eTwinning & Erasmus workshop - Agrupamento de Escolas do BarreiroAna Pina
1) The document provides information about an eTwinning workshop hosted by Ana Pina on organizing and using TwinSpace, the eTwinning online collaboration space.
2) Attendees are given tasks to explore example TwinSpaces, contribute to an existing project site, and introduce their school on a Padlet page.
3) The document emphasizes organizing TwinSpace pages by activity, project phase, or theme to clearly reflect collaborative project work and considering privacy settings for pupil safety and school policies.
The document summarizes the transition of an Erasmus+ project website from MagazineFactory to eTwinning due to MagazineFactory shutting down. Key points:
- The Ecological Literacy Erasmus+ project website was previously hosted on MagazineFactory but is now moving to eTwinning after the coordinator received notice MagazineFactory will close by the end of 2017.
- On MagazineFactory, project partners posted content bilingually about project activities and progress.
- All content from MagazineFactory has been copied over to the new eTwinning website while maintaining author attribution.
This document appears to be an application form for a student to participate in an Erasmus+ project called "Ecological Literacy". The form asks the student questions about how they will prepare for the project, their English language skills and needs, their current activities and training needs, how the project meets their needs, how it will enhance their work, the personal and professional benefits, their motivation to participate, their role and value added, and the impact on their pupils and school. The total possible score is 100 points and the form will be evaluated by the project school coordinator.
This document appears to be an assessment test for students participating in an Erasmus+ project between 2016-2018. The assessment contains multiple choice, true/false, matching, and fill in the blank questions testing science knowledge and vocabulary. It covers topics like ancient Greek philosophers, food webs, the sun's role in Earth's climate, water molecules, periodic table elements, isotopes, oceans, planets, atoms, and antonyms of verbs. The test has 100 total points and a passing promotion score is between 70-100 points. It will be used to select pupils for the partner school's Erasmus+ project team.
Questionnaire at the End of the Transnational Meeting in RomaniaGabriela Mirela Jugar
This document appears to be a feedback form from teachers who participated in an Erasmus+ exchange program in Romania in 2016. The form contains questions to gauge the teachers' experiences in several key areas:
1. Their welcome and stay, including airport pickup, accommodation, treatment by locals, and transportation.
2. Participation in and outcomes of the exchange program's projects, including number of participating teachers and coverage in schools and media.
3. Exposure to Romanian culture through sightseeing activities and food, and learning about the country's youth, education system, and regional realities.
4. Use of language during activities and conversations, and effects on social and language skills.
5. Execution of
The document is a declaration from a teacher agreeing to the terms of participating in an Erasmus project. The teacher declares that all information provided is true, they agree with the selection process and results, and acknowledge personal expenses will not be covered. The teacher also agrees to participate in project activities if selected and will not take actions that could harm the Erasmus program or European Commission.
1) The document contains answers to questions for an English test for pupils.
2) It includes information about the pupil, such as where they are from and their age. It also lists the daily meals and whether they are vegetarian or meat-eater.
3) The next sections provide answers to multiple choice questions about visiting a greenhouse, costumes made from recycled materials, and discussing renewable energy.
4) Section III lists English words and Section IV provides rhyming words for several examples.
eTwinning & Erasmus workshop - Agrupamento de Escolas do BarreiroAna Pina
1) The document provides information about an eTwinning workshop hosted by Ana Pina on organizing and using TwinSpace, the eTwinning online collaboration space.
2) Attendees are given tasks to explore example TwinSpaces, contribute to an existing project site, and introduce their school on a Padlet page.
3) The document emphasizes organizing TwinSpace pages by activity, project phase, or theme to clearly reflect collaborative project work and considering privacy settings for pupil safety and school policies.
The document summarizes the transition of an Erasmus+ project website from MagazineFactory to eTwinning due to MagazineFactory shutting down. Key points:
- The Ecological Literacy Erasmus+ project website was previously hosted on MagazineFactory but is now moving to eTwinning after the coordinator received notice MagazineFactory will close by the end of 2017.
- On MagazineFactory, project partners posted content bilingually about project activities and progress.
- All content from MagazineFactory has been copied over to the new eTwinning website while maintaining author attribution.
This document appears to be an application form for a student to participate in an Erasmus+ project called "Ecological Literacy". The form asks the student questions about how they will prepare for the project, their English language skills and needs, their current activities and training needs, how the project meets their needs, how it will enhance their work, the personal and professional benefits, their motivation to participate, their role and value added, and the impact on their pupils and school. The total possible score is 100 points and the form will be evaluated by the project school coordinator.
This document appears to be an assessment test for students participating in an Erasmus+ project between 2016-2018. The assessment contains multiple choice, true/false, matching, and fill in the blank questions testing science knowledge and vocabulary. It covers topics like ancient Greek philosophers, food webs, the sun's role in Earth's climate, water molecules, periodic table elements, isotopes, oceans, planets, atoms, and antonyms of verbs. The test has 100 total points and a passing promotion score is between 70-100 points. It will be used to select pupils for the partner school's Erasmus+ project team.
Questionnaire at the End of the Transnational Meeting in RomaniaGabriela Mirela Jugar
This document appears to be a feedback form from teachers who participated in an Erasmus+ exchange program in Romania in 2016. The form contains questions to gauge the teachers' experiences in several key areas:
1. Their welcome and stay, including airport pickup, accommodation, treatment by locals, and transportation.
2. Participation in and outcomes of the exchange program's projects, including number of participating teachers and coverage in schools and media.
3. Exposure to Romanian culture through sightseeing activities and food, and learning about the country's youth, education system, and regional realities.
4. Use of language during activities and conversations, and effects on social and language skills.
5. Execution of
The document is a declaration from a teacher agreeing to the terms of participating in an Erasmus project. The teacher declares that all information provided is true, they agree with the selection process and results, and acknowledge personal expenses will not be covered. The teacher also agrees to participate in project activities if selected and will not take actions that could harm the Erasmus program or European Commission.
1) The document contains answers to questions for an English test for pupils.
2) It includes information about the pupil, such as where they are from and their age. It also lists the daily meals and whether they are vegetarian or meat-eater.
3) The next sections provide answers to multiple choice questions about visiting a greenhouse, costumes made from recycled materials, and discussing renewable energy.
4) Section III lists English words and Section IV provides rhyming words for several examples.
This document appears to be an assessment test for students participating in an Erasmus+ exchange project between 2016-2018. It contains questions in four sections to test English language knowledge:
1) Short answer questions about the participant's teaching experience and preferences
2) Translating sentences into the participant's native language
3) Providing synonyms for given words
4) Writing rhyming words for given words
The test is out of 100 points and a score of 70-100 is needed for selection to the project team.
This document is an assessment test for pupils participating in an Erasmus+ science exchange project between 2016-2018. It contains 4 sections testing science knowledge through multiple choice, true/false, identifying different words, and providing antonyms for verbs. The assessment covers topics in ecology, chemistry, physics and has a maximum score of 100 points, with a promotion score of 70-100 required to be selected for the partner school's Erasmus+ project team.
This document contains an assessment test of English language knowledge for Erasmus+ project participants. It is composed of 4 sections testing comprehension through questions, translation, synonyms, and rhyming words. The test covers topics like personal details, daily routines, travel experience, and seasons. It aims to select pupils for the partner school's Erasmus+ project team, with a maximum score of 100 points and a promotion score between 70-100 points.
The high school is participating in a two-year European project called "Ecological Literacy" to promote environmental cooperation and education. They will work with partner schools in Turkey, Portugal, Cyprus, Lithuania, and Croatia. The project activities will include seminars, workshops, contests and exhibitions to raise awareness of environmental issues. The goal is for students to share knowledge about conserving natural resources. This is the high school's first Erasmus+ project, giving students chances to showcase their talents and care for the environment while strengthening European friendship. They hope to benefit from support for these activities.
The lesson plan outlines a laboratory experiment on water analysis and purification. Students will determine the acidity, alkalinity, and pH of water samples, build and test a water filtration system, and examine the role of plants in filtering wastewater. They will conduct experiments on mechanical and biological wastewater treatment and create a presentation and poster on water pollution. The goal is for students to assess water pollution and better understand water contaminants.
The document outlines the responsibilities of partner countries in an Erasmus+ project. Romania is responsible for communication, website creation, testing, meeting preparation, reporting, and more. Turkey is responsible for a project diary, logo contest, dissemination, magazine printing, testing, and reporting. Croatia is responsible for pupil contact, logo contest, meeting preparation, brochure, awareness, and reporting. Cyprus is responsible for meeting agendas, logo contest, testing, quality control, needs analysis, reporting, and more. Portugal is responsible for a poem booklet, logo contest, reporting, DVD creation, minutes, meeting preparation, exhibitions, and lessons. Lithuania is responsible for output distribution, logo contest, announcements, quality control, meeting preparation
This document provides the academic calendar for the 2016-2017 school year in Turkey. It lists the dates for each month, indicating which days are weekends, holidays, and normal school/work days. Some key facts:
- The school year is divided into two semesters - the first from September to January with 90 days, and the second from February to June with 88 days.
- There are several national holidays throughout the year where classes are cancelled, including Republic Day in October, Teachers' Day in November, and holidays in April, May, and June.
- The total number of scheduled school/work days for the entire academic year is 178 days spread over 36 weeks.
The Dissemination of the 1st Transnational Meeting in Sibiu City, RomaniaGabriela Mirela Jugar
Between November 14-20, 2016, the first transnational meeting of the Erasmus+ project "Ecological Literacy" was held in Sibiu, Romania. Representatives from 5 European partner schools in Turkey, Lithuania, Croatia, Portugal, and Cyprus participated. The week included welcoming ceremonies, presentations on each school and country, selecting a project logo, documentary visits related to the environment and water systems, and planning future project activities. Certificates were awarded at the end of the successful first meeting before partners returned home on November 20.
Gymnasio Apostolou Pavlou in Pafos, Cyprus is inviting five partner schools from Romania, Turkey, Portugal, Lithuania, and Croatia to participate in a short-term exchange of student groups in Pafos between February 19-25, 2017 as part of an Erasmus+ project on ecological literacy. The document provides contact information for Gymnasio Apostolou Pavlou and lists the names and locations of the five schools that are invited to participate.
This document is a declaration from a teacher at Constantin Noica Theoretical High School in Sibiu, Romania stating their availability to participate in project activities for the Erasmus+ 2016-2018 "Ecological Literacy" project. The teacher declares their free time both during courses and school holidays in a table with time slots from 7:30 to 20:25 marked as either "YES" if the time is available or "NO" if it is not. In the comments section, the teacher can provide any additional context about their availability. The declaration is signed and dated at the bottom.
This document outlines the itinerary for a one-week exchange program hosted by Gymnasio Apostolou Pavlou in Pafos, Cyprus from February 19-25, 2017 for Erasmus+ project participants. The schedule includes visits to local schools, museums, archaeological sites, and environmental centers around Pafos and Troodos to experience Cypriot culture and ecology. Participants will stay with host families and participate in welcoming/farewell events, presentations, games, and a festive dinner to conclude the exchange.
This document summarizes the key details of an Erasmus+ project that took place from 2016-2018. It provides information about the partner countries involved, the gender and roles of the school coordinators, and the name of one of the partner schools. It also provides sample multiple choice questions that were used to assess students' English knowledge covering topics like animals, expressions, and days of the week. The questions are in both English and another language, with translations noted.
This document provides contact details for six schools participating in the Erasmus Partners program, including the name of each school, contact person, address, city, country, and postal code. Schools are listed for Romania, Portugal, Lithuania, Turkey, Croatia, and Cyprus.
The document summarizes activities carried out in March 2017 by schools participating in the Erasmus+ project "Ecological Literacy". The activities included: communicating between partner schools via online groups; posting updates on the project website; monitoring the distribution of project outputs; publicizing the project in local media outlets and symposiums; disseminating information about an upcoming mobility in Cyprus; developing workshops to prepare for a mobility in Croatia; conducting learning activities focused on language, science, and IT skills; selecting photos from Cyprus for a final project CD; organizing workshops around International Mother's Day; promoting the project to local kindergartens and schools; making paper aquariums; meeting with parents to discuss the next mobility;
Erasmus project essay Protecting Nature through Alternative Energy Sources by...Gabriela Mirela Jugar
The document discusses alternative energy sources that can help protect nature. It describes how wind energy produces no pollutants or greenhouse gases. Solar energy is abundant and ecological, with no pollution from solar capture. Hydraulic energy harnesses the power of watercourses, which has been used since ancient times. The essay argues that developing these renewable alternative energy sources is important for keeping nature clean and preserving the environment for future generations.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
This document appears to be an assessment test for students participating in an Erasmus+ exchange project between 2016-2018. It contains questions in four sections to test English language knowledge:
1) Short answer questions about the participant's teaching experience and preferences
2) Translating sentences into the participant's native language
3) Providing synonyms for given words
4) Writing rhyming words for given words
The test is out of 100 points and a score of 70-100 is needed for selection to the project team.
This document is an assessment test for pupils participating in an Erasmus+ science exchange project between 2016-2018. It contains 4 sections testing science knowledge through multiple choice, true/false, identifying different words, and providing antonyms for verbs. The assessment covers topics in ecology, chemistry, physics and has a maximum score of 100 points, with a promotion score of 70-100 required to be selected for the partner school's Erasmus+ project team.
This document contains an assessment test of English language knowledge for Erasmus+ project participants. It is composed of 4 sections testing comprehension through questions, translation, synonyms, and rhyming words. The test covers topics like personal details, daily routines, travel experience, and seasons. It aims to select pupils for the partner school's Erasmus+ project team, with a maximum score of 100 points and a promotion score between 70-100 points.
The high school is participating in a two-year European project called "Ecological Literacy" to promote environmental cooperation and education. They will work with partner schools in Turkey, Portugal, Cyprus, Lithuania, and Croatia. The project activities will include seminars, workshops, contests and exhibitions to raise awareness of environmental issues. The goal is for students to share knowledge about conserving natural resources. This is the high school's first Erasmus+ project, giving students chances to showcase their talents and care for the environment while strengthening European friendship. They hope to benefit from support for these activities.
The lesson plan outlines a laboratory experiment on water analysis and purification. Students will determine the acidity, alkalinity, and pH of water samples, build and test a water filtration system, and examine the role of plants in filtering wastewater. They will conduct experiments on mechanical and biological wastewater treatment and create a presentation and poster on water pollution. The goal is for students to assess water pollution and better understand water contaminants.
The document outlines the responsibilities of partner countries in an Erasmus+ project. Romania is responsible for communication, website creation, testing, meeting preparation, reporting, and more. Turkey is responsible for a project diary, logo contest, dissemination, magazine printing, testing, and reporting. Croatia is responsible for pupil contact, logo contest, meeting preparation, brochure, awareness, and reporting. Cyprus is responsible for meeting agendas, logo contest, testing, quality control, needs analysis, reporting, and more. Portugal is responsible for a poem booklet, logo contest, reporting, DVD creation, minutes, meeting preparation, exhibitions, and lessons. Lithuania is responsible for output distribution, logo contest, announcements, quality control, meeting preparation
This document provides the academic calendar for the 2016-2017 school year in Turkey. It lists the dates for each month, indicating which days are weekends, holidays, and normal school/work days. Some key facts:
- The school year is divided into two semesters - the first from September to January with 90 days, and the second from February to June with 88 days.
- There are several national holidays throughout the year where classes are cancelled, including Republic Day in October, Teachers' Day in November, and holidays in April, May, and June.
- The total number of scheduled school/work days for the entire academic year is 178 days spread over 36 weeks.
The Dissemination of the 1st Transnational Meeting in Sibiu City, RomaniaGabriela Mirela Jugar
Between November 14-20, 2016, the first transnational meeting of the Erasmus+ project "Ecological Literacy" was held in Sibiu, Romania. Representatives from 5 European partner schools in Turkey, Lithuania, Croatia, Portugal, and Cyprus participated. The week included welcoming ceremonies, presentations on each school and country, selecting a project logo, documentary visits related to the environment and water systems, and planning future project activities. Certificates were awarded at the end of the successful first meeting before partners returned home on November 20.
Gymnasio Apostolou Pavlou in Pafos, Cyprus is inviting five partner schools from Romania, Turkey, Portugal, Lithuania, and Croatia to participate in a short-term exchange of student groups in Pafos between February 19-25, 2017 as part of an Erasmus+ project on ecological literacy. The document provides contact information for Gymnasio Apostolou Pavlou and lists the names and locations of the five schools that are invited to participate.
This document is a declaration from a teacher at Constantin Noica Theoretical High School in Sibiu, Romania stating their availability to participate in project activities for the Erasmus+ 2016-2018 "Ecological Literacy" project. The teacher declares their free time both during courses and school holidays in a table with time slots from 7:30 to 20:25 marked as either "YES" if the time is available or "NO" if it is not. In the comments section, the teacher can provide any additional context about their availability. The declaration is signed and dated at the bottom.
This document outlines the itinerary for a one-week exchange program hosted by Gymnasio Apostolou Pavlou in Pafos, Cyprus from February 19-25, 2017 for Erasmus+ project participants. The schedule includes visits to local schools, museums, archaeological sites, and environmental centers around Pafos and Troodos to experience Cypriot culture and ecology. Participants will stay with host families and participate in welcoming/farewell events, presentations, games, and a festive dinner to conclude the exchange.
This document summarizes the key details of an Erasmus+ project that took place from 2016-2018. It provides information about the partner countries involved, the gender and roles of the school coordinators, and the name of one of the partner schools. It also provides sample multiple choice questions that were used to assess students' English knowledge covering topics like animals, expressions, and days of the week. The questions are in both English and another language, with translations noted.
This document provides contact details for six schools participating in the Erasmus Partners program, including the name of each school, contact person, address, city, country, and postal code. Schools are listed for Romania, Portugal, Lithuania, Turkey, Croatia, and Cyprus.
The document summarizes activities carried out in March 2017 by schools participating in the Erasmus+ project "Ecological Literacy". The activities included: communicating between partner schools via online groups; posting updates on the project website; monitoring the distribution of project outputs; publicizing the project in local media outlets and symposiums; disseminating information about an upcoming mobility in Cyprus; developing workshops to prepare for a mobility in Croatia; conducting learning activities focused on language, science, and IT skills; selecting photos from Cyprus for a final project CD; organizing workshops around International Mother's Day; promoting the project to local kindergartens and schools; making paper aquariums; meeting with parents to discuss the next mobility;
Erasmus project essay Protecting Nature through Alternative Energy Sources by...Gabriela Mirela Jugar
The document discusses alternative energy sources that can help protect nature. It describes how wind energy produces no pollutants or greenhouse gases. Solar energy is abundant and ecological, with no pollution from solar capture. Hydraulic energy harnesses the power of watercourses, which has been used since ancient times. The essay argues that developing these renewable alternative energy sources is important for keeping nature clean and preserving the environment for future generations.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Download & Install Module From the Odoo App Store in Odoo 17
Erasmus project essay Earth Needs Us As Much As We Need It! by Teodor–Samuel, Romania
1. Earth Needs Us As Much As We Need It!
(essay by Teodor–Samuel Ghirbomean, "Constantin Noica" Theoretical High
School Sibiu, Romania, coordinated by his teacher Petrina Dobrotă)
Our home planet, Earth, is the third planet from the sun and the only known
planet containing life, being inhabited by us, human beings, by instinct driven
animals and by pure life-filled trees and plants alike. In order to protect ourselves
and the living beings near us it’s utmost important to create a safer Earth using
simple methods of protecting the environment or cutting off major things that drain
the life drastically from our beloved planet. It is time to pull aside all things that
give us nothing good and focus on using less resources and more natural means of
energy, for our own good!
Firstly, by using natural methods in providing energy into our homes, we
become more aware of how much Earth needs us as much as we need it. Professor
James Blyth is one great example of a great man with a great game changing idea.
In July, the year 1887, James Blyth from the Anderson’s College in Glasgow,
Scotland built the first recorded windmill. It sounds kind of odd, doesn’t it? But
this was no ordinary windmill, for this one was used for the production of electric
power. The cloth-sailed wind turbine was placed in his very own garden and was
used for charging accumulators to power the lighting in his home, his cottage being
the first recorded house to be powered by natural means, even though the townsfolk
regarded his smart choice as “the work of the devil”. These days, his scientific
discovery is exploited in different models of wind turbines, most of them ranging
from 600 Kw to 5 Kw of rated power, a great step for mankind.
But when there’s little wind outside we should rely on a different source of
renewable energy. The awesome power of the sun is the answer in these dire times
and by using the solar power, which is a conversion of energy from sunlight into
electricity, we power our homes for a brighter, flawless future. The wind turbines,
photovoltaic solar arrays and concentrated solar power units are two of the most
used methods in providing electrical power using renewable energy. The history of
solar technology dates back in early 1860s, but it was only in the year 1884 when
Charles Fritts installed the first rooftop photovoltaic solar array on a New York
City roof. This was a great step ahead, although the installed solar system wasn’t
very powerful. However, using Fritts’ technology, these days solar panels can reach
up to a capacity of 800 MW, the largest being in Qinghai, China by the name of
2. Longyangxia Dam Solar Park with a capacity of 850 MW, a truly magnificent
number. And, like that, we covered the renewable energy gathered from the air. But
what about the water? How can we possibly use this material in creating vital
electrical energy? Well, there is a way. The hydropower was used since ancient
times and it still is now an important method in gathering energy. A source of
energy that will never be outdated. As I stated in a previous sentence, since ancient
times, hydropower from different kinds of windmills has been used as a renewable
energy source for irrigation and the operation of diverse mechanical devices. The
first water wheels and mills were built in India in what seems like 4th
century BC.
Later, in the ancient Roman Empire we find that water powered mills produced
daily essential needs like flour or being used for sawing timber and stone. Even in
the Middle Ages, the mechanical engineer Al-Jazari wrote about 50 water powered
devices in his well-known book called “The Book of Knowledge of Ingenious
Mechanical Devices”.
In the year 1753, the book called “Architecture Hydraulique” was published
by the French engineer Bernard Forest de Bélidor describing the science behind
water powered devices, but it was only in the 1830s that water became an important
renewable resource of energy. These days, humans built dams and alll types of
water powered devices that became an important method of providing electricity in
our homes. As we covered air and waters, we should just take a look beneath us.
Our Earth provides us with another type of renewable energy, this time, stored
inside underground. Geothermal energy becomes an important method of energy
gathering since heat stored in the Earth is a great type of renewable energy. Starting
from the Paleolithic times, even in the first century AD, geothermal energy became
more and more used throughout the years. In the year 1892, America’s first district
heating system in Boise, Idaho was powered by geothermal energy. From it,
different kinds of systems were exploited, and in the 20th
century it became a large
provider, the United States having 29% of the global geothermal production.
Now we come across the last renewable energy, the bioenergy. Bioenergy is
available from materials derived from biological sources such as wood, wood
waste, straw, manure, sugarcane and many more products from a variety of
agricultural processes. The combustion of wood for heat is one of the simpler uses
of bioenergy, but using it for providing electricity is commonly made in Brazil by
using sugarcane waste. The current production in this country is 600 MW of self-
use and 100 MW for sale. By extracting the juice from the sugarcane, we come
across the material named bagasse. The Earth we stand upon wasn’t given to us for
no reason. We are destined to protect it at all cost. It’s a burden worth carrying, and
our future will be much brighter if we respect the environment. Earth needs us as
much as we need it.
Erasmus project coordinator:
Gabriela Mirela Jugar