El documento habla sobre diferentes tipos de funciones como funciones lineales, afines, cuadráticas e inversas. Explica cómo representar estas funciones gráficamente mediante tablas de valores y ecuaciones algebraicas. También cubre temas como sistemas de ecuaciones lineales y la resolución de problemas utilizando modelos funcionales.
A group of students from 2ndB at IES Comarcal in Burjassot, Spain conducted a survey about snack wrappers. They surveyed 73 boys and 73 girls about the type of wrappers used during breaks, whether they reuse or recycle them, and which option is most environmentally friendly. The majority used aluminum foil, only a third reused wrappers, and most thought reusable tupperware was best for the environment. The students concluded aluminum foil is polluting, more should reuse wrappers, and awareness of recycling bins needs to increase.
This document contains suggestions from students on ways to fight global warming. Some of the suggestions include using reusable bags instead of plastic, biking or walking instead of driving, turning off lights when not in use, unplugging appliances, recycling paper and batteries, planting trees, and applying the three R's of reduce, reuse, and recycle to daily life. The students encourage small everyday actions that are better for the environment and can help address the problem of climate change if adopted widely.
Este documento ofrece consejos para ayudar a los hijos con sus estudios, incluyendo establecer hábitos de estudio como un horario fijo, un espacio dedicado y limitar distracciones; mantener comunicación y contacto con la escuela; ofrecer apoyo pero sin hacer las tareas por ellos; y reforzar logros a través de elogios y afecto.
El documento habla sobre diferentes tipos de funciones como funciones lineales, afines, cuadráticas e inversas. Explica cómo representar estas funciones gráficamente mediante tablas de valores y ecuaciones algebraicas. También cubre temas como sistemas de ecuaciones lineales y la resolución de problemas utilizando modelos funcionales.
A group of students from 2ndB at IES Comarcal in Burjassot, Spain conducted a survey about snack wrappers. They surveyed 73 boys and 73 girls about the type of wrappers used during breaks, whether they reuse or recycle them, and which option is most environmentally friendly. The majority used aluminum foil, only a third reused wrappers, and most thought reusable tupperware was best for the environment. The students concluded aluminum foil is polluting, more should reuse wrappers, and awareness of recycling bins needs to increase.
This document contains suggestions from students on ways to fight global warming. Some of the suggestions include using reusable bags instead of plastic, biking or walking instead of driving, turning off lights when not in use, unplugging appliances, recycling paper and batteries, planting trees, and applying the three R's of reduce, reuse, and recycle to daily life. The students encourage small everyday actions that are better for the environment and can help address the problem of climate change if adopted widely.
Este documento ofrece consejos para ayudar a los hijos con sus estudios, incluyendo establecer hábitos de estudio como un horario fijo, un espacio dedicado y limitar distracciones; mantener comunicación y contacto con la escuela; ofrecer apoyo pero sin hacer las tareas por ellos; y reforzar logros a través de elogios y afecto.
Este documento resume el viaje de Lorena Domingo a Eslovenia del 4 al 11 de abril de 2016. Durante su estancia, Lorena se hospedó con una familia eslovena y su alumna de intercambio Mija. Realizó varias actividades como visitar el colegio, hacer rutas, ir de compras y visitar atracciones como cuevas y granjas. Lorena disfrutó aprendiendo sobre la cultura eslovena y practicando el inglés, y espera poder recibir a los estudiantes eslovenos en su país.
Accountability for All -The Ofsted Common Inspection Framework iescomarcalburjassot
1) Ofsted inspectors make judgements about schools under the Common Inspection Framework using 4 categories: quality of teaching, outcomes for pupils, leadership and management, and pupils' personal development.
2) Inspectors gather evidence on these categories through observation, discussion and document review to make objective, evidenced judgements about schools.
3) While the framework is common to all schools, inspectors also consider each school's distinctive characteristics, mission and the experience of individual pupils. They seek to balance compliance with the framework and curiosity about each unique school.
The document provides an overview of the English education system, including key stages, types of schools, curriculum, assessments, and recent reforms. It discusses issues such as declining international test scores, the achievement gap between advantaged and disadvantaged students, and participation rates in post-16 education. Recent government reforms aim to improve standards, introduce a stronger academic curriculum, and expand vocational and technical education options.
The document provides information about the United Kingdom and its constituent countries. The UK is made up of England, Scotland, Wales, and Northern Ireland. Key facts are given for each country, including population, capital city, national symbols, languages, and other cultural details. Christmas, New Year, and various national saints days are also outlined.
This document provides information about the IES COMARCAL secondary school located in Rocafort-Godella-Burjassot, Valencia, Spain. It describes the school's location in southern Europe and the Valencian community region of Spain. It highlights aspects of the school like its students, teachers, subjects taught including music, dance, arts, science and sports. It invites readers to learn more about the school.
The document discusses Spain's political system and divisions. It notes that Spain has a parliamentary monarchy with King Juan Carlos I. The constitution was signed in 1978 and establishes a representative democracy. Spain is divided into 17 autonomous communities with their own parliaments and governments. The document then focuses on the Valencian Community, noting its parliament "Les Corts" has 99 representatives, and its president is Francisco Camps from the conservative PP party.
This document outlines a partnership between schools in Ireland, Sweden, Italy and Spain for the Comenius 2010-2012 program called "Towards Democratic Citizenship through Equal Opportunities". The participating schools include St. Dominic Secondary School in Ireland, Hjalmar Strömerskolam in Sweden, ITCG F. Borguese and ITIS Alessandro Volta in Italy, and IES Comarcal Rocafort- Godella-Burjassot in Spain.
The document provides information about IES COMARCAL, a secondary school located in the Valencian Community region of Spain. It discusses the school's history, present activities, and facilities. Some of the areas highlighted include science, arts, sports, environmental education, and language projects. The school aims to educate students about their local region of Valencia as well as promote global citizenship.
Este documento resume el viaje de Lorena Domingo a Eslovenia del 4 al 11 de abril de 2016. Durante su estancia, Lorena se hospedó con una familia eslovena y su alumna de intercambio Mija. Realizó varias actividades como visitar el colegio, hacer rutas, ir de compras y visitar atracciones como cuevas y granjas. Lorena disfrutó aprendiendo sobre la cultura eslovena y practicando el inglés, y espera poder recibir a los estudiantes eslovenos en su país.
Accountability for All -The Ofsted Common Inspection Framework iescomarcalburjassot
1) Ofsted inspectors make judgements about schools under the Common Inspection Framework using 4 categories: quality of teaching, outcomes for pupils, leadership and management, and pupils' personal development.
2) Inspectors gather evidence on these categories through observation, discussion and document review to make objective, evidenced judgements about schools.
3) While the framework is common to all schools, inspectors also consider each school's distinctive characteristics, mission and the experience of individual pupils. They seek to balance compliance with the framework and curiosity about each unique school.
The document provides an overview of the English education system, including key stages, types of schools, curriculum, assessments, and recent reforms. It discusses issues such as declining international test scores, the achievement gap between advantaged and disadvantaged students, and participation rates in post-16 education. Recent government reforms aim to improve standards, introduce a stronger academic curriculum, and expand vocational and technical education options.
The document provides information about the United Kingdom and its constituent countries. The UK is made up of England, Scotland, Wales, and Northern Ireland. Key facts are given for each country, including population, capital city, national symbols, languages, and other cultural details. Christmas, New Year, and various national saints days are also outlined.
This document provides information about the IES COMARCAL secondary school located in Rocafort-Godella-Burjassot, Valencia, Spain. It describes the school's location in southern Europe and the Valencian community region of Spain. It highlights aspects of the school like its students, teachers, subjects taught including music, dance, arts, science and sports. It invites readers to learn more about the school.
The document discusses Spain's political system and divisions. It notes that Spain has a parliamentary monarchy with King Juan Carlos I. The constitution was signed in 1978 and establishes a representative democracy. Spain is divided into 17 autonomous communities with their own parliaments and governments. The document then focuses on the Valencian Community, noting its parliament "Les Corts" has 99 representatives, and its president is Francisco Camps from the conservative PP party.
This document outlines a partnership between schools in Ireland, Sweden, Italy and Spain for the Comenius 2010-2012 program called "Towards Democratic Citizenship through Equal Opportunities". The participating schools include St. Dominic Secondary School in Ireland, Hjalmar Strömerskolam in Sweden, ITCG F. Borguese and ITIS Alessandro Volta in Italy, and IES Comarcal Rocafort- Godella-Burjassot in Spain.
The document provides information about IES COMARCAL, a secondary school located in the Valencian Community region of Spain. It discusses the school's history, present activities, and facilities. Some of the areas highlighted include science, arts, sports, environmental education, and language projects. The school aims to educate students about their local region of Valencia as well as promote global citizenship.