The student wakes up at 7:15, gets ready for school, and arrives at 8:00. They play with friends until the morning bell rings for prayer. After prayer, they go to their classroom where they have seven hours of lessons, including Greek, Math, History, and more, with breaks in between. At 2:00, lessons finish and the student goes home.
The Witness of Stavros (Letter to Dcn. Joseph Suaiden) Spyridon Voykalis
ΟΡΘΟΔΟΞΙΑ, ΙΣΤΟΡΙΚΑ ΑΡΧΕΙΑ , ΕΚΚΛΗΣΙΟΛΟΓΙΚΑ ΘΕΜΑΤΑ, ΓΟΧ, ΑΡΧΕΙΑ ΚΑΤΕΒΑΣΜΕΝΑ ΑΠΟ ΤΗΝ ΣΕΛΙΔΑ ΠΟΥ ΠΛΕΟΝ ΔΕΝ ΥΠΑΡΧΕΙ http://genuineorthodoxchurch.net .
http://neataksi.blogspot.gr
The Witness of Stavros (Letter to Dcn. Joseph Suaiden) Spyridon Voykalis
ΟΡΘΟΔΟΞΙΑ, ΙΣΤΟΡΙΚΑ ΑΡΧΕΙΑ , ΕΚΚΛΗΣΙΟΛΟΓΙΚΑ ΘΕΜΑΤΑ, ΓΟΧ, ΑΡΧΕΙΑ ΚΑΤΕΒΑΣΜΕΝΑ ΑΠΟ ΤΗΝ ΣΕΛΙΔΑ ΠΟΥ ΠΛΕΟΝ ΔΕΝ ΥΠΑΡΧΕΙ http://genuineorthodoxchurch.net .
http://neataksi.blogspot.gr
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.
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.
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
A Strategic Approach: GenAI in EducationPeter 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.
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.
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
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?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Show me your school,
I'll show you mine
MY DAY AT SCHOOL
2nd primary school of Aghia Varvara
2. MY DAY AT SCHOOL
Every morning I wake up at 7.15 in the morning to get ready for school. I
leave home at 8.00 and I arrive at school in two minutes.
Before the bell rings for the morning prayer, I play and talk with my friends.
After the prayer, our teacher, Mrs. Hara is taking us to the classroom to begin lessons.
Every day we have seven hours of lessons with only four breaks in between.
Our lessons are Greek Language, Mathematics, History, Religion, Drama lesson,
English, Computer Science, Environmental lesson and of course Gymnastics.
I get very tired at school but I have a lot of fun especially in the breaks.
But the greatest time is when we leave school!
John
3. MY DAY AT SCHOOL
Today I woke up and I got ready for school. When I got there I met my friends
and after a while the bell rang and we all did our morning prayer.
After the prayer we went to our classroom and we started lessons. The first
two hours we had Greek Language.
Then we had our first break. I ate a snack and I played with my friends. At the
end of the break we went back to the classroom to continue our lesson.
We had three more breaks.
At two o’ clock we finished our lessons and I went home.
Faidra
4. MY DAY AT SCHOOL
Today it’s Thursday. I woke up at 7.30 in the morning. I get dressed, I have
breakfast and I go to school.
When I get there I meet my friends and we play. The bell rings at 8.10, we do
our morning prayer and we all go to our classrooms.
In the first hour we have my favourite lesson, Mathematics. In the second hour
Mrs. Vasiliki, our music teacher comes in the classroom. When we finish music it is
time for our big break. We eat our snacks and we play with our friends. After the
break we have my second favourite lesson, History. We take our pillows, we sit down
and Mrs. Hara explains to us the new lesson. After History we have Environmental
lesson where we learn many things about nature. Now we have a big break again and
I try to play with my friends as much as I can. Then we have Art lesson, but we don’t
have an art teacher so we do the lesson with our teacher. Another break now but it’s
not so big. Our next lesson is Computer Science and we go to the computer lab with
Mr. Mihalis. The last break is the smallest one. The final lesson is flexible zone where
we play games and we do many activities.
This is a day of the week that I like a lot because we do not have Greek
Language in our program.
Aggelos
5. MY DAY AT SCHOOL
Today it’s Thursday and it is my favorite day at school.
We started our lessons with Mathematics. We did our exercises and when we
finished our music teacher, Mrs.Vasiliki, came in the classroom. After the music
lesson we had our first break.
In our third hour we had History. We did all our exercises and it was time for
our second break.
Our next lessons were computer science and art.
Finally, time to go home!
Areti, 4th level
Agia Varvara, Greece
6. MY DAY AT SCHOOL
Every morning I wake up, I drink milk, I get dressed, I take my bag and go to
school.
When I arrive the bell rings for our morning prayer.
After the prayer we go to our classroom which is in the second floor. I open
my bags and prepare my books and notebooks. The first lesson is Mathematics. The
second is music with Mrs. Vasiliki. In the third hour we have history and Mrs. Hara is
asking us questions to see if we have studied our lesson. Then we have our
Environmental lesson. After, we have art lesson with Mrs. Hara, because we don’t
have an art teacher this year in our school. Our next lesson is Computer Science with
Mr. Mihali and we write an essay in the computers. In the last hour we have Flexible
Zone. Most of the pupils leave school at 2.00 but I stay longer for extended school.
There we have lunch and do our homework. We finish at 4.15 and I go home with my
brother and sister, John and Maria.
Eirini
7. MY DAY AT SCHOOL
I woke up at 7.30 and I got ready for school. When I arrived there I said good
morning to my friends. The bell rang and all the pupils got in line for the morning
prayer. Our first lesson was Mathematics. I was looking at the clock all the time
because I wanted our music teacher to come. We usually go to the music classroom
but today we stayed in ours and played with the pentagram on the board until the end
of the lesson. We had our first break and we played hide and seek. Then the bell rang
and we all ran in our lines so we can go to our classrooms. In the third hour we
continued our mathematics and after that we had History. We learned about ancient
Sparti. The second break wasn’t late to come. We sat in the big stairs and we played a
game. In our Art lesson we made drawings for the revolution against the dictatorship.
After that we had gymnastics. We played football and we made two groups, one of
boys and one of girls. The girls were less, so me and Chris went with the girls’ team
and we won. I really enjoyed this lesson! Then it was time to go home.
George
8. MY DAY AT SCHOOL
Every morning at 8.00 I am at school. I play with my friends before the bell
rings. Then all the kids form lines for the morning pray. After the pray, we go to our
classroom, give our homework to our teacher and we move to the next lesson. After
we have all the breaks it is time to go home.
Manolis
9. MY DAY AT SCHOOL
Today it is Tuesday. I will tell you how I spent my day from the time I woke
up since 14.00 that I left school.
I woke up at 7.15, I washed my face and my teeth. I got dressed, I brushed my
hair, had breakfast and left for school.
The bell rang at 8.10 and we did our morning pray. After that, we all went to
our classroom and we did the dictation and greek language. At 9.40 we went out for
our first break. After the break we did math and P.E. At 11.30 we had the second
break. When it was over we had lesson with Mrs. Eirini. Then it was time for the third
break. After that we did computer science. In our last hour we had environmental
lesson and we did some drawings. When it was two o’ clock we finished lessons and I
went home.
Christina
10. MY DAY AT SCHOOL
When I arrive at school the doors open and we play in the schoolyard for a
while until the bell rings. During the breaks I play with my friends in the yard. In the
classroom we have lessons with our teacher. I like school a lot because the lessons are
easy.
Panagiotis
11. MY DAY AT SCHOOL
I wake up at 7.15 in the morning, I get ready and I go to school. At 8.00 the
school door opens. After a while the P.E. teacher chooses a child to tell the pray. Then
we go the classrooms. We usually have greek language lesson in the first hour. Then
we have Mathematics, History and other lessons. At two o’ clock we finish school.