BlueBox Loyalty, POS and Inventory Integrationblueboxadmin
The BlueBox offers a fully integrated POS, loyalty, and inventory management solution. It is a web-based software that allows businesses to manage sales, customer loyalty programs, and inventory from any location. Some key facts are that the company was founded in 1998 and now has over 300 clients globally across various industries including retail, manufacturing, and hospitality. The software provides features such as online and mobile sales, customer accounts, reports, and seamless integration between modules.
BlueBox Loyalty, POS and Inventory Integrationblueboxadmin
The BlueBox offers a fully integrated POS, loyalty, and inventory management solution. It is a web-based software that allows businesses to manage sales, customer loyalty programs, and inventory from any location. Some key facts are that the company was founded in 1998 and now has over 300 clients globally across various industries including retail, manufacturing, and hospitality. The software provides features such as online and mobile sales, customer accounts, reports, and seamless integration between modules.
The document discusses the educational role of Web 2.0 technologies and the shift towards learner-produced and social learning. It defines Web 2.0 as technologies that enable reading, writing, sharing, social networking, and participation through blogs, wikis, and other collaboration tools. The document advocates using these tools to produce collaborative work and learning through case studies, while relating uses to one's own teaching practice.
Telemedicine Clinic (TMC) is Europe’s leading teleradiology provider. TMC pioneered teleradiology services in Europe when it was founded in 2002 and has since become a vital partner for more than 100 radiology departments in Sweden, Denmark, Norway, UK, Spain and Germany. This year, our team of more than 120 highly specialised radiologists will report more than a quarter of a million cases, making a significant positive impact in the life of hospital staff and patients.
This is a book about our culture. About who we are, why we do what we do, and how we go about it. Our culture is the most precious asset our company has. In the long run, it will be our culture that determines our success. We need to preserve it and develop its strengths. We do not invent our culture with this book. We only document our existing culture and make it explicit. This book is a communication tool.
At the heart of our culture are our core purpose and our core values. Our core purpose reminds us why we are in this business. Our core values describe how we do things at TMC, the behaviours we need to consistently demonstrate in our daily work. We also explain the beliefs that lead us to hold and promote these specific values.
Common purpose and values create alignment, focus and help us make the right choices—in big and in small matters. All our decisions need to respect and reflect the philosophy expressed in this document.
We wrote this book for us, the team members of TMC. But we happily share our thoughts with clients, partners, vendors and people interested in working with us, hoping they hold us accountable to what we claim on these pages.
This document summarizes a presentation given at the European Wind Energy Conference on navigating interconnection and transmission processes in major US electricity markets. It provides an overview of key transmission policy issues, the Federal Energy Regulatory Commission's generator interconnection process, and regional interconnection processes in MISO, SPP, CAISO, PJM, and ERCOT. It also discusses challenges such as queue clogging and the importance of industry organizations in responding to barriers to wind energy development.
O documento discute a importância da educação para o desenvolvimento da sociedade e do indivíduo. A educação promove o progresso social e econômico ao capacitar as pessoas com conhecimento e habilidades. Uma população educada é essencial para o crescimento sustentável de uma nação.
180 Moires is a social cooperative enterprise in Greece that aims to provide experiential learning and development opportunities for economically inactive groups. It focuses on reintegration and workforce activation. The Omikron Project recently mapped over 400 grassroots groups in Greece, around 100 of which are involved in art, culture, and education. 180 Moires finds it easier to collaborate with these creative groups. The document encourages taking the first step to have conversations about opportunities for partnership.
The document summarizes a professional collaboration workshop between Chris Sabino (Math) and Gitte Maronde (ELL). It lists the digital tools used - Doodle, Wallwisher, Dropbox, Google Docs, Google Calendar, Google Forms. It provides an agenda for the workshop which includes using these tools to coordinate tasks, share ideas by adding words to a virtual wall, create a wish list, add birthdays to a calendar, and make an online survey form. It concludes by thanking participants and directing them to complete the workshop survey.
This document discusses the impact of a natural disaster on families without insurance who will struggle to rebuild and replace lost homes and possessions. It encourages taking time to appreciate what you have and consider helping those affected, such as by donating to the Global Development Group who can assist families through their APCO J72 program by contacting their website or phone number provided.
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.
As part of EUNIC’s program “Think Social. Act Business”, policy influencers and social organisations, researchers from across Europe will come together in Athens for a one day policy dialogue and parallel workshops to share and learn from experiences in the Social Enterprise sector in the region.
The project builds on the special focus of the European Commission on Social Economy Development, and responds to an evidenced need for 1) increased opportunities for sharing expertise and 2) a need to develop the support structures that allow social enterprises to flourish and 3) the opportunity for transnational capacity building of the social entrepreneurship ecosystem.
The conference is supported by the Austrian Embassy in Athens, the British Council, Goethe Institute, Italian Cultural Institute, Instituto Cervantes, Konrad-Adenauer-Stiftung, the Polish Embassy in Athens, the Anna Lindh Foundation, 180°, Municipality of Athens and Athens Development and Destination Management Agency and John S. Latsis Public Benefit Foundation.
This short list highlights some of Katie Johnson's favorite activities and pastimes which include spending time with family and friends, cooking, reading, traveling, watching movies, and shopping.
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 developing mental illness and improve symptoms for those who already have a condition.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
Astronomy curricula for different ages and cultural backgroundsJacekKupras
This document outlines astronomy curricula for different age groups and cultural backgrounds developed by EUNAWE Germany. It provides guidelines for teaching astronomy concepts to children ages 4-10 in a developmentally appropriate way that links both mythical and scientific thinking. Younger children ages 4-6 focus on observational skills and classification through stories and pretend play. Children ages 6-8 learn about the earth, sun, moon and planets through models and explanations while inspiring curiosity in astronomy. For ages 8-10, the curriculum emphasizes abstract thinking through hands-on observations, models, explanations and biographies of astronomers while introducing more advanced topics like other solar systems. The overall approach aims to foster interest in science, global citizenship and intercultural understanding.
The document discusses the educational role of Web 2.0 technologies and the shift towards learner-produced and social learning. It defines Web 2.0 as technologies that enable reading, writing, sharing, social networking, and participation through blogs, wikis, and other collaboration tools. The document advocates using these tools to produce collaborative work and learning through case studies, while relating uses to one's own teaching practice.
Telemedicine Clinic (TMC) is Europe’s leading teleradiology provider. TMC pioneered teleradiology services in Europe when it was founded in 2002 and has since become a vital partner for more than 100 radiology departments in Sweden, Denmark, Norway, UK, Spain and Germany. This year, our team of more than 120 highly specialised radiologists will report more than a quarter of a million cases, making a significant positive impact in the life of hospital staff and patients.
This is a book about our culture. About who we are, why we do what we do, and how we go about it. Our culture is the most precious asset our company has. In the long run, it will be our culture that determines our success. We need to preserve it and develop its strengths. We do not invent our culture with this book. We only document our existing culture and make it explicit. This book is a communication tool.
At the heart of our culture are our core purpose and our core values. Our core purpose reminds us why we are in this business. Our core values describe how we do things at TMC, the behaviours we need to consistently demonstrate in our daily work. We also explain the beliefs that lead us to hold and promote these specific values.
Common purpose and values create alignment, focus and help us make the right choices—in big and in small matters. All our decisions need to respect and reflect the philosophy expressed in this document.
We wrote this book for us, the team members of TMC. But we happily share our thoughts with clients, partners, vendors and people interested in working with us, hoping they hold us accountable to what we claim on these pages.
This document summarizes a presentation given at the European Wind Energy Conference on navigating interconnection and transmission processes in major US electricity markets. It provides an overview of key transmission policy issues, the Federal Energy Regulatory Commission's generator interconnection process, and regional interconnection processes in MISO, SPP, CAISO, PJM, and ERCOT. It also discusses challenges such as queue clogging and the importance of industry organizations in responding to barriers to wind energy development.
O documento discute a importância da educação para o desenvolvimento da sociedade e do indivíduo. A educação promove o progresso social e econômico ao capacitar as pessoas com conhecimento e habilidades. Uma população educada é essencial para o crescimento sustentável de uma nação.
180 Moires is a social cooperative enterprise in Greece that aims to provide experiential learning and development opportunities for economically inactive groups. It focuses on reintegration and workforce activation. The Omikron Project recently mapped over 400 grassroots groups in Greece, around 100 of which are involved in art, culture, and education. 180 Moires finds it easier to collaborate with these creative groups. The document encourages taking the first step to have conversations about opportunities for partnership.
The document summarizes a professional collaboration workshop between Chris Sabino (Math) and Gitte Maronde (ELL). It lists the digital tools used - Doodle, Wallwisher, Dropbox, Google Docs, Google Calendar, Google Forms. It provides an agenda for the workshop which includes using these tools to coordinate tasks, share ideas by adding words to a virtual wall, create a wish list, add birthdays to a calendar, and make an online survey form. It concludes by thanking participants and directing them to complete the workshop survey.
This document discusses the impact of a natural disaster on families without insurance who will struggle to rebuild and replace lost homes and possessions. It encourages taking time to appreciate what you have and consider helping those affected, such as by donating to the Global Development Group who can assist families through their APCO J72 program by contacting their website or phone number provided.
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.
As part of EUNIC’s program “Think Social. Act Business”, policy influencers and social organisations, researchers from across Europe will come together in Athens for a one day policy dialogue and parallel workshops to share and learn from experiences in the Social Enterprise sector in the region.
The project builds on the special focus of the European Commission on Social Economy Development, and responds to an evidenced need for 1) increased opportunities for sharing expertise and 2) a need to develop the support structures that allow social enterprises to flourish and 3) the opportunity for transnational capacity building of the social entrepreneurship ecosystem.
The conference is supported by the Austrian Embassy in Athens, the British Council, Goethe Institute, Italian Cultural Institute, Instituto Cervantes, Konrad-Adenauer-Stiftung, the Polish Embassy in Athens, the Anna Lindh Foundation, 180°, Municipality of Athens and Athens Development and Destination Management Agency and John S. Latsis Public Benefit Foundation.
This short list highlights some of Katie Johnson's favorite activities and pastimes which include spending time with family and friends, cooking, reading, traveling, watching movies, and shopping.
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 developing mental illness and improve symptoms for those who already have a condition.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
Astronomy curricula for different ages and cultural backgroundsJacekKupras
This document outlines astronomy curricula for different age groups and cultural backgrounds developed by EUNAWE Germany. It provides guidelines for teaching astronomy concepts to children ages 4-10 in a developmentally appropriate way that links both mythical and scientific thinking. Younger children ages 4-6 focus on observational skills and classification through stories and pretend play. Children ages 6-8 learn about the earth, sun, moon and planets through models and explanations while inspiring curiosity in astronomy. For ages 8-10, the curriculum emphasizes abstract thinking through hands-on observations, models, explanations and biographies of astronomers while introducing more advanced topics like other solar systems. The overall approach aims to foster interest in science, global citizenship and intercultural understanding.
EU-Universe Awareness uses astronomy to encourage children's interest in science and technology and foster global citizenship. Its Universe in a Box program provides hands-on activities and materials to teach difficult astronomy concepts simply to children ages 4-10. The program aims to help children understand their place in the greater universe through activities on the moon, earth, sun, planets, and constellations while promoting respect for other cultures and environmental stewardship. Universe in a Box uses a modular approach with inquiry-based learning to gradually expand children's worldview.
Curiosity is a car-sized Mars rover launching in 2011 to explore Gale Crater using a variety of scientific instruments. It will characterize the planet's geology and climate, assess biological potential, and prepare for future human exploration. Curiosity will use a sky crane maneuver for the first precise landing on Mars and employ a nuclear power source to investigate rocks and soil with tools including cameras, a laser, spectrometers, and a drill. The rover is expected to operate for one Martian year, relaying data to Earth via orbiters to further understand if Mars could have supported microbial life.
The document describes a 21st Century Skills Map created by The Partnership in cooperation with the National Science Teachers Association to illustrate the intersection between 21st Century Skills and the core subject of Science. The map was developed through extensive research and feedback from educators and business leaders. It provides examples of how skills like critical thinking, creativity, collaboration, and communication can be integrated into Science learning at various grade levels. The goal is to help students advance their learning in core subjects and prepare for the future.
The document contains details of images taken by camera 3644 to 3697 from March 22, 2012 to April 6, 2012. It lists the date, time, orbit number, camera status and location photographed for each image taken. Many entries note the camera system was unavailable and list locations in Africa, Australia, South America and elsewhere.
This document provides an introduction to a guide for teaching computational thinking concepts through creative computing with Scratch. The guide is organized as a series of 20 sessions covering 5 topics. It introduces Scratch and design-based learning approaches. The document outlines the structure and content of the guide, as well as its origins from workshops hosted by the Scratch team.
1. Pakiet rodzinny: przewodnik obserwacji
www.globeatnight.org
21 lutego i 06 marca 2011 r.
Zachęcamy uczniów i rodziny do udziału w globalnej Pięć prostych kroków łowców gwiazd :
kampanii obserwacyjnej jasności widocznych gwi- (www.globeatnight.gov/observe.html)
azd, jako sposobu oceny zanieczyszczenia światłem w
danym miejscu na Ziemi. Wasz wkład w internetową 1) Określ długość i szerokość geograficzną
bazę danych pozwoli na udokumentowanie widzialności miejsca obserwacji dowolną z poniższych metod:
nocnego nieba. Odszukując i obserwując Oriona na a. Odbiornik GPS w miejscu obserwacji. Proszę wpisać
niebie, uczniowie z całego świata poznają w jaki tyle miejsc po przecinku, ile wskazuje odbiornik.
sposób światła z ich otoczenia mają wpływ na zaniec- b. Odwiedź stronę www.maporama.com i znajdź
zyszczenie nieba światłem. swoją ulicę. Długość i szerokość geograficzna
wyświetlą się poniżej mapy.
Potrzebne materiały: c. Mapa topograficzna d. Program komputerowy
• Pakiet rodzinny GLOBE at Night Google Earth albo NASA World Wind
• Odbiornik GPS, witryna internetowa Maporama
(www.maporama.com), program Google Earth, pro- 2) Znajdź Oriona wychodząc na zewnątrz godzinę
gram NASA World Wind lub mapa topograficzna do po zachodzie Słońca (pomiędzy 20, a 22 czasu
ustalenia szerokości i długości geograficznej miejsca lokalnego)
obserwacji a) Odnajdź najciemniejszy obszar w miejscu obser-
• Podkładka do pisania (np. tekturka) wacji, taki z którego widać najwięcej gwiazd w ki-
• Coś do pisania (długopis lub ołówek) erunku gwiazdozbioru Oriona. Jeżeli masz dodatkowe
• Latarka z czerwonym światłem (Czerwone światło oświetlenie, upewnij się, że jest wyłączone.
można otrzymać zakrywając latarkę brązową torebką b) Poczekaj na zewnątrz co najmniej 10 minut, dopó-
z papieru lub czerwonym celofanem i spinając torebkę ki oczy nie przystosują się do ciemności.
klamerką, aby mieć pewność, że latarka nie wypad- c) Odnajdź na niebie Oriona. Możesz skorzystać z
nie podczas prowadzenia obserwacji.) mapki ułatwiającej jego odnalezienie, przygotowanej
dla Twojej szerokości geograficznej: www.globeat-
Pamiętaj, najpierw bezpieczeństwo! night.gov/observe_finder.html
• Proszę samemu ocenić czy uczeń musi mieć towar-
zystwo osoby dorosłej, przebywając wieczorem poza 3) Dopasuj widok nocnego nieba do jednej z
domem w miejscu zamieszkania. Zachęcamy do mapek jasności (strony 2-3)
wykonania zadania razem z uczniem. a) Wybierz mapkę, która najbardziej pasuje do tego,
• Upewnij się, że uczeń jest odpowiednio ubrany w co widzisz.
stosunku do warunków pogodowych i do ciemności b) Oszacuj pokrycie nieba chmurami.
(jasne kolory ubrań i elementy odblaskowe). c) Wypełnij kartę obserwacji (strona 4).
• Wybierając najciemniejszy obszar w swojej okolicy,
upewnij się, że uczeń nie znajduje się zbyt blisko 4) Prześlij swój raport przez Internet na:
przejeżdżających samochodów, krawędzi balkonu lub www.globeatnight.gov/report.html
jakiegokolwiek innego niebezpieczeństwa. a) Twoje obserwacje mogą zostać wykonane w do-
wolnym dniu pomiędzy 21 lutego i 06 marca 2011 r.
b) Wykonaj to ponownie dla innego miejsca obser-
wacji!.
Wielokrotne obserwacje: Możesz wykonać więcej
niż jedną obserwację, przechodząc do nowego miejsca, 5) Porównaj swoje obserwacje z tysiącami innych
oddalonego o co najmniej 1 km od poprzedniego. Nie z całego świata na:
zapomnij ustalić nowych współrzędnych szerokości i www.globeatnight.gov/analyze.html
długości geograficznej. Wielokrotne obserwacje można
wykonać tego samego wieczoru lub w inny wieczór od
21 lutego i 06 marca 2011 r.
Uwaga dla wyższych szerokości geogra-ficznych
(>50 N lub S): Orion będzie nisko nad horyzontem,
trzeba zatem wykonać obserwacje raczej bliżej 19:00,
niż 22:00, ponieważ gwiazdozbiór zajdzie za horyzont.
GLOBE at Night – Pakiet rodzinny – strona 1
2. Pakiet rodzinny: mapki jasności
www.globeatnight.org
21 lutego i 06 marca 2011 r.
Mapki zostały wygenerowane dla półkuli północnej
Proszę odpowiednio zorientować kartkę, w zależności od miejsca obserwacji.
Widok z półkuli północnej
C 1
< 0.50 mag < 1.50 mag
Podpowiedź: nie można zobaczyć Oriona, Podpowiedź: widać tylko kilka
gdyż zakrywają go chmury. najjaśniejszych gwiazd w Orionie.
Widok z okolic
równika
2 3
< 2.50 mag < 3.50 mag
Podpowiedź: widać dwie gwiazdy w Podpowiedź: widać trzy gwiazdy w pasie Orio-
pasie Oriona. na.
Widok z półkuli południowej
GLOBE at Night – Pakiet rodzinny – strona 2
3. Pakiet rodzinny: mapki jasności
www.globeatnight.org
21 lutego i 06 marca 2011 r.
Mapki zostały wygenerowane dla półkuli północnej
Proszę odpowiednio zorientować kartkę, w zależności od miejsca obserwacji.
Widok z półkuli północnej
4 5
< 4.50 mag < 5.50 mag
Podpowiedź: widać cztery gwiazdy Podpowiedź: widać sześć gwiazd w pasie
w pasie Oriona. Oriona, a także jego miecz.
Widok z okolic
równika
6 7
< 6.50 mag < 7.50 mag
Podpowiedź: widać wiele gwiazd w pasie Podpowiedź: Nie da się zobaczyć tylu gwiazd!
Oriona, jego miecz jest dobrze widoczny.
Widok z półkuli południowej
GLOBE at Night – Pakiet rodzinny – strona 3
4. Pakiet rodzinny: karta obserwacji
www.globeatnight.org
21 lutego i 06 marca 2011 r.
Pola oznaczone * są wymagane
*Data: ____________ 2011
*Czas obserwacji: ____:____ czasu lokalnego (GG:MM) *Kraj: __________________
*Szerokość geograficzna _____ stopni ____min_____sek
albo _________ stopni dziesiętnych (północna (N) / południowa (S)
*Długość geograficzna _____ stopni ____min_____sek
albo _________ stopni dziesiętnych (wschodnia (E) / zachodnia (W)
Uwagi do miejsca obserwacji: (np. w odległości 50 m jest jedna lampa uliczna, ale zasłonięta w moim polu widzenia)
Zaznacz, które gwiazdy możesz zobaczyć, wybierając odpowiednią mapkę
< 0.50 mag < 1.50 mag < 2.50 mag < 3.50 mag
niebo mapka mapka mapka
zachmurzone 1 magnitudo 2 magnitudo 3 magnitudo
< 4.50 mag < 5.50 mag < 6.50 mag < 7.50 mag
mapka mapka mapka mapka
4 magnitudo 5 magnitudo 6 magnitudo 7 magnitudo
Opcjonalny odczyt z urządzenia Unihedron Sky Quality Meter: __________
Opcjonalny numer seryjny urządzenia Unihedron Sky Quality Meter: __________
* Oceń pokrycie nieba chmurami:
Czyste niebo Chmury na 1/4 nieba Chmury na 1/2 del nieba Chmury na ponad 1/2 nieba.
Uwagi do warunków panujących na niebie: (np. na północy widać niewielką mgłę)
Dodatkowe komentarze:
Wyślij raport przez Internet: www.globeatnight.org/report.html
GLOBE at Night – Pakiet rodzinny – strona 4