12 important phrasal verbs

Health 11/12 Review for Final Exam Core Concepts - Mental and Emotional Health, Substance Abuse Prevention, Safety and Violence Prevention, Family Life and Human Sexuality, Disease Prevention and Control, Healthy Eating Health Education Skills - goal setting, decision making, accessing information/resources, analyzing influences, communication, self-management, advocacy DIMENSIONS of Wellness - social, spiritual, emotional/mental, environmental, financial, intellectual, multicultural, occupational, physical, sexual RISK factors - anything that increases the risk of disease, injury, or illness. PROTECTIVE factors - anything that decreases the risk of disease, injury, or illness. INTERNAL health factors - health factors that can be either hereditary and genetic or acquired elements -- include smoking and personal diet or eating habits. Example – a genetic predisposition to an illness. EXTERNAL health factors - health factors that are part of the direct outer environment, the geographical location, micro-organisms, socio-economic elements that could affect an individual's health. Example – being unable to afford mental health services. Unit 1- Managing Personal and Community Wellness Explain Maslow’s Hierarchy of Needs in your own words using the image provided. Explain how each Social Determinant of Health may impact a person’s health. Levels of Disease Prevention • PRIMARY The goal is to avoid conditions altogether. • SECONDARY The goal is early detection. • TERTIARY The goal is to minimize the damage (manage). Define the following terms. Fads/Trends Sleep hygiene Driver safety Unit 2- Investigating Social Ecological Factors on Well-Being Socio-Ecological Model – The SEM examines how health behaviors form based on characteristics of individuals, communities, nations and levels in between. Each level overlaps with other levels signifying how the best public health strategies are those that encompass and target a wide range of perspectives. Interpersonal (personal) health vs. intrapersonal (relationship) health Health INEQUITY - systemic, ingrained and unjust barriers that prevent segments of the population from having the opportunity of health leading to health disparity. IMPLICIT BIAS - a form of bias that occurs automatically and unintentionally, that nevertheless affects judgments, decisions, and behaviors. Research has shown implicit bias can contribute to unequal access to quality healthcare, negative patient-provider relationships and interactions; and create mistrust in the healthcare system and practitioners among patients. This can contribute to health disparities. Health DISPARITY - represents a difference in health between populations. It is often used to describe disease burden and other negative health outcomes socially disadvantaged groups may face. Health EQUITY - The opposite of health inequity. It describes a system that supports a high standard of health and healthcare for all people. Racism - Beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotypic characteristics or ethnic group affiliation. DISCRIMINATION - An unjust differential treatment of a person or a group. PRIVILEGE- The unearned access to resources and social power that are only available to some because of their membership within certain social groups. OPPRESSION is the act of taking away choices from others and can be defined as a system that maintains advantage and disadvantage based on social identities and that acts on multiple levels from interpersonal to institutional and societal. (internalized, interpersonal, institutional, structural) Systematic Oppression - Intentional disadvantage of groups of people based on their identity while advantaging members of dominant group (race, gender, sexual orientation, language, size, ability, etc.). Intersectionality - The complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap, or intersect especially in the experiences of marginalized individuals or groups Unit 3- Accessing Resources and Communicating to Support Mental and Emotional Health What is anger? What is anxiety? What is stress? STRESSORS are the things that cause stress. Stressors can be internal and external. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time. INTERNAL Stressors - are made by your belief system and the way you evaluate yourself. Examples include pessimistic attitude, negative self-talk, deep need to be perfect, low self-esteem or body image, unhealthy standards for self. EXTERNAL Stressors - are stressful things that happen in your surroundings and/or in your environment. Examples include busy schedules, work problems, family issues, financial trouble, social problems, injury, unforeseen circumstances. Socio-economic issues are also a part of external stressors such as poverty, violence, and racism. Define the following mental health conditions. Depression Eating disorders NSSI Non-suicidal self-injury Grief/Loss Suicide prevention A.C.T. • ACKNOWLEDGE- Tell them in a caring way that you recognize that they are having a problem • CARE- You can show you care by actively listening - put away anything else you are doing, make eye contact, sit down, ask questions. • TELL-(call 988 for additional help and support) - Tell them it is important that they speak with a trusted adult. Help them figure out who this may be and offer to go with your friend. A social norm is an unwritten, informal rule meant to guide behavior among the of society. It distinguishes between acceptable and unacceptable, good and bad, and so on. Social norms can influence a person with emotional or mental health disorders, access to care and stigmatize their situation. STIGMA- a mark of disgrace associated with a particular circumstance, quality, or person. • Self-stigma - This describes the internalized stigma that people with mental health conditions feel about themselves. • Public stigma - This refers to the negative attitudes around mental health from people in society. • Institutional stigma - This is a type of systemic stigma that arises from corporations, governments, and other institutions. Unit 4- Evaluating Risks of Substance Use and Abuse Harm Reduction - a set of practical strategies and ideas aimed at reducing negative consequences associated with drug use. Explain how each level of the Social Ecological Model is impacted by addiction. Individual Relationship Community Society SEM Level Contributing/Risk Factors to substance use Preventative/Protective Factors for substance use Individual Interpersonal/Relationship Community Society Unit 5- Analyzing Influences to Examine Ways to Increase Safety and Reduce Violence HATE CRIME - a crime, usually violent, motivated by prejudice or intolerance toward an individual’s national origin, ethnicity, color, religion, gender, gender identity, sexual orientation, or disability. Explain how the media influences violence in society. The Pyramid of Hate Explain the escalation of hate using the Pyramid of Hate visual. List several hate crime motivators. Example: age HEALTHY Relationship Signs - comfortable pace, trust, honesty, independence, respect, equality, kindness, taking responsibility, healthy conflict, fun UNHEALTHY Relationship Signs - intensity, possessiveness, manipulation, isolation, sabotage, belittling, guilting, volatility, deflecting responsibility, betrayal Sexual Assault is a sexual behavior WITHOUT consent. Human trafficking - the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, using force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery. Sex trafficking - commercial sex act induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age. Trafficking happens using… • Force - using violence to control someone. • Fraud - using lies to control someone. • Coercion - using threats to control someone. Unit 6- Family Life and Human Sexuality Agency - A belief about yourself and the extent to which you can act on that belief. • The ability to choose freely one’s own narrative. • To embrace the idea that I am the cause (or agent) of my own thoughts and actions. • Personal agency is a personal responsibility for who we are, what we experience, what we do about that experience, and how we shape our world to give us more of the experiences we want. SEXUAL Agency • The ability to choose your own interests and desires vs. what we see in the media or others’ perceptions • The ability to identify, communicate, and negotiate one’s sexual needs • The ability to initiate behaviors that allow for the satisfaction of those needs Sexually Explicit Material - photographs, videos, films, magazines, and books whose primary themes, topics, or depictions involve sexuality that may cause sexual arousal. Sexual scripts - thoughts, patterns, or behavior that a person has about themselves in a romantic or sexual context. It is how people picture themselves or want to project themselves in front of others. Reproductive Rights of Teens - In Maryland, teens have the right to an abortion, keep their child, obtain and use birth control, paternity tests, adoption, give up custody of their child within 10 days of birth (Safe Haven Law). • REPRODUCTIVE RIGHTS- legal rights and the freedom of the individual to control decisions regarding contraception, abortion, sterilization and childbirth. • SAFE HAVEN LAW- a distressed parent who is unable or unwilling to care for their infant can safely give up custody of their baby, no questions asked. CONSENT is an agreement between participants to engage in sexual activity. • It is clearly and freely communicated, verbal, and affirmative. Consent CANNOT be given if… • A person is underage, one or both partners is intoxicated or incapacitated by drugs or alcohol, one partner is asleep or unconscious, one partner feels pressured, threatened or intimidated, or one partner holds a position of power or authority over the other. Unit 7- Advocating for Enhanced Nutrition, Food Systems, and Health Outcomes Dietary Guidelines for Americans Guideline 1: Follow a Healthy Dietary Pattern at Every Life Stage Guideline 2: Customize and Enjoy Food and Beverage Choices to Reflect Personal Preferences, Cultural Traditions, and Budgetary Considerations Guideline 3: Focus on Meeting Food Group Needs with Nutrient-Dense Foods and Beverages, and Stay Within Calorie Limits Guideline 4: Limit Foods and Beverages Higher in Added Sugars, Saturated Fat, and Sodium, and Limit Alcoholic Beverages FOOD DESERT- a neighborhood where there is little or limited access to healthy and affordable food such as fruits, vegetables, whole grains, low-fat milk and other foods that make up the full range of a healthy diet. FOOD INSEQURITY lack of access to a sufficient amount of food because of limited funds. More than 49 million American households are considered food insecure and are vulnerable to poor health as a result. PROCCESED FOODS- any raw agricultural commodities that have been washed, cleaned, milled, cut, chopped, heated, pasteurized, blanched, cooked, canned, frozen, dried, dehydrated, mixed or packaged — anything done to them that alters their natural state.

Electrostatics The section of CBSE Class 12 Physics electrostatic potential and capacitance notes mainly deals with the in-depth analysis of electromagnetic phenomena when they are not performing any movements. Additionally, it is divided into ten further sub-topics to study the companion processes of reaching the state. These are - 1. Electric charge In this section of Physics ch 2 Class 12 notes, you get to learn about the basic features of electric charge and its expression in Physics. Along with its basics, the sections help to understand the full potential of charge. Different aspects of Charge included in Class 12 Physics Chapter 2 notes are - Definition Type: Positive and Negative Charge Unit and dimensional formula Point Charge Properties of Charge Comparison of Charge and Mass Methods of Charging Electroscope 2. Coulomb's Law Force is created when charges of opposite signs attract each other, and they repulse if the signs are the same. Coulomb's law tries to define this phenomenon through a mathematical formula, explicitly mentioned in Physics Class 12 notes Chapter 2. Moreover, there is key information about the variation of the constant k and its effect on a medium. Coulomb's law's vector form and the principle of superimposition are also explained in ch 2 Physics Class 12 notes. (Image will be uploaded soon) 3. Electric Field As stated in Class 12 Physics Chapter 2 notes, every positively or negatively charged particle has their respective electric fields. It feels a force at the time of interaction which might be attraction or repulsion. As it arises from electric charge, it is crucial to know about its different parts like - Electric field intensity Relation between electric force and electric field Super imposition of electric field Point charge Continuous charge distributions Properties of Electric Field Lines Motion of Charged Particles in an Electric field Learning more about the electric field from electric potential and capacitance notes Class 12 helps a student to get a grasp of upcoming chapters. 4. Electric Potential Energy When energy helps a charge to move from an electric field, it is known as the Electric Potential Energy. This section of electrostatic chapter Class 12 notes requires a student to study the Electron volt (eV), and the potential energy that an n number of charges can hold. 5. Electric Potential This section of Class 12 Physics Chapter 2 notes focuses on in-depth learning of Electric Potential or Voltage. Basically, it defines the potential movement of energy. 6. Relation between Electric Field and Potential Apart from knowing more about the relationship between the two values, Physics Class 12 Chapter 2 notes also discuss equipotential surfaces. 7. Electric Dipole Essentially, 'Dipoles' are two opposite points of charge represented with q and –q, with their distance between each other being 2a. Electric Dipoles are crucial in your study of Physics Class 12 Chapter 2 notes to learn more about electric fields and their potential. Additionally, Class 12 Physics Chapter 2 notes focus on the influence of electric dipoles on a uniform electric field mainly through Force and Torque, Work, and Potential Energy. In the last part of Electrostatics, further focus is on using the formulas to their fullest potential. It includes subsections of Electric Field, Electric Potential Energy, Electric Potential, and Electric Dipole. In the notes for electrostatic potential and capacitance, you will find proper solutions accompanied by clear and crisp diagrams for better understanding. 8. Gauss's Law Apart from just discussing the Gauss's Law, in Physics Class 12 ch 2 notes there is a thorough explanation of its properties and applications. The Gauss' Law states that net electric flux passing through a hypothetical closed surface is equal to the net electric charge present within the same closed surface. Being a broad part of the whole chapter, you may need to spend a little more time on it. Moving forward, it starts discussing the properties of conductors in relation to Gauss's Law. The Class 12 Physics notes Chapter 2 perfectly defines the journey to Gauss' Law from Coulomb's Law. Here is the Gauss's Law present in the Class 12 Physics ch 2 notes, (image will be uploaded soon) 9. Capacitors There is a dedicated section about Capacitors in the Class 12 Physics Chapter 2 notes elucidating its functions and importance as storage of potential electric energy. After explaining the structure of a capacitor, it points out the different types, parallel plate, spherical and cylindrical. The section of Chapter 2 notes of Physics Class 12 is further divided into subheads like: Properties of an ideal battery Grouping of capacitors Simple circuits (Series and Parallel) Dielectric Van de Graaff generator Combination of drops Charge distribution method Wheatstone Bridge-based circuit Extended Wheatstone Bridge Infinite network of capacitors Redistribution of charge between two capacitors Vedantu prepares the Class 12 Physics Chapter 2 notes with help from subject matter experts. In the PDF, you get a comprehensive idea of the topic along with potential answers to the most asked questions. Furthermore, the detailed explanation on each section and subsections are written in a simple language allows a student to ace their exams with wholesome knowledge. These Physics Chapter 2 Class 12 notes are going to be one of the best supplementary study materials besides a student’s textbooks. Visit the Vedantu website or download the app to get your hands on all important notes! Important Questions A charge of 4 × 10–8C is uniformly distributed on the surface of a spherical conductor, having a radius of 15 cm. Determine the electric field just outside this sphere at a point that is 15 cm from the centre of this sphere. Determine the capacitance given that the distance between the two plates has been reduced by half and the parallel plate capacitor holds a capacitance of 20 pF (where 1pF = 10-12 F) having air between the two plates. What will be the total capacitance of a combination where three capacitors, each having a capacitance of 20 pF, are connected in series. A square having a side of 10 cm has a 500 µC charge at its centre. Determine the work done to move a charge of 10 µC between two points that are diagonally opposite each other on the square. At an equatorial point, what will be the electrostatic potential because of an electric dipole? Calculate the work done to move a test charge, q, through a length of 1 cm along the equatorial axis of an electric dipole? Polarisation A capacitor has its plates enclosed in a medium that can be filled by insulating substances. A net dipole moment is then induced by an electric field in the dielectric. This event causes the field in an opposite direction. Equipotential Surface An equipotential surface is a type of surface where the potential always has a constant value. If considered as a point charge, the concentric spheres that are centred at a particular area of this charge are basically equipotential surfaces. Advantages of Vedantu's Revision Notes: A Comprehensive Resource for Effective Learning There are several reasons why one may refer to Vedantu's revision notes for studying a subject like Electrostatic Potential and Capacitance. Here are some key points: Comprehensive Coverage: Vedantu's revision notes provide a comprehensive coverage of the entire topic, ensuring that all important concepts and subtopics are included. Concise and Organized: The notes are designed to be concise, focusing on the key points and core ideas. They are organized in a structured manner, making it easy for students to navigate and revise the content. Simplified Explanation: The revision notes offer simplified explanations of complex concepts, making them more accessible and easier to understand. This helps students grasp the material more effectively. Key Formulas and Equations: The notes highlight the key formulas and equations relevant to the topic, ensuring that students have a clear understanding of the mathematical aspects of Electrostatic Potential and Capacitance. Examples and Illustrations: Vedantu's revision notes often include examples and illustrations that help clarify concepts and provide practical applications, enabling students to better relate theory to real-world scenarios. Quick Recap: The revision notes serve as a quick recap of the important points, allowing students to review the material efficiently before exams or assessments. Exam-Oriented Approach: Vedantu's revision notes are designed with an exam-oriented approach, focusing on the topics and concepts that are frequently asked in examinations. This helps students prepare effectively and increase their chances of scoring well. Accessible Anytime: Vedantu's revision notes are easily accessible online, allowing students to study at their convenience and revise the material anytime, anywhere.

*BRITISH EDUCATION SCHOOL* *Grade 9 - English Language - Literature* *Chapter 5: The Young Tulip-grower - "The Black Tulip"* * *Section A: Reading Comprehension [12 Marks]* Answer in complete sentences. 2 marks each. 1. Describe Cornelius’s feelings and exact words when he looked at the 3 bulbs. What do they show about his character? 2. Why did Cornelius choose to save the bulbs before reading Craeke’s letter? What does this tell us about his priorities? 3. Explain how Cornelius hid the bulbs from the soldiers. Why was this action risky? 4. Why was Isaac Boxtel watching Cornelius’s house? Was he happy or sad about Cornelius’s arrest? Give evidence. 5. What important information did Isaac learn from Cornelius’s notebook? How did this change his plan? 6. Compare Cornelius and Isaac. Who loves the tulips more? Give one reason for each character. *Section B: Vocabulary in Context [8 Marks]* Choose the best meaning of the underlined word. 1 mark each. 1. Cornelius was *surprised* when Craeke ran in. a) happy b) shocked c) angry d) sleepy 2. He picked up the bulbs *carefully*. a) quickly b) with attention c) loudly d) angrily 3. The judge said Cornelius had papers of a *traitor*. a) hero b) friend c) person who betrays his country d) servant 4. The house was *empty* when Isaac entered. a) full of people b) with no one inside c) very big d) very clean 5. Cornelius thanked God the bulbs were not *damaged*. a) broken b) painted c) lost d) old 6. Isaac looked through his *telescope*. a) book b) tool for seeing far c) gun d) letter 7. Cornelius was not *frightened* of the soldiers. a) afraid b) excited c) hungry d) tired 8. Isaac was *jealous* of Cornelius. a) loved him b) wanted what he had c) helped him d) ignored him *Section C: Grammar - Past Continuous vs Past Simple [6 Marks]* Fill in with correct verb form. 1 mark each. 1. While Cornelius ............at the bulbs, Craeke ran into the room. 2. The servant .........that soldiers were coming to arrest him. 3. Isaac ............Cornelius’s house with his telescope all day. 4. When the judge arrived, Cornelius ....... the bulbs in his pocket. 5. The soldiers .........into the room while Cornelius was talking. 6. Isaac .......... the notebook after he searched all the drawers.[look][say][watch][put][run][find] *D* Who Said, write the speaker 1. "Next year, these bulbs will be black tulips. I am the happiest man!" 2. "Please, read this letter immediately, sir!" 3. "You must give that package to me. It is not yours!" 4. "Good! The soldiers will take Cornelius to The Hague. Then they will kill him." 5. "I cannot wait! He has come from The Hague." 6. "None of these was a black tulip!" *E* write your own answer according to your understanding to the current chapter. 1. If you were Cornelius, would you save the bulbs or read the letter first? Give 2 reasons for your choice. [2 marks] 2. Do you think Isaac is a villain or just ambitious? Explain your opinion with evidence from the chapter. [2 marks] *F* Complete the quotes from the chapter. 1. "I must put these bulbs safely in a ........... 2. "The bulbs are not ............I thank God for that." 3. "Last January, Cornelius De Witt left a package of papers in this ............ 4. "Today I have three small tulip from one large bulb. These bulbs will have flowers in the spring ..................

Gever Tulley is a computer scientist from California. In 2005, he started a summer programme for children called Tinkering School. The idea was that children can learn important skills for life by building things together. Gever Tulley and his team help the children to think big and create plans for innovative things they want to build. Children have made fantastic things since the school started. They have built a rollercoaster. They have made a rope bridge from plastic shopping bags. They have made tree houses, wooden motorbikes and boats. At Tinkering School, children get all kinds of materials like wood, metal, plastic, nails and ropes. They get lots of real tools too, such as knives, hammers, screwdrivers and power drills. Some children have cut themselves when using a knife, or hurt their fingers when using a hammer. Tinkering School has been around for many years now, but nobody has ever suffered a serious injury in all those years. This is because there are strict health and safety regulations they must follow. The children always learn how to use the tools safely and they must wear the right clothing and protection at all times. Gever Tulley's ideas have worked very well. A lot of children have gone to his summer schools over the years. In 2011, Gever Tulley and a colleague decided to create a 'real' ! school, called Brightworks, in San Francisco. The school is very small-it only has 20 students aged 6 to 13. Brightworks is based on the same principles as Tinkering School. Since it started, Brightworks has been written about a lot. Most of those articles have been very positive. They have praised the quality of the school. They have found the children are more motivated than at many other schools. But since the beginning of the school there have also been critical voices. Some people have said that children are not learning enough at Brightworks. They feel that students and teachers are just 'playing around' all the time. The students at Brightworks seem to love their school. We spoke to 12-year-old Tina Cooper. She has been a student at the school since last October. 'Since I started here, I've never sat in a 'normal' class with a teacher,' she told us. 'But it's been a very exciting experience. I've worked hard at my new school for eight months now, and there hasn't been one single moment when I found it boring. Before, I was bored quite often.'

rural- (adj) relating to farm areas and life in the country syn- countrified, pastoral 16. substantial- (adj) large, important; major, significant; prosperous; not imaginary, material syn- considerable, tangible, big 17. tactful- (adj) skilled in handling difficult situations or people, polite syn- skillful, discrete 18. tamper- (v) to interfere with; to handle in a secret and improper way syn- monkey with, fool with, mess with 19. ultimate- (adj) last, final; most important or extreme; eventual; basic, fundamental syn- farthest, furthest, terminal 20. uncertainty- (n) doubt, the state of being unsure syn- doubtfulness, unsurenessanecdote- (n) a short account of an incident in someone’s life syn- tale, sketch, vignette, yarn 2. consolidate- (v) to combine, unite; to make solid or firm syn- strengthen, firm up, merge 3. counterfeit- (n) an imitation designed to deceive; (adj) not genuine, fake; (v) to make an illegal copy syn- (adj) fake, phony, bogus 4. docile- (adj) easily taught, led, or managed; obedient syn- manageable, teachable, pliant 5. dominate- (v) to rule over by strength or power, control; to tower over, command due to height syn- govern, overlook 6. entreat- (v) to beg, implore, ask earnestly syn- plead, appeal to 7. fallible- (adj) capable of being wrong, mistaken, or inaccurate syn- errant, flawedfickle- (adj) liable to change very rapidly, erratic, marked by a lack of constancy or steadiness, inconsistent syn- inconstant, faithless 9. fugitive- (n) one who flees or runs away; (adj) fleeting, lasting a very short time; difficult to grasp syn- (n) deserter; (adj) elusive 10. grimy- (adj) very dirty, covered with dirt or soot syn- filthy, sooty, soiled, dirt-encrusted 11. iota- (n) a very small part or quantity syn- speck, dab, job, bit, smidgen 12. maul- (v) to beat or knock about, handle roughly; to mangle; (n) a heavy hammer syn- (v) manhandle, batter 13. potential- (adj) possible, able to happen; (n) something that can develop or become a reality syn- (n) possibility, capability 14. radiant- (adj) shining, bright; giving forth light or energy syn- glowing, brilliant, dazzling, resplendent

Trivia National Disability Prevention and Rehabilitation (NDPR) Week celebrated in the Philippines? A. July 1–7 B. July 17–23 C. August 1–7 D. June 12–18 Answer: ✅ B. July 17–23 What is the main goal of NDPR Week? A. To promote new sports B. To encourage children to read more books C. To promote the rights and well-being of persons with disabilities D. To prepare for typhoons Answer: ✅ C. To promote the rights and well-being of persons with disabilities Which government agency leads the NDPR celebration in the Philippines? A. Department of Education B. Department of Health C. National Council on Disability Affairs (NCDA) D. Department of Tourism Answer: ✅ C. National Council on Disability Affairs (NCDA) What law promotes the rights and welfare of persons with disabilities in the Philippines? A. Republic Act No. 7610 B. Republic Act No. 9442 C. Republic Act No. 7277 D. Republic Act No. 9003 Answer: ✅ C. Republic Act No. 7277 (Magna Carta for Persons with Disabilities) Which of the following is a helpful way to support persons with disabilities? A. Ignoring them B. Laughing at their challenges C. Helping them access ramps or elevators D. Not letting them join games Answer: ✅ C. Helping them access ramps or elevators What is sign language used for? A. To read books B. To dance C. To communicate with people who are deaf or hard of hearing D. To draw Answer: ✅ C. To communicate with people who are deaf or hard of hearing True or False: All persons with disabilities want to be treated with kindness and respect. Answer: ✅ True What is the color often associated with disability rights awareness? A. Red B. Yellow C. Blue D. Orange Answer: ✅ Blue Which of the following is a type of disability? A. Hearing impairment B. Liking ice cream C. Wearing glasses D. Singing loudly Answer: ✅ A. Hearing impairment Why is it important to include children with disabilities in school activities? A. To make them feel left out B. To allow them to sleep C. To help them learn and feel accepted D. To avoid giving them responsibilities Answer: ✅ C. To help them learn and feel accepted

Ella, drama student from Sydney, Australia 6.45: I'm not good at getting up early. Three alarm clocks - at 6.30, 6.40 and 6.50. 8.00: Voice training. Important for an actor. 8.45: Gymnastics - I like it. It helps me concentrate better and makes me feel good. 9.30: Singing and dance workshop. It's hard work, but it gives me energy. Music and rhythm. Love it! 11.00: First break-drink, drink, drink- water, of course. No drinks with sugar in them. Makes the body and the mind tired. 11.15: Performance workshop. Hard work. Our teachers are fantastic, but they tell you when you make mistakes! 12.30: Lunch break - I eat nuts and fruit, or a salad at one of the cafés nearby. I never eat carbohydrates, you know, pasta or other heavy stuff. 2.00: A lecture about acting, for example, how to move on the stage, what to do with your hands, etc. Not always easy to concentrate after lunch. 3.30: Short break. I try not to fall asleep. The day has been very firing! 3.45: Voice training workshop, dance and singing. 6.00: Evening rehearsal. We practise for a performance at the end of term. We're doing a musical this term. Hard work and great fun. 9.00: I go home. 10.00: Zzzzl

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