My great-grandmother Elena was born in 1919 in Spain. She worked as a dressmaker and enjoyed going for walks. My great-grandfather Enrique was born in 1918 and died in 1997. My great-grandfather Agustín was born in 1907 and worked as an architect. He married my great-grandmother Llanos in 1945 and they had six children. My great-grandmother currently lives near me and has written many books.
Tales - sterk in web - mobiel internet voor bedrijvenTales
De presentatie geeft een overzicht van wat mobiel internet is en hoe het gebruikt kan worden in een zakelijke omgeving.
Volgende items komen aan bod :
INLEIDING
- mobiel internet, een hype?
- vormen en platformen van mobiel internet
- kenmerken van mobiel internet
- de app's : native app, html5 app en mobile app
- de andere soorten : QR code, Microsoft tag, geolocatie, sms, augmented realmity, near field communication, e-mail
MOBIEL INTERNET VOOR MIJN BEDRIJF OF ORGANISATIE
- de voorbereiding
- de strategie : hoe breng ik de opportuniteiten in kaart
- de uitvoering : wat kan ik concreet doen?
- voorbeelden van gebruik van mobiel internet
- voorbeelden van mobiele applicaties
BESLUIT
- Mobiel internet is een blijver.
- Start bij uw bedrijfsdoelstelling en focus op activiteiten waar informatie op locatie ingebracht of geraadpleegd wordt
- Geen technologie, wel gezond verstand
Tales - sterk in web - mobiel internet voor bedrijvenTales
De presentatie geeft een overzicht van wat mobiel internet is en hoe het gebruikt kan worden in een zakelijke omgeving.
Volgende items komen aan bod :
INLEIDING
- mobiel internet, een hype?
- vormen en platformen van mobiel internet
- kenmerken van mobiel internet
- de app's : native app, html5 app en mobile app
- de andere soorten : QR code, Microsoft tag, geolocatie, sms, augmented realmity, near field communication, e-mail
MOBIEL INTERNET VOOR MIJN BEDRIJF OF ORGANISATIE
- de voorbereiding
- de strategie : hoe breng ik de opportuniteiten in kaart
- de uitvoering : wat kan ik concreet doen?
- voorbeelden van gebruik van mobiel internet
- voorbeelden van mobiele applicaties
BESLUIT
- Mobiel internet is een blijver.
- Start bij uw bedrijfsdoelstelling en focus op activiteiten waar informatie op locatie ingebracht of geraadpleegd wordt
- Geen technologie, wel gezond verstand
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 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.
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?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
2. My great-grandmother’s name was Elena. She was born
in 1919. She was a dressmaker.
She liked going for a walk. She didn’t have a car. She
died in 1999.
My great grand father was Enrique. He was born in
1918 and died in 1997.
By Lucía Cerro
3. My great grandfather Agustín was born in San Pedro (Albacete) in 1907.
He was an architect.
My great-grandmother Llanos was born in Albacete in 1922. They
married in Albacete in 1945 and they had 6 children. My great-
grandfather died in 1968.
My great grandmother is alive and she lives near my house.
She wrote a lot of books and
she is wonderful.
By Jorge
4. My great grandmother didn’t have a job, she was a homemaker. My
great grandfather was a mechanic he worked in the famous “Fábrica
de Harinas”.
Salvadora y Paco were my
great-grandparents
5. They lived in Albacete and they
had three children: two boys and
one girl, my grandmother Mari
Paz. They died before I was born,
but my mother talks a lot about
them because she loved them
very much. This is the story of
my mother’s great-grandparents.
By Inés
6. My maternal great-gandmother was a
housewife. She was born in Almansa. She
called Manuela and had seven children.
My paternal great-grandfather was very
intelligent . He was born in Almansa. He was
a carpenter. He called Federico.
By Clara
8. My great-grandmother was born on 14th In August in
1924. She is 90 years old. She was born in the South of
France. When she was a girl she came to San Martín
(Salamanca). When she was young her mother and her
went to Madrid. There, she met my great-grandfather.
She was a housewife and he was a waiter. The had
three children: two sons and one daughter(my
grandmother). My great-grandmother has eight
grandchildren and nine great grand-children.
9. My great grandparents got married in 1934 when they were 23 years old.
They lived in a village called
Valdeganga.
My great-grandfather
was a butcher and
my great-grandmother
was a homemaker.
.
MY GREAT-GRANDPARENTS by Jaime
10. They didn’t have a car or any facilities at home. They had to
do everything by hand. They were happy because my great-
grandfather was very kind and he liked telling jokes.
They had a daughter in 1935, but the Civil War started in
1936 and everything broke into pieces. My great-grandfather
was taken to a camp and killed on December 12th 1937. My
great-grandmother and her daughter’s lives changed forever.
My grandmother never met her father and my great-
grandmother never married again.
My great-grandmother died in 2002, she was 91 years old.
I could not meet her.
11. My great-grandparents lived in a big house on the
outskirts od Granada. My great grandfather worked in
the countryside, he was a farmer.
They didn’t have a car. They walked or cycled.
My great grandfather died in 1999 and my great-
grandmother is still alive.
They had a daughter, my grandmother.
By Vera
12. This is my great-
grandmother.
Her name is Antonia. She is
94 years old. She was born
in Madrid. Her husband was
José.
They had five children:
José, Antonia, Braulio,
Antonio and Fernando.
Her daughter is my
grandmother.
13. When she was a young girl she didn’t have a TV. She helped her
mother. She didn’t have a washing machine and she washed in
the river.
I love her.
By Mario
14. Her name was Josefa Simón
González. She was born in
1925. She was a homemaker.
She had got one sister and
two brothers.
She lived in Balazote and had
two daughters and two sons.
Every Sunday, the family went
to the swimming pool. They
liked walking.
By Hugo
15. My grandparents were Gregorio
and Carmen. They had a shoe-
shop.
They has two sons and a
daughter. The daughter is my
grandmother Carmen.
My grandmother, Paquita, looked
after my great grandmother,
Carmen.
My grandfather Gregorio went to
the countryside. My uncles are
Pepe and Gregorio.
My grandfather was from
Alcadazo and my grandmother
was from my town, Casas Ibáñez.