Presentació dels planetes del sistema Solar per fer un treball posterior utilitzant eines TICC per alumnes del cicle mitjà/superior de Primària. Mercè Comeche
Maryjoetavares has over 7 years of experience in office management and community program development. She holds a Business Administration Honours Diploma and has strong skills in areas such as budgeting, fundraising, staff supervision, and community outreach. Most recently, she served as the Administrator for the First Portuguese Canadian Cultural Centre, where she increased fundraising by 50% and developed new programs. She is now seeking a suitable position utilizing her qualifications and experience.
This document provides examples of using "there is/there are" in affirmative, negative, and interrogative sentences with singular and plural nouns. It demonstrates these structures in the context of describing various rooms, objects, groups of people and animals. Key examples include using "there is" for singular nouns like "one bed" and "there are" for plural nouns like "two chairs". It also shows forming questions with "is/are there" structures.
Presentació dels planetes del sistema Solar per fer un treball posterior utilitzant eines TICC per alumnes del cicle mitjà/superior de Primària. Mercè Comeche
Maryjoetavares has over 7 years of experience in office management and community program development. She holds a Business Administration Honours Diploma and has strong skills in areas such as budgeting, fundraising, staff supervision, and community outreach. Most recently, she served as the Administrator for the First Portuguese Canadian Cultural Centre, where she increased fundraising by 50% and developed new programs. She is now seeking a suitable position utilizing her qualifications and experience.
This document provides examples of using "there is/there are" in affirmative, negative, and interrogative sentences with singular and plural nouns. It demonstrates these structures in the context of describing various rooms, objects, groups of people and animals. Key examples include using "there is" for singular nouns like "one bed" and "there are" for plural nouns like "two chairs". It also shows forming questions with "is/are there" structures.
O documento descreve o desenvolvimento de células solares caseiras usando transistores de potência comerciais. As células foram estudadas medindo suas curvas características sob diferentes fontes de luz. O funcionamento básico de uma célula solar baseada em junção p-n é explicado, incluindo como a luz gera pares elétron-buraco que contribuem com corrente fotogerada. As características máximas de potência das células sob iluminação também são discutidas.
The document provides information about BASWAphon, a sound absorbing plaster system produced by BASWA acoustic. It describes BASWAphon as the original sound absorbing plaster system with over 25 years of installations. It can be applied to flat or complex surfaces up to 5,000 square feet without control joints. BASWAphon has noise reduction coefficient ratings up to 1.05, making it the most sound absorptive plaster on the market. The document provides details on BASWAphon's features, benefits, applications, installation process, and example projects.
This document provides instruction on using "there is" and "there are" correctly in sentences. It explains that "there is" is used for singular subjects and "there are" is used for plural subjects. It also discusses using "a" with singular countable nouns starting with consonants and "an" with singular countable nouns starting with vowels. Several examples are given to illustrate the different uses of "there is" and "there are" along with questions to practice identifying when each is appropriately used.
El documento define las características físicas, operativas y ambientales de los vehículos de diseño. Describe 15 tipos de vehículos y sus características como tamaño, peso, anchura, altura del asiento del conductor, aceleración, frenado, ruido, emisiones y eficiencia de combustible. También analiza variables clave en las trayectorias de giro como el radio de giro, salida fuera de la huella, distancia entre ejes y trayectoria de la rueda interior.
Este documento presenta un resumen de investigaciones sobre factores humanos y seguridad vial. Revisa literatura sobre cómo la geometría vial y operaciones afectan el comportamiento del conductor. En particular, analiza cómo curvas horizontales con radios menores a 600 metros y que requieren reducir significativamente la velocidad tienen tasas desproporcionadas de choques. También encuentra que los conductores ancianos tienen más probabilidades de verse involucrados en choques al conducir demasiado rápido para la curva o ser sorprendidos por el alineamiento curvo. Final
Workplace2020 CEO Dialogue on Future of WorkplaceCorporateShiksha
Workplace2020 CEO Dialogue on Future of Workplace by Corporate Shiksha. Featuring Mr. D Shivakumar, Chairman and CEO, PepsiCo India l Dr. Bhaskar Das, Group CEO, Zee Media Corp. l Mr. Vivek Gaur, CEO, Yepme.com l Mr. Jagdish Mitra, CEO, CanvasM l Mr. Dilip Chenoy, CEO & MD, National Skill Development Corporation l Mr. Sanjay Modi, Managing Director (India, ME and SEA), Monster.com
TechTalk: Extend Existing Architectures to Digital Endpoints with CA API Mana...CA Technologies
As an enterprise architect, you understand the integration challenges of the application economy and that legacy architectures can’t be left behind. In order to be successful, enterprises must leverage APIs to seamlessly connect existing systems and data to cloud, mobile and IoT.
For more information, please visit http://cainc.to/Nv2VOe
#FIRMday Manchester 22nd September 2016 - HireRight: 'How does your screening...Emma Mirrington
This document discusses the challenges that EMEA businesses face regarding screening and hiring employees. It outlines the top seven business challenges, four HR challenges, and five most significant screening challenges. It also provides details on common social media and re-screening practices and temporary employee screening. The document concludes with four tips for businesses based on screening best practices.
Barclays ESG_Brochure_US_18_small Sustainable Investing and bond returns NOV ...Andrew Bellak
1) The document presents the findings of a study by Barclays Research into the relationship between environmental, social, and governance (ESG) factors and corporate bond portfolio performance.
2) The study found that applying a positive tilt to ESG factors resulted in a small but steady performance advantage for corporate bond portfolios, with no evidence of negative performance impact. The positive effect was strongest for governance factors.
3) The study contributes new evidence that ESG investing need not negatively impact bondholder returns and can be successfully applied to credit markets in addition to equity markets.
KEYSTONE HPSR Initiative // Module 7: Realist evaluation // Slideshow 1: Realist and theory driven approaches in HPSR
This is the only slideshow of Module 7: Realist evaluation, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 7: Realist evaluation
Programmes and policies are complex in their design and implementation because of the number of interacting agents, components and forces that influence people and organisations in a given system. In this module through the realist evaluation approach explores why programmes/interventions work for some and not for others and getting to the core issue of trying to understand the conditions under which the interventions works.
There is 1 slideshow in this module.
Module 7: Realist evaluation
Module 7 Slideshow 1: Realist and theory- driven approaches in HPSR
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
#FIRMday Manchester 25th Feb 2016 - Tactical Workforce PlanningEmma Mirrington
Alistair Cartwright, Ingenium People presents ‘Best Practice in Tactical Workforce Planning’ - what ‘best in class’ tactical workforce planning can look like, and the multitude of operational benefits that come as a result of it, including reduced time to hire, reduced cost of hire and enhanced quality talent identification
#FIRMday Manchester 22nd September 2016 - Capita 'Talent Acquisition in the f...Emma Mirrington
Practical recommendations on the steps to take and the
obstacles to overcome in the pursuit of more diverse candidate pools and resulting hires (internally and externally). Themes include:
• Addressing the challenge of unconscious bias – yours,
agencies and hiring managers
• Reconciling speed vs. diversity of hires and managing stakeholder expectations
• The mutual benefits of monitoring and reporting diversity of outcomes
• How more inclusive on-boarding can improve and embed results
The document outlines key performance indicators (KPIs) for measuring the effectiveness of HR recruitment functions. It lists over 70 KPIs across categories such as recruitment, employee probation, vacancies, applications received, costs, hiring rates, internal mobility, and employment branding. The KPIs measure metrics like the volume of requisitions per recruiter, new hire satisfaction, external hire rates, time to fill positions, interview and hiring costs, internal promotion rates, and employment brand strength.
The document discusses generalizing the tropical semiring to higher dimensions. Specifically, it considers closed convex sets in Rn as elements, with the union operation defined as the convex hull of the union, and the sum operation defined as the Minkowski sum.
It first provides background on polyhedra, recession cones, and asymptotic cones. It then shows that the set of convex polytopes in Rn forms a semiring under these operations. The proof establishes that the union operation yields a closed convex set, and the sum and other axioms hold.
Subsequent sections will consider semirings of other closed convex sets in Rn, such as compact sets and those with a fixed recession cone
Viceverba_appdelmes_0624_joc per aprendre verbs llatinsDaniel Fernández
Vice Verba és una aplicació educativa dissenyada per ajudar els estudiants de llatí a aprendre i practicar verbs llatins d'una manera interactiva i entretinguda.
L'Univers i el Sistema Solar. Quart de primària.Tercera part.
1. Hola! Som na Clara i qui
m’acompanya és el meu avi
Macià. La meva germana Lluïsa i
els seus amiguets i amiguetes vos
feren una presentació sobre
l’Univers i el Sistema Solar per a
primer de primària. Com que jo
vaig a quart, li vaig dir al meu
avi si em volia ajudar a fer el
mateix, però per a tercer i quart.
Em va dir que sí. El resultat ha
estat l’elaboració de quatre
presentacions per a cada curs.
Ara veureu la tercera part
corresponent a quart. Esperam
que vos sigui de molta utilitat.
2. De les galàxies
al Sol i del Sol
a la Terra i la
Lluna. 3a part:
La Lluna.
4t de primària
3. La Lluna és l’únic
satèl·lit que té el
nostre planeta: la
Terra. També
l’únic astre del
cel que podem
veure amb detall
sense telescopis ni
protecció.
By Jessie Eastland - Own work, CC BY-SA 4.0,
https://commons.wikimedia.org/w/index.php?curid
=45896767
4. L’òrbita de la
Lluna al voltant
de la Terra és
el·líptica i no
rodona. Per això
no és sempre a la
mateixa
distància.
By Rfassbind - Own work., Public Domain,
https://commons.wikimedia.org/w/index.php?curid
=42565168
5. A la lluna no hi ha
atmosfera ni aigua.
No pot fer vent. Al
no haver-hi aire, les
ondes sonores no es
poden propagar i
no poden sentir els
renous.
By NASA / Neil A. Armstrong - NASA Images at
the Internet Archive (image link), Public Domain,
https://commons.wikimedia.org/w/index.php?curid
=6457480
Com que no hi ha
aire, la bandera s’ha
d’aguantar amb un
pal travesser
De moment, la Lluna és l’únic
astre al qual els humans hi han
pogut arribar i deixar les seves
petjades.
6. Degut a la falta
d’aire l’únic que pot
alterar la superfície
de la Lluna és
l’impacte d’algun
meteorit deixant un
cràter que resta allà
mateix per
l’absència de vent.
De Clementine space probe - http://the-
moon.wikispaces.com/Boyle, Dominio público,
https://commons.wikimedia.org/w/index.php?curid
=24697342
7. El cràter més
gran és el Bailly
que té més de 4
quilòmetres de
profunditat.
De Clementine - http://the-
moon.wikispaces.com/file/detail/bailly-large.jpg,
Dominio público,
https://commons.wikimedia.org/w/index.php?curid
=23633754
8. Malgrat no hi ha
aigua, al observar
la Lluna, els mars
són les zones més
obscures. El Mare
Imbrium és el
més gran.
De User:Silvercat - This imege was created by
myself(User:Silvercat)., CC BY-SA 3.0,
https://commons.wikimedia.org/w/index.php?curid=31
69685
Aquestes zones obscures es diuen
mars perquè els astrònoms
antics, que no tenien telescopis,
es pensaven que eren aigua com
els oceans de la Terra.
9. Es pensa que la Lluna
es va formar després
de que, fa 4.000
milions d’anys- quan la
Terra encara es
formava-, un gran
astre impactàs contra
el planeta. Els bocins
escampats per l’espai
s’anaren juntant i
començaren a girar
entorn de la Terra
formant la Lluna.
https://oncirculation.com/2014/06/12/t
he-teeny-tiny-trace-of-a-giant-impact/
10. La Lluna té un moviment
de rotació de quasi 28 dies,
exactament igual al seu
moviment de translació al
voltant de la Terra. Aquesta
coincidència fa que sempre
ens mostra la mateixa cara.
Fins que els humans no hem
pogut enviar naus amb
càmeres fotogràfiques no
hem pogut conéixer la seva
cara oculta.
http://www.huffingtonpost.es/2015/08/0
6/cara-oculta-luna_n_7945824.html
11. La Lluna no té llum pròpia. Ens reflecteix la
llum del Sol que arriba a la seva superfície de
manera semblant de com ho fa la Terra que
també il·lumina la Lluna, encara que tampoc
tengui llum propia.
• http://plomero.net/manualidadesenpapel/bola-
de-espejos-
chttp://oceanoestelar.blogspot.com.es/2013/05/p
ost-vintage-50-la-luna-cenicienta.htmlon-cds/
14. Anomenam fases
de la Lluna als
canvis de forma
que fa el nostre
satel·lit a mesura
que passen els dies.
CC BY-SA 3.0,
https://commons.wikimedia.org/w/inde
x.php?curid=14263
15. Les fases de la Lluna són quatre.
• http://laveujovetv.cat/blog/?p=11791
16. Lluna nova. La
Lluna ens mostra
la cara que està a
les fosques. La
veim com un disc
obscur.
http://legacysite2.timeanddate.com/
calendar/aboutmoonphases.html
17. Quart creixent. Poc
a poc, als habitants
de l’hemisferi nord,
la Lluna ens va
mostrant el seu
costat dret que es
va il·luminant.
http://legacysite2.timeanddate.com/
calendar/aboutmoonphases.html
18. Lluna plena. El
disc de la Lluna
cada vegada es
va posant més
blanc fins que
queda il·luminat
del tot.
http://legacysite2.timeanddate.com/
calendar/aboutmoonphases.html
19. Quart menguant.
Poc a poc, als
habitants de
l’hemisferi nord, la
lluna ens va
mostrant el seu
costat dret que es
va fent més fosc.
http://legacysite2.timeanddate.com/
calendar/aboutmoonphases.html
20. Un truc. Quan vegeu el costat dret il·luminat, la Lluna
creix. Quan vegeu el costat dret fosc, la Lluna minva.
Recordau: això funciona a l’hemisferi nord.
http://www.carolbardera.com/les-fases-de-la-lluna-i-els-seus-significats/?lang=CA
22. Eclipsi de lluna. La Terra està situada entre el Sol i la
Lluna i aquesta última resta a les fosques. A l’eclipsi de
Sol és la Lluna que s’interposa i la zona de la Terra
que està marcada resta a les fosques.
http://www.ccma.cat/el-temps/matinada-declipsi-
total-de-superlluna/noticia/2687323/
http://www.xtec.cat/~mgisbert/projecte/eclipsis.html
23. Mites sobre la Lluna. A la
presentació de 3r
introduirem Selene, Sant
Jordi i el Drac a la Lluna i
el conill que s’amaga a la
Lluna. Pels qui no hagueu
vist les diapositives, les
tornam a posar.
24. Selene era la
deessa lunar pels
grecs antics.
Quan Hèlios havia
acabat el seu
recorregut de
dia, Selene, amb
el seu carro, el
feia de nit
http://entreclasicosymodernos.blogspot.c
om.es/2013_03_01_archive.html
25. Segons la tradició
popular, a Brasil es
creu que algunes
taques que es veuen
a la Lluna
representen Sant
Jordi sobre el seu
cavall que lluita
amb el drac.
http://www.andreavillate.com/2015
/08/la-leyenda-del-conejo-de-la-
luna.html
26. Segons altres
tradicions, es pot
veure un conill a
les taques de la
Lluna. Què vos
sembla?
https://perdidoenliliput.wordpress.co
m/2015/03/20/liebres-en-la-luna/
27. Fins aquí aquesta tercera presentació. Vos esperam a
la propera en què aprendrem algunes coses el nostre
planeta Terra.