O documento apresenta 10 mandamentos para Chief Networking Officers, sendo eles: ser transparente para gerar confiança, agregar e compartilhar valor constantemente, expandir contatos diariamente de forma aleatória ou específica, organizar e mapear suas redes de contatos, comunicar-se regularmente para servir sua rede, semear o bem e causar efeitos dominó positivos, conhecer a si mesmo e entender os outros, identificar riquezas em pessoas e oportunidades, apreciar as diferenças, e buscar sempre a paz.
This document provides guidance for teachers on how to incorporate more speaking activities into their English language lessons. It discusses the importance of speaking skills for students and outlines challenges to teaching speaking in some contexts. It then provides many examples of speaking activities teachers can use, including discussions of pronunciation, contractions, monologues, dialogues, and exam preparation. The document emphasizes creating opportunities for free speaking practice to help students feel comfortable communicating in English.
The DR-M160 scanner is a compact and robust desktop scanner ideal for high-volume scanning. It achieves class-leading scanning speeds of 60ppm/120ipm in black and white or grayscale and 60ppm/120ipm in color at 300dpi. The scanner handles mixed document batches reliably through its 60-sheet automatic document feeder and has a daily duty cycle of up to 7,000 scans. It is bundled with scanning and software tools like CaptureOnTouch, CapturePerfect, and Kofax VRS to streamline workflows.
This document is the introduction to a book about the Romanian Iron Guard phenomenon. It discusses the challenges in analyzing the Iron Guard objectively due to decades of propaganda against them. It notes that most previous analyses of the Iron Guard came only from opponents' perspectives. The author acknowledges the responsibility in addressing this sensitive topic but believes understanding history requires asking open questions without prejudice. The introduction aims to provide a balanced perspective on the Iron Guard and their leaders Ion Moța and Vasile Marin.
„But how could two political and economic systems
so proclamatorily contradictory between them – the
capitalism and the communism –, the two omnipotent
world «superpowers», respectively, and even only to
suggest to somebody an image of two arms apparently
independent and opposite of the same overpotent
but hardly visible brain?
This question worried me. I bored. And thus, in the
spirit of fidelity to the scientific objectiveness, as I specified
on the other occasion (In the interview that was taken to me by Mrs. Irina Airinei,
Ph.D., editor for Radio Cultural Romania, on August 9, 2005, as
regards the work Mihai Eminescu’s Political Will. Interview published
under a brochure form in the same year in Cartea Universitară
Publishing House in Bucharest.) , I cannot exclude the fact either
that in the consistent dictionary of Jewish personalities
written only by Jewish authors, translated into Romanian
by a team led by a Jewish woman and published in the
year 2001 at Hasefer Publishing House – Jewish
Publishing House, Karl Marx is presented as a
«descendant (both on the part of mother and of father as
well) of a long genealogy of rabbis», and some of the
leaders on the top of the Bolshevik coup d’etat and, at the
same time, of the Soviet communist regime are also
present.
At the same time, in the same spirit of scientific
honesty I cannot neglect some elements, such as:
Presence in the same dictionary of Jewish
personalities of a comprehensive biographical
heading dedicated to Rotschild bankers;
Or
inclusion in the impressive work Famous
Freemasons (published in 1999 in Nemira
Publishing House), of Hitler and Mussolini as
well, in the context in which the comparative
analysis of the two biographical collections
emphasizes the presence, not at all rare in the
world, at level of the upper Freemasonic
leadership of some remarkable Jewish
personalities.
Consequently, when hearing such news, is it
unjustified from me not to contest but to show only a
methodic circumspection, in the spirit of Descartes if you
want, on the veridicity of the way in which the
contemporary manuals of history and most of official
massmedia shall comment, for instance, on crucial
realities of the universal history such as the World War II,
the capitalism and the communism?” RADU MIHAI CRIŞAN
The document discusses misconceptions in science education. It defines misconceptions as views held by students that do not align with scientific views. Some common misconceptions include thinking that water disappears when absorbed by cloth, that the sun orbits the Earth, and that plants are non-living. Reasons for misconceptions include everyday language and experiences, inconsistent teaching, and lack of competent teachers. Teachers can help students overcome misconceptions by relating concepts to daily life, using hands-on activities, encouraging questions, and identifying and challenging alternative ideas.
The document is a preview of university taster courses offered in 2013 in the UK. It lists over 150 courses across many subject areas offered by over 20 universities. The courses ranged from one-day experiences to longer previews of degree programs. Applications for the courses opened on January 10, 2013 on the program's website, with places allocated on a first-come first-served basis, except for some competitive medical and veterinary courses.
1) The document lists 15 summer tasks for a graphics course, including reading recommended books, creating a scrapbook of found typography, inventing a game, and making a comic documenting one's holiday.
2) Other tasks involve illustrating everything consumed in a week, improving and selling a worthless object on eBay, making a daily mantra banner, and redesigning an example of bad design.
3) Additional tasks are designing an ad to market one's bedroom as a hotel, making a visual response to an exhibition or book, creating a time capsule about design to bury and unearth, and representing music or a material through color, type, or symbols.
O documento apresenta 10 mandamentos para Chief Networking Officers, sendo eles: ser transparente para gerar confiança, agregar e compartilhar valor constantemente, expandir contatos diariamente de forma aleatória ou específica, organizar e mapear suas redes de contatos, comunicar-se regularmente para servir sua rede, semear o bem e causar efeitos dominó positivos, conhecer a si mesmo e entender os outros, identificar riquezas em pessoas e oportunidades, apreciar as diferenças, e buscar sempre a paz.
This document provides guidance for teachers on how to incorporate more speaking activities into their English language lessons. It discusses the importance of speaking skills for students and outlines challenges to teaching speaking in some contexts. It then provides many examples of speaking activities teachers can use, including discussions of pronunciation, contractions, monologues, dialogues, and exam preparation. The document emphasizes creating opportunities for free speaking practice to help students feel comfortable communicating in English.
The DR-M160 scanner is a compact and robust desktop scanner ideal for high-volume scanning. It achieves class-leading scanning speeds of 60ppm/120ipm in black and white or grayscale and 60ppm/120ipm in color at 300dpi. The scanner handles mixed document batches reliably through its 60-sheet automatic document feeder and has a daily duty cycle of up to 7,000 scans. It is bundled with scanning and software tools like CaptureOnTouch, CapturePerfect, and Kofax VRS to streamline workflows.
This document is the introduction to a book about the Romanian Iron Guard phenomenon. It discusses the challenges in analyzing the Iron Guard objectively due to decades of propaganda against them. It notes that most previous analyses of the Iron Guard came only from opponents' perspectives. The author acknowledges the responsibility in addressing this sensitive topic but believes understanding history requires asking open questions without prejudice. The introduction aims to provide a balanced perspective on the Iron Guard and their leaders Ion Moța and Vasile Marin.
„But how could two political and economic systems
so proclamatorily contradictory between them – the
capitalism and the communism –, the two omnipotent
world «superpowers», respectively, and even only to
suggest to somebody an image of two arms apparently
independent and opposite of the same overpotent
but hardly visible brain?
This question worried me. I bored. And thus, in the
spirit of fidelity to the scientific objectiveness, as I specified
on the other occasion (In the interview that was taken to me by Mrs. Irina Airinei,
Ph.D., editor for Radio Cultural Romania, on August 9, 2005, as
regards the work Mihai Eminescu’s Political Will. Interview published
under a brochure form in the same year in Cartea Universitară
Publishing House in Bucharest.) , I cannot exclude the fact either
that in the consistent dictionary of Jewish personalities
written only by Jewish authors, translated into Romanian
by a team led by a Jewish woman and published in the
year 2001 at Hasefer Publishing House – Jewish
Publishing House, Karl Marx is presented as a
«descendant (both on the part of mother and of father as
well) of a long genealogy of rabbis», and some of the
leaders on the top of the Bolshevik coup d’etat and, at the
same time, of the Soviet communist regime are also
present.
At the same time, in the same spirit of scientific
honesty I cannot neglect some elements, such as:
Presence in the same dictionary of Jewish
personalities of a comprehensive biographical
heading dedicated to Rotschild bankers;
Or
inclusion in the impressive work Famous
Freemasons (published in 1999 in Nemira
Publishing House), of Hitler and Mussolini as
well, in the context in which the comparative
analysis of the two biographical collections
emphasizes the presence, not at all rare in the
world, at level of the upper Freemasonic
leadership of some remarkable Jewish
personalities.
Consequently, when hearing such news, is it
unjustified from me not to contest but to show only a
methodic circumspection, in the spirit of Descartes if you
want, on the veridicity of the way in which the
contemporary manuals of history and most of official
massmedia shall comment, for instance, on crucial
realities of the universal history such as the World War II,
the capitalism and the communism?” RADU MIHAI CRIŞAN
The document discusses misconceptions in science education. It defines misconceptions as views held by students that do not align with scientific views. Some common misconceptions include thinking that water disappears when absorbed by cloth, that the sun orbits the Earth, and that plants are non-living. Reasons for misconceptions include everyday language and experiences, inconsistent teaching, and lack of competent teachers. Teachers can help students overcome misconceptions by relating concepts to daily life, using hands-on activities, encouraging questions, and identifying and challenging alternative ideas.
The document is a preview of university taster courses offered in 2013 in the UK. It lists over 150 courses across many subject areas offered by over 20 universities. The courses ranged from one-day experiences to longer previews of degree programs. Applications for the courses opened on January 10, 2013 on the program's website, with places allocated on a first-come first-served basis, except for some competitive medical and veterinary courses.
1) The document lists 15 summer tasks for a graphics course, including reading recommended books, creating a scrapbook of found typography, inventing a game, and making a comic documenting one's holiday.
2) Other tasks involve illustrating everything consumed in a week, improving and selling a worthless object on eBay, making a daily mantra banner, and redesigning an example of bad design.
3) Additional tasks are designing an ad to market one's bedroom as a hotel, making a visual response to an exhibition or book, creating a time capsule about design to bury and unearth, and representing music or a material through color, type, or symbols.
This document outlines summer tasks and projects for a fine art student to complete over their break. It includes tasks such as building the tallest structure and documenting it, painting over a jigsaw puzzle to try and reassemble it, making scale models, and daily drawings. Students are also instructed to write about a TV program after selecting a random sequence to paint. Additional suggestions include taking photographs of beautiful and ugly scenes to present in a sketchbook along with others' opinions. Exhibitions to visit are listed along with materials needed for an equipment list. A reading list of two books on art criticism is also provided.
The document provides a list of 10 tasks for a textiles summer project, including buying an inexpensive object to draw daily, learning book binding to make a sketchbook to document different surfaces over a holiday, teaching knitting or crocheting skills, reimagining the use of an existing object, experimenting with material properties, and visiting specified art exhibitions.
Sole traders have unlimited liability but full control over their business. Partnerships share liability and control between 2-20 owners. Private limited companies limit owners' liability but control is shared between shareholders and directors.
This document provides information about a production of A Doll's House by Henrik Ibsen playing at the Young Vic theater in London from June 29th to July 26th, 2012. It features Hattie Morahan and Dominic Rowan in the leading roles. The synopsis explains that the play depicts the moment when Nora discovers that her life and marriage are built on lies. The production is directed by Carrie Cracknell and features set design by Ian MacNeil. Students are assigned summer tasks of buying the Methuen Student Edition of the script, attending the production, and creating a presentation on Ibsen and the historical context of the play.
The document discusses the Cambridge Technicals level 3 course in business. In year 12, students complete the Certificate in Business, studying units on the business environment, business resources, and an optional unit. In year 13, students progress to the Introductory Diploma in Business, studying units on business accounting, recruitment and selection, and another optional unit. Completing both years allows students to earn UCAS points for university applications.
This document outlines two summer tasks for students taking Applied Science Level 3 BTEC courses in Forensic Science and Medical Science. Task 1 requires students to purchase a course textbook by September 1st, providing the ISBN. Task 2 requires students to describe and compare the key structures and functions of eukaryotic and prokaryotic cells, including specific organelles, in a document up to 1000 words accompanied by labeled diagrams of each cell type.
The document provides information about the AS Level Biology course that will be offered at Welling School. Students are assigned two tasks over the summer break to help prepare them for the course. Task 1 involves purchasing the core textbook, while Task 2 requires students to define terms related to blood clotting and describe the blood clotting process and its role in cardiovascular disease. The course structure is also outlined, covering three units that will be assessed through written exams involving different question types and practical skills.
The document outlines sociology summer tasks for September 2012. Students are asked to make a collage of different family types, prepare for a debate on whether there is a "right" type of family, and provide examples from the media for each family type listed. The tasks focus on different family structures and whether any one structure is considered ideal.
This document provides a list of films and the directors associated with each film. It includes background information on the director and contextual information about the film, including any critical reception or awards. The purpose is to analyze these films and create a case study on one film of choice based on the provided information.
The anthropology summer project has three main tasks: 1) Explain the differences between social, biological, and economic anthropology including key theorists. 2) Explore how women are treated in the Na Tribe and Maasai Tribe, and discuss if women are treated universally. 3) Visit the Museum of Natural History if possible. Students are expected to purchase the textbook "Sharing our Worlds" by Joy Henry. The completed project is due on the first day of anthropology class in September.
This document outlines the two sections of an AS Level English Language summer homework assignment:
1. Analytical Skill - This section assesses the ability to comment on a fiction and non-fiction text. It includes tasks analyzing an excerpt from Catch-22 and a sales promotion letter.
2. Creativity - This section assesses the ability to use source material to produce new, original texts using imagination.
The analytical skill section provides sample texts and prompts the student to highlight language features, comment on tone and meaning, and analyze persuasive techniques.
This document is an application form for a 3-day summer school program on law, criminology, and psychology in criminal justice being held June 26-28, 2012 at London South Bank University. It requests information about the applicant, their parent/guardian, and a reference from their teacher. Applicants must submit the completed form by April 23rd, and there are only 40 spots available.
This document provides information about a summer school program that will explore issues related to criminal behavior and the criminal justice system from the perspectives of law, criminology, and psychology. Over three days, students will learn how these three disciplines complement each other and are studied at the university level. They will also participate in a mock trial to apply what they have learned. The summer school is intended for students considering further study in law, criminology, or psychology and will provide insight into related university courses, subject matter, and career opportunities. Interested students should contact the partnership liaison officer by April 23rd to apply for one of the 40 available spots.
This document is a student application form for a 3-day IT summer school program taking place from July 17-19, 2012 at the University of Greenwich. [END SUMMARY]
The University of Greenwich is partnering with the British Music Experience to offer a free three-day summer school program for Year 12 students. The program will take place both on campus and at the British Music Experience, and will include trips for research and a final showcase event. Students can choose from three strands: events management, music technology, or video production. The events management strand will plan and coordinate a live showcase event at the British Music Experience. The music technology strand will work on music production and remixing for the event. The video production strand will create films and videos to be featured at the event. The goal is for students to gain experience in their chosen field through practical group projects.
The University of Greenwich is offering a free chemistry practical session on thermometric titration of a strong acid on March 28th from 12:30-3:00 PM. Students will determine the concentration of hydrochloric acid by titrating it with sodium hydroxide and recording the temperature changes. They will draw a graph of temperature vs. volume of acid added and use it to find the endpoint and calculate the concentration of the strong acid. Proper safety procedures will be followed when handling the corrosive acids and bases.
This document is an application form for a Year 12 History Summer School taking place at SOAS, University of London from June 26-28. It requests the applicant's contact information, educational details including their GCSE results, a 150-word statement on why they want to attend, whether they will be the first in their family to attend university, and signatures from their parent/guardian and a supporting teacher agreeing to their attendance. It notes that submitted personal data will be processed according to the UK Data Protection Act and not used for marketing purposes.
This document outlines summer tasks and projects for a fine art student to complete over their break. It includes tasks such as building the tallest structure and documenting it, painting over a jigsaw puzzle to try and reassemble it, making scale models, and daily drawings. Students are also instructed to write about a TV program after selecting a random sequence to paint. Additional suggestions include taking photographs of beautiful and ugly scenes to present in a sketchbook along with others' opinions. Exhibitions to visit are listed along with materials needed for an equipment list. A reading list of two books on art criticism is also provided.
The document provides a list of 10 tasks for a textiles summer project, including buying an inexpensive object to draw daily, learning book binding to make a sketchbook to document different surfaces over a holiday, teaching knitting or crocheting skills, reimagining the use of an existing object, experimenting with material properties, and visiting specified art exhibitions.
Sole traders have unlimited liability but full control over their business. Partnerships share liability and control between 2-20 owners. Private limited companies limit owners' liability but control is shared between shareholders and directors.
This document provides information about a production of A Doll's House by Henrik Ibsen playing at the Young Vic theater in London from June 29th to July 26th, 2012. It features Hattie Morahan and Dominic Rowan in the leading roles. The synopsis explains that the play depicts the moment when Nora discovers that her life and marriage are built on lies. The production is directed by Carrie Cracknell and features set design by Ian MacNeil. Students are assigned summer tasks of buying the Methuen Student Edition of the script, attending the production, and creating a presentation on Ibsen and the historical context of the play.
The document discusses the Cambridge Technicals level 3 course in business. In year 12, students complete the Certificate in Business, studying units on the business environment, business resources, and an optional unit. In year 13, students progress to the Introductory Diploma in Business, studying units on business accounting, recruitment and selection, and another optional unit. Completing both years allows students to earn UCAS points for university applications.
This document outlines two summer tasks for students taking Applied Science Level 3 BTEC courses in Forensic Science and Medical Science. Task 1 requires students to purchase a course textbook by September 1st, providing the ISBN. Task 2 requires students to describe and compare the key structures and functions of eukaryotic and prokaryotic cells, including specific organelles, in a document up to 1000 words accompanied by labeled diagrams of each cell type.
The document provides information about the AS Level Biology course that will be offered at Welling School. Students are assigned two tasks over the summer break to help prepare them for the course. Task 1 involves purchasing the core textbook, while Task 2 requires students to define terms related to blood clotting and describe the blood clotting process and its role in cardiovascular disease. The course structure is also outlined, covering three units that will be assessed through written exams involving different question types and practical skills.
The document outlines sociology summer tasks for September 2012. Students are asked to make a collage of different family types, prepare for a debate on whether there is a "right" type of family, and provide examples from the media for each family type listed. The tasks focus on different family structures and whether any one structure is considered ideal.
This document provides a list of films and the directors associated with each film. It includes background information on the director and contextual information about the film, including any critical reception or awards. The purpose is to analyze these films and create a case study on one film of choice based on the provided information.
The anthropology summer project has three main tasks: 1) Explain the differences between social, biological, and economic anthropology including key theorists. 2) Explore how women are treated in the Na Tribe and Maasai Tribe, and discuss if women are treated universally. 3) Visit the Museum of Natural History if possible. Students are expected to purchase the textbook "Sharing our Worlds" by Joy Henry. The completed project is due on the first day of anthropology class in September.
This document outlines the two sections of an AS Level English Language summer homework assignment:
1. Analytical Skill - This section assesses the ability to comment on a fiction and non-fiction text. It includes tasks analyzing an excerpt from Catch-22 and a sales promotion letter.
2. Creativity - This section assesses the ability to use source material to produce new, original texts using imagination.
The analytical skill section provides sample texts and prompts the student to highlight language features, comment on tone and meaning, and analyze persuasive techniques.
This document is an application form for a 3-day summer school program on law, criminology, and psychology in criminal justice being held June 26-28, 2012 at London South Bank University. It requests information about the applicant, their parent/guardian, and a reference from their teacher. Applicants must submit the completed form by April 23rd, and there are only 40 spots available.
This document provides information about a summer school program that will explore issues related to criminal behavior and the criminal justice system from the perspectives of law, criminology, and psychology. Over three days, students will learn how these three disciplines complement each other and are studied at the university level. They will also participate in a mock trial to apply what they have learned. The summer school is intended for students considering further study in law, criminology, or psychology and will provide insight into related university courses, subject matter, and career opportunities. Interested students should contact the partnership liaison officer by April 23rd to apply for one of the 40 available spots.
This document is a student application form for a 3-day IT summer school program taking place from July 17-19, 2012 at the University of Greenwich. [END SUMMARY]
The University of Greenwich is partnering with the British Music Experience to offer a free three-day summer school program for Year 12 students. The program will take place both on campus and at the British Music Experience, and will include trips for research and a final showcase event. Students can choose from three strands: events management, music technology, or video production. The events management strand will plan and coordinate a live showcase event at the British Music Experience. The music technology strand will work on music production and remixing for the event. The video production strand will create films and videos to be featured at the event. The goal is for students to gain experience in their chosen field through practical group projects.
The University of Greenwich is offering a free chemistry practical session on thermometric titration of a strong acid on March 28th from 12:30-3:00 PM. Students will determine the concentration of hydrochloric acid by titrating it with sodium hydroxide and recording the temperature changes. They will draw a graph of temperature vs. volume of acid added and use it to find the endpoint and calculate the concentration of the strong acid. Proper safety procedures will be followed when handling the corrosive acids and bases.
This document is an application form for a Year 12 History Summer School taking place at SOAS, University of London from June 26-28. It requests the applicant's contact information, educational details including their GCSE results, a 150-word statement on why they want to attend, whether they will be the first in their family to attend university, and signatures from their parent/guardian and a supporting teacher agreeing to their attendance. It notes that submitted personal data will be processed according to the UK Data Protection Act and not used for marketing purposes.