A study of Norwegian teachers' understanding of mental health, finding it is often seen negatively and associated solely with disease. More experienced teachers had a less negative view.
The document also discusses the need to standardize mental health and academic assessments to better understand the relationship between the two areas and the importance of teachers promoting well-being and healthy development, not just treating mental illness.
![To εξάγωνο LL
Repeat 6 [
Forward LL
Right 60 ]
End
εξάγωνο 100](https://image.slidesharecdn.com/random-161127183143/85/-1-320.jpg)
