The document provides reflections from several students and teachers involved in the Comenius Project, an international educational exchange program. The summaries highlight the most positive aspects of the project, including:
1) Students enjoyed visiting partner countries, meeting new people, experiencing different cultures and customs, and practicing foreign language skills.
2) Preparing presentations and filming projects together fostered collaboration and learning.
3) Hosting foreign exchange students provided an immersive experience in other cultures in their home environments.
4) Most participants felt the project was a very positive experience that expanded their horizons and allowed them to develop lasting international friendships.
Achieving an activity entitled “Snow White and the Seven Dwarfs’ Interviews”, in which a group of eight pupils interview the teachers and pupils about the project's impact on them - Interview 2
Newsletter 3 - Teachers' Training Event Coimbra, PortugalFCS project
Our third newsletter describing the teachers' training event of the "Family, Community and School. The troika of my values" , ERASMUS+ project that took place in Coimbra, Portugal
The document summarizes a Belgian week hosting students and teachers from 7 European countries as part of a Erasmus+ project focusing on cultural values. Key events included arriving in Tournai and being welcomed by host families, touring the city and school neighborhood, a trip to Bruges including chocolate tastings, visiting the University of Brussels and Future Classroom, and a farewell party. The project aims to foster European spirit among youth by exploring shared and differing cultural values through exchange programs.
From October 21st to 28th, a group of 20 students from Greece, Germany, Poland, and France visited a high school in Palazzolo sull'Oglio, Italy as part of an Erasmus project called "Include Me" aimed at breaking down barriers between people of different cultures and backgrounds. The visiting students stayed with host families and engaged in social and educational activities together with the Italian students to get to know one another beyond language and cultural differences. Both groups found the experience to be unforgettable and a demonstration that people of different backgrounds can build strong friendships and understand each other through open dialogue.
The document summarizes a residential project that brought together members of the Gypsy, Roma, and Traveller community over 3 weekends to share their histories and life experiences. The project used various creative mediums like filmmaking, art, crafts, music, and poetry to engage participants and preserve their stories. Participants spent time outdoors doing team-building activities, shared meals together, and presented their work to the group on the final day of the residential. The organizers viewed it as a successful first step and plan to apply lessons learned to make the next residential an even more inspiring experience.
Newsletter 4 - 2nd Exchange of pupils Kitzbuhel, AustriaFCS project
Our fourth newsletter describing the the 2nd Exchange of pupils in of the "Family, Community and School. The troika of my values" , ERASMUS+ project that took place in Kitzbuhel, Austria
Prezentacja wolontariuszki Martyny podsumowująca projekt wolontariatu realizowany w ramach Europejskiego Korpusu Solidarności we Włoszech, w organizacji EURO SUD.
Achieving an activity entitled “Snow White and the Seven Dwarfs’ Interviews”, in which a group of eight pupils interview the teachers and pupils about the project's impact on them - Interview 2
Newsletter 3 - Teachers' Training Event Coimbra, PortugalFCS project
Our third newsletter describing the teachers' training event of the "Family, Community and School. The troika of my values" , ERASMUS+ project that took place in Coimbra, Portugal
The document summarizes a Belgian week hosting students and teachers from 7 European countries as part of a Erasmus+ project focusing on cultural values. Key events included arriving in Tournai and being welcomed by host families, touring the city and school neighborhood, a trip to Bruges including chocolate tastings, visiting the University of Brussels and Future Classroom, and a farewell party. The project aims to foster European spirit among youth by exploring shared and differing cultural values through exchange programs.
From October 21st to 28th, a group of 20 students from Greece, Germany, Poland, and France visited a high school in Palazzolo sull'Oglio, Italy as part of an Erasmus project called "Include Me" aimed at breaking down barriers between people of different cultures and backgrounds. The visiting students stayed with host families and engaged in social and educational activities together with the Italian students to get to know one another beyond language and cultural differences. Both groups found the experience to be unforgettable and a demonstration that people of different backgrounds can build strong friendships and understand each other through open dialogue.
The document summarizes a residential project that brought together members of the Gypsy, Roma, and Traveller community over 3 weekends to share their histories and life experiences. The project used various creative mediums like filmmaking, art, crafts, music, and poetry to engage participants and preserve their stories. Participants spent time outdoors doing team-building activities, shared meals together, and presented their work to the group on the final day of the residential. The organizers viewed it as a successful first step and plan to apply lessons learned to make the next residential an even more inspiring experience.
Newsletter 4 - 2nd Exchange of pupils Kitzbuhel, AustriaFCS project
Our fourth newsletter describing the the 2nd Exchange of pupils in of the "Family, Community and School. The troika of my values" , ERASMUS+ project that took place in Kitzbuhel, Austria
Prezentacja wolontariuszki Martyny podsumowująca projekt wolontariatu realizowany w ramach Europejskiego Korpusu Solidarności we Włoszech, w organizacji EURO SUD.
Presenataion about Czech Republic - prezentacja o Republice Czeskiej przygotowana przez uczniów Gimnazjum im. Anny Wazówny w Golubiu-Dobrzyniu w ramach projektu Comenius We Guide Our Partners
The document discusses a preparatory meeting that took place in November 2009 in Golub-Dobrzyń. The meeting was likely held to discuss an upcoming event or plan of action. Key details of the discussions at the meeting are not provided in the short title.
The document discusses the author's interests in relaxing in the mountains, speedway racing, and football. Specifically, it mentions that speedway originated in Australia in 1923 and involves bikes racing around a dirt track. It also notes the author's favorite speedway club is Unibax Toruń from Poland and their fondness for watching Manchester United Football Club, one of the most popular clubs globally.
1) Amelka is a small water drop that lives in a Polish lake.
2) One day, Amelka is lifted into the air and joins a cloud, learning about the water cycle from other drops.
3) Amelka falls to earth as rain and meets Ursus, who shows Amelka how water is used by humans and plants.
4) Amelka experiences being used for washing dishes and learns about how water is distributed to homes through meeting other drops in the waterworks system.
5) In the end, Amelka is reunited with its family in the sea and understands its purpose and importance in the world.
The document provides information about Anna Vasa School in Golub-Dobrzyń, Poland. It describes the school as consisting of both a high school and junior high school located in the same building, situated near Golub Castle. The junior high has 7 classes while the high school has 15 classes across 3 forms that students can choose between with different academic profiles. The school has modern facilities like computers in every classroom, an interactive whiteboard, science and computer labs, a library, and sports facilities. Students enjoy the comfortable environment and friendly atmosphere.
The document introduces several Polish students who live with their families. Martyna is 15 and enjoys playing volleyball. Kasia also lives with her family and plays volleyball once a week. Their class has 14 girls and 15 boys who get along well. Many of the boys have hobbies like playing music instruments, basketball, or skateboarding. The girls also enjoy activities like singing, horseback riding, speedway, drawing, volleyball, and piano.
The students from Portugal shared their positive experiences from hosting students from other European countries as part of the Comenius Project meeting in Portugal. Key experiences mentioned included making new friends from other cultures, learning about new languages and places, enjoying organized activities and tours together, and viewing it as an unforgettable opportunity to experience different cultures and learn about their own culture.
The student discusses their experience participating in the Comenius project, an opportunity for students to travel abroad and live with host families in other countries. Through Comenius, the student visited Norway and hosted students from several European countries. They learned about different cultures through daily activities and interacting with international peers. While some students struggled with English at first, all became more comfortable communicating. The student feels they have grown by gaining confidence speaking English and meeting new people from other cultures through Comenius.
"Creating Competent Citizens using 4Cs": an Erasmus+ project, type KA229, school partnerships for the area of general education.
Programa Erasmus+ del IES Fuentesaúco (Zamora) de España con centros de Polonia, Italia, Rumanía, Portugal y Suecia.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn about other cultures, practice English, and make new international friends. They particularly enjoyed the sports day activities and visiting new places. The project helped improve their language skills and cultural understanding while allowing them to experience an amazing adventure.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
This document contains opinions from several Portuguese students about their experiences in the Comenius project. The students describe gaining new cultural understandings and forming strong friendships with other students. They highlight meaningful experiences like staying with host families in other countries and traveling abroad. The document also briefly outlines a Comenius meeting hosted in Sardoal, Portugal, and notes that participants were very satisfied. It concludes with a short section connecting the project's theme of religious tolerance to the legacy of Pope John Paul II and his relationship to the city of Fátima in Portugal.
Six students and two teachers from Poland went to Strasbourg, France for a project meeting with students from Italian and Spanish schools as part of the Comenius program. They participated in cultural activities and workshops, visited local sights, and began forming new international friendships. Later meetings were held in Poland, Italy, and Spain, allowing for further artistic collaboration and cultural exchange between the students through activities like dance lessons, photography classes, and talent shows. All involved felt the Comenius program was a hugely positive experience that helped them learn English and visit new places while getting to know amazing people from other countries.
The student went on a trip to Hungary as part of a European project called "Comenius". They spent two days in Budapest and visited Vienna. On the third day, they went to a school in Pustzamerges where they met students from other countries involved in the project, including Spain, Greece, Italy, Czech Republic, Romania, Turkey, UK, and Hungary. The trip provided an opportunity to improve English skills, meet new people, and learn about other cultures. One surprising aspect was differing mealtimes between countries. The student felt that travel is beneficial for learning and language development.
This project was funded by the European Commission and involved students from Italy, Turkey, Poland, and the Czech Republic. The goal was for students to experience other cultures, practice English, and work together on projects.
The narrator initially did not want to participate due to weak English skills, but decided to host two Italian students to get experience. They worked on projects together, including designing a logo and learning about each other's cultures and history.
The narrator then attended a meeting in Poland where they practiced job interviews and experienced Polish culture. They had fun traveling by train and learning about the city of Lublin. The narrator's English and cultural understanding improved through participating in the Comenius project.
Portuguese students impressions from the meeting in Portugal 26-20 April 2017
Erasmus+ project "Creative Teaching and Learning"
Host school of the meeting- Eskola Secundaria Maria Amalia Vaz de Carvalho, Lisbon,Portugal
The document contains comments from Bulgarian students about their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students note that the project allowed them to learn about other cultures, improve their English, and make new friends from other countries. They especially enjoyed participating in sports days and other joint activities.
Presenataion about Czech Republic - prezentacja o Republice Czeskiej przygotowana przez uczniów Gimnazjum im. Anny Wazówny w Golubiu-Dobrzyniu w ramach projektu Comenius We Guide Our Partners
The document discusses a preparatory meeting that took place in November 2009 in Golub-Dobrzyń. The meeting was likely held to discuss an upcoming event or plan of action. Key details of the discussions at the meeting are not provided in the short title.
The document discusses the author's interests in relaxing in the mountains, speedway racing, and football. Specifically, it mentions that speedway originated in Australia in 1923 and involves bikes racing around a dirt track. It also notes the author's favorite speedway club is Unibax Toruń from Poland and their fondness for watching Manchester United Football Club, one of the most popular clubs globally.
1) Amelka is a small water drop that lives in a Polish lake.
2) One day, Amelka is lifted into the air and joins a cloud, learning about the water cycle from other drops.
3) Amelka falls to earth as rain and meets Ursus, who shows Amelka how water is used by humans and plants.
4) Amelka experiences being used for washing dishes and learns about how water is distributed to homes through meeting other drops in the waterworks system.
5) In the end, Amelka is reunited with its family in the sea and understands its purpose and importance in the world.
The document provides information about Anna Vasa School in Golub-Dobrzyń, Poland. It describes the school as consisting of both a high school and junior high school located in the same building, situated near Golub Castle. The junior high has 7 classes while the high school has 15 classes across 3 forms that students can choose between with different academic profiles. The school has modern facilities like computers in every classroom, an interactive whiteboard, science and computer labs, a library, and sports facilities. Students enjoy the comfortable environment and friendly atmosphere.
The document introduces several Polish students who live with their families. Martyna is 15 and enjoys playing volleyball. Kasia also lives with her family and plays volleyball once a week. Their class has 14 girls and 15 boys who get along well. Many of the boys have hobbies like playing music instruments, basketball, or skateboarding. The girls also enjoy activities like singing, horseback riding, speedway, drawing, volleyball, and piano.
The students from Portugal shared their positive experiences from hosting students from other European countries as part of the Comenius Project meeting in Portugal. Key experiences mentioned included making new friends from other cultures, learning about new languages and places, enjoying organized activities and tours together, and viewing it as an unforgettable opportunity to experience different cultures and learn about their own culture.
The student discusses their experience participating in the Comenius project, an opportunity for students to travel abroad and live with host families in other countries. Through Comenius, the student visited Norway and hosted students from several European countries. They learned about different cultures through daily activities and interacting with international peers. While some students struggled with English at first, all became more comfortable communicating. The student feels they have grown by gaining confidence speaking English and meeting new people from other cultures through Comenius.
"Creating Competent Citizens using 4Cs": an Erasmus+ project, type KA229, school partnerships for the area of general education.
Programa Erasmus+ del IES Fuentesaúco (Zamora) de España con centros de Polonia, Italia, Rumanía, Portugal y Suecia.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn about other cultures, practice English, and make new international friends. They particularly enjoyed the sports day activities and visiting new places. The project helped improve their language skills and cultural understanding while allowing them to experience an amazing adventure.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic.
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
This document contains opinions from several Portuguese students about their experiences in the Comenius project. The students describe gaining new cultural understandings and forming strong friendships with other students. They highlight meaningful experiences like staying with host families in other countries and traveling abroad. The document also briefly outlines a Comenius meeting hosted in Sardoal, Portugal, and notes that participants were very satisfied. It concludes with a short section connecting the project's theme of religious tolerance to the legacy of Pope John Paul II and his relationship to the city of Fátima in Portugal.
Six students and two teachers from Poland went to Strasbourg, France for a project meeting with students from Italian and Spanish schools as part of the Comenius program. They participated in cultural activities and workshops, visited local sights, and began forming new international friendships. Later meetings were held in Poland, Italy, and Spain, allowing for further artistic collaboration and cultural exchange between the students through activities like dance lessons, photography classes, and talent shows. All involved felt the Comenius program was a hugely positive experience that helped them learn English and visit new places while getting to know amazing people from other countries.
The student went on a trip to Hungary as part of a European project called "Comenius". They spent two days in Budapest and visited Vienna. On the third day, they went to a school in Pustzamerges where they met students from other countries involved in the project, including Spain, Greece, Italy, Czech Republic, Romania, Turkey, UK, and Hungary. The trip provided an opportunity to improve English skills, meet new people, and learn about other cultures. One surprising aspect was differing mealtimes between countries. The student felt that travel is beneficial for learning and language development.
This project was funded by the European Commission and involved students from Italy, Turkey, Poland, and the Czech Republic. The goal was for students to experience other cultures, practice English, and work together on projects.
The narrator initially did not want to participate due to weak English skills, but decided to host two Italian students to get experience. They worked on projects together, including designing a logo and learning about each other's cultures and history.
The narrator then attended a meeting in Poland where they practiced job interviews and experienced Polish culture. They had fun traveling by train and learning about the city of Lublin. The narrator's English and cultural understanding improved through participating in the Comenius project.
Portuguese students impressions from the meeting in Portugal 26-20 April 2017
Erasmus+ project "Creative Teaching and Learning"
Host school of the meeting- Eskola Secundaria Maria Amalia Vaz de Carvalho, Lisbon,Portugal
The document contains comments from Bulgarian students about their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students note that the project allowed them to learn about other cultures, improve their English, and make new friends from other countries. They especially enjoyed participating in sports days and other joint activities.
Wolontariuszki Kasia i Dominika wzięły udział w projekcie wolontariatu "Together: a common challenge, a common responsibility"(2018-1-PL01-KA125-050111), finansowanym ze środków Komisji Europejskiej w ramach Programu Erasmus+. Działania realizowały w organizacji SOPRO - Organização Não Governamental de Solidariedade e Promoção w Barcelos, wPortugalii
The document summarizes a Comenius project involving schools from several European countries collaborating to learn about each other's cultures. Over the past school year:
1) The students initially introduced themselves by exchanging messages and photos. This helped them get to know one another before starting the project work.
2) They learned about the partner countries' locations, capital cities, currencies, and histories.
3) At various holidays, they exchanged cultural items like texts, presentations, gifts and pastries to learn how the holidays are celebrated in each place.
4) They had in-person meetings in Spain and Poland where they shared school work and experiences, made new friends, and learned directly about the host
Polish students' presentation on comenius englishPatoEva
This document summarizes the DROPS multilateral school partnership project between schools in Hungary, Spain, Austria, the Czech Republic, Portugal, Turkey, and Poland. The project involved student exchanges focused on different topics where students visited each other's cities and schools, learning about each other's cultures and traditions. Students improved their language skills, visited historic sites, and gained international experience through this lifelong learning program.
Students from Portugal participated in a student exchange program in Slovenia. Gonçalo enjoyed his homestay experience but did not like the school food. Tiago was warmly welcomed by his host family and enjoyed activities at the clean and organized school, especially sports and the water park. Beatriz was initially nervous but was made to feel at home by her host family. She enjoyed cultural experiences in Ljubljana and Beltinci and appreciated learning about other cultures through school programs. The exchange was a unique and unforgettable experience for all.
The document summarizes the first project meetings between schools participating in the "Seven Wonders of Our Region" Comenius project. It describes visits between partner schools in Slovakia, the Czech Republic, and Poland where students explored local wonders, exchanged cultural knowledge, and strengthened international partnerships. Activities included visiting landmarks, tasting traditional foods, and sharing school presentations. The initial project discoveries included the highest hills in each region. Students in all countries expressed enjoyment in learning about other cultures through the international collaboration.
The fifth meeting of the Comenius Project "WATERBORNE IDENTITIES" was held from April 24-29, 2014 in Verden, Germany. Participants included students and teachers from Norway, Spain, Turkey, Bulgaria, and the host country of Germany. The meeting included workshops on final project tasks and water conservation, visits to local schools and cultural sites, and a gala event where students shared performances representing their home countries. Feedback from participants indicated the meeting was a productive, beneficial, and memorable experience that allowed cultural exchange and relationship building between the partner countries.
This document contains summaries from several students who participated in a Comenius exchange program between Italy and Poland. The students describe activities they did such as visiting cultural sites, practicing sports together, and learning about each other's traditions. They found the experience very positive and it helped them learn English and about other cultures while also making new friends. The teachers also felt it was a valuable experience for professional and cultural learning.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Symmetry is seen in many areas of mathematics and comes in several types. Reflectional symmetry, or line symmetry, occurs when one half of a figure is a mirror image of the other half across a central line. Rotational symmetry exists when a figure can be rotated around a central point and overlap itself, with the smallest angle of rotation determining its order of symmetry. Point symmetry exists when every part of a figure has a matching part the same distance from the central point but in the opposite direction.
Students' annual evaluation of the Comenius projectgosiaa_g
The document summarizes surveys conducted among 68 Polish students who participated in a Comenius project aimed at increasing awareness about being globally aware. When asked about their reasons for participating, the most common responses were related to group work, learning about other cultures, and improving language skills. Students enjoyed activities like group projects, learning new information, developing skills, and communicating with foreign students. Suggested improvements included having more contact with partner schools through activities like video conferences and exchange visits.
Album Our Heritage Comenius Be Globally Awaregosiaa_g
The album Our Heritage was prepared as a common work of Comenius project Be Globally Aware by schools from: Denmark, Greece, Italy, Norway, Poland and UK
This document contains photos and descriptions of locations from several European countries that were visited as part of a student exchange program. It includes images and captions from Denmark, England, Greece, Italy, Norway, and Poland showing landmarks, historical sites, and areas of natural beauty. The goal was for students to learn about different cultures and share their experiences through pictures from their home countries.
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...Jason Yip
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
The Microsoft 365 Migration Tutorial For Beginner.pptxoperationspcvita
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...Fwdays
Direct losses from downtime in 1 minute = $5-$10 thousand dollars. Reputation is priceless.
As part of the talk, we will consider the architectural strategies necessary for the development of highly loaded fintech solutions. We will focus on using queues and streaming to efficiently work and manage large amounts of data in real-time and to minimize latency.
We will focus special attention on the architectural patterns used in the design of the fintech system, microservices and event-driven architecture, which ensure scalability, fault tolerance, and consistency of the entire system.
High performance Serverless Java on AWS- GoTo Amsterdam 2024Vadym Kazulkin
Java is for many years one of the most popular programming languages, but it used to have hard times in the Serverless community. Java is known for its high cold start times and high memory footprint, comparing to other programming languages like Node.js and Python. In this talk I'll look at the general best practices and techniques we can use to decrease memory consumption, cold start times for Java Serverless development on AWS including GraalVM (Native Image) and AWS own offering SnapStart based on Firecracker microVM snapshot and restore and CRaC (Coordinated Restore at Checkpoint) runtime hooks. I'll also provide a lot of benchmarking on Lambda functions trying out various deployment package sizes, Lambda memory settings, Java compilation options and HTTP (a)synchronous clients and measure their impact on cold and warm start times.
inQuba Webinar Mastering Customer Journey Management with Dr Graham HillLizaNolte
HERE IS YOUR WEBINAR CONTENT! 'Mastering Customer Journey Management with Dr. Graham Hill'. We hope you find the webinar recording both insightful and enjoyable.
In this webinar, we explored essential aspects of Customer Journey Management and personalization. Here’s a summary of the key insights and topics discussed:
Key Takeaways:
Understanding the Customer Journey: Dr. Hill emphasized the importance of mapping and understanding the complete customer journey to identify touchpoints and opportunities for improvement.
Personalization Strategies: We discussed how to leverage data and insights to create personalized experiences that resonate with customers.
Technology Integration: Insights were shared on how inQuba’s advanced technology can streamline customer interactions and drive operational efficiency.
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
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Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
"What does it really mean for your system to be available, or how to define w...Fwdays
We will talk about system monitoring from a few different angles. We will start by covering the basics, then discuss SLOs, how to define them, and why understanding the business well is crucial for success in this exercise.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
2. The best part of the Comenius Project I consider visiting the partner countries. Taking part in visit to Spain made it possible for me to meet many people, their culture, customs and lifestyle. It has also been an unforgettable chance to taste Iberian cuisine, learn the outline of the Spanish history and to admire their architectural masterpieces. It has been an unforgettable experience, I have always dreamt of visiting the country and now I feel like coming back. We can say, which is not an exaggeration, the Comenius Project makes your dreams come true, so it’s worth your participation. The Project is not only about visits, the tasks and activities done together are also worth paying attention to; the subject –based ones gave us new bits of knowledge in maths, history, or geography.
3. Mutual involvement in the task, which happened while filming the legend of our town brought about much fun, great atmosphere, and the feeling of satisfaction. The Comenius Project may have been the only occasion to make it happen. The mainstayof the project is, of course, the language which is essential for co-operation and communication; the better chance to practice your language skills is hard to imagine, then. Since the positives outnumber the negatives, you must join and enjoy! PrzemekWarnel, Poland The Comenius Project fascinates me. First, I had to learn to compile a film to go to Ostrava. I could meet my friends and work with them as a director. Then in Ostrava. I met lots of people. They were kind and polite. I got to know new cultures and studies new points of view. I really enjoyed this time. PawełPrzedpełski, Poland
4. I think the best parts of the Comenius project are the journeys. We prepare for them in advance. When everything (presentations, videos, etc.) is done we pack our suitcases and go to catch an adventure. We meet lots of people, we can practise English and, of course, have great fun. Asia Ścianowska, Poland The Comenius Project is very important for me, because I can study English and the history of other countries. I'll never forget the trip to Perpignan, it's a very beautiful city and the region is amazing. I met interesting people and now I have many friends. AgataGrajkowska, Poland
5. I have never thought the Comenius Project would be such a great adventure. I will never forget the places seen and people met. I’m so happy I could take part in it. I will miss you My Friends! Lena Jesionowska, Poland Taking part in the Comenius Project was an important experience to me. Thanks to it, I have learnt more about the history, culture and traditions of other European nations, but most of all I could observe the everyday life of ordinary people including my peers. I appreciate most being able to live for more than a week with French and English family and experience it myself. I love their hospitality and kindness towards me; they made my stay as enjoyable as possible. JacekSadowski, Poland
6. The Comenius Project is a great project for me. I have been to Spain and it was awesome. I met many people from other countries. I'm happy that I study English because thanks to that I can take part in this project. Sandra Dąbrowska, Poland I think that involvement and cooperation in the project was the great idea. Each pupil was more or less but engaged in it. We learnt much about other Countries’ culture, traditions, and lifestyles. The friendly and comfortable atmosphere made the visits pleasant for everyone. It was nice to find everyone outgoing. It would be nice to participate in another project of this kind. JanekPaprzycki, Poland
7. The Comenius Project has been an unforgettable experience to me. I had a chance to go to Spain where I met wonderful people. The first task I did was the paper model of our Town, then the History and culture projects; I like best working in task – based groups. It gave me the possibility to practice my interpersonal and cooperative skills, which makes you responsible for your work and enhances your motivation and self – confidence. I would recommendthe Project to everybody. KasiaRyłowicz, Poland The Comenius Project is an interesting enterprise. All the tasks I have engaged myself into let me find out more about the culture and everyday habits of other Nations. I’m most happy had a chance to go to France. I recommend taking part in the Comenius Project. It’s worth it. Ola Radecka, Poland
8. The Comenius Project was a fascinating experience for me, considering all its aspects. I learnt a lot taking part in it. My involvement and hard work gave me the possibility to visit England. There were also numerous occasions to explore the vicinity of our Town. I learnt much from them and remember all of them well. PatrycjaGórska, Poland I was involved into Comenius Project thanks to my friend Małgorzata Garkowska, who encouraged me a lot to start such responsible undertaking. Never before a similar adventure had been done in our school so my experience was rather tiny and frankly speaking I was a little bit afraid. However the preparatory meeting in autumn 2007 changed the feeling of fear into very enthusiastic attitude towards to project as nice and friendly teachers arrived to our school.
9. The main idea of the project was born pretty fast and there was no problem to create all its parts. The result of this early successful cooperation could not be different – our project got top points and both Małgorzata and I were deeply delighted with it. Motivated enough, we started preparing first presentations with students for the meeting in Ostrava. The two years of the project has passed quickly. Meanwhile together with other teachers from our school and of course dozens of students we have made many fine presentations, posters, films, exhibitions and displays. It gave me a lot of pleasure to cooperate with so many people at the same time and cope with some problems. I always tried to do my job well as the standard of Czech, British, French and Spanish presentations were always high and nobody wanted to stay behind.
10. Thanks to Comenius Project I visited foreign schools, made friends with outstanding foreign teachers, met their “home” professional problems, learned their culture and environment. Short trips around let me know the geographical elements of geology, climate and plants. When I look back at those two years which have almost passed, I can recall busy and sometime tiring days but I cannot imagine life without our project. Now I wish to thank Małgorzata and all of our foreign friends for everything we have done together. I am also deeply moved with our students’ work, who surprised me many times with their creativity and engagement into the project. I took lots of photos during that time and I am sure they will bring me the best memories of my life. MrPiotrWiśniewski, geography teacher, Poland
11. We went to Spain all nervous and worried about the trip and what our host families would be like. We travelled by plane from Heathrow to Madrid where we then took a plane to Bilbao and then a bus to Haro. Where Mr Parnell lost his suitcase but got it back! We then met up with our host families which all spoke very good English which was good so we could communicate on the first day we went to look around a famous winery which was very interesting and we also had a tour around Haro. On Saturdaywe went to the capital of La Rioja, (the region) Logroño, which is a stop for the pilgrims that go to Santiago and the old church of Santiago we really enjoyed our self. The next day we went with our host families to a place. I visited a mountain village famous for its wool and its ski resort. The Spanish culture is really different as they have lunch much later than we do at about half 2 and then have a siesta in till 4. They then go out with their friends till 10 where they return for their diner at half 10 and most go to sleep at midnight! I have got used to the different culture and really enjoyed my trip and so did everyone else we all had a great time! Michael Winders, UK
12. As part of the Comenius Project I hosted a student from the Czech Republic. I really enjoyed the chance to host someone from another country and learn about their culture whilst they experienced mine. The student my Mum and I hosted was a 17yr old boy named Ondrej. At first I thought it was going to be awkward, on paper we didn’t seem to have that much in common except one year age gap. But when he arrived it was like my older brother was home. Except Ondrej could play the piano. I think that’s my most vivid memory from the first couple of days. I was standing in the kitchen washing the dishes with my mum when suddenly the house was filled with the sound of Bohemian Rhapsody being played with absolute vigour on our piano. He was amazing.His repertoire of songs was immense, ranging from ACDC to Queen to old Czech songs; and all from memory. Some of his best playing was Jazz improvisation though.
13. Every night, no matter how exhausting our day, we would talk for ages. One night, the topic was geography. My mum and Ondrej had one big thing in common, they had both travelled in the area and wanted to travel some more. They even went so far as to get out my mum’s maps and look at the borders of countries and name the places they’d been and what they remember. It was great to be able to find something he was passionate about where his English was more than good enough. A large proportion of Ondrej’s and mine chats were about language and often the peculiarity of the English language. One night, we sat watching TV and began talking about the differences between American English and what we the English think of as English. Ondrej and I believe the Czech students in particular were incredibly good at English. They are a definite example that is you start learning a language early on in life it’s easier to pick up and continue to learn. Ondrej had been learning English for as long as he was at school. Ellie Booth, UK
14. When the taxi pulled up outside of my home on Thursday morning at 3am I must admit to feeling the slightest sense of disbelief, a disbelief that I had agreed, along with Mrs Doherty, to get up at 3am in the morning and embark upon a thirteen hour journey to..... Spain! It is pertinent to mention this first as it was the only occasion during the entire trip that I experienced anything approaching a negative thought. I would confidently say that this was also the case for the majority our travelling party. When we finally arrived in Haro after three bus journeys and two flights, the latter of which we managed to catch with a mere two minutes to spare, we were met by our Spanish friends. From this moment to the time that we left we were treated as part of their family. Obviously there was some trepidation for Mrs Doherty and me when we left our students in the hands of the Spanish hosting families, especially considering that we had spent thirteen hours together with only Alex’s Nintendo DS for diversion!
15.
16. Meet and share experiences with host students and families.
19. Get used to getting along with people from different nationalities.
20. Know about other countries and their culture. Lourdes Ellacuría, Spain
21. Our students in general wanted to undertake this adventure and were really motivated. Some of the students involved in the project had already got several similar experiences to this previously, so they encouraged their school mates to take part in the Comenius. Only the students who were really interested in attending the project, took part in it. The preparation of the videoconferences, film and presentations supposed a hard effort by the part of the students and from the beginning to the end they were the real authors. The teachers were only a guide since they must learn that autonomous work is essential to develop as students and individuals. InésSomalo, Spain We would never allow students to criticize other people’s customs because respect and education is basic. InésSomalo and IvanaArnedo, Spain
22. In the beginning, students did not know what the project activities would exactly consist of; because of this, they only expected to make some power point presentations. They did not expect to learn many things of the new technologies of information and communication (ICT). However, they were really excited when they discovered that some of the presentations would be films; as these films were being made, students recognized that they were learning a lot about it. As the project developed and we started to work on it and we enjoyed our meetings in the different countries, all of us agreed in the fact that this kind of activity really promotes what we were looking for. At the beginning of it, students admitted that they could not explain what a day in the life of a student in any of the other countries would be like; requested to make a guess, they answered that they supposed it would be similar to theirs. The shooting of the film is worth a special chapter because neither students nor teachers had the slightest idea of how to make a film and honestly, we still don’t have it, we just did our best. IvanaArnedo, Spain
23. During the Comenius Exchanges were sometimes tiring but amazing. Do you know what it is to belong to a group of nearly fifty people in which five languages can be heard? Communication was the most difficult but most important aim for us during our stay in the foreign countries. They remind us that it took them time to understand other students but once they got to know one another, we were able to communicate quite well in English. Javier Collado, Spain Thanks to the presentations, we learnt a lot of things about the partner countries and became interested in the culture, geography, customs and history. We also add that some of the presentations and films were really funny. Gonzalo Sánchez, Spain
24. The aspect we were most worried about at the beginning had to do with food. At the end of the project, none of us considered we had had problems worth mentioning; what is more, they greatly enjoyed tasting new different dishes and discovering the eating habits of the other countries. Mar Ortega, Spain All the students who participated in the Comenius agree that the experience was very positive for several reasons. Many of us would like to repeat the experience and participate in future projects. At the end of May 2010, when we were asked about the extent to which their knowledge of the cultures of the participating schools, we stated that we had learnt a great amount of things about the life, customs and culture of our Comenius mates. Ariadne Varela, Spain
25. The most outstanding feature is that we really enjoyed going abroad and meeting foreign people. In general, we liked the majority of the activities carried out in the different countries we liked them because they were very varied and each country offered its own peculiarities. Ana Pérez, Spain Exchanges between students were satisfactory and we think it is a good way to make friends. They become aware of the differences between countries and concluded that differences are positive because they define us and make us unique. María de la Fuente, Spain
26. I really enjoyed the whole Comenius project. I shoot the films with my friends and it was great fun. I also like films of our partners, especially English ones. The visit in Winchester was really splendid; I enjoyed the stay with the family and discussions with parents. I only regret that I cannot speak better English, because I sometimes was not able to express myself. And of course the best thing about the Comenius was making friends. I made many new friends – even among some teachers – and I have already visited my mate Denis in France on my own. It was great, I stayed with his family, and I can come again. I will, I am looking forward to it. And my parents are really happy with the project. The want me to travel as much as possible and so they support my going abroad, both with school and on my own. OndřejGrošaft, Czech Republic
27. I did not go abroad, but I still enjoyed the project, especially shooting the legend and other films. It was great fun; I would like to shoot more films like that at school, not only for Comenius project. I hope others enjoyed the film too. British films were good, maybe the best, but all the films about legend were really nice. Jan Lazar, Czech Republic I enjoyed hosting student from Spain. That was really something new for me. Their habits are different from ours and it was nice to learn it. And we went to tea-rooms and play bowling and have a lot of fun. Going to Spain was also great, I made new friends and Spanish food was great and the weather was nice and Spanish families and parents were so friendly. Preparing the presentations was not so funny, but sometimes it was really interesting to learn new things about different countries. Lucie Kůtrová, Czech Republic
28. I like the best the stay in Spain. It was tiring but fantastic. I spend five days with my friends and did not have to go to school. I took part in most of the videoconferences, they were really funny even though we had technical problems and we could not speak, only listen. I would like to do more of them. I am looking forward to go to Poland. I hope this will be the best part of the Comenius. DenisaRabatinová, Czech Republic I will go to Poland, so I think that will be the best part of the project for me. I enjoyed hosting students at our school and home. It was really fantastic: we went to party and tearoom, and made friends and I was able to speak in English and a bit Spanish. Daniela Delongová, Czech Republic
29. I enjoyed the stay in England. The travel by bus was horrible, but it was worth of going. I had a chance to improve my English; I even bought some books in English, and England is really nice country. I am looking forward to going there again. And I liked British humour; it was simply fun to speak with English people. There were so many great things about the project, I enjoyed the visit in Ostrava also: to see all people from different countries trying to understand one another and to cooperate and their different views and manners and ... it was quite interesting an experience. Michal Hurta, Czech Republic
30. It was great to have a foreign student at home. My parents speak English only a little, so i was translated for them, I liked that. And stay in France was really perfect, everything about it. I would like to visit my hosting family once again. My friend was in Winchester and she said it was great too. I would like to go to all other countries; I hope I will do on my own, once. VeronikaVolná, Czech Republic I like shooting of films; that is something really new for our students. The project is really great chance to speak English; and staying abroad is the best way how to learn them. To make friends with students from foreign countries – that is the best motivation one can have. PetrPopule, Czech Republic
31. I really appreciated to meet teenagers like me from England, Poland, Spain or Czech Republic! Naywelle, France I loved to go to London during my stay in England. Malika, France I enjoyed the days I spent in Spain and I could speak Spanish with the family I stayed with! Marianne, France
32. It was nice to speak with girls and boys from different countries. I think I improved my English speaking! Hajar, France I went to England in October: It was very interesting to visit a country I didn’t know! Brittany, France I lost the group in London, but the teachers finally found me! It made everybody laugh! The Comenius trip is a very good remember at last! Achilles, France
33. I really enjoyed my stay in Winchester, the family and girl I was with were very kind people, it was very funny to visit the big tower in Portsmouth Jeremy, France The thing I like in the Comenius project is to meet each time English, Spanish, Czech and Polish boys and girls. Now I write to some of them using the Internet, we have became friends! Alexia, France