Budowblonykarta ang 1
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Biological membranes are composed of phospholipid molecules, cholesterol, and proteins. They have a fluid mosaic structure with phospholipid bilayers and embedded proteins that allows for selective transport. Membranes demonstrate lateral and transverse asymmetry, with unique compositions in each layer and set of proteins. Cholesterol regulates fluidity. Passive transport relies on diffusion and requires small, polar molecules, while active transport uses membrane proteins and ATP to move ions and large molecules against gradients.
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_functional-neuroanatomy-text-and-atlas-2nd-ed-9780071408127-0071408126.pdf
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The document discusses nutrients and their importance for health. It defines nutrients as essential substances needed for growth and health, dividing them into caloric nutrients (carbohydrates, proteins, fats) and non-caloric nutrients (water, minerals, vitamins). Carbohydrates, proteins and fats are described in detail along with their functions, food sources and types. The document also covers water, minerals like calcium and iron, vitamin groups and specific vitamins. It discusses calories and provides recommendations for daily calorie and nutrient intake for teenagers. Finally, it describes the nutrition pyramid as a visual guide for healthy eating.
Chapter 4 energy luxembourg
Energy is defined as the ability of a physical system to do work on other systems and is measured in Joules. There are different forms of energy including chemical, thermal, mechanical, and electrical. Energy sources fall into two groups - fossil sources like coal, petroleum and natural gas, and renewable sources such as solar, wind, hydroelectric, biomass, geothermal and tidal. Photosynthesis is the origin of energy.
Resume evaluation survey luxembourg
1. Students from several countries who participated in a partnership program in Luxembourg were surveyed about their experiences.
2. Most students agreed or strongly agreed that their English improved during the visit and that they felt comfortable. However, opinions on how well organized school activities were more mixed.
3. The after school activities were widely viewed as interesting and educational. Most students expressed wanting to participate in similar experiences again in the future.
Sustainability and ecosystems luxembourg
Humans now use 40-50% of freshwater for irrigation, households, and industry, doubling water withdrawals in the last 40 years. More land has been converted to cropland in the past 30 years than the prior 150. One quarter of Earth's land is now cultivated systems. Since 1980, 35% of mangroves and 20% of coral reefs have been destroyed or degraded. At least one quarter of marine fish stocks are overharvested, with the global fish catch declining since the 1980s due to overfishing. To meet rising global population and demand, food production will need to double by 2030, requiring another green revolution to increase agricultural yields in half the time as the original in the mid-
Social sustainability luxembourg
Social sustainability encompasses human rights, labor rights, and corporate governance. It aims to ensure equal access to social resources for current and future generations. The document summarizes the global journey of a pair of Lee Cooper jeans from their production in a Tunisian factory to the raw materials and components from over 10 different countries. It describes the labor conditions for workers in Tunisia and Benin involved in cotton farming and textile production.
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The clil programme in cv doc
The document discusses the CLIL (Content and Language Integrated Learning) program implemented in the Valencian community of Spain. [1] It describes how the program aims to foster multilingualism through teaching some subjects in English in addition to Spanish and Valencian. [2] It provides details on the number of hours per week devoted to CLIL instruction and the balance between language and content teaching at different school levels. [3] It also notes that schools can choose which subjects to teach via CLIL depending on teacher availability, with the exception of languages and science in primary school.
Spain. main achievements
During the period of September 11th to December 12th, the school accomplished several planned project activities including having one of their logos chosen for an official website, teaching units in physics, biology, and social sciences using the CLIL method to groups of students, and taking a group of 13 students to a meeting in Luxembourg where they presented on their projects. In October, they hosted a partnership meeting at their school and arranged host families for 26 visiting students and teachers, giving the visitors a chance to learn and see the local area. The school also applied and was approved to become a multilingual school next year.
Elena's comment from spain
A Comenius project provided a great experience for the author by allowing them to improve their English skills through researching a topic, translating information, and creating a presentation with students from other countries including Poland, Luxembourg, Italy and Sweden. The long effort required was rewarding, as the author was able to meet new people and make friends across cultures that they have maintained contact with, which was the best outcome of the project.
Alternative energy, and sustainable development
The document is a presentation by Isabel Mira Tornadijo for the Comenius project "Natural Sciences Natural English" at IES Juan de Garay in Valencia, Spain on October 19, 2012. The presentation discusses using chemistry to solve the problem of used oil disposal, focusing on recycling used oil into biodiesel through transesterification. It outlines the chemical process of transesterification and how glycerin and biodiesel can be produced from used oil. The presentation promotes the 3 R's of reduce, reuse, recycle as the most positive solution and describes how biodiesel can be made in a school laboratory as an educational demonstration.
The clil programme in cv spain doc
The document discusses the CLIL (Content and Language Integrated Learning) program implemented in the Valencian community of Spain. [1] It describes how the program aims to foster multilingualism through teaching some subjects in English in addition to Spanish and Valencian, the two official languages. [2] It provides details on the number of hours per week spent on CLIL and the balance between language and content teaching at different school levels. [3] It also notes that schools can choose which subjects to teach via CLIL, with the exception of languages and science in primary school.
Terlindi iv bf
Martina describes her positive experience with CLIL (Content and Language Integrated Learning), where she learned biology and physics in English. At first, she and her classmates were nervous about using English for their science classes. However, over time they gained confidence and enjoyed learning new vocabulary through colorful slides, websites, and games. Martina found the mobility experiences abroad in Luxembourg and Spain particularly enriching, as she practiced her English skills, made new friends, and visited new places while staying with host families. Overall, CLIL brought something incredible to Martina's life and she hopes to have similar learning experiences again in the future.
Planner articolo clil
CLIL stands for Content and Language Integrated Learning. It is an approach where subjects are taught in a foreign language rather than the students' native language. This improves language skills while learning new content. There are many advantages to CLIL including introducing cultural contexts, improving language competencies, increasing motivation, and preparing students for future studies or careers.
Clil in italy
CLIL (Content and Language Integrated Learning) teaching began in Italy through bilingual education programs in the Val d'Aosta region for Italian and French. The development of CLIL was later encouraged by education laws and ministerial projects in the 1990s and 2000s, which aimed to introduce the teaching of non-linguistic subjects through a foreign language. Currently, there are many ongoing CLIL programs in Italian schools, especially at the secondary level, where networks have been formed between schools and universities to conduct research and train teachers in CLIL methods.
Clil in italy
CLIL (Content and Language Integrated Learning) teaching has a history in Italy. The autonomous region of Val d'Aosta promotes bilingual education in Italian and French according to its 1948 statute. This was designed to promote competence in the neighboring country's language and culture. Italian law has also encouraged CLIL teaching since 2002. There have been several ministerial projects implementing CLIL since the early 1990s. Current experiences focus on CLIL teaching in secondary schools, where networks have formed between schools and universities to conduct research and teacher training in various regions across Italy.
Evaluation clil 2012
The document summarizes the results of an evaluation of a CLIL (Content and Language Integrated Learning) program from 2012. Students from Italy, Luxembourg, Poland, and Sweden were asked to rate their level of agreement with statements about an English language lesson on a scale from strongly agree to strongly disagree. The statements addressed whether the lesson made English easier to understand, speak, read and write, whether it was more interesting taught in English, and whether students wanted more topics taught in English. Graphs show the responses for each country, with most students agreeing or strongly agreeing that the lesson helped with their English skills and found it more interesting taught in English.
Clil interview majda
Majda Sumic, a 17-year-old Swedish girl, participated in a CLIL project in Valencia, Spain where she took lessons taught in English by foreign teachers and worked with teenagers from other countries. She found the experience quite beneficial, improving her English confidence and learning about other cultures, especially Spanish culture since she stayed with a Spanish family. Majda felt the CLIL approach was very valuable as it not only improved her English but also allowed her to get to know people from abroad and realize how much she had in common with them.
Clil links from luxembourg
This document provides an overview of resources on content and language integrated learning (CLIL). It summarizes the history and current state of CLIL in Europe, how to implement CLIL in the classroom, the role of the CLIL teacher, research that has been conducted on CLIL, and sources of good practice and support for CLIL teachers. The document contains links to various websites that provide more detailed information on these topics.
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