Max has been writing to a pen pal named Pierre in France. Max's letters must be translated into French before Pierre can read them. Max tells Pierre about repairing things around his house and yard that needed fixing. He also describes heaving hay bales and dealing with bothersome noises and having to dodge things, showing Pierre parts of his daily life.
Max lived on a fruit farm in Chile and wanted a pen pal. He slipped a note into a box of grapes being shipped to the US. A girl named Maggie from the US found the note and wrote back, becoming Max's first pen pal. They exchanged many letters learning about each other's lives and countries. During an earthquake at the farm, Max was caught outside but was saved by the farm's owner, Don Manuel. After the quake, Max returned to school and found surprise packages addressed to him that were from Maggie.
The Digital Flat Stanley Project, led by Mariana Lazzari at St. George's College in Argentina, focuses on promoting collaboration among students to enhance their understanding of different cultures and education systems. Through producing videos and texts, students engage with a real audience, developing communication skills and cultural awareness. The project utilizes technology to connect over 200 students worldwide for sharing experiences and fostering open dialogue.
This document provides a list of web tools categorized by topic that can be used to support the Quest English language learning series. It introduces blended learning as combining face-to-face classroom learning with appropriate technology use. Each section focuses on a different topic like food, animals, clothes, or free time and lists 2-3 related web tools that allow activities like creating word clouds, talking cards, comics, movies and more. The document aims to suggest starting points for utilizing digital tools to engage students.
The document by Jennifer Verschoor emphasizes the importance of integrating technology into classrooms to enhance learning experiences. It advocates for classroom publishing and collaborative online projects, focusing on pedagogy rather than just technology. Verschoor encourages educators to innovate with present needs in mind, promoting engagement and communication among students worldwide.
Technology is used to deliver curriculum content to students. Students then begin using technology tools to create products, such as using a word processor to write a report.
Fun and Engaging games to teach English to Primary ESL StudentsJennifer Verschoor
油
This document provides resources for using games to teach English to primary ESL students. It lists websites for games that teach prepositions, spelling, digital literacy skills, and that combine language learning with math. The document emphasizes choosing games based on language level and learning purpose. Websites featured include purposegames.com, gamestolearnenglish.com, munkyourself.com, and moshi monsters for creating a fun, engaging learning environment.
This document provides an agenda for a workshop on becoming a better searcher and using technology in the classroom. The agenda includes topics like creating digital audio, using digital images and computer games for educational purposes, and teaching prepositions with games. It also lists several websites related to the topics, such as websites for creating audio, teaching parts of the face with adjectives, and learning prepositions through games. The document concludes by quoting that successful 21st century teaching is about staying current with literacies, not just technologies.
Copyright is a law that protects creative works from being used without permission. There is an exception called "fair use" that allows limited use of copyrighted material. Works in the public domain are not copyrighted and can be used freely. To use images, text, music or videos from the internet, you need to check if it is public domain or abide by time/word limits for fair use. Just because a work does not display a copyright symbol does not mean it is not copyrighted. You should always properly attribute sources and seek permission from creators if copyright is unclear.
Copyright is a law that protects creative works from being used without permission. There is an exception called "fair use" that allows limited use of copyrighted material. Works in the public domain are not copyrighted and can be used freely. To use images, text, music or videos from the internet, you need to check if it is public domain or abide by time/word limits for fair use. Just because a work does not display a copyright symbol does not mean it is not copyrighted. You should always properly attribute sources and seek permission from creators if copyright is unclear.
This document provides suggestions for using technology to enhance language arts classes, including using online tools to teach speaking, reading, writing, and other subjects more engagingly. It lists ideas like using social media like Facebook and Twitter, text-to-speech tools, iPads, online newspapers, and more to spark students' curiosity and encourage continued learning about literature, geography, creative writing, and other topics. The goal is to bring the real world into the digital world of the classroom.
Free Friday Webinars by Shelly Terrell & American TESOLJennifer Verschoor
油
This document provides tips for jazzing up English language teaching classes with technology. It discusses using online dictionaries, digital storytelling tools like Storykit, and m-learning with handheld devices. Teachers are encouraged to have students create digital stories to develop skills in planning, creativity, and innovation. Online projects through sites like iEarn.org are also recommended. The document emphasizes that digital tools make learning more interesting and motivating for students by engaging them in their own learning through authentic multimedia content.
Teaching Business English with Technology in Latin AmericaJennifer Verschoor
油
This document discusses teaching Business English with technology in Latin America. It covers 5 key drivers of Business English teaching: andragogy, language ego, games, innovation, and integrating technology. The author teaches both face-to-face and online Business English classes and uses various websites and tools to enhance learning. The document also mentions surveying students, using assessments like the BEC exams, and concludes by encouraging innovating for the present rather than the future.
Moshi Monsters is an online game that can be used to motivate young students and teach literacy, language, and math. The game allows students to describe their monster characters and write stories set in the game's city. It also includes puzzles to solve and an economy to track, helping develop problem solving, teamwork, and cognitive skills. Educational games can improve students' coordination and motivation while teaching valuable skills.
This document outlines the significance of early literacy from ages 0-3, emphasizing that early literacy skills are foundational for future reading and writing. It highlights that early literacy is about fostering pre-reading and pre-writing abilities through rich interactions with books, rather than direct instruction. The document further details the various early literacy behaviors exhibited by infants and toddlers as they engage with books and stories.
Input devices such as keyboards and mice send information to computers, while output devices like monitors and speakers receive information from computers. Keyboards are commonly used to enter large amounts of text, mice are the most widely used pointing devices, and joysticks primarily enhance gaming. Monitors display the data a computer is processing, speakers output audio like music and sounds, and printers copy computer files onto paper.
La cartograf鱈a en Argentina se divide en 7 franjas de longitud de 3属 cada una, numeradas de oeste a este. Cada mapa topogr叩fico tiene una escala espec鱈fica y una numeraci坦n seg炭n su ubicaci坦n dentro de las franjas de mayor escala, por ejemplo un mapa a escala 1:50.000 podr鱈a ser Hoja 3166-1-4. Los mapas topogr叩ficos muestran elementos del terreno como r鱈os, construcciones y curvas de nivel que indican la elevaci坦n, formando una representaci坦n exacta de la superficie.
La cartograf鱈a en Argentina se divide en 7 franjas de longitud de 3属 cada una, numeradas de oeste a este. Cada franja se divide en hojas a diferentes escalas que van desde 1:500.000 hasta 1:50.000, donde las de menor escala dividen a las de mayor escala. Las hojas se identifican con n炭meros y letras que indican su posici坦n dentro de la franja y escala correspondiente.
La asignatura de 遺温姻岳看乙姻温韓鱈温 tiene como objetivos principales ense単ar los fundamentos de la cartograf鱈a como herramienta geogr叩fica clave, el an叩lisis de mapas y su importancia para la representaci坦n espacial, y el dominio de conceptos cartogr叩ficos b叩sicos como escala y proyecciones. El programa anal鱈tico cubre temas como introducci坦n a la cartograf鱈a, sistemas de coordenadas, mapas topogr叩ficos y tem叩ticos, y sistemas de posicionamiento global. Los estudiantes completar叩n trabajos pr叩cticos sobre
Fortuny and Renata Barriopedro were artists who worked together. Malena Fernandez wrote about Fortuny and Renata Barriopedro in her article. The article discussed the artistic partnership between Fortuny and Renata Barriopedro.
Liverpool is a large city located in northwest England with over 816,000 residents. It is known for being home to the famous Liverpool Football Team, having won 5 European titles, and for being the birthplace of The Beatles, one of the most successful bands of the 1960s. Tourism also contributes to Liverpool's prominence and economy.
Spain is located in southwestern Europe. Its main city is Madrid and it borders Portugal, Morocco, Gibraltar, France, and Andorra. Spain was once part of the Roman Empire and later ruled by Muslim invaders and the Germanic people before the reconquest of Granada in 1492. Today, Spain is a democratic country under a constitutional monarchy with King Juan Carlos I as the head of state and Prime Minister Jos辿 Luis Rodr鱈guez Zapatero as the head of government. Football and tennis are Spain's most popular sports, with the national football team winning the 2010 FIFA World Cup and Rafael Nadal being considered the greatest Spanish tennis player of all time.
This document lists some notable figures and foods from Argentina including President Cristina Kirchner, empanadas, pastelitos, Carlos Gardel, and Diego Maradona.
Argentina has President Cristina Kirchner who leads the country and protects it like a shield. Traditional Argentinian foods include empanadas which are meat or cheese filled pastries, and pastelitos which are small pastries. Important Argentinian people are tango singer Carlos Gardel and soccer star Diego Maradona.
This document mentions Manhattan and some of its famous landmarks and people including Dean & Deluca Market, 6th Avenue, famous buildings, celebrities like Angelina Jolie, Brad Pitt, Madonna, Woody Allen and John Lennon, and the song Strawberry Fields Forever by John Lennon. It describes Manhattan as a place that brings together people and culture from all over the world.
Mont Blanc is an international brand that sells luxury writing instruments, watches, eyewear, jewelry, fragrances, and leather goods in over 70 countries through authorized retailers and 360 boutiques worldwide. The brand is opening a new boutique in Argentina in October 2010 to represent Mont Blanc's status as an icon of high quality writing for over 100 years, as symbolized by its distinctive white star logo.
Mont Blanc is an international brand that sells luxury writing instruments, watches, eyewear, jewelry, fragrances, and leather goods in over 70 countries through authorized retailers and 360 boutiques worldwide. The brand is opening a new boutique in Argentina in October 2010 to represent Mont Blanc's iconic status in writing quality over the past 100 years and expand its global operations further into South America.
Battle of Bookworms is a literature quiz organized by Pragya, UEM Kolkata, as part of their cultural fest Ecstasia. Curated by quizmasters Drisana Bhattacharyya, Argha Saha, and Aniket Adhikari, the quiz was a dynamic mix of classical literature, modern writing, mythology, regional texts, and experimental literary forms. It began with a 20-question prelim round where star questions played a key tie-breaking role. The top 8 teams moved into advanced rounds, where they faced audio-visual challenges, pounce/bounce formats, immunity tokens, and theme-based risk-reward questions. From Orwell and Hemingway to Tagore and Sarala Das, the quiz traversed a global and Indian literary landscape. Unique rounds explored slipstream fiction, constrained writing, adaptations, and true crime literature. It included signature IDs, character identifications, and open-pounce selections. Questions were crafted to test contextual understanding, narrative knowledge, and authorial intent, making the quiz both intellectually rewarding and culturally rich. Battle of Bookworms proved literature quizzes can be insightful, creative, and deeply enjoyable for all.
Copyright is a law that protects creative works from being used without permission. There is an exception called "fair use" that allows limited use of copyrighted material. Works in the public domain are not copyrighted and can be used freely. To use images, text, music or videos from the internet, you need to check if it is public domain or abide by time/word limits for fair use. Just because a work does not display a copyright symbol does not mean it is not copyrighted. You should always properly attribute sources and seek permission from creators if copyright is unclear.
Copyright is a law that protects creative works from being used without permission. There is an exception called "fair use" that allows limited use of copyrighted material. Works in the public domain are not copyrighted and can be used freely. To use images, text, music or videos from the internet, you need to check if it is public domain or abide by time/word limits for fair use. Just because a work does not display a copyright symbol does not mean it is not copyrighted. You should always properly attribute sources and seek permission from creators if copyright is unclear.
This document provides suggestions for using technology to enhance language arts classes, including using online tools to teach speaking, reading, writing, and other subjects more engagingly. It lists ideas like using social media like Facebook and Twitter, text-to-speech tools, iPads, online newspapers, and more to spark students' curiosity and encourage continued learning about literature, geography, creative writing, and other topics. The goal is to bring the real world into the digital world of the classroom.
Free Friday Webinars by Shelly Terrell & American TESOLJennifer Verschoor
油
This document provides tips for jazzing up English language teaching classes with technology. It discusses using online dictionaries, digital storytelling tools like Storykit, and m-learning with handheld devices. Teachers are encouraged to have students create digital stories to develop skills in planning, creativity, and innovation. Online projects through sites like iEarn.org are also recommended. The document emphasizes that digital tools make learning more interesting and motivating for students by engaging them in their own learning through authentic multimedia content.
Teaching Business English with Technology in Latin AmericaJennifer Verschoor
油
This document discusses teaching Business English with technology in Latin America. It covers 5 key drivers of Business English teaching: andragogy, language ego, games, innovation, and integrating technology. The author teaches both face-to-face and online Business English classes and uses various websites and tools to enhance learning. The document also mentions surveying students, using assessments like the BEC exams, and concludes by encouraging innovating for the present rather than the future.
Moshi Monsters is an online game that can be used to motivate young students and teach literacy, language, and math. The game allows students to describe their monster characters and write stories set in the game's city. It also includes puzzles to solve and an economy to track, helping develop problem solving, teamwork, and cognitive skills. Educational games can improve students' coordination and motivation while teaching valuable skills.
This document outlines the significance of early literacy from ages 0-3, emphasizing that early literacy skills are foundational for future reading and writing. It highlights that early literacy is about fostering pre-reading and pre-writing abilities through rich interactions with books, rather than direct instruction. The document further details the various early literacy behaviors exhibited by infants and toddlers as they engage with books and stories.
Input devices such as keyboards and mice send information to computers, while output devices like monitors and speakers receive information from computers. Keyboards are commonly used to enter large amounts of text, mice are the most widely used pointing devices, and joysticks primarily enhance gaming. Monitors display the data a computer is processing, speakers output audio like music and sounds, and printers copy computer files onto paper.
La cartograf鱈a en Argentina se divide en 7 franjas de longitud de 3属 cada una, numeradas de oeste a este. Cada mapa topogr叩fico tiene una escala espec鱈fica y una numeraci坦n seg炭n su ubicaci坦n dentro de las franjas de mayor escala, por ejemplo un mapa a escala 1:50.000 podr鱈a ser Hoja 3166-1-4. Los mapas topogr叩ficos muestran elementos del terreno como r鱈os, construcciones y curvas de nivel que indican la elevaci坦n, formando una representaci坦n exacta de la superficie.
La cartograf鱈a en Argentina se divide en 7 franjas de longitud de 3属 cada una, numeradas de oeste a este. Cada franja se divide en hojas a diferentes escalas que van desde 1:500.000 hasta 1:50.000, donde las de menor escala dividen a las de mayor escala. Las hojas se identifican con n炭meros y letras que indican su posici坦n dentro de la franja y escala correspondiente.
La asignatura de 遺温姻岳看乙姻温韓鱈温 tiene como objetivos principales ense単ar los fundamentos de la cartograf鱈a como herramienta geogr叩fica clave, el an叩lisis de mapas y su importancia para la representaci坦n espacial, y el dominio de conceptos cartogr叩ficos b叩sicos como escala y proyecciones. El programa anal鱈tico cubre temas como introducci坦n a la cartograf鱈a, sistemas de coordenadas, mapas topogr叩ficos y tem叩ticos, y sistemas de posicionamiento global. Los estudiantes completar叩n trabajos pr叩cticos sobre
Fortuny and Renata Barriopedro were artists who worked together. Malena Fernandez wrote about Fortuny and Renata Barriopedro in her article. The article discussed the artistic partnership between Fortuny and Renata Barriopedro.
Liverpool is a large city located in northwest England with over 816,000 residents. It is known for being home to the famous Liverpool Football Team, having won 5 European titles, and for being the birthplace of The Beatles, one of the most successful bands of the 1960s. Tourism also contributes to Liverpool's prominence and economy.
Spain is located in southwestern Europe. Its main city is Madrid and it borders Portugal, Morocco, Gibraltar, France, and Andorra. Spain was once part of the Roman Empire and later ruled by Muslim invaders and the Germanic people before the reconquest of Granada in 1492. Today, Spain is a democratic country under a constitutional monarchy with King Juan Carlos I as the head of state and Prime Minister Jos辿 Luis Rodr鱈guez Zapatero as the head of government. Football and tennis are Spain's most popular sports, with the national football team winning the 2010 FIFA World Cup and Rafael Nadal being considered the greatest Spanish tennis player of all time.
This document lists some notable figures and foods from Argentina including President Cristina Kirchner, empanadas, pastelitos, Carlos Gardel, and Diego Maradona.
Argentina has President Cristina Kirchner who leads the country and protects it like a shield. Traditional Argentinian foods include empanadas which are meat or cheese filled pastries, and pastelitos which are small pastries. Important Argentinian people are tango singer Carlos Gardel and soccer star Diego Maradona.
This document mentions Manhattan and some of its famous landmarks and people including Dean & Deluca Market, 6th Avenue, famous buildings, celebrities like Angelina Jolie, Brad Pitt, Madonna, Woody Allen and John Lennon, and the song Strawberry Fields Forever by John Lennon. It describes Manhattan as a place that brings together people and culture from all over the world.
Mont Blanc is an international brand that sells luxury writing instruments, watches, eyewear, jewelry, fragrances, and leather goods in over 70 countries through authorized retailers and 360 boutiques worldwide. The brand is opening a new boutique in Argentina in October 2010 to represent Mont Blanc's status as an icon of high quality writing for over 100 years, as symbolized by its distinctive white star logo.
Mont Blanc is an international brand that sells luxury writing instruments, watches, eyewear, jewelry, fragrances, and leather goods in over 70 countries through authorized retailers and 360 boutiques worldwide. The brand is opening a new boutique in Argentina in October 2010 to represent Mont Blanc's iconic status in writing quality over the past 100 years and expand its global operations further into South America.
Battle of Bookworms is a literature quiz organized by Pragya, UEM Kolkata, as part of their cultural fest Ecstasia. Curated by quizmasters Drisana Bhattacharyya, Argha Saha, and Aniket Adhikari, the quiz was a dynamic mix of classical literature, modern writing, mythology, regional texts, and experimental literary forms. It began with a 20-question prelim round where star questions played a key tie-breaking role. The top 8 teams moved into advanced rounds, where they faced audio-visual challenges, pounce/bounce formats, immunity tokens, and theme-based risk-reward questions. From Orwell and Hemingway to Tagore and Sarala Das, the quiz traversed a global and Indian literary landscape. Unique rounds explored slipstream fiction, constrained writing, adaptations, and true crime literature. It included signature IDs, character identifications, and open-pounce selections. Questions were crafted to test contextual understanding, narrative knowledge, and authorial intent, making the quiz both intellectually rewarding and culturally rich. Battle of Bookworms proved literature quizzes can be insightful, creative, and deeply enjoyable for all.
Plate Tectonic Boundaries and Continental Drift TheoryMarie
油
This 28 slide presentation covers the basics of plate tectonics and continental drift theory. It is an effective introduction into a full plate tectonics unit study, but does not cover faults, stress, seismic waves, or seafloor spreading.
To download PDF, visit The Homeschool Daily. We will be uploading more slideshows to follow this one. Blessings, Marie
The document outlines the format for the Sports Quiz at Quiz Week 2024, covering various sports & games and requiring participants to Answer without external sources. It includes specific details about question types, scoring, and examples of quiz questions. The document emphasizes fair play and enjoyment of the quiz experience.
This is complete for June 17th. For the weekend of Summer Solstice
June 20th-22nd.
6/17/25: My now Grads, Youre doing well. I applaud your efforts to continue. We all are shifting to new paradigm realities. Its rough, theres good and bad days/weeks. However, Reiki with Yoga assistance, does work.
6/18/25: "For those planning the Training Program Do Welcome. Happy Summer 2k25. You are not ignored and much appreciated. Our updates are ongoing and weekly since Spring. I Hope you Enjoy the Practitioner Grad Level. There's more to come. We will also be wrapping up Level One. So I can work on Levels 2 topics. Please see documents for any news updates. Also visit our websites. Every decade I release a Campus eMap. I will work on that for summer 25. We have 2 old libraries online thats open. https://ldmchapels.weebly.com "
Our Monthly Class Roster is 7,141 for 6/21.
ALL students get privacy naturally. Thx Everyone.
As a Guest Student,
You are now upgraded to Grad Level.
See Uploads for Student Checkins & S9. Thx.
Happy Summer 25.
These are also timeless.
Thank you for attending our workshops.
If you are new, do welcome.
For visual/Video style learning see our practitioner student status.
This is listed under our new training program. Updates ongoing levels 1-3 this summer. We just started Session 1 for level 1.
These are optional programs. I also would like to redo our library ebooks about Hatha and Money Yoga. THe Money Yoga was very much energy healing without the Reiki Method. An updated ebook/course will be done this year. These Projects are for *all fans, followers, teams, and Readers. TY for being presenting.
OBSESSIVE COMPULSIVE DISORDER.pptx IN 5TH SEMESTER B.SC NURSING, 2ND YEAR GNM...parmarjuli1412
油
OBSESSIVE COMPULSIVE DISORDER INCLUDED TOPICS ARE INTRODUCTION, DEFINITION OF OBSESSION, DEFINITION OF COMPULSION, MEANING OF OBSESSION AND COMPULSION, DEFINITION OF OBSESSIVE COMPULSIVE DISORDER, EPIDERMIOLOGY OF OCD, ETIOLOGICAL FACTORS OF OCD, CLINICAL SIGN AND SYMPTOMS OF OBSESSION AND COMPULSION, MANAGEMENT INCLUDED PHARMACOTHERAPY(ANTIDEPRESSANT DRUG+ANXIOLYTIC DRUGS), PSYCHOTHERAPY, NURSING MANAGEMENT(ASSESSMENT+DIAGNOSIS+NURSING INTERVENTION+EVALUATION))
Communicable Diseases and National Health Programs Unit 9 | B.Sc Nursing 5t...RAKESH SAJJAN
油
This PowerPoint presentation covers Unit 9 Communicable Diseases and National Health Programs, a core part of the 5th Semester B.Sc Nursing (Community Health Nursing I) syllabus, as outlined by the Indian Nursing Council (INC).
This unit enables nursing students to understand the epidemiology, prevention, control, and nursing management of common communicable diseases in India, while also offering a structured overview of the National Health Programs implemented to address them.
The content is critical for effective field practice, disease surveillance, early detection, referral, and health education, equipping students to participate in public health interventions and outbreak control at community and national levels.
Key Topics Covered in the PPT:
Definition and classification of communicable diseases
Modes of transmission and chain of infection
Common communicable diseases in India:
Malaria
Tuberculosis
Leprosy
Dengue
HIV/AIDS
Hepatitis
COVID-19 (if included in the current curriculum)
Diarrheal diseases
Acute Respiratory Infections (ARIs)
Epidemiological factors, causative agents, symptoms, and incubation periods
Prevention and control strategies: primary, secondary, and tertiary levels
Nursing responsibilities in patient care, contact tracing, community surveillance, and outbreak control
Health education and behavior change communication for community awareness
Vaccination schedules and cold chain maintenance
National Health Programs related to communicable diseases:
National Vector Borne Disease Control Program (NVBDCP)
Revised National Tuberculosis Control Program (RNTCP)
National Leprosy Eradication Program (NLEP)
National AIDS Control Program (NACP)
Universal Immunization Program (UIP)
IDSP Integrated Disease Surveillance Program
Overview of standard treatment protocols, referral mechanisms, and community nurses role in program implementation
This presentation is ideal for:
Nursing students preparing for university exams, class tests, and field projects
Tutors teaching infectious disease nursing and public health interventions
Nurses involved in immunization, outbreak investigation, and contact tracing
It provides a student-friendly breakdown of concepts, aligned with national priorities, including flowcharts, tables, case examples, and simplified text for field-level application.
This presentation has been made keeping in mind the students of undergraduate and postgraduate level. In this slide try to present the brief history of Chaulukyas of Gujrat up to Kumarpala To keep the facts in a natural form and to display the material in more detail, the help of various books, websites and online medium has been taken. Whatever medium the material or facts have been taken from, an attempt has been made by the presenter to give their reference at the end.
Chaulukya or Solanki was one of the Rajputs born from Agnikul. In the Vadnagar inscription, the origin of this dynasty is told from Brahma's Chauluk or Kamandalu. They ruled in Gujarat from the latter half of the tenth century to the beginning of the thirteenth century. Their capital was in Anahilwad. It is not certain whether it had any relation with the Chalukya dynasty of the south or not. It is worth mentioning that the name of the dynasty of the south was 'Chaluky' while the dynasty of Gujarat has been called 'Chaulukya'. The rulers of this dynasty were the supporters and patrons of Jainism.
Community Health Nursing Approaches, Concepts, Roles & Responsibilities Uni...RAKESH SAJJAN
油
This PowerPoint presentation is based on Unit 6 Community Health Nursing Approaches, Concepts, Roles & Responsibilities of Community Health Nursing Personnel, designed for B.Sc Nursing 5th Semester students under the subject Community Health Nursing I, following the syllabus of the Indian Nursing Council (INC).
This unit focuses on the various approaches in community health, the organizational framework, and the responsibilities of different levels of nursing staff in the healthcare system. It emphasizes the real-world application of nursing principles to provide comprehensive and preventive care to the community.
Key Areas Covered in this Presentation:
Introduction to the concept of community health nursing
Approaches to community health:
Nursing Process Approach
Epidemiological Approach
Evidence-Based Approach
Problem-Solving Approach
Nursing Theories in Community Health Practice
Explanation of teamwork and intersectoral coordination
Concept of primary health care and its application in community nursing
Levels of health care delivery primary, secondary, and tertiary care
Home visit process: principles, planning, implementation, and follow-up
Use of community bag and record maintenance
Roles and responsibilities of:
Auxiliary Nurse Midwives (ANMs)
Community Health Officers (CHOs)
Staff Nurses
ASHA workers
Public Health Nurses (PHNs)
Documentation and reporting in community settings
Promotion of health education, immunization, maternal and child health, and nutritional support
Role of nurse in disease surveillance, outbreak control, and health promotion
Ethical principles in community nursing
Coordination with health team members and village health committees
This presentation is useful for:
Nursing students preparing for university theory exams, class tests, or viva
Nursing educators conducting lectures or field discussions
Interns and trainees working in PHCs, sub-centers, or community settings
Community nurses and health educators involved in rural and urban outreach
The content is simplified, clear, and enhanced with point-wise explanations, flowcharts, and field-related examples for better retention and application.
ROLE PLAY: FIRST AID -CPR & RECOVERY POSITION.pptxBelicia R.S
油
Role play : First Aid- CPR, Recovery position and Hand hygiene.
Scene 1: Three friends are shopping in a mall
Scene 2: One of the friend becomes victim to electric shock.
Scene 3: Arrival of a first aider
Steps:
Safety First
Evaluate the victims condition
Call for help
Perform CPR- Secure an open airway, Chest compression, Recuse breaths.
Put the victim in Recovery position if unconscious and breathing normally.
How payment terms are configured in Odoo 18Celine George
油
Payment terms in Odoo 18 help define the conditions for when invoices are due. This feature can split payments into multiple parts and automate due dates based on specific rules.
Paper 108 | Thoreaus Influence on Gandhi: The Evolution of Civil DisobedienceRajdeep Bavaliya
油
Dive into the powerful journey from Thoreaus 19thcentury essay to Gandhis mass movement, and discover how one mans moral stand became the backbone of nonviolent resistance worldwide. Learn how conscience met strategy to spark revolutions, and why their legacy still inspires todays social justice warriors. Uncover the evolution of civil disobedience. Dont forget to like, share, and follow for more deep dives into the ideas that changed the world.
M.A. Sem - 2 | Presentation
Presentation Season - 2
Paper - 108: The American Literature
Submitted Date: April 2, 2025
Paper Name: The American Literature
Topic: Thoreaus Influence on Gandhi: The Evolution of Civil Disobedience
[Please copy the link and paste it into any web browser to access the content.]
Video Link: https://youtu.be/HXeq6utg7iQ
For a more in-depth discussion of this presentation, please visit the full blog post at the following link: https://rajdeepbavaliya2.blogspot.com/2025/04/thoreau-s-influence-on-gandhi-the-evolution-of-civil-disobedience.html
Please visit this blog to explore additional presentations from this season:
Hashtags:
#CivilDisobedience #ThoreauToGandhi #NonviolentResistance #Satyagraha #Transcendentalism #SocialJustice #HistoryUncovered #GandhiLegacy #ThoreauInfluence #PeacefulProtest
Keyword Tags:
civil disobedience, Thoreau, Gandhi, Satyagraha, nonviolent protest, transcendentalism, moral resistance, Gandhi Thoreau connection, social change, political philosophy
Non-Communicable Diseases and National Health Programs Unit 10 | B.Sc Nursi...RAKESH SAJJAN
油
This PowerPoint presentation is prepared for Unit 10 Non-Communicable Diseases and National Health Programs, as per the 5th Semester B.Sc Nursing syllabus outlined by the Indian Nursing Council (INC) under the subject Community Health Nursing I.
This unit focuses on equipping students with knowledge of the causes, prevention, and control of non-communicable diseases (NCDs), which are a major public health challenge in India. The presentation emphasizes the nurses role in early detection, screening, management, and referral services under national-level programs.
Key Topics Included:
Definition, burden, and impact of NCDs in India
Epidemiology, risk factors, signs/symptoms, prevention, and management of:
Diabetes Mellitus
Hypertension
Cardiovascular Diseases
Stroke & Obesity
Thyroid Disorders
Blindness
Deafness
Injuries and Accidents (incl. road traffic injuries and trauma guidelines)
NCD-2 Cancers:
Breast Cancer
Cervical Cancer
Oral Cancer
Risk factors, screening, diagnosis, early signs, referral & palliative care
Role of nurse in screening, referral, counseling, and continuum of care
National Programs:
National Program for Prevention and Control of Cancer, Diabetes, Cardiovascular Diseases and Stroke (NPCDCS)
National Program for Control of Blindness
National Program for Prevention and Control of Deafness
National Tobacco Control Program (NTCP)
Introduction to Universal Health Coverage and Ayushman Bharat
Use of standard treatment protocols and referral flowcharts
This presentation is ideal for:
Classroom lectures, field assignments, health education planning, and student projects
Preparing for university exams, class tests, and community field postings
Sustainable Innovation with Immersive LearningLeonel Morgado
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Prof. Leonel and Prof. Dennis approached educational uses, practices, and strategies of using immersion as a lens to interpret, design, and planning educational activities in a sustainable way. Rather than one-off gimmicks, the intent is to enable instructors (and institutions) to be able to include them in their regular activities, including the ability to evaluate and redesign them.
Immersion as a phenomenon enables interpreting pedagogical activities in a learning-agnostic way: you take a stance on the learning theory to follow, and leverage immersion to envision and guide your practice.
LDMMIA Practitioner Student Reiki Yoga S2 Video PDF Without Yogi GoddessLDM & Mia eStudios
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A bonus dept update. Happy Summer 25 almost. Do Welcome or Welcome back. Our 10th Free workshop will be released the end of this week, June 20th Weekend. All Materials/updates/Workshops are timeless for future students.
Our Monthly Class Roster is 7,141 for 6/21.
ALL students get privacy naturally. Thx Everyone.
Coming to our Shop This Weekend.
Timeless for Future Grad Level Students.
Practitioner Student. Level/Session 2 Packages.
* The Review & Topics:
* All virtual, adult, education students must be over 18 years to attend LDMMIA eClasses and vStudio Thx.
* Please refer to our Free Workshops anytime for review/notes.
* Orientation Counts as S1 on introduction. Sold Separately as a PDF. Our S2 includes 2 Videos within 2 Mp4s. Sold Separately for Uploading.
* Reiki Is Japanese Energy Healing used Globally.
* Yoga is over 5k years old from India. It hosts many styles, teacher versions, and its Mainstream now vs decades ago.
* Teaching Vod, 720 Res, Mp4: Yoga Therapy is Reviewed as a Hatha, Classical, Med Yoga (ND) Base. Take practice notes as needed or repeat videos.
* Fused Teaching Vod, 720 Res, Mp4: Yoga Therapy Meets Reiki Review. Take Practice notes as needed or repeat videos.
* Video, 720 Res, Mp4: Practitioner Congrats and Workshop Visual Review with Suggestions.
Bonus Studio Video, 720 Res, Mp4: Our 1st Reiki Video. Produced under Yogi Goddess, LDM Recording. As a Reiki, Kundalini, ASMR Spa, Music Visual. For Our Remastered, Beatz Single for Goddess Vevo Watchers. https://www.reverbnation.com/yogigoddess
* Our Videos are Vevo TV and promoted within the LDMMIA Profiles.
* Scheduled upload for or by Weekend Friday June 13th.
* LDMMIA Digital & Merch Shop: https://ldm-mia.creator-spring.com
* As a student, make sure you have high speed connections/wifi for attendance. This sounds basic, I know lol. But, for our video section. The High Speed and Tech is necessary. Otherwise, any device can be used. Our Zip drive files should serve MAC/PC as well.
* On TECH Emergency: I have had some rare, rough, horrid timed situations as a Remote Student. Pros and Cons to being on campus. So Any Starbucks (coffee shop) or library can be used for wifi hot spots. You can work at your own speed and pace.
* We will not be hosting deadlines, tests/exams.
* Any homework will be session practice and business planning. Nothing stressful or assignment submissions.
VCE Literature Section A Exam Response Guidejpinnuck
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This practical guide shows students of Unit 3&4 VCE Literature how to write responses to Section A of the exam. Including a range of examples writing about different types of texts, this guide:
*Breaks down and explains what Q1 and Q2 tasks involve and expect
*Breaks down example responses for each question
*Explains and scaffolds students to write responses for each question
*Includes a comprehensive range of sentence starters and vocabulary for responding to each question
*Includes critical theory vocabulary油 lists to support Q2 responses
VCE Literature Section A Exam Response Guidejpinnuck
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Editor's Notes
#2: ANA: Hello, I'm Ana Maria Menezes from Brazil.
JENNIFER: AND IM JENNIFER VERSCHOOR from Argentina.
ANA: We are here today to talk about a project which was developed by teenage students from Brazil and Argentina.
JENNIFER: We are going to share our experience moderating the project Hello there
#3: ANA: THE IDEA was to have 18 Brazilian students paired up with students from another country to communicate during 4 weeks. I needed a partner, so I sent a message to a group of teachers from Brazil and Argentina and hoped an Argentinian teacher would agree to join me on the project. The World Cup was approaching and I dont know if you know, but Brazil and Argentina have been football rivals forever so I had the secret dream to demystify some of that rivalry getting Brazilians to interact with Argentinians.
#4: JENNIFER: As soon as I read AM message on FB I immediately plunged into the project. My idea was to show students the importance of integrating connection literacies into their English learning process.
#5: ANA: WHY pair them up and not develop the project as a big group? I had already developed a project where two groups of students joined the same Edmodo group to develop the same tasks. I noticed that although they practiced the language producing and sharing content, the interpersonal relationship among participants was very superficial so there was little social presence.
JENNIFER: My students had already used Edmodo and my original idea was to show them how to use this platform in an engaging and motivating way.
#6: ANA: From previous experience and based on studies about learning communities, I believe that ENGAGEMENT with projects is closely related to building connections with the people involved. According to several authors such as Leh (2001), Garrison (2006) and Menezes (2014), people share more and make connections if they feel socially present.
JENNIFER: During this project we were able to show our students the importance of creating a PLE.
#7: ANA: MY INSPIRATION was Pen Pal Projects where two people slowly get to know each other using language as a means of communication. Then I asked myself, how can we develop a similar idea using tools my students are already familiar with?
#8: JENNIFER: THE OBJECTIVE of the project was for students to learn as much as they could about the other student and the place where they live. At the end of 4 weeks, each student would write a report to their teacher expressing what they learned.
#9: ANA: As I had already been using Edmodo with this group of students, I imagined the small groups feature in Edmodo would be a good alternative to get students in pairs. Moreover, we felt it was important to manage the interactions which would take place. As Hockly, Dudeney and Pegrum (2014) point out, exposure to difference needs careful management. Otherwise, cross-cultural interactions can lead to confusion, misunderstandings and the reinforcement of stereotypes and prejudices. In our case, we had students from different countries, from different backgrounds, having different cultures with a historical rivalry in football. We needed to moderate this experience with care.
#10: JENNIFER: Our roles during the project was to have all students join an Edmodo group, divide them into small groups randomly and observe their conversation. The students messages were not corrected by the teachers beforehand as the objective was not accuracy but to develop a conversation. Our role as moderators was to facilitate learning through constant interaction between students. We didnt focus on their language use but on the fact that they were able to communicate with a students their same age in a different country. The communication process was our main objective.
#11: ANA: Jennifer had 25 students and I had 18 students. During one of our many Skype conversations, because of the number of students she had, we decided to form some pairs and some trios to facilitate interaction.JENNIFER: We decided to divide our students according to their nationalities , one Brazilian and two Argentinians, without following any specific criteria.
#12: JENNIFER: As they got started, Ana and I shared a rubrics we developed to give them an idea of what we expected their participation to be like.
#13: ANA: To start the project, we also produced a short introductory video about each class.
( I think we could show one of the videos)JENNIFER I had to ask permission to take pictures of my students. For many of them this was their first experience creating a video for school.
http://projecthellothere.pbworks.com/w/page/78104465/FrontPage (4 mins)
#14: JENNIFER: THE TENSIONS: at various times, students didnt know what to say, and I told them talk about yourself, ask them about five things you would like to know about them. Some of them wanted to develop their conversations in Whatsapp or Facebook but we explained to them that Edmodo was chosen for safety reasons. However, they ended up adding each other on Facebook. Another tension was when their partners were silent during some days. They said what if he doesnt answer? Despite all fears, 18 groups out of 19 managed to develop really interesting conversation. Holiday, connectivity problems, some of them were very shy. When do I have to talk to my partner? After class?
#15: ANA: Students also used the opportunity to discuss about a current worry in May and June, which was the World Cup to be held in Brazil. Here you have an extract of the conversation which took place between two 14-year old girls. (READ)
#16: JENNIFER: We hadnt planned to meet virtually, but about one week before the ending of the project, I told Ana my students wanted to meet the Brazilian students online. They wanted to see and hear each other. Because our classes were at different times and Ana couldnt rely on the school wifi connection for a skype conference, we arranged a room for us at Adobe Connect with the help of another educator, Heike Philips. And here, Id like to thank her for the help. We organized the meeting for a Sunday afternoon where students would be free to join us from their own homes. Out of 42 students only 10 students showed up. A few of them had no webcam or microphone but could hear and participate by using the chat box, others had their webcams but no microphones working. However, the ones who participated seemed to have enjoyed the experience
ANA:
#17: ANA: The six weeks went by very quickly for all of us. I could visually see their sorrow in saying goodbye to their partners. Most of them exchanged their facebook addresses to keep communicating. To me, this is evidence social presence was developed as they wished to keep the connections they had built.
#18: JENNIFER: Like we mentioned at the beginning of this presentation, their final task for the project would be a written report where they would express what they learned about their partners, using text, photos or videos. Correction, Timing, The report are not written in a perfect English.
#19: ANA: The reports were written on a public wiki which could be edited by students and teachers. Our students were able to read each other reports as well as their parents.JENNIFER: Why did we choose a wiki? Collaborative platform, My school wiki with her students, Evo courses, user-friendly, free for educators,
The WIKI IS PUBLIC!!!!!!!
#20: ANA: The writing of the final report was divided in two steps: first students wrote a first draft on the wiki which was marked by the me. I gave them suggestions and signaled a few mistakes I noticed. I didn't correct their writing. Students then, based on my suggestions made the final changes on the wiki. What about with your students, JENNIFER?JENNIFER: ...
#21: JENNIFER: Reports were usually organized in three main paragraphs: the first one described the project, the second was about their partners and where they live and the final one about what they liked and didnt like about the experience.
#22: ANA: Their final words on the report was about their opinion of the project. I asked them to be as honest as possible pointing out what they didnt like about the project and suggesting changes for a future experience. I was happily surprised to see that all students had positive opinions about it as you can see from the extracts here. (READ)
#24: OUR IMPRESSIONS:
ANA: If I look back at my objective which was to help students use the English they have been learning for quite some time to make connections with a teenager from another country , I believe we've been successful. I was also very happy seeing my students could realize they can actually communicate using English. Of course, we had some tensions, we had to manage their insecurities concerning the language, we had to give them more time to communicate, but all in all, the experience was very positive. Another aspect I observed was that during the initial stage when they exchanged messages with a partner, although the focus was not on language accuracy , it was interesting how my students noticed that the Argentinian students made less mistakes than they did. We, teachers, did not demand perfect English, but students themselves were observing the English used by one another. What about you, Jennifer? What are your impressions?JENNIFER: I realized that if we implement motivating project outside of the classroom, this is an excellent opportunity for our students to continut
