Ulysses Elytis was a Greek poet who won the 1979 Nobel Prize for Literature. He said that if Greece is disintegrated, you will be left with an olive tree, a vineyard, and a boat - referring to Greece's agricultural productivity and shipping industry as the forces that can rebuild the country. Melina Merkouri was an actress and politician who believed Greece's legacy and fortune lies in its culture and tourism. She fought to return the Parthenon Marbles from the British Museum to Athens. Xenophon Zolotas was a Greek economist who served as Governor of the Bank of Greece and Prime Minister. He gave a famous speech in Washington D.C. using only words of Greek origin to
Israeli Drama and the Israeli/Palestinian ConflictNicole Goldstein
This was the presentation that I gave on October 6th, 2015. I talk about the Israeli/Palestinian Conflict and how it affects not only Israeli theatre, but give a global perspective on the theatrical arts around the world.
This presentation (solely a draft right now) talks about the Palestinian/Israeli conflict, how it affects theatre and the global stance that artists and playwrights have taken with this subject.
Israeli Drama and the Israeli/Palestinian ConflictNicole Goldstein
This was the presentation that I gave on October 6th, 2015. I talk about the Israeli/Palestinian Conflict and how it affects not only Israeli theatre, but give a global perspective on the theatrical arts around the world.
This presentation (solely a draft right now) talks about the Palestinian/Israeli conflict, how it affects theatre and the global stance that artists and playwrights have taken with this subject.
Chapter 1 Education and International Devlopment.htmlInternati.docxketurahhazelhurst
Chapter 1 Education and International Devlopment.html
International development is an area with contested beginnings, perspectives, pathways, alliances and positions of critique. Writers and practitioners concerned with education have engaged with international development invoking a range of ideas, policies and practices. Yet the kind of role education has taken or been given in this process has often been dictated by other more powerful disciplines or alliances. Its potential to offer a space for critical reflexivity with regard to development has been somewhat undervalued. This chapter aims to provide a short background history of education and international development as a context for the theoretical reviews and analyses of issues that follow.
Beginnings
In January 1961, the United Nations (UN) announced that the 1960s would be the decade for development. The concept of development it used was expressed in the call to member states and their peoples to work together ‘to accelerate growth of the economy of the individual nations and their social advancement’ (United Nations 1961, p. 17). Although this portrayal of development invoked state and non-state processes and referred to economic and social relations, the emphasis was very much on economic development. A key target for the decade was increasing the annual rate of growth of aggregate national income to 5 per cent, although in the 1960s various UN agencies, such as the United Nations International Children’s Emergency Fund (UNICEF) and United Nations Educational, Scientific, and Cultural Organization (UNESCO), worked to broaden this remit.
Development economics had emerged in the 1950s as a specific sub-sector of economics concerned with the uneven experiences of industrialization in low income countries and the nature of trade and exchange between resource-rich countries, usually colonies or former colonies, and various metropolitan centers. It generally positioned education as an aid to economic growth. However, formal education systems in low and high income countries were not simply concerned with economic relations, and education had been a strand in the expansion of colonial or imperial rule for many centuries. In the anti-colonial confrontations from the eighteenth century onwards, education was a key location for political, cultural and social contestation, highlighting complex struggles over knowledge, language, national or cultural identity and principles of political economy. Thus the range of issues which form part of the terrain of education and international development have origins long before the 1960s, when the emergence of development economics gave a particular flavor to this work.
Actors 1
Colonial History, Education and International Development
Authors who were critical of divisions associated with colonial political economy used the education they received to articulate a different vision of society. They present an alternate beginning point for the history of ...
Scramble For Afric Summary Essay
Essay on The Scramble for Africa
Scramble for Africa
The Scramble for Africa
Scramble for Africa
The Scramble for Africa
The Scramble for Africa Essay
Presentation de la ville de Satovcha par le participants au cours erasmus+ ka1 in rome “Grand Tour in Europe: Creativity, Innovation, Active Citizenship and Intercultural Dialogue”
Presentation des participants au cours Erasmus+ Grand Tour in Europe: Creativity, Innovation, Active Citizenship and Intercultural Dialogue in Rome 14-19 October 2019
Chapter 1 Education and International Devlopment.htmlInternati.docxketurahhazelhurst
Chapter 1 Education and International Devlopment.html
International development is an area with contested beginnings, perspectives, pathways, alliances and positions of critique. Writers and practitioners concerned with education have engaged with international development invoking a range of ideas, policies and practices. Yet the kind of role education has taken or been given in this process has often been dictated by other more powerful disciplines or alliances. Its potential to offer a space for critical reflexivity with regard to development has been somewhat undervalued. This chapter aims to provide a short background history of education and international development as a context for the theoretical reviews and analyses of issues that follow.
Beginnings
In January 1961, the United Nations (UN) announced that the 1960s would be the decade for development. The concept of development it used was expressed in the call to member states and their peoples to work together ‘to accelerate growth of the economy of the individual nations and their social advancement’ (United Nations 1961, p. 17). Although this portrayal of development invoked state and non-state processes and referred to economic and social relations, the emphasis was very much on economic development. A key target for the decade was increasing the annual rate of growth of aggregate national income to 5 per cent, although in the 1960s various UN agencies, such as the United Nations International Children’s Emergency Fund (UNICEF) and United Nations Educational, Scientific, and Cultural Organization (UNESCO), worked to broaden this remit.
Development economics had emerged in the 1950s as a specific sub-sector of economics concerned with the uneven experiences of industrialization in low income countries and the nature of trade and exchange between resource-rich countries, usually colonies or former colonies, and various metropolitan centers. It generally positioned education as an aid to economic growth. However, formal education systems in low and high income countries were not simply concerned with economic relations, and education had been a strand in the expansion of colonial or imperial rule for many centuries. In the anti-colonial confrontations from the eighteenth century onwards, education was a key location for political, cultural and social contestation, highlighting complex struggles over knowledge, language, national or cultural identity and principles of political economy. Thus the range of issues which form part of the terrain of education and international development have origins long before the 1960s, when the emergence of development economics gave a particular flavor to this work.
Actors 1
Colonial History, Education and International Development
Authors who were critical of divisions associated with colonial political economy used the education they received to articulate a different vision of society. They present an alternate beginning point for the history of ...
Scramble For Afric Summary Essay
Essay on The Scramble for Africa
Scramble for Africa
The Scramble for Africa
Scramble for Africa
The Scramble for Africa
The Scramble for Africa Essay
Presentation de la ville de Satovcha par le participants au cours erasmus+ ka1 in rome “Grand Tour in Europe: Creativity, Innovation, Active Citizenship and Intercultural Dialogue”
Presentation des participants au cours Erasmus+ Grand Tour in Europe: Creativity, Innovation, Active Citizenship and Intercultural Dialogue in Rome 14-19 October 2019
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. «If you disintegrate Greece, you will eventually find
yourself left with an olive tree, a vineyard and a boat.
Which means: with so many more you make it again»
Doodle features an olive tree, a boat and a bunch of
grapes, referring to the following famous quotation
from the great poet.
4. The poet on the one hand talks about the land and
its fruits, that is, the productivity and hard work of
the Greeks through agriculture. On the other hand,
he talks about the curiosity and adventure that
pushed the Greeks into shipping.
Greece's financial crisis over the last 10 years is well
known. So land cultivation and shipping are the two
major forces that can lead Greece back to
development ...
5. Melina Merkouri
Actress and politician (1920 - 1994)
A leading Republican fighter. Her vision was to return the
Parthenon Marbles from the British Museum.
6. “Greece must play a leading role in culture. This
is her legacy, this is her fortune and if we lose it
we are NOT”
“Tourism is Greece's heavy industry”
“I hope to see the Marbles back in Athens
before I die. But if they come later, I will be
born again”
7. Melina Mercouri believed that
Greece's two major forces are its
culture and tourism. So she fought to
get the Parthenon Marbles, a
monument of world culture, back into
their natural space (something that
hasn't been done yet).
8. Xenophon Zolotas
Greek economist and academic (1904-2004)
He has served three times as Governor of the Bank of Greece and
Prime Minister of Greece.
9. • In addition to his financial knowledge, Zolotas was a
highly educated man with a cult of Greek. Two
speeches he made in 1957 and 1959 in Washington will
remain historical. The special thing was that he only
used words of Greek origin which used in English.
• He thus wanted to show how much influence the Greek
language has on a global level. At the same time, he
chose this way to awaken the philanthropic feelings of
the powerful in the world economy. Although this
speech is written in English it can be understood by any
Greek, because all words are of Greek origin.
• The audience attending the IMF (International
Monetary Fund) meeting remained speechless and
Zolotas' speech remained historic.
10. The speech was:
• Kyrie, I eulogize the archons of the Panethnic Numismatic Thesaurus
and the Ecumenical Trapeza for the orthodoxy of their axioms,
methods and policies, although there is an episode of cacophony of
the Trapeza with Hellas.
• With enthusiasm we dialogue and synagonize at the synods of our
didymous Organizations in which polymorphous economic ideas and
dogmas are analyzed and synthesized. Our critical problems such as
the numismatic plethora generate some agony and melancholy.
• This phenomenon is characteristic of our epoch. But, to my thesis,
we have the dynamism to program therapeutic practices as a
prophylaxis from chaos and catastrophe. In parallel, a panethnic
unhypocritical economic synergy and harmonization in a democratic
climate is basic. I apologize for my eccentric monologue. I
emphasize my eucharistia to you Kyrie, to the eugenic and generous
American Ethnos and to the organizers and protagonists of this
Amphictyony and the gastronomic symposia.