do mercado. 1. Dinâmica do Grupo Comece dando aos alunos um segundo para pensar sobre um exemplo de negociação na vida real. Depois, solicite a eles para compartilhar seus exemplos Sendo que cada pessoa deverá apresentar sobre um exemplo diferente. Esta dinâmica ajudará a desenvolver o sentido de ouvir e habilidades de comunicação dos alunos. 2. Negociação na vida real Peça-lhes para escolher praticamente qualquer coisa no mercado e definir, em poucas palavras, seu processo de compra. Em seguida, incentivar o grupo a talvez discutir o melhor preço para o produto. Isto permitirá aos alunos aplicar habilidades de resolução de problemas, forçando-os a considerar e ponderar os seus pontos de vista. 3. Investigação do Mercado Para esta parte da dinâmica, divida os alunos em pequenas equipes. Peça a cada grupo que investigue os preços de diferentes produtos relacionados ao assunto de negociação e vendas. Eles deverão trabalhar juntos para chegar a algum tipo de acordo ou solução para comparar os preços e descobrir qual o melhor produto a se adquirir. 4. Uma Compra Real Como um grande projeto, propor aos alunos para definir um determinado produto, o melhor preço e as melhores formas de negociar. Em seguida, peça-lhes para comprar o produto usando suas habilidades e conhecimento sobre técnicas de negociação. Esta última etapa da dinâmica também reforçará as habilidades de comunicação do estudante além de fornecer um estímulo à ação para completar a tarefa com sucesso.

Week 2 of Indoor Badminton Day 1 • Welcome students and introduce the topic. • Explain the basic components and concepts of badminton. • Introduce the different types of court markings and discuss the rules of badminton. • Provide instruction on shuttlecock throws - underhand, overhand and lobs. • Demonstrate basic strokes and have students practice with a partner. Day 2 • Remind students of the components and rules of badminton. • Introduce basic rules of singles and doubles. • Demonstrate further strokes, such as clears, smashes and drops. • Have students practice in warm-up and cool-down games. Day 3 • Provide instruction on proper footwork and court positioning. • Introduce more advanced rules of badminton, such as ‘let’ and ‘no let’. • Practice advanced strokes, such as clears, smashes, and drops. • Engage students with badminton-based game play. Day 4 • review key components and rules of the game. • discuss game strategies and techniques. • practice badminton drills and exercises. • pause for group activities and team-building activities. Day 5 • Review basic rules of badminton and appropriate sportsmanship. • Play doubles and singles matches. • Engage in a badminton-based physical education game or tournament. • Award portions of the lesson to winning teams. • Spend the remainder of the class playing badminton games.

Week 1: - Overview of equipment and court dimensions - Basic rules - Introduce fundamental footwork - Introduce grip and basic strokes - Introduce basic technical skills and progress to game like drills Week 2: - Refresh overview of equipment and court dimensions - Refresh basic rules - Demonstrate and practice forehand grip and stroke - Demonstrate and practice backhand grip and stroke - Introduce basic serves and footwork Week 3: - Refresh overview of equipment and court dimensions - Review basic rules - Demonstrate and practice underarm smash - Refine basic strokes: forehand and backhand - Progress to game like skills and drills Week 4: - Refresh overview of equipment and court dimensions - Review basic rules - Demonstrate and practice low serves - Refinement of technical skills: forehand and backhand - Progress to game like skills and drills Week 5: - Refresh overview of equipment and court dimensions - Review basic rules - Demonstrate and practice clear and drop shots - Introduce basic doubles strategies - Introduce match play exercises Week 6: - Refresher on rules and equipment - Practice basic underarm serves - Refinement of technical skills: forehand, backhand & clears - Incorporation of advanced shots - Developing basic doubles strategies - Match play exercises

1. Introduction to Badminton: Discuss the basics of badminton including rules and regulations, as well as review the necessary equipment needed for the sport. 2. Footwork: Spend time discussing and practicing the fundamental footwork for badminton: transferring weight, split-steps and side to side movement. 3. Grips: Teaching how to hold the racket correctly including forehand, backhand, and neutral grip. 4. Forehand Clear: Learn how to hit the shuttlecock with a proper technique for the forehand clear. 5. Backhand Clear: Teach how to use proper technique when hitting the shuttlecock with a backhand clear. 6. Drop Shots: Teach how to hit the shuttlecock low over the net with a deep clearing technique. 7. Smashes: Teach how to use shoulder, arm and wrist movements to maximize power and accuracy of the smash. 8. Serves: Practice the different service techniques including overhand and underhand serve. 9. Strategy: Spend time discussing strategy and shot selection in the game of badminton. 10. Doubles: Work on doubles strategy, play games and practice drills to ensure understanding.

Chapter 5 of Dark Isle follows Rowen and his journey in the Dark Isle. After swimming ashore, Rowen and his friend Maggie are taken in by a mysterious old man, Eduardo. They learn that Eduardo and his daughter Maria survive on the island by trading with the locals. Rowen and Maggie also learn that Eduardo is a powerful wizard and can help them with their quest. They discover a clue that leads them to an ancient tower, but their path is blocked by an evil creature called the Black Mountain. When they try to get past the beast, they are saved by the magical abilities of Eduardo. They then enter the tower and find the secret that will save the Dark Isle.

Active Task: 1. Divide the class into two groups – one to represent Arctic and the other representing Antarctica. 2. Assign roles to two students in each group – one student to be the spokesperson and the other to record the information. 3. Ask student to research their respective assigned area – Arctic and Antarctica. 4. Ask students to come up with three or four differences between the two polar regions. 5. Give students some time to research the polar regions and come back to the class – they could use books, internet, articles, etc. to carry out their research. 6. Ask each group to present their findings in the form a presentation – with the help of diagrams, pictures, etc. 7. After the presentations, ask students to come up with a summary of the differences between the two regions. Written Task: 1. Ask the students to create a written report providing a comparison between the Arctic and Antarctica region. 2. Ask students to provide details about the temperature, the physical makeup of the land, type of animal life and types of plants, etc. in both polar regions. 3. Ask students to come up with three or four differences between the two polar regions. 4. Ask the students to create a diagram representing their findings 5. Ask students to summarise their findings and observations in a conclusion statement.

Lesson 1: Introduction to the Inuits Active: Divide the class into 4 groups. Give each group a stack of cards with a picture of an Inuit and a fact written on it (ex.: they live in igloos). Have each group arrange the cards into a timeline and present their timeline to the rest of the class. Written: Have the students write an essay about what they have learned about the Inuits and discuss their thoughts about the culture. Lesson 2: Arctic Environment Active: Students can create a three-dimensional model of the Arctic environment by assembling and connecting together 3-dimensional cubes with a representation of ten different pieces of the Arctic environment (mountain, tree, lake, etc.). Written: Write an essay about the different aspects of the Arctic environment and how it affects the lives of the Inuits. Lesson 3: Traditions and Festivals Active: Have the students work in pairs to create a presentation on a particular Inuit tradition or festival. After the presentation, have a round table discussion about the presentations. Written: Have the students write an essay about their thoughts on the Inuit culture and its traditions and festivals. Lesson 4: Clothing and Clothing Styles Active: Provide the students with pictures of different Inuit garments, materials and tools used to make clothing. Divide the class into groups and have each group design a traditional Inuit clothing piece with the help of the pictures and materials. Written: Have the students write an essay about the materials used for Inuit clothing, the techniques used to make the clothing and their thoughts on the Inuit clothing styles. Lesson 5: Inuit Food Active: Discuss with the students the different types of food eaten by the Inuits. Have the students work together in small groups to create a traditional Inuit meal and present it in front of the class. Written: Have the students write an essay about the different types of food eaten by the Inuits and compare it to their own everyday diet. Lesson 6: Building an Igloo Active: Have the students build an igloo using artwork supplies, cardboard boxes and other items. They will need to discuss and plan the layout and structure of the igloo before they can start constructing it. Have each group present their igloo to the rest of the class. Written: Have the students write an essay about their experience building an igloo and what they have learned about this particular type of architecture.

1. What is Apache Airflow? A. An open-source platform to manage ETL pipelines and automate workflows * B. A version control system C. An open-source software library D. A machine learning framework 2. What type of dependencies can Airflow manage? A. Directed Acyclic Graphs (DAGs) * B. Logical Data Flow C. Complex Event Processing D. Object-oriented Programming 3. What type of execution mode does Airflow have? A. Batch-oriented B. Event-triggered * C. Graph-oriented D. Reactive-oriented 4. What type of task does Airflow not support? A. File Dependency B. Task Chaining * C. Sub-DAGs D. Parameterized Execution 5. What SQL Alchemy utility does Airflow use? A. ORM * B. DBMS C. ETL D. RDM 6. What is the recommended way of creating Airflow workflows? A. Directed Acyclic Graphs (DAGs) * B. Python code C. Online visual editor D. SQL scripts 7. What type of monitoring does Airflow support? A. Webhooks B. Logging * C. Alerts D. Triggers 8. What type of authentication does Airflow have? A. LDAP * B. Kerberos C. Windows D. MongoDB 9. How can Airflow be scaled? A. Kubernetes * B. Docker C. Kafka D. MQTT 10. What type of parallelism does Airflow provide? A. Local B. Multi-node * C. Single-threaded D. Online

Objective: By the end of the lesson, students will be able to comprehend the life and works of Robert Burns as well as compose a poem in his style. Materials: -Information sheets and slides on Robert Burns -Poetry samples -Meter chart Lesson Plan: 1. Introduction (10 minutes): - Introduce Robert Burns and provide information on his life, such as his major works, birth and death dates, and how he is commemorated yearly. - Ask students open-ended questions about Burns to check for understanding, such as “What do you know about Robert Burns and what does his poetry mean to you?” 2. Meter (15 minutes): - Explain the concept of iambic meter and provide examples from Burns’ works. - Provide a meter chart for students to practice and use for the upcoming activity. 3. Writing Activity (30 minutes): - Explain to students that they are going to compose their very own Robert Burns-style poem. - They should aim to use iambic meter and Burns’ frequently used phrases and imagery. - Students can choose to write an original poem or they can choose a famous Burns poem and recreate it as closely as possible. - Provide a sample of Burns’ works for further reference. 4. Reflection (10 minutes): -Have the students share their works and discuss the meaning of Burns’ poems and how they were relevant in his time. - Ask students what they learned and how they think Burns’ poetry can be applied to life today. Closure: - Provide a summary of the lesson and remind students of the learning objectives. - Explain the importance of Robert Burns and his legacy.

Objective: At the end of this lesson, students will be able to: • Set up the darkroom in preparation for a 35mm negative printing • Understand how to make a contact sheet • Understand how to make a full print • Understand how to handle photographic paper and negatives in the darkroom Materials: • 35mm Negatives • 8x10 inch photographic paper • Developer • Stop bath • Fixer • Photographic trays • Measuring cups • Darkroom timer Procedure: 1. Introduction (15 minutes) • Instructor will introduce themselves and explain the purpose of the lesson (5 minutes). • Instructor will explain the material basics of developing and printing a film photograph in the darkroom (10 minutes). 2. Preparation (15 minutes) • Instructor will demonstrate how to set up the darkroom (5 minutes). • Students will each have a chance to practice setting up the darkroom (10 minutes). 3. Contact Sheets (30 minutes) • Instructor will demonstrate how to make a contact sheet (10 minutes). • Students will each have a chance to practice making a contact sheet (20 minutes). 4. Full Prints (30 minutes) • Instructor will demonstrate how to make a full print (10 minutes). • Students will each have a chance to make a full print (20 minutes). 5. Clean-up (15 minutes) • Instructor will demonstrate how to clean up the darkroom (5 minutes). • Students will each have a chance to practice cleaning up the darkroom (10 minutes). 6. Conclusion (5 minutes) • Instructor will review the important points covered in the lesson (5 minutes).