Patufet was a very small boy no bigger than a grain of rice. One day, his mother sent him to the store to buy saffron. On the way back, it started raining heavily. Patufet took shelter under a large cabbage leaf, but a bull came and ate the leaf with Patufet inside. Patufet found himself in the bull's stomach. His parents began searching for him and calling his name. Patufet responded by shouting that he was inside the bull's stomach. Eventually, the bull ate so much food that it passed gas, expelling Patufet unharmed. His happy parents took him back home singing.
Presentació de diapositives elaborada per l'alumnat de 2n d'ESO de l'institut Príncep de Viana després de participar a la projecció de la pel·lícula "Terraferma" del Cicle de Cinema i Drets dels Infants, curs 2016-17, i també d'haver treballat a l'aula els drets relacionats amb el film i proposats a la guia didàctica.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. EN PATUFET
UNA VEGADA VA NÉIXER UN NEN QUE ERA MOLT PETIT, PETIT COM UN
GRA DE MILL. ELS SEUS PARES LI VAN POSAR DE NOM ""PATUFET". AIXÒ
NO OBSTANT, ERA MOLT ESPAVILAT, EIXORIVIT I ENREVENXINAT.
UN BON DIA, SA MARE ESTAVA FENT EL DINAR, QUAN ES VA ADONAR
QUE LI FALTAVA UNA MIQUETA DE SAFRÀ PER A FER L'ARRÒS.
- PATUFET - VA DIR SA MARE -, ME'N VAIG A COMPRAR SAFRÀ, TORNARÉ
DE SEGUIDA.
- MARE - DIU EN PATUFET -, DEIXEU-M'HI ANAR A MI.
- PERÒ NO HO VEUS, QUE ETS MASSA PETIT?
- NO,, MARE, QUE NO I QUE NO!
TANT I TANT VA INSISTIR, PICAR DE MANS I PLORAR, QUE AL FINAL SA
MARE LI VA DONAR UN DINERET. ELL LI VA DIR:
- SAPS QUÈ FARÉ PER TAL QUE NO EM TREPITGIN? ANIRÉ CANTANT UNA CANÇÓ I JA VEURÀS COM
NO EM PASSA RES.
I JA TENIU EN PATUFET, QUE ES CALÇA ELS ESCLOPS, ES POSA LA BARRETINA, I CAP A CASA
L'ADROGUER. LA GENT S'ESTRANYAVA EN VEURE UN DINERET QUE CAMINAVA TOT SOL. ARRIBA A
CASA L'ADROGUER I DIU BEN FORT:
- UN SOBRET DE SAFRÀ!, UN SOBRET DE SAFRÀ!
L'ADROGUER, EL BOTIGUER, TOT ERA MIRAR A DRETA I ESQUERRA I NO VEIA NINGÚ…AL CAP D'UNA
ESTONA VEIÉ UN DINERET QUE BELLUGAVA ALLÀ A BAIX. EL VA AGAFAR I EN EL SEU LLOC POSÀ EL
SOBRET DE SAFRÀ. I EN PATUFET, MÉS TREMPAT QUE UN GÍNJOL, SE'N VA CAP A CASA, I PER TAL
QUE NO EL TREPITGESSIN ANAVA CANTANT:
2. PATIM, PATAM, PATUM,
HOMES I DONES DEL CAP DRET,
PATIM, PATAM, PATUM,
NO TREPITGEU EN PATUFET…
SA MARE EL VA FELICITAR. UNES ABRAÇADES QUE LI VA FER…! VA PASSAR EL TEMPS I UN BON DIA,
LA SEVA MARE LI VA DIR:
- MIRA, PATUFET, MACO, T'HE DE DEIXAR UNA ESTONA. EL PARE ESTÀ TREBALLANT AL CAMP I S'HA
DEIXAT EL MENJAR.
- MARE, PER QUÈ NO M'HI DEIXEU ANAR A MI?
I TANT VA INSISTIR QUE SA MARE L'HI VA DEIXAR ANAR. I EN PATUFET, PETIT COM ERA, US HO
IMAGINEU?, ES CARREGA LA CISTELLA SOBRE EL CAP I ABANS DE SORTIR SA MARE LI DIU:
- BÉ, HI ANIRÀS, PATUFET, PERÒ M'HAS DE PROMETRE UNA COSA.
- QUINA ? - DIU ELL.
- M'HAS DE PROMETRE QUE ABANS DE TRAVESSAR LA CARRETERA MIRARÀS A DRETA I ESQUERRA,
I SI NO PASSA NINGÚ TRAVESSES. D'ACORD?
- D'ACORD, MARE.
I EN PATUFET, AMB LA CISTELLA SOBRE EL CAP, SE'N VA A VEURE EL
PARE, TOT CANTANT.
ARRIBA A LA CARRETERA I TAL COM HAVIA PROMÈS A SA MARE, ES
PARA EN SEC. MIRA CAP A LA DRETA, MIRA CAP A L'ESQUERRA…NO HI
HAVIA NINGÚ. ALESHORES, LA TRAVESSA. QUAN VA HAVER ARRIBAT A
L'ALTRA BANDA, VA FER UN SOSPIR DE SATISFACCIÓ. I AL CAP DE POC,
3. VES COM SÓN LES COSES, ES POSA A PLOURE. DE PRIMER, PLOVIA POC I EN PATUFET ES VA DIR:
- PASSARAN QUATRE GOTES!
PERÒ, AMICS MEUS, VA ANAR PLOVENT FORT I MÉS FORT. I EN PATUFET PER TAL DE NO MULLAR-SE
I MIRANT QUE EL MENJAR NO ES MULLÉS, S'AMAGA SOTA UNA COL GROSSA. AL CAP DE POC,
ARRIBA UN BOU. I SENSE ADONAR-SE'N QUE HI HAVIA EN PATUFET A SOTA, RRUMMM!, SE LA
MENJA, I AMB ELLA, EN PATUFET. DE COP I VOLTA, EN PATUFET ES TROBÀ, DONCS, DINS LA PANXA
DEL BOU. TOT ERA NEGRE, FOSC COM LA GOLA D'UN LLOP. LES PARETS EREN LLEFISCOSES,
GREIXOSES, MOLLES, XOPES… AL FINAL VA VEURE UN FORAT PER ON VEIA EL CEL BLAU. VA SER
ALESHORES QUAN S'ADONÀ QUE ERA DINS LA PANXA D'UN BOU. SABEU QUÈ VA FER? ES VA POSAR
A CRIDAR:
- MARE! PARE! MAREEEEEEE! PAREEEEEE!, MÉS FORT, PERÒ NINGÚ NO EL SENTIA..
MENTRESTANT EL PARE ESTAVA ESPERANT EL DINAR I NO VENIA NINGÚ. I DONCS, QUÈ HA PASSAT?
ENFADAT DE DEBÒ I GAIREBÉ TRAIENT FOC PELS QUEIXALS, SE'N VA ANAR A VEURE LA DONA.
- CARMETA: QUÈ HA PASSAT?
- REINA SANTÍSSIMA! HE DONAT EL CISTELL A EN PATUFET. ALGUNA COSA LI DEU HAVER PASSAT.
I PARE I MARE S'ABRAÇAREN I ES POSAREN A PLORAR COM UNS
DESCONSOLATS. AL FINAL EL PARE VA DIR:
- ANEM A BUSCAR-LO,, CARMETA. NO ENS SERVIRÀ DE RES
PLORAR-LO.
I VAREN COMENÇAR A DONAR VEUS:
- PATUFET, ON EEEETS?
- PATUFET, ON EEEETS?
I ELL RESPONIA:
- A LA PANXA DEL BOU,
QUE NO NEVA NI PLOU,
4. QUAN EL BOU FARÀ UN PET,
SORTIRÀ EN PATUFET…
DESPRÉS DE DONAR MOLTS TOMBS, EL PARE I LA MARE VAN VEURE UN BOU QUE PASTURAVA. I LA
DONA, LA CARMETA DIGUÉ:
- JAUME, NO SENTS UN FILET DE VEU?
- TENS RAÓ.
ALESHORES, ES VAN ADONAR DE TOT PLEGAT. SABEU QUÈ FEREN? DONCS LI DONAREN MOLT
MENJAR, HERBA, ALFALS, USERDA, NAPS, COLS, PASTANAGUES…I EL BOU ES VA ANAR
ENGREIXANT, ENGREIXANT, ENGREIXANT, FINS QUE…PUM!!!, VA FER UN ET I VA SORTIR EN
PATUFET, MÉS TREMPAT QUE UN PÈSOL. EL VAN NETEJAR, PERQUÈ ANAVA UNA MICA BRUT…I TOTS
TRES VAN TORNAR CONTENTS CAP A CASA TOT CANTANT:
PATIM, PATAM, PATUM…