The document discusses the chemical properties and transformations of gypsum when heat is applied. It undergoes an endothermic reaction where water is lost from its crystal structure. The document also lists some common uses of gypsum, including in building materials, medical applications like casts, and some food products. It provides instructions for a simple science experiment where students can make a gypsum household item like a tea cup pad by mixing gypsum powder with water and pouring it into a mold.
This document provides information about adjectives in English including their definition, formation, usage, order, and comparison through comparative and superlative forms. It defines adjectives as descriptive words used to modify nouns and answers questions like "what kind." Adjectives can be formed from nouns and verbs by adding suffixes and some spelling changes. Their order follows a standard pattern when used together. Comparatives and superlatives express comparison between two or more nouns and are formed regularly or irregularly depending on the adjective.
Urban farming is not common in Latvia as there is plenty of farmland, but Latvians enjoy spending free time in rural areas growing food. Families will rent, buy, or inherit plots of land for gardening vegetables, fruits, berries, or raising chickens and bees as a hobby or commercial business. This tradition is passed down through generations, with families starting seedlings indoors and planting gardens to provide themselves with natural, homegrown food for winter by pickling vegetables. Some families also keep bees, chickens, or rabbits on their plots.
This document summarizes the evaluation of 20 Latvian students' performance in the Erasmus+ project "Multidisciplinary Flipped Learning with ICT" from 2015-2016. Graphics show that students improved their English, digital, and collaboration skills over the course of tasks focused on culture, cyberbullying, and creating multimedia products. While most students were motivated and successful, some struggled with time management, citing sources, and publishing independently. In conclusion, participation developed students' language, technology, and personal skills, though managing time and sourcing require further focus.
The document summarizes the 4th project meeting of the Erasmus+ FLwICT project that took place in Daugavpils, Latvia from April 4-8, 2016. Teachers and students from 7 European countries participated in cultural presentations, workshops on clay art and cultural awareness, and visits to local landmarks. The participants gained cultural exposure through interactions and learning about Latvian heritage and traditions.
The document summarizes evaluations of 20 students from Daugavpils Saskanas School who participated in the Multidisciplinary Flipped Learning with ICT Project during the 2015-2016 academic year. Over the course of several semesters, students worked on tasks to improve their digital skills, intercultural awareness, and language skills. Evaluation graphics show that most students were highly motivated, cooperative, and worked consistently, though some struggled with time management and publishing work online independently. In conclusion, the project helped students improve their language, IT, communication, and personal skills over the first year.
The document summarizes the activities of the FLwICT Erasmus+ project from September 2015 to May 2017 at Daugavpils Saskanas school in Latvia. Key events included:
- Launching the project in September 2015 and forming student and teacher teams.
- Hosting the first project meeting in Portugal in November 2015 where partners met and learned about screencasting tools.
- Local activities creating a logo, digital postcards and videos in the fall and winter of 2015-2016.
- Attending project meetings in Italy in January 2016 and Spain in February 2016 where students presented on their culture.
- Creating an e-book about student cultures in March 2016.
- A dissemination event
This document summarizes an evaluation report from a short-term student exchange program in Daugavpils, Latvia. Students were surveyed about their experiences and levels of satisfaction. Overall, 97% of students reported being very satisfied or satisfied with the interest, variety, effectiveness and execution of activities. However, some students wished the program had been longer than one week. Students particularly enjoyed workshops at an art center and museum, a pottery workshop, and time with their host families. The vast majority felt it was a valuable cultural experience where they made new friends and learned about other countries.
This document provides information about Latvia and Daugavpils Saskaņas School in Latvia. It discusses Latvia's location, climate, population demographics, official language, greetings etiquette, gift giving customs, cuisine including common foods, drinks, and dining etiquette. It also outlines social norms in public spaces and school rules at Daugavpils Saskaņas School. The document serves as an introduction to Latvian culture and the school participating in an Erasmus+ project.
The document discusses the chemical properties and transformations of gypsum when heat is applied. It undergoes an endothermic reaction where water is lost from its crystal structure. The document also lists some common uses of gypsum, including in building materials, medical applications like casts, and some food products. It provides instructions for a simple science experiment where students can make a gypsum household item like a tea cup pad by mixing gypsum powder with water and pouring it into a mold.
This document provides information about adjectives in English including their definition, formation, usage, order, and comparison through comparative and superlative forms. It defines adjectives as descriptive words used to modify nouns and answers questions like "what kind." Adjectives can be formed from nouns and verbs by adding suffixes and some spelling changes. Their order follows a standard pattern when used together. Comparatives and superlatives express comparison between two or more nouns and are formed regularly or irregularly depending on the adjective.
Urban farming is not common in Latvia as there is plenty of farmland, but Latvians enjoy spending free time in rural areas growing food. Families will rent, buy, or inherit plots of land for gardening vegetables, fruits, berries, or raising chickens and bees as a hobby or commercial business. This tradition is passed down through generations, with families starting seedlings indoors and planting gardens to provide themselves with natural, homegrown food for winter by pickling vegetables. Some families also keep bees, chickens, or rabbits on their plots.
This document summarizes the evaluation of 20 Latvian students' performance in the Erasmus+ project "Multidisciplinary Flipped Learning with ICT" from 2015-2016. Graphics show that students improved their English, digital, and collaboration skills over the course of tasks focused on culture, cyberbullying, and creating multimedia products. While most students were motivated and successful, some struggled with time management, citing sources, and publishing independently. In conclusion, participation developed students' language, technology, and personal skills, though managing time and sourcing require further focus.
The document summarizes the 4th project meeting of the Erasmus+ FLwICT project that took place in Daugavpils, Latvia from April 4-8, 2016. Teachers and students from 7 European countries participated in cultural presentations, workshops on clay art and cultural awareness, and visits to local landmarks. The participants gained cultural exposure through interactions and learning about Latvian heritage and traditions.
The document summarizes evaluations of 20 students from Daugavpils Saskanas School who participated in the Multidisciplinary Flipped Learning with ICT Project during the 2015-2016 academic year. Over the course of several semesters, students worked on tasks to improve their digital skills, intercultural awareness, and language skills. Evaluation graphics show that most students were highly motivated, cooperative, and worked consistently, though some struggled with time management and publishing work online independently. In conclusion, the project helped students improve their language, IT, communication, and personal skills over the first year.
The document summarizes the activities of the FLwICT Erasmus+ project from September 2015 to May 2017 at Daugavpils Saskanas school in Latvia. Key events included:
- Launching the project in September 2015 and forming student and teacher teams.
- Hosting the first project meeting in Portugal in November 2015 where partners met and learned about screencasting tools.
- Local activities creating a logo, digital postcards and videos in the fall and winter of 2015-2016.
- Attending project meetings in Italy in January 2016 and Spain in February 2016 where students presented on their culture.
- Creating an e-book about student cultures in March 2016.
- A dissemination event
This document summarizes an evaluation report from a short-term student exchange program in Daugavpils, Latvia. Students were surveyed about their experiences and levels of satisfaction. Overall, 97% of students reported being very satisfied or satisfied with the interest, variety, effectiveness and execution of activities. However, some students wished the program had been longer than one week. Students particularly enjoyed workshops at an art center and museum, a pottery workshop, and time with their host families. The vast majority felt it was a valuable cultural experience where they made new friends and learned about other countries.
This document provides information about Latvia and Daugavpils Saskaņas School in Latvia. It discusses Latvia's location, climate, population demographics, official language, greetings etiquette, gift giving customs, cuisine including common foods, drinks, and dining etiquette. It also outlines social norms in public spaces and school rules at Daugavpils Saskaņas School. The document serves as an introduction to Latvian culture and the school participating in an Erasmus+ project.
This document summarizes a presentation on cultural awareness given at a project meeting in Daugavpils, Latvia. It discusses what culture is, understanding cultural differences, and dealing with cultural differences. Examples of cultural traditions from Portugal, Lithuania, Turkey, Italy, France and Latvia are provided. It warns of stereotypes and prejudice and explains differences in eating habits, dress codes, and body language across cultures. Tips are given for respecting local customs and beliefs when traveling. The importance of cultural awareness, understanding other perspectives, and treating others as they wish to be treated is stressed.
This document outlines the plan for a 4th project meeting of the Erasmus+ KA2 Project FLwICT held in Daugavpils Saskanas school from April 4-8. The meeting aims to promote cultural awareness and understanding differences by discussing what culture is, stereotypes and prejudice to avoid, and respecting local customs regarding dress codes, body language, traffic laws, and religious beliefs. Examples of traditions from Portugal, Lithuania, Turkey, Italy, France, and Latvia are provided. The document emphasizes treating others with respect and as they wish to be treated to build cultural awareness.
This document discusses school rules and their importance. It identifies common rules like not smoking, interrupting teachers, being punctual, and not fighting. The most common rule violations are not doing homework, being late, and using phones in class. Some proposed new rules would allow eating, drinking, sleeping in class and using phones, as well as eliminating homework. The document was prepared by several students.
This document discusses culture and its importance. It defines culture as beliefs, religious practices, social norms, and material traits of groups. Culture can be seen in foods, clothes, languages, and religions, but also includes less visible aspects like work, views of time, values, and nature of relationships. Understanding different cultural backgrounds is important for making sense of various viewpoints and fostering cross-cultural understanding and acceptance. The document was prepared by students from Latvia, Spain, France, Portugal, and Poland for a project on multidisciplinary flipped learning using information and communications technology.
This document discusses culture and its importance. It defines culture as beliefs, religious practices, social norms, and material traits of groups. Culture can be seen in foods, clothes, languages, and religions, but also includes less visible aspects like work, views of time, values, and nature of relationships. Understanding different cultural backgrounds is important for making sense of various viewpoints and fostering cross-cultural understanding and acceptance. The document was prepared by students from Latvia, Spain, France, Portugal, and Poland for a project on multidisciplinary flipped learning using information and communications technology.
This document discusses facts about language diversity around the world. It notes that up to 7,000 languages are spoken globally, with 260 found in Europe alone. 24 languages are official EU languages. The document also provides information on the most commonly spoken languages and discusses why learning additional languages is beneficial, improving brainpower and allowing communication and understanding of other cultures. It concludes by listing the number and types of languages spoken by several meeting participants from different countries.
This document discusses facts about languages and language diversity. It notes that up to 7,000 languages are spoken worldwide, with 260 found in Europe alone. 24 languages are official EU languages. The document also discusses language families and their origins, as well as the benefits of learning languages, such as improved brainpower and higher earnings. It concludes by listing the number and types of languages spoken by 5 individuals.
This document discusses cultural awareness and language diversity. It defines cultural awareness as the ability to understand one's own cultural values and perceptions as well as those of other cultures. The document outlines four degrees of cultural awareness: seeing one's own culture as the only way; seeing one's culture as better; understanding multiple ways including one's own and others'; and creating new shared understandings. The document then provides statistics on language diversity, noting there are over 7,000 languages worldwide and over 2,000 in Asia alone. It highlights some of the most widely spoken languages globally and on the internet. The benefits of learning languages are also summarized.
The document discusses why rules are needed in schools, common rules across countries like not smoking or interrupting class, how often the reader breaks rules (never), common rule violations like being late or not doing homework, and new rules the reader would introduce like allowing eating, sleeping, and phone use in class with no homework.
This document discusses cultural awareness and language diversity. It defines cultural awareness as the ability to understand one's own cultural values and perceptions as well as those of other cultures. There are several levels of cultural awareness, from only recognizing one's own culture to understanding that different cultures can find different solutions to problems. The document also provides statistics on language diversity, noting there are over 7,000 languages spoken worldwide and discussing the most commonly spoken languages globally and on the internet. It emphasizes the cognitive and economic benefits of being multilingual.
3. Sākotnēji šis virziens saskārās ar asu
kritiku, jo, lai padarītu attēloto reālistiskāku,
tajā netika ievēroti tā laika akadēmiskās
mākslas pamatnoteikumi, piemēram, tika
izmantoti redzami otas triepieni, brīva
kompozīcija, netika ievērota tradicionālās
gaismēnu pārejas.
4. Arī paša virziena nosaukums cēlies no
kritiska raksta ar virsrakstu Impresionistu
izstāde, kurš tā nosaukts apspēlējot Kloda
Monē gleznas Impresija. Saullēkts.
nosaukumu.
5. Klods MonēKlods Monē
Franču gleznotājs, viens no impresionisma
virziena dibinātājiem. Mācījies Havrā un Parīzē.
18. gadsimta 60. gadu beigās pievērsies ainavu
glezniecībai. Pazīstamākie darbi ir "Ruānas
katedrāles" sērija, britu parlamenta mājvietas
Vestminsteras pils sērija, "Ūdensrožu" sērija,
"Siena kaudzes" sērija.
6.
7.
8. Pjērs Ogists RenuārsPjērs Ogists Renuārs
Franču gleznotājs, grafiķis, tēlnieks, viens no
ievērojamākajiem impresionisma gleznotājiem. Gleznojis
galvenokārt portretus, ainavas, marīnas, aktus un kluso
dabu. Vēlākajos gados, ietekmējoties no Rafaēla,
pievērsies glezniecībai vairāk renesanses un klasicisma
stilā.
9. Renuāram atšķirībā no citiem impresionisma
māksliniekiem bija svarīga arī gleznoto
objektu forma, viņš impresionismam
neraksturīgi dažkārt gleznās saglabāja skaidri
izteiktu līniju. Visvairāk Renuārs gleznoja
sieviešu portretus.
10. Sešdesmit gadu laikā Renuārs bija radījis
ap 6000 gleznu, kas līdz tam brīdim tika
uzskatīts par savdabīgu rekordu, ko vēlāk
pārspēja Pablo Pikaso.
11.
12.
13. Vasilijs KandinskisVasilijs Kandinskis
Krievu izcelsmes krievu/vācu/franču
gleznotājs un mākslas teorētiķis. Kandinskis
bija viens no pirmajiem māksliniekiem, kas
gleznoja darbus tīrā abstrakcionizma stilā.