This document summarizes a seminar presentation on search engine optimization (SEO). It discusses what affects search results, what SEO is and why it's important. The key factors in SEO that were covered include content, technical aspects, authority and user experience. SEO is described as an evolving process that involves researching opportunities, creating optimized content, getting exposure, analyzing results, and repeating the process.
This document summarizes a seminar presentation on search engine optimization (SEO). It discusses what affects search results, what SEO is and why it's important. The key factors in SEO that were covered include content, technical aspects, authority and user experience. SEO is described as an evolving process that involves researching opportunities, creating optimized content, getting exposure, analyzing results, and repeating the process.
Las redes sociales chinas tienen una tremenda influencia en el proceso de compra del consumidor chino. China es el mayor mercado en redes sociales del mundo, con 690 millones de usuarios de Internet y 300 millones que usan redes sociales. Sina Weibo, el Twitter chino, es la red social más popular entre los directivos chinos y una herramienta clave para que las empresas occidentales se diferencien y gestionen con éxito su estrategia de marketing en China.
El documento describe la historia natural y el diagnóstico y tratamiento del cáncer de cuello uterino. Explica que el cáncer de cuello uterino se origina a partir de lesiones precancerosas llamadas neoplasia intraepitelial cervical y describe los factores de riesgo, métodos de diagnóstico como el Papanicolaou y colposcopia, y opciones de tratamiento como la electrocoagulación, criocirugía, conización y histerectomía. Resalta la importancia del diagnóstico temprano a través del Papanicolaou
Este examen evalúa los conocimientos necesarios para ingresar al Servicio Profesional Docente en educación media superior de Informática. Consta de preguntas de opción múltiple sobre temas como hardware, software, programación, bases de datos y redes. El examen busca medir la comprensión, aplicación y recuerdo de conceptos informáticos de acuerdo a un perfil docente validado por autoridades educativas.
The document describes a framework for facial expression recognition and removal from 3D face models. The framework involves aligning an expressional 3D face to a generic model, building normal and expression residue spaces through training data, learning the relationship between these spaces using RBF regression to infer expressions, and reconstructing a neutral face by subtracting the inferred expression from the input face. The method is evaluated on the BU-3DFE database and shown to effectively recognize and remove expressions, reconstructing neutral faces.
The BET project participants visited several important cultural sites in and around Vilnius, Lithuania. At Europos Parkas, an outdoor art museum, students viewed sculptures by famous artists and enjoyed the natural scenery. In Vilnius, the group explored the historic Old Town and important landmarks like the Gates of Dawn chapel and St. Anne's Church. They also visited Trakai Castle, located on an island in a lake, before returning to Druskininkai. Students documented their experiences through photos and presentations.
We visited the Antanas Cesnulis Sculpture Park in Druskininkai, where we saw fascinating wood sculptures, some with internal mechanisms that allowed movement or sounds. We were introduced to Lithuanian culture through traditional foods and dances. Later, our group split up between the Uno park, with tree climbing, and the famous aqua water park in Druskininkai, which had multiple pools, saunas, and waterslides, including one that simulated ocean waves. I enjoyed the aqua park experience. Overall, it was a memorable first day of activities.
The document summarizes a student's exchange trip to Sweden. Over the course of a week:
- The student arrived in Sweden, met their host family, and had their first dinner in Sweden.
- The following days included visiting the school to work on a project, seeing attractions like museums and amusement parks in Stockholm, and spending time with their host family.
- The last few days were spent finishing the school project, shopping, and saying goodbye before returning home to Spain, having had an amazing cultural exchange experience living with a Swedish family.
The Italian delegation teachers Pietrangeli Antonello and Santilli Iuvanita took students on a trip from Lugo, Galicia to Santiago de Compostela. They met at 9:00 a.m. and took a bus to Santiago, arriving at 10:30 a.m. The group toured the historic center and cathedral. They had lunch from 12:00-16:00 and then visited the Pueblo Gallego Museum about Galician history, customs and traditions before returning to Lugo at 18:30.
The students visited a natural art museum where they observed photos of wildlife and flora and answered questions about the exhibition. They then presented their work to the group and discussed ways to preserve the natural environment. The school also presented traditional Galician music instruments like tambourines and bagpipes. The students learned how to properly play the tambourine.
This document provides an overview of several aspects of Romanian folk culture, including various folk dances, songs, crafts, costumes, and cuisine. Some key topics covered include the doina folk song, Horezu pottery craftsmanship, traditional dances performed by young men to mark important rituals and celebrate adulthood, decorative folk costumes that have been passed down through generations, and iconic dishes in Romanian cuisine like mamaliga corn porridge and sarmale stuffed cabbage rolls. The document also discusses traditional crafts involving woodworking, egg decorating, textile production through spinning, weaving and sewing.
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, then presenting their flowers. The day concluded with participants going home having made memories from the interactions.
1) On November 28th, students from Italy and Romania met at their school to participate in a group activity about how natural and cultural heritage can influence identity. They researched images and wrote short texts in English and Italian representing their heritage.
2) The students then attended the opening of a local art exhibition showcasing the immaterial cultural heritage of the region, including traditional dances and songs.
3) At the exhibition, they saw displays of traditional weaving techniques and met with a woman who spoke about efforts to preserve the region's intangible cultural heritage.
4) After school, the students ate pasta then spent time with their host families. That evening, they had dinner together at a pub
The document reports on the results of a teacher evaluation consisting of variants 1 through 5. For most entries, most teachers chose variant 5, while others chose variants 4, 3, 2, or 1. Variant 5 was the most popular overall.
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, which they then presented. The day concluded with participants going home having made memories from the interactions.
The document summarizes the results of student evaluations of different versions or variants of a teaching and learning activity conducted between 24-30 November 2018. Across multiple evaluations with different student groups, most students consistently chose version or variant 5 as their preferred option, while versions or variants 4 and 3 were also popular choices among some students. A small number of students at times chose other versions like 1 or 2. Overall, version 5 was the most commonly preferred among the groups of students interviewed.
Romania has a long history dating back to ancient times. It was inhabited by Dacians in ancient times and became part of the Roman Empire in the 1st century AD. Several medieval states emerged on Romanian territories between the 13th-15th centuries. The modern Romanian state was formed in 1859 through the union of Moldavia and Wallachia. Romania gained independence in 1878 and a monarchy was established, lasting until 1947 when Romania became a communist state. Communism ended in 1989 and Romania transitioned to democracy and became a member of NATO and the EU in 2004 and 2007 respectively.
This document outlines a proposed multi-year exchange partnership between schools focused on natural and cultural heritage. It involves teacher trainings, student exchanges, and local heritage activities in each partner country over 15 periods from 2018-2020. The goal is for students and teachers to learn about heritage in their own and other areas, and develop materials to promote sustainable heritage management.
According to a survey of 10 teachers in Bulgaria who participated in the "Working in Europe – Skills for Success" project, 5 teachers said that the meetings met their expectations, 3 teachers said that group dynamics and little involvement in the work could be improved, and 1 teacher said that a sheet was missing from one of the meetings. The survey gathered feedback on organizational aspects and the correspondence of the meetings to teacher expectations.
This document discusses a funded project and publication. It notes that the project received support from the European Commission, but that the publication only reflects the views of the author. The Commission is not responsible for any use of the information in the publication.
Las redes sociales chinas tienen una tremenda influencia en el proceso de compra del consumidor chino. China es el mayor mercado en redes sociales del mundo, con 690 millones de usuarios de Internet y 300 millones que usan redes sociales. Sina Weibo, el Twitter chino, es la red social más popular entre los directivos chinos y una herramienta clave para que las empresas occidentales se diferencien y gestionen con éxito su estrategia de marketing en China.
El documento describe la historia natural y el diagnóstico y tratamiento del cáncer de cuello uterino. Explica que el cáncer de cuello uterino se origina a partir de lesiones precancerosas llamadas neoplasia intraepitelial cervical y describe los factores de riesgo, métodos de diagnóstico como el Papanicolaou y colposcopia, y opciones de tratamiento como la electrocoagulación, criocirugía, conización y histerectomía. Resalta la importancia del diagnóstico temprano a través del Papanicolaou
Este examen evalúa los conocimientos necesarios para ingresar al Servicio Profesional Docente en educación media superior de Informática. Consta de preguntas de opción múltiple sobre temas como hardware, software, programación, bases de datos y redes. El examen busca medir la comprensión, aplicación y recuerdo de conceptos informáticos de acuerdo a un perfil docente validado por autoridades educativas.
The document describes a framework for facial expression recognition and removal from 3D face models. The framework involves aligning an expressional 3D face to a generic model, building normal and expression residue spaces through training data, learning the relationship between these spaces using RBF regression to infer expressions, and reconstructing a neutral face by subtracting the inferred expression from the input face. The method is evaluated on the BU-3DFE database and shown to effectively recognize and remove expressions, reconstructing neutral faces.
The BET project participants visited several important cultural sites in and around Vilnius, Lithuania. At Europos Parkas, an outdoor art museum, students viewed sculptures by famous artists and enjoyed the natural scenery. In Vilnius, the group explored the historic Old Town and important landmarks like the Gates of Dawn chapel and St. Anne's Church. They also visited Trakai Castle, located on an island in a lake, before returning to Druskininkai. Students documented their experiences through photos and presentations.
We visited the Antanas Cesnulis Sculpture Park in Druskininkai, where we saw fascinating wood sculptures, some with internal mechanisms that allowed movement or sounds. We were introduced to Lithuanian culture through traditional foods and dances. Later, our group split up between the Uno park, with tree climbing, and the famous aqua water park in Druskininkai, which had multiple pools, saunas, and waterslides, including one that simulated ocean waves. I enjoyed the aqua park experience. Overall, it was a memorable first day of activities.
The document summarizes a student's exchange trip to Sweden. Over the course of a week:
- The student arrived in Sweden, met their host family, and had their first dinner in Sweden.
- The following days included visiting the school to work on a project, seeing attractions like museums and amusement parks in Stockholm, and spending time with their host family.
- The last few days were spent finishing the school project, shopping, and saying goodbye before returning home to Spain, having had an amazing cultural exchange experience living with a Swedish family.
The Italian delegation teachers Pietrangeli Antonello and Santilli Iuvanita took students on a trip from Lugo, Galicia to Santiago de Compostela. They met at 9:00 a.m. and took a bus to Santiago, arriving at 10:30 a.m. The group toured the historic center and cathedral. They had lunch from 12:00-16:00 and then visited the Pueblo Gallego Museum about Galician history, customs and traditions before returning to Lugo at 18:30.
The students visited a natural art museum where they observed photos of wildlife and flora and answered questions about the exhibition. They then presented their work to the group and discussed ways to preserve the natural environment. The school also presented traditional Galician music instruments like tambourines and bagpipes. The students learned how to properly play the tambourine.
This document provides an overview of several aspects of Romanian folk culture, including various folk dances, songs, crafts, costumes, and cuisine. Some key topics covered include the doina folk song, Horezu pottery craftsmanship, traditional dances performed by young men to mark important rituals and celebrate adulthood, decorative folk costumes that have been passed down through generations, and iconic dishes in Romanian cuisine like mamaliga corn porridge and sarmale stuffed cabbage rolls. The document also discusses traditional crafts involving woodworking, egg decorating, textile production through spinning, weaving and sewing.
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, then presenting their flowers. The day concluded with participants going home having made memories from the interactions.
1) On November 28th, students from Italy and Romania met at their school to participate in a group activity about how natural and cultural heritage can influence identity. They researched images and wrote short texts in English and Italian representing their heritage.
2) The students then attended the opening of a local art exhibition showcasing the immaterial cultural heritage of the region, including traditional dances and songs.
3) At the exhibition, they saw displays of traditional weaving techniques and met with a woman who spoke about efforts to preserve the region's intangible cultural heritage.
4) After school, the students ate pasta then spent time with their host families. That evening, they had dinner together at a pub
The document reports on the results of a teacher evaluation consisting of variants 1 through 5. For most entries, most teachers chose variant 5, while others chose variants 4, 3, 2, or 1. Variant 5 was the most popular overall.
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, which they then presented. The day concluded with participants going home having made memories from the interactions.
The document summarizes the results of student evaluations of different versions or variants of a teaching and learning activity conducted between 24-30 November 2018. Across multiple evaluations with different student groups, most students consistently chose version or variant 5 as their preferred option, while versions or variants 4 and 3 were also popular choices among some students. A small number of students at times chose other versions like 1 or 2. Overall, version 5 was the most commonly preferred among the groups of students interviewed.
Romania has a long history dating back to ancient times. It was inhabited by Dacians in ancient times and became part of the Roman Empire in the 1st century AD. Several medieval states emerged on Romanian territories between the 13th-15th centuries. The modern Romanian state was formed in 1859 through the union of Moldavia and Wallachia. Romania gained independence in 1878 and a monarchy was established, lasting until 1947 when Romania became a communist state. Communism ended in 1989 and Romania transitioned to democracy and became a member of NATO and the EU in 2004 and 2007 respectively.
This document outlines a proposed multi-year exchange partnership between schools focused on natural and cultural heritage. It involves teacher trainings, student exchanges, and local heritage activities in each partner country over 15 periods from 2018-2020. The goal is for students and teachers to learn about heritage in their own and other areas, and develop materials to promote sustainable heritage management.
According to a survey of 10 teachers in Bulgaria who participated in the "Working in Europe – Skills for Success" project, 5 teachers said that the meetings met their expectations, 3 teachers said that group dynamics and little involvement in the work could be improved, and 1 teacher said that a sheet was missing from one of the meetings. The survey gathered feedback on organizational aspects and the correspondence of the meetings to teacher expectations.
This document discusses a funded project and publication. It notes that the project received support from the European Commission, but that the publication only reflects the views of the author. The Commission is not responsible for any use of the information in the publication.
This document announces a study visit for students at Colegiul Economic Buzău on June 7th, 2017 about working in Europe and the skills needed for success. The event is titled "Working in Europe- Skills for Success" and will provide information over 12 slides. The document expresses gratitude to participants at the end.
The document outlines a study visit program called "Working in Europe-Skills for Success" involving several partner schools across Europe. The program involved students and teachers from the partner schools visiting companies in their regions to learn about succeeding in business from past and present successful employees. Over 200 students and 25 teachers from 17 classes participated in the study visits to 20 companies. The program resulted in the production of flyers, videos, photos and a magazine on discovering the competencies needed for success in business.
This document describes a 2015-2017 Erasmus+ project aimed at helping students develop skills for success in the European job market. The project involved schools from Germany, Romania, France, Bulgaria, Spain, and Croatia. It focused on analyzing developing workplaces across Europe and identifying skills needed for successful job applications, like digital skills, language skills, intercultural competence, and entrepreneurship. Main activities included teaching activities in participating countries focused on succeeding in business past and present. The project aimed to benefit students by improving their job prospects and self-confidence, and teachers through sharing teaching methods.
1. Hoja1
Página 1
Lugar de residencia:
Lugo: 25
Outro: 1
2. En que lingua aprendiches a falar?
En castelán : 17
En galego : 1
Nas dúas : 8
Noutra(s) : 0
3. Que lingua se fala habitualmente na túa casa?
Só castelán 12
Predomina o castelán : 5
Castelán e galego por igual : 4
Predomina o galego : 3
Só galego : 2
Outra(s) : 0
25
1
Lugo:
Outro:
17 1
8 En castelán :
En galego :
Nas dúas :
Noutra(s) :
12
5
4
3
2
Só castelán
Predomina o
castelán :
Castelán e ga-
lego por igual :
Predomina o ga-
lego :
Só galego :
Outra(s) :
2. Hoja1
Página 2
4. Que lingua usas habitualmente?
Só castelán : 13
Predomina o castelán : 8
Castelán e galego por igual : 5
Predomina o galego : 0
Só galego : 0
Outra(s) : 0
5. Que lingua usas habitualmente na escola?
Só castelán : 8
Predomina o castelán : 16
Castelán e galego por igual : 2
Predomina o galego : 0
Só galego : 0
Outra(s) : 0
13
8
5
Só castelán :
Predomina o
castelán :
Castelán e ga-
lego por igual :
Predomina o ga-
lego :
Só galego :
Outra(s) :
8
16
2
Só castelán :
Predomina o caste-
lán :
Castelán e galego
por igual :
Predomina o galego :
Só galego :
Outra(s) :
3. Hoja1
Página 3
6. Valora os seguintes enunciados xenéricos rodeando cun círculo a opción
elixida, tendo en conta a seguinte escala:
1.Completamente en desacordo 2.Bastante en desacordo 3.Indiferente
4.Bastante de acordo 5.Completamente de acordo
En Galicia, debería usarse máis o galego 1. 1
2. 1
3. 12
4. 7
5. 5
1. 6
2. 2
3. 9
4. 2
5. 7
A adquisición de dúas (ou máis) linguas enrique 1. 0
2. 0
3. 0
4. 10
5. 16
O uso do galego establecido na lexislación educativa é excesivo 1. 4
2. 5
3. 10
4. 4
5. 3
O ensino en galego axuda a aumentar o prestixio social desta lingua 1. 1
2. 2
3. 9
4. 8
5. 6
As matemáticas pódense aprender en galego
11
12 7
5 1. 2.
3. 4.
5.
6
2
9
2
7 1. 2.
3. 4.
5.
10
16
1. 2.
3. 4.
5.
4
5
10
4
3 1. 2.
3. 4.
5.
12
9
8
6 1. 2.
3. 4.
5.
4. Hoja1
Página 4
O galego é unha lingua axeitada para os videoxogos 1. 4
2. 3
3. 15
4. 1
5. 4
A lingua galega debe ser fomentada socialmente 1. 0
2. 1
3. 7
4. 9
5. 9
4
3
15
1
4 1. 2.
3. 4.
5.
1
7
9
9 1. 2.
3. 4.
5.