The Comprehensive Institute 3 "Don Peppe Diana" is located in Portici, Italy and includes kindergarten, primary, and secondary school. It has two buildings located on Via S.Cristofaro and Via Martiri di Via Fani. The school aims to provide an inclusive environment through various educational programs and extracurricular activities focused on social issues like criminality, integration, and cyberbullying. Teachers implement engaging teaching strategies to meet students' diverse needs. The school promotes art, science, sports, and film projects to develop students' skills and make learning meaningful.
TITLER The Children's University - Small answers to big questions in science
LOKALE Mogens Zieler
OPLÆGSHOLDERE Erja Hyytiäinen
TID 13.30, 14.05 og 14.40
SPROG Engelsk
SYNOPSIS This session explores how to awake an interest towards the wonderful world of science and research already from early age. The Children's University at the University of Turku organises science lectures, summer camps and other events for 7-15 year old children. The tremendous success of the concept has astonished even the organisers: both children and parents are enthusiastic about it! Moreover, with practically no marketing budget, the Children’s University and thus the University of Turku have attracted wide positive publicity in the press and in the stakeholders.
Janson Hews - The importance of the student voice within Museums - Museums Au...Janson Hews
Working together with students as co-creators of exhibitions and content in the Museum can produce a rich source of creativity, critical thinking and ultimately an ‘other’ voice for the public to hear about issues facing them and wider society.
In today’s increasingly participatory Museum environment there is the need to be more inclusive of audience voices. In particular, is the importance of championing the student voice and the opportunities that exist for greater collaboration. Students need to feel that they have a voice in order to participate and engage in the complex world around them. Museums, through their exhibitions and programs have the opportunity to more effectively collaborate with students and education stakeholders and provide them with a platform to express their feelings and aspirations in a critical and creative way. The Powerhouse Museum has enjoyed a long history of student-based exhibition which have gone on to become permanent fixtures, such as the annual DesignTECH exhibition, showcasing the best of the state’s Major Design Projects. The Museum is working more extensively to provide the public with an ‘other’ voice not always heard in public forums, such as evidenced with the recent 2012 Koori Art Expressions exhibition, in which students from years K-12 have produced artworks in response to this year’s NAIDOC theme – The Tent Embassy.
The reason why this initiative is significant is that the education audience are key Museum stakeholders, which in many instances are an untapped resource of creativity and critical thinking which can be harnessed through working together more effectively. The motivation to further champion this student voice is recognising the transformative role of students as future agents of change, through fostering these critical and creative skills.
Many people say not to work with animals or children however this presenter disagrees altogether with the latter. This presentation will provide delegates with an insight into what has worked at the Museum in collaborating with students and education stakeholders to produce exhibitions and content as well as highlight some of the challenges which exist.
TITLER The Children's University - Small answers to big questions in science
LOKALE Mogens Zieler
OPLÆGSHOLDERE Erja Hyytiäinen
TID 13.30, 14.05 og 14.40
SPROG Engelsk
SYNOPSIS This session explores how to awake an interest towards the wonderful world of science and research already from early age. The Children's University at the University of Turku organises science lectures, summer camps and other events for 7-15 year old children. The tremendous success of the concept has astonished even the organisers: both children and parents are enthusiastic about it! Moreover, with practically no marketing budget, the Children’s University and thus the University of Turku have attracted wide positive publicity in the press and in the stakeholders.
Janson Hews - The importance of the student voice within Museums - Museums Au...Janson Hews
Working together with students as co-creators of exhibitions and content in the Museum can produce a rich source of creativity, critical thinking and ultimately an ‘other’ voice for the public to hear about issues facing them and wider society.
In today’s increasingly participatory Museum environment there is the need to be more inclusive of audience voices. In particular, is the importance of championing the student voice and the opportunities that exist for greater collaboration. Students need to feel that they have a voice in order to participate and engage in the complex world around them. Museums, through their exhibitions and programs have the opportunity to more effectively collaborate with students and education stakeholders and provide them with a platform to express their feelings and aspirations in a critical and creative way. The Powerhouse Museum has enjoyed a long history of student-based exhibition which have gone on to become permanent fixtures, such as the annual DesignTECH exhibition, showcasing the best of the state’s Major Design Projects. The Museum is working more extensively to provide the public with an ‘other’ voice not always heard in public forums, such as evidenced with the recent 2012 Koori Art Expressions exhibition, in which students from years K-12 have produced artworks in response to this year’s NAIDOC theme – The Tent Embassy.
The reason why this initiative is significant is that the education audience are key Museum stakeholders, which in many instances are an untapped resource of creativity and critical thinking which can be harnessed through working together more effectively. The motivation to further champion this student voice is recognising the transformative role of students as future agents of change, through fostering these critical and creative skills.
Many people say not to work with animals or children however this presenter disagrees altogether with the latter. This presentation will provide delegates with an insight into what has worked at the Museum in collaborating with students and education stakeholders to produce exhibitions and content as well as highlight some of the challenges which exist.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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 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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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!
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Campania is a region in the South of Italy.
The region is the third-most-populous region in
Italy.
It’s washed by the Mediterranean sea and
includes the islands of Ischia, Procida and
Capri.
Its capital city is Naples. Campania is rich in
culture, gastronomy, architecture and famous
for its archeological and ancient sites of
Pompeii, Herculaneum and Paestum.
The name itself derives from Latin, Romans
called it “Campania felix”, which means "fertile
countryside".
Italy
3. Naples' historic center is a UNESCO
World Heritage Site.
The city was founded by the Greeks
(Neapolis) and expanded by the Romans
during the republican age.
Our school is located in Portici, in the
South district.
4. Portici 3 IC
Via Martiri di Via Fani
Portici - City Hall
Portici 3 IC
Via S.Cristofaro
5. The Comprehensive Institute, 3 “Don Peppe Diana” includes the Kindergarten (from 3 to 5 yrs),
Primary (from 5-6 to 10 yrs) and Secondary School of First Grade (from 11 to 13 yrs).
In these pictures you can see the headquarters, located in via S.Cristofaro, which includes: the
HeadTeacher’s Office, the Administrative Offices, 6 classes for the Kindergarten, 12 classes for
the Primary and 12 classes for the Secondary School.
It is equipped with: indoor gym, paved open-air gym designed also for skating activities, 1 class
2.0, 25 interactive multimedia boards, 14 mobile multimedia stations, scientific & music
laboratories, ICT lab, multi-function classroom (canteen / theater / video room).
The Comprehensive Institute, 3 “Don Peppe Diana” includes the Kindergarten (from 3 to 5 yrs),
Primary (from 5-6 to 10 yrs) and Secondary School of First Grade (from 11 to 13 yrs).
In these pictures you can see the headquarters, located in via S.Cristofaro, which includes: the
HeadTeacher’s Office, the Administrative Offices, 6 classes for the Kindergarten, 12 classes for
the Primary and 12 classes for the Secondary School.
It is equipped with: indoor gym, paved open-air gym designed also for skating activities, 1 class
2.0, 25 interactive multimedia boards, 14 mobile multimedia stations, scientific & music
laboratories, ICT lab, multi-function classroom (canteen / theater / video room).
6. This is the building located in via Martiri di via Fani, consisting of a recently built anti-seismic structure,This is the building located in via Martiri di via Fani, consisting of a recently built anti-seismic structure,
surrounded by a large, green area.surrounded by a large, green area.
It includes 4 kindergarten classes and 8 primary school ones.It includes 4 kindergarten classes and 8 primary school ones.
It is equipped with:It is equipped with: multi-function classroommulti-function classroom , canteen, ICT lab, 8 multimedia interactive whiteboards, canteen, ICT lab, 8 multimedia interactive whiteboards
and outdoor gymand outdoor gym
7. Don Peppe was one of us! A scout, a teacher!
Don Peppe Diana was killed by the Camorra on March
19,1994 in his church in Casal di Principe, while he was about
to celebrate mass.
Don Diana pursued the obstinate defence of his boys exposed
to the evil of corruption. His spiritual testament "For the love of
my people I won’t remain silent" is a manifesto that urges to act
upon "any ambiguous compromise or unjust privilege".
8.
9.
10. For Learners Around the Globe
TheThe HeadteacheHeadteacher: Mrs Rosa Orsir: Mrs Rosa Orsi
DeputyDeputy headteacher Mrs Lina Misasiheadteacher Mrs Lina Misasi DeputyDeputy headteacher Mrs Imma Scognamiglioheadteacher Mrs Imma Scognamiglio
11. All classes run five days a week: from Monday to Friday.All classes run five days a week: from Monday to Friday.
Saturday closed.Saturday closed.
KindergartenKindergarten
10 classes for 40 hours (8.15 am – 4.15 pm) with lunch10 classes for 40 hours (8.15 am – 4.15 pm) with lunch
Primary schoolPrimary school
6 full-time classes for 40 hours (8.15 am / 4.15 pm) with lunch break6 full-time classes for 40 hours (8.15 am / 4.15 pm) with lunch break
14 classes with 27 hours (8.15 am / 1.45 pm), no lunch at school14 classes with 27 hours (8.15 am / 1.45 pm), no lunch at school
Secondary School First GradeSecondary School First Grade
12 classes, (8.00 am– 2.00 pm) no lunch at school12 classes, (8.00 am– 2.00 pm) no lunch at school
12. Music LAB
Gym indoor
Multi - function classroom
(canteen / theater / video room).
ICT lab
Sport&Play areas outdoor
Classroom
13. External context
Our school tries to focus on the difficult social environment of
the city’s suburbs, dealing with young criminality and minor
reports.
Internal context
We take care and notice of all our students’ needs and try to
customize our activities to satisfy all, since we know some of
our children come from difficult situations.
14. That’s why all teachers try to
activate fascinating teaching
strategies and work to make
our school ... an environment
for inclusion, a change that
makes teaching more
meaningful.
So, we try to create a …
27. 'Ciak...si gita!' is a national project. This
year’s theme was the reckless use of social
media. It gave students the opportunity to
become protagonists of a unique and original
experience: the making of a short film.
28. Using cinema as a tool for getting to know more about
integration, cyberbullying, feminicide. The students, this year,
won a prize for “best subject for short film”.
30. The topic was INTEGRATION: the students were always
protagonists!
They created ideas inspired by what they usually see on
television or read on the newspapers.
