The project will be implemented under Erasmus. School education sector. Action 2 - Cooperation between organizations and institutions. Project type: Collaborative partnerships.
This is Catalyst's overview of how you can start making positive changes in your school to support healthy eating.
Here's what the presentation covers:
First we’ll talk a little bit about why we need healthy food in schools, and what the food is like at our schools.
Then we’re are going to break for two rounds of Catalyst’s “Family Food.” It’s like the game show Family Feud, but all about food, healthy eating, and what food is like at school. We’ve been talking with students at our schools to get their thoughts about food in general and about the food that’s offered at school, and in this game, you’ll have a chance to guess what they’re thinking.
We also want to talk about what we can do to get things moving in our schools and make sure we have healthy options that taste good. So first we’ll talk a little about questions you might get from your principal and food service staff if you talk to them about starting to make changes.
Then we’ll work in small groups and plan out some first steps you can take, like setting up a meeting to talk to your principal and food service staff.
This survey was created as a part of Comenius Multilateral Project "Enterprising, healthy and creative. The survey was done by students and teacher of Gimnazija Bernardina Frankopana high school who work on the project. More than 100 students participated in the survey.
This is Catalyst's overview of how you can start making positive changes in your school to support healthy eating.
Here's what the presentation covers:
First we’ll talk a little bit about why we need healthy food in schools, and what the food is like at our schools.
Then we’re are going to break for two rounds of Catalyst’s “Family Food.” It’s like the game show Family Feud, but all about food, healthy eating, and what food is like at school. We’ve been talking with students at our schools to get their thoughts about food in general and about the food that’s offered at school, and in this game, you’ll have a chance to guess what they’re thinking.
We also want to talk about what we can do to get things moving in our schools and make sure we have healthy options that taste good. So first we’ll talk a little about questions you might get from your principal and food service staff if you talk to them about starting to make changes.
Then we’ll work in small groups and plan out some first steps you can take, like setting up a meeting to talk to your principal and food service staff.
This survey was created as a part of Comenius Multilateral Project "Enterprising, healthy and creative. The survey was done by students and teacher of Gimnazija Bernardina Frankopana high school who work on the project. More than 100 students participated in the survey.
Do students from IES COMARCAL have a healthy lifestyle ?Elenco51
A survey made by students from 3º ESO of the IES Comarcal, Burjassot ,Spain, in the etwinning project
"Sharing flavours, sharing cultures ( in a virtual restaurant)"
A simple questionnaire that helps to evaluate and analyze how to improve one's present lifestyle. It may take 40 minutes out of your schedule, but it could quite possibly ADD 20 years to your life!
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
3rd Gymnasium of Mytilene - Eating Habits Questionnaire ResultsVasilis Palazis
The presentation includes information and graphs that analyze the results of the questionnaire about eating habits of our students. The questionnaire is a part of our eTwinning school project.
Do students from IES COMARCAL have a healthy lifestyle ?Elenco51
A survey made by students from 3º ESO of the IES Comarcal, Burjassot ,Spain, in the etwinning project
"Sharing flavours, sharing cultures ( in a virtual restaurant)"
A simple questionnaire that helps to evaluate and analyze how to improve one's present lifestyle. It may take 40 minutes out of your schedule, but it could quite possibly ADD 20 years to your life!
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
3rd Gymnasium of Mytilene - Eating Habits Questionnaire ResultsVasilis Palazis
The presentation includes information and graphs that analyze the results of the questionnaire about eating habits of our students. The questionnaire is a part of our eTwinning school project.
Prezentacja zawierająca założenia projektu, partnerów, główne cele, działania w tym dotyczące ewaluacji i upowszechniania oraz zasady rekrutacji. Współfinansowane przez Unię Europejską.
"Kształtowanie kompetencji „4C” w Szkole Podstawowej w Ustrobnej” - projekt E...SPUstrobna
Projekt „Kształtowanie kompetencji „4C” w Szkole Podstawowej w Ustrobnej”, o numerze2022-1-PL01-KA122-SCH-000072092 realizowany w ramach Erasmus+. Projekt współfinansowany ze środków Unii Europejskiej.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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?
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.
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.
1. Questionnaire
results
From student of 176 School
“St. St. Cyril and Methodius”
Bulgaria, Sofia - Negovan
The survey was created for the project
“3, 2, 1… Time for health” numbered:
2021-1-PL01-KA220-SCH-000023715
The survey from Bulgaria was filled of
students from 12-14 years old.
2. About the 1st question – “Do you think
you eat healthy?” Our students have
given different answers.
Eat healthyThey don’t
eat Helthy
I don’t
know
Eat Healthy
They don’t eat
healhy
I don’t know
3. About 2nd question – “Do you try eat at
the same time each day?” Our students
gave an equal number of answers.
Answers: At the same time
Not at the same
time
4. Do you have first breakfast at home
before going to school?
Most students answered never.
Always
Sometimes
Never
5. Do you take lunch at school?
Most students answered never.
Always
Sometimes
Never
6. What do you usually take to school for
lunch?
Most of our students answered
sandwiches. We have much answers
other because many students eat at
home for lunch.
Sandwiches
Fruit
Chips
Other
7. How often do you eat
vegetables and fruits?
Most of our studens eat vegetables
and fruits often.
Every day
Several times a
week
Sometimes
Never
8. How often do you
eat fast food?
Most of our students sometimes eat fast
food.
Every day
Several times a
week
Sometimes
Never
9. What fast food dishes do you eat the
most?
Answers
Fries
Pizza
Kebeb
burgers
nuggets
I don`t eat
10. How often do you eat sweets?
Answers
Every day
Several times a
week
Sometimes
Never
11. How often do you eat
cereal products?
Most of our students eat cereal products
often.
Every day
Several times a
week
Somethimes
Never
12. How much do you drink during the day?
We have many sports at school program
and our students drink more than one
liters per day.
less than 0,5 liter
0,5-1 liters
more than 1 liters
13. What type of drink do you drink most
often?
Answers Carbonated water
Still water
Fruit juices
Fruit and
vegetable juices
Sweet drinks
Tea
14. How often do you
drink sweets and
fizzy drinks?
Answers
Every
day
Several
times a
week
Rarely
Answers
Just before
goig to bed
an hour or
two before
bedtime
three or
more hours
before
bedtime
When do you eat
your last meal?
15. Where do you
learn about
healthy eating?
Answers
From the Internet From television
From colleagues From school
From parents From newspaper
From books
16. What do you most often do
in your spare time?
Answers
I read books
I am in the open air
I meet my friends
I play sports
I watch TV
I play games on the
console
17. How many hours a day
do you spend for
watching TV, playing
video games ?
Answers
less than
hour
1-2 hours
2-3 hours
more
than 3
hours
How do you get into
school?
Answers
On foot
by bike
my
parents
drive me
by car
I take the
bus
18. What form of spending
your free time do you
prefer?
Answers
Active
Passive
Is physical activities
are important part of
your lifestyle?
Answers
NO
YES
19. Do you do any
sports?
Answers
YES
NO
Sometimes
How often do you play
sports (outside the
school)
Answer
Every
day
Once a
week
Several
times a
week
Never
20. What sport do you
do the most?
Answer
running
cycling
soccer
swimming
dance
other
When do you most
often go to bed?
Answers
before
9PM
between 9
ad 10
between
10 and 11
ater 11PM
21. Conclusion
The survey shows that a large number of
students need additional knowledge of
healthy eating, additional physical activities
outdoors, changing eating habits, employment
and rest times.