1) Two Italian students, Marta and Era, went on a school trip to Opole, Poland for a European art project called Comenius along with four other girls from their school.
2) During their week-long trip, they met and stayed with Polish partner students, visited local schools and museums, created frescoes at an art institute, socialized with students from Sweden and France, and experienced Polish culture and cuisine.
3) They had an especially fun and memorable time and were sad to say goodbye, but were grateful for the opportunity to learn from such a wonderful exchange program.
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.
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.
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
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.
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.
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.
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
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.
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.
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.
1. How to begin? …We are Marta and Era, from 3F. Last week (at the end of November 2010) we went to Poland, to a place called Opole with other four girls from our school (Vanessa, Alice, Valentina and Eleonora). We went there for a European project, a Comenius, and our topic was the “Wall Art over the centuries”. It was amazing because, as well as the Poles, there were also students from Sweden and France, so it was an intercultural event! Dzień dobry!
2. On Sunday 28 Nov , when we arrived to Opole, we met Alicja, the Polish teacher, and we went with her to a very nice café and finally we met our Polish partners. Our partner were Ewa and Magda, we went to their house and we met the family, after that we had a typical lunch all together. In the afternoon we had a walk through the village, we played bowling with other friends and people from Comenius. We also tried ice skating, and then we went to a pub all together. That’s what we did during the week:
3. we had 2 hours of maths at school with our partners, then we had a visit of Opole and a kind of game with some questions about monuments and churches, it was very difficult because it was snowing a lot and it was very cold, too! After the sightseeing we had lunch all together with French, Swedish and Polish people and later we went to the Institute of Art where we started our frescoes for the children’s hospital in Opole. It was a long work and we did a lot of beautiful frescoes. First, we thought about what to draw, and we had to choose between flowers and windows. Then we outlined our sketches on a piece of plastic paper, and put the plastic on our block of limestone. We traced out our drawing on the block and then we painted it. It was nice because the French instructors advised us about how to paint, and to choose the colours. After that we went to the cinema with some other friends, we saw a comedy called “Due Date” and had dinner at SubWay together. On Monday 29 Nov
4. we finished our frescoes and we went all together to a pizzeria; then we visited a museum in Opole, which is a great city; it is clean and not so crowded! There seems to be very little pollution. Then there was also a magic atmosphere because of the snow. We liked it very much because it’s a historical and religious city. After the visit at the museum we went shopping, and in spite of the snow we had an ice cream. On Tuesday 30 Nov
5. was our favorite day! We spent the morning at school, which is nearly like ours. It is big and homely. We had our presentations, with some sketches, songs and funny things; then we had an hour of Chinese and one of English. We ate Pierogi Ruskie, a typical Polish dish and we liked it very much! Then we came back to the school for a volleyball match, where we really had fun because we socialized with some very nice Poles! After that we did a karaoke and later we went to a pub and to the shopping centre, too. We had lunch at home and before packing our suitcase we took some pictures and we spent our last moments with the family. Wednesday 1st Dec
6. was our last day in Poland. We went to Krakow and we visited some interesting sites like the Castle, St Mary’s Church, squares and the cozy cobbled streets, then after a couple of free hours, our tour restarted. We visited the Jewish ghetto, where we had our farewell dinner all together, and it was horrible because we had to say goodbye to everyone! That was the worst moment of the week and all of us cried a lot! After that sad moment we left our baggage in a hotel and we went to the centre of Krakow again, we came back to the hotel where we waited for the bus to drive us to the airport and we flew back to Italy. Thursday 2nd Dec
7. Last year we did an exchange with Holland, and we loved it, but we must say that the week in Poland was so much better! It has been the best experience that we’ve ever done! We loved it, we loved everything, or better, everyone; yes, we think that the Poles are all extremely friendly and lovely, nice and funny! We can’t wait to meet all of them as soon as possible! We must thank everybody who let us participate to this beautiful project! Also, a giant thank youto Mrs Elisa Zambonin, our art teacher, for her invaluable support. Words are not enough to express our happiness for having been to a country like Poland, really! We will never forget this experience! Now we’ll be waiting for next year, when there will be the last meeting of our project… We just can’t wait! :)
