Proyecto Crossing Borders. Erasmus+. Una semana de actividades y viajes didácticos para compartir con estudiantes alemanes y belgas algunos aspectos de la cultura española.
Costa Rica best places include:
La Fortuna and the Arenal Volcano
#Guanacaste and its beautiful parks and beaches
#Monteverde, its coffe plantations and parks
#Tortugero
#Cahuita and Puero Vijeo, the nearby beaches and parks
We didn’t arrived to Turrialba and the Irazù Volcano because of the strikes (actually enjoyable and peaceful manifestations with songs)
San Josè, its museums and people
Costa Rica best places include:
La Fortuna and the Arenal Volcano
#Guanacaste and its beautiful parks and beaches
#Monteverde, its coffe plantations and parks
#Tortugero
#Cahuita and Puero Vijeo, the nearby beaches and parks
We didn’t arrived to Turrialba and the Irazù Volcano because of the strikes (actually enjoyable and peaceful manifestations with songs)
San Josè, its museums and people
ERASMUS+
«Από την Ανατολή στη Δύση και από το Βορά στο Νότο: η θάλασσα στους μύθους, τα τραγούδια, τη λογοτεχνία και τον πολιτισμό των λαών της Ευρώπης»,
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
ERASMUS+
«Από την Ανατολή στη Δύση και από το Βορά στο Νότο: η θάλασσα στους μύθους, τα τραγούδια, τη λογοτεχνία και τον πολιτισμό των λαών της Ευρώπης»,
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Cruzando fronteras.
Objetivos
Crossing borders. Goals
• Crossing borders through
geography, history, art and
literature.
• Understanding the liquid
dimension of limits.
• Connecting with the
landscape and memory
spaces.
• Building the history of the
past to understand us better.
O Cruzar fronteras a través de
la geografía, la historia, el
arte y la literatura.
O Comprender la dimensión
líquida de los límites.
O Conectar con el paisaje y los
espacios de la memoria.
O Construir la historia del
pasado para entendernos
mejor.
3. TIME Monday
13th
Tuesday 14th Wednesday 15th Thursday 16th Friday 17th Saturday 18th Sunday 19th
8.15 Arrival at Tomás Navarro Tomás
School
FULL DAY TRIP
Visit to Guardamar.
Collect water samples
Art Room 31:
Botany drawing
T- Marga C.
FULL DAY TRIP
S-Pedro and
Cándido as
guides
8,00-Belgian
group.
Departure to
the airport
9.10 Room 19:
Ice breaking
T-Iluminada S.
Visit to coastal area
affected by growing
environmental damage
and water pollution
Room 34:
Belmonte, El Toboso and
Campo de Criptana in
history. T-Luis G.
S-Pedro and Cándido
9.10-TNT School
Final activities for students:
-Scrapbooks (tickets, cards, pictures…)
10.10 Room 19:
Spanish lesson
T-Iluminada S.
Botanical native species
& invasive alien species
T-Rosa V. (with 1º bach)
(Teachers’ reflection and evaluation)
-Poster designing online (for later
printing)
11.00 Library:
Breakfast-“Chocolate con churros”
S-Carolina and Trini as
guides
Art Room 31:
Botany drawing
T- Marga C.
Visit to
Belmonte. Town
and Castle
-Surveys for students (fill in forms
online)
11.30 Geology Lab: Guardamar del
Segura. Natural Environment
T-Rosa V.
-Exhibition of posters and murals
-Farewell “Tapas” (provided by families)
-12,15 -German group. Departure
12.25 Chemistry Lab:
Guardamar del Segura. Water
pollution
T-JM Yago
Assembly Hall:
-Scenes from Don Juan
Tenorio play.
T-Cristina A.
-Almodóvar sequences.
Funeral rituals.
S-Gonzalo C. and Gonzalo R
S-Carlos and Carmen
Guided tour of
El Toboso
13.20 Room 34:
Guardamar del Segura. History and
Evolution
T-Luis G. S-Carolina and Trini
S-Carolina and Trini
Room 31: T-Marga C.
Alicante
Salt flats analysis
T-Rosa V.
Visit to Law School
SCHEDULE. Erasmus KA219 Conference. Albacete, 13th -19th January 2019 “CROSSING
BORDERS“.
4. TIME Monday 13th Tuesday 14th Wednesday 15th Thursday 16th Friday 17th Saturday 18th Sunday 19th
Lunch with host family Packed lunch in
Alicante
Lunch with host family Packed lunch
15.00
-Belgian group.
Spare time downtown
16.00 Alicante
Guided tour in English
of Archeological
Museum
17.00 Visit to Local Museum
(pottery from all over
the world) and Lodares
Arcade
S-Daniel and Antonio
(1) (2) (3)
17.45 Guided tour of
Albacete cathedral
Visit to Campo de
Criptana windmills
S-Pedro and Cándido as
guides
18.00
19.00 Meeting host
families at TNT
School
20.00 Flamenco show?
Teatro Circo
21.00 (Teachers-Farewell
dinner)
(1) App: Albacete Guide (T-Marga C.)
(2) Ten questions to answer during/after every activity and hand in on
Saturday (prize for the winner)
(3) Two slides for every activity to hand in on Saturday
5. Guardamar del Segura: el paisaje como una construcción de la historia.
Guardamar del Segura: the landscape as a construction of history.
1 4
1 4
6. El paisaje de Guardamar ha cambiado dramáticamente
a través del tiempo, debido a la acción de la naturaleza
y del hombre.
The landscape of Guardamar has changed dramatically
over time, due to the action of nature and man.
Terremotos, erosiones, contaminaciones,
la reciente agresión del mar provocada
por el cambio climático
Earthquakes, erosions, pollution, the
recent aggression of the sea caused by
climate change
7. FLORA Y FAUNA DE LA GOLA DEL SEGURA
FLORA AND FAUNA OF LA GOLA DEL
SEGURA
La desembocadura en el mar o gola del río Segura y su tramo final configuran un
espacio natural singular, debido a la entrada de agua del Mediterráneo así como
por la anchura del cauce y la vegetación existente.
The mouth in the sea or gola of the river Segura and its final stretch form a unique
natural space, due to the entry of water from the Mediterranean as well as the
width of the channel and the existing vegetation
8. FLORA Y FAUNA DEL PARQUE NATURAL LAS
SALINAS DE SANTA POLA
FLORA AND FAUNA OF THE NATURAL PARK
OF LAS SALINAS DE SANTA POLA
Las salinas de Santa Pola comenzaron su actividad en el año 1890. Son el
resultado de la acción de los factores naturales y humanos sobre el terreno. Un
paraje de 2.500 hectáreas que fue declarado Parque Natural en 1994.
The salt flats of Santa Pola began their activity in 1890. They are the result of
the action of natural and human factors on the ground. A site of 2,500 hectares
that was declared a Natural Park in 1994
9. Las fronteras entre la vida y la muerte. Rituales
funerarios en el cine, en el arte y en la literatura.
The borders between life and death. Funeral
rituals in the cinema, in art and in literature.
10. Rituales funerarios en el arte
Funeral rituals in art
Volver, P. Almodóvar D. Juan Tenorio, Zorrilla
11. Descubriendo Castilla La Mancha:
cruce de culturas a través del tiempo
Discovering Castilla La Mancha:
crossroads of cultures over time.
Ruta por el cruce de caminos de pueblos, culturas y religiones que se asentaron
en las tierras de La Mancha a través de los siglos.
Tour of the crossroads of peoples, cultures and religions that settled through
the centuries in these land of La Mancha.
12. Tierras de compleja realidad histórica y magníficas ficciones,
escenario de la novela Don Quijote
Lands of complex historical reality and magnificent fictions,
such as the novel Don Quijote
• Belmonte: Town of Castilla La Mancha belonging to the province of
Cuenca and characterized by its castle of the 15th century.
• El Toboso: Town of Castilla La Mancha belonging to the province of
Toledo and remarkable for its appearance in the novel Don Quixote and
its great history.
• Campo de Criptana: Town of Castilla La Mancha belonging to the
province of Ciudad Real and famous for its windmills, protagonists in the
novel Don Quixote.
13. El Museo de Albacete muestra una importante colección de
cerámica de todo el mundo, que muestra la diversidad cultural
de nuestro planeta.
The Albacete Museum shows an important collection of pottery
from around the world, which shows the cultural diversity of
our planet.
Los humanos compartimos el mismo ciclo de la vida. Festejamos
el nacimiento, pasamos por la pubertad, admiramos la madurez,
y todos lloramos ante la muerte.
Humans share the same cycle of life. We celebrate birth, we go
through puberty, we admire maturity, and we all cry at death.
14. Cruzando fronteras: unidos en la
diversidad
Crossing borders: united diversity
• “El andar tierras y comunicar con
diversas gentes hace a los hombres
discretos”
M. de Cervantes, Don Quijote
(España)
• “Pocos hombres aman durante
mucho tiempo los viajes, esa
ruptura perpetua de los hábitos,
esa continua conmoción de todos
los prejuicios”
M. Yourcenar, Memorias de
Adriano (Bélgica)
• “Solo hay dos legados duraderos
que podemos esperar dar a
nuestros hijos. Uno de ellos son
raíces, el otro alas”
Goethe (Alemania)
• "Walking lands and
communicating with various
people makes men discreet"
M. de Cervantes, Don
Quijote (Spain)
• "Few men love travel for a long
time, that perpetual breakdown
of habits, that continuous shock
of all prejudices"
M. Yourcenar, Memoirs of
Adriano (Belgium)
• “There are only two lasting
legacies that we can expect to
give our children. One of them
are roots, the other wings ”
Goethe (Germany)
4º ESO y 1º BACH.