This document provides travel advice and tips for visiting Paris, France. It lists areas near the hotel to visit like the Marais neighborhood, Montmartre, and Rue Mouffetard. Museums like the Louvre and Pompidou are mentioned. The document recommends taking the bus instead of the subway and provides food and drink suggestions. Tips are given to avoid popular tourist areas, say hello/goodbye, and apologize for not speaking French. Overall the summary highlights key tourist sites, transportation, and cultural etiquette tips for visiting Paris.
What You Need to Know
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Benefits of good housekeeping
Costs of poor housekeeping
Housekeeping responsibilities
Good housekeeping habits
Common housekeeping hazards
How to eliminate housekeeping hazards and prevent accidents.
What You Need to Know
---------------------------------------
Benefits of good housekeeping
Costs of poor housekeeping
Housekeeping responsibilities
Good housekeeping habits
Common housekeeping hazards
How to eliminate housekeeping hazards and prevent accidents.
Since its creation in 1999, the goal of the Master in Economics and Finance (MEF) offered by Universidad de Navarra has been that of preparing competent professionals.
The MEF provides students with the necessary analytical and theoretical foundations for both entering into a PhD program and working in companies that look for rigorously trained specialists (such as national or international organizations, central banks, investment and commercial banks, economic or financial consultancies, and regulators).
After gaining a fundamental understanding of Finance, Econometrics, Micro- and Macroeconomics, Mathematics and Statistics in the first term, the second term is more applied leading eventually to topics-oriented courses in the third term in which students work with data and acquire programming skills. Throughout the academic year, the students attend research seminars and present working papers or published articles to gain a deeper understanding of economic and financial research, which culminates in the Master thesis. The best theses have been published in refereed academic journals.
Our alumni work currently for institutions like the Inter-American Development Bank, the Bank of Spain, the Organisation for Economic Co-operation and Development (OECD) or market regulators in Spain; for leading investment banks like Goldman Sachs or Morgan Stanley, both in the US and the UK; for economic consultancies like Compass Lexecon or management consultancies like Oliver Wyman or Indra; or in other companies, such as, as Chief Risk Manager of Repsol, Energy Demand Analyst at OPEC, in Arcelor Mittal, in Thomson Reuters or in The Toronto-Dominion Bank.
Alumni which decided for a career in academia recently moved to universities, such as, Columbia University (Assistant Professor), Rice University in the US, London School of Economics, The London Business School in Europe, IESE Business School.
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?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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.
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.
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
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.
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.
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.
26. Tips for Paris… Avoid the most popular areas Avoid cafes near popular tourist areas Look for local areas where locals go. Look for crowded cafes OFF the main tourist areas
27. Tips for Paris… Say “hello” when you walk in, “good bye” when you leave Say “thank you” all the time If you bump someone… say “sorry” Apologize for not speaking French Question – who knows how to say these phrases?
28. Welcome to France !! Introduction to the European UnionProf. Brian Butler
29. Prof. Brian David Butler About: Brian Butler is a professor of International Finance and European Studies with Forum-Nexus Study Abroad, an academic program which is co-sponsored by the IQS Business School of the Ramon Llull University in Barcelona, and the Catholic University of Milan. Brian was previously a teacher at the Thunderbird School of Global Management, MBA program in Miami, and was a researcher at the Columbia Business School in New York. In Brazil, Brian has taught at FBV in Recife. He previously worked for Honda of America Manufacturing in Ohio, and was involved in international trade. briandbutler@gmail.com LinkedIn.com/in/briandbutler www.globotrends.com
34. Course RULES + Expectations: Attend ALL classes, professional visits Turn in assignments before class Be prepared for class discussions – lots of small group assignments during class Contribute to group assignment (team grading / peer review)
35. Rules / Expectations: Request Closed book, open mind, Please turn off everything except your minds…I want your full attention – this is a “participatory” class No sleeping (if you feel tired, please stand up, go get some water, come back) no laptops (sorry) No blackberries, no iPhones, no iPads, etc, etc…
37. Personal DAILY homework… Be ready to discuss local situation with respect to ongoing crisis (what is happening in Spain? France? Italy? Greece? Etc..)
38.
39. Individual PRESENTATIONS Daily (every lecture)… starting AFTER Milan Be prepared for individual presentations IN CLASS: Q. “Should Turkey join the EU?” Be ready to argue both “for” and “against” (from EU and Turkish perspectives) But, HOOK – no 2 presentations in row with same position (YES, NO)… so you should be prepared to argue case from both perspectives… Sources: online, book, lectures, and “Turkey” article from Economist.com (to be distributed by email PDF)
41. Team Project Teams will be made up of 3-4 students each. DUE: BEFORE the last day of class, students must submit group project (1 paper for group with all students names, individual sections indentified by student name) by email to brian.butler@forum-nexus.com (or print, hand in) Undergrad teams: The project report should be between 6 and 8 pages long Graduate teams: The project report should be between 8 and 10 pages long Font: Arial, Size:12, Line Spacing: 1.5 Peer review at end of project to affect 50% of grade (adjustment of individual grade is based on peer review of contribution to group project)
42. Organizing Teams Team members should have same end date (city) Do NOT mix GRAD / UNDERGRAD Ideally: Teams should be made up of one BUS, one POL, and one SOC (EUR can substitute / select any) Teams may have 2, 3 or 4 members (as long as above rules followed). 4 members only as last resort, and must be pre-approved.
43. Team Project There are two parts to the project: Part ONE is required by everyone and submitted as team. Students must try to answer all (OR AS MANY AS POSSIBLE) of the suggested questions listed below.
44. Team Project – PART 1 ALL GROUPS MUST ANSWER THIS SECTION Euro-zone Debt / Fiscal Crisis: Questions to consider: Euro – will it break up? Stay together? Will Greece be kicked out? Leave voluntarily? Can “competitiveness” (of countries exports) be restored without currency devaluation? Should EU leaders listen to the protestors? Or, follow through on tough reforms? Can the EU afford its (expensive) “social welfare” model?
45. Team Project – PART 2 Part TWO MUST be submitted INDIVIDUALLY (turn in with group paper, but LABEL as individual component. Don’t make me guess!) Each student answer ONE of these sections to answer. Students taking POL, must answer the POL section. Within that section, answer as many questions as possible. Likewise for the BUS, and SOC sections. Students of EUR may choose any section
46. Team Project – PART 2 – section 01 POL section 01: Answer as many questions as possible: Should EU consider enlarging in the next 5 years (considering the current fiscal crisis, Euro crisis, etc)? Why? Why not? (NOT CONSIDERING CROATIA) Should the enlargement include Turkey? What are the reasons for including/ excluding Turkey from EU membership? If not Turkey, then who? (NOT CONSIDERING CROATIA)
47. Team Project – PART 2 POL continued: Answer as many questions as possible: Will we see war again in Europe within your lifetime? Is there a threat of Germany/ France hostility? What if the Euro breaks up (do you think this adds to the potential threat of war in Europe)? On the world stage (with respect to “Security and foreign relations”) – does it make sense for the EU to speak with one voice (or should individual countries continue speaking for their self-interests)? How does the rise of new powers such as China change your argument?
48. Team Project – PART 2 POL continued: Answer as many questions as possible: What do you think the EU should be in the future? Should it become a "United States of Europe", totally unified and a super-state, or should it be a looser union (not any deeper than now)? Ideally, should the EU become a global rival to the USA, a second superpower to balance the US internationally? With respect to security, defense, taxation and other sensitive issues, do you think countries of Europe should cede more power to the EU? What does the term “euro-skeptic” mean? Which countries does this term normally refer to? Why are they more “euro-skeptic” than others? Does the euro-zone crisis of 2010-2011 have any impact on the “euro-skeptic” parties of various EU countries? Does the crisis make “integration” more, or less likely in the near future?
49. Team Project – PART 2 BUS section 02: Answer as many questions as possible: Regarding the Single Market and Euro-zone; Can the European “single market” survive if the euro were to break up? Is it possible to have “one market” without having “one currency”? How does the single market help European businesses to compete with global competitors (US, Japan, China, etc)? How does the single currency help / hurt? How has expansion into Eastern Europe helped / hurt this goal (of helping European businesses compete with global competitors?
50. Team Project – PART 2 BUS continued Answer as many questions as possible: How important has the euro currency been to helping European companies compete globally? What are the key issues of the single market in the future? Will the single market still exist in 10-20 years? What needs to be done to make the single market function even better? (think “services”, etc)
51. Team Project – PART 2 BUS continued Answer as many questions as possible: If you were a Chinese or Korean appliance manufacturer looking to produce products for the European market, and if you wanted a mixture of cheap labor, no import barriers, and good logistics... In which country would you place your factory? Why? What about if you were a sub-contractor making parts of machinery for export to Germany (where the products were going to be exported to China)?
52. Team Project – PART 2 SOC section 03: Questions to consider: Is the “Social Welfare” model of many Western European countries (such as France) collapsing? Why? What is the impact on the middle class? Can “culture” be used for economic development? How? Give examples of countries, regions, cities using "culture" to enhance economic development?
53. Team Project – PART 2 SOC continued: Questions to consider: Regional identity and immigration; Is it possible to talk about a "European" identity / citizenship? Why? How? If jobs were available in Germany, and unemployment high in Spain, do you expect to see Spaniard immigrating to Germany? If not, why not? What does this say about the potential for the future of the single market and currency union?
54. Team Project – PART 2 SOC continued: Questions to consider: Immigration: Why is the rise of anti- immigrant parties and sentiment (since the fiscal crisis began) in Europe a worrying trend? What is it about Europe's past that makes this trend all the more worrying?
55. Team Project – PART 2 SOC continued: Questions to consider: Do you agree with the statement that "war is the natural state in Europe", and that the EU is the tool created to maintain the peace? What if the EU were to fail as a political project? Do you predict that war would return to the continent?
56. Team Project Content suggestions: No “bullet-point”-style answers. This is an academic paper. Each section should include an introduction, body and conclusion, and should be well-written (use spell and grammar checking). Someone in the group should be responsible for overall project editing to make sure the thoughts flow together in a meaningful way, and that points made do not conflict with one another. Each student must turn in individually the PART 2 of the project. No copying, NO plagiarism, no working together. You must properly reference all your work. Plagiarism will result in an “Failed” (F) grade for the course
57. Team Project Grading Comparative – one team vs. other Suggestion – spend time making sure paper “flows” well… one argument to next, and is NOT repetitive. Try to answer all questions, giving equal weight to each section Spell and grammar check!
59. Notes from Professional visit: Renault nationalized after war... After German occupation... Forced to produce German tanks... Explains why France historically agrees w gov’t role in industry, not as philosophically opposed as Americans
60. Notes from Professional visit: Cross cultural... Big reason why Renault / Nissan NOT a merger... Lessons from failure w Volvo from Sweden
62. A few Questions: What differences have you notices so far? (between France & home) and (Spain vs. France) Besides the language … what is different?
69. Collapse of social welfare state in Europe? Question: ARE we witnessing the potential collapse of the social welfare state in Europe? If so, why? Group answer (write names… and turn in at end of class)
71. During the tour… Note: “most of Paris’ beautiful buildings are from the 17th-19th Century. And that most of the buildings survived the wars because of one important reason… why?
82. Here's a picture of some folk going to work the morning after the terrible bombing raid of November 1940. - after enduring 11 hours of bombing! Nov. 1940 -
97. Questions: How do you think this “combo” of memories affects UK’s relations with the rest of Europe? Or, the UK attitude toward “the use of force” to solve international problems (think Iraq war)
98. Questions: How is the experience of France different? (think “shame” of surrender, and “shame” of being rescued by the British!) How is the experience of the Germans different? (think of shame of being the bad guy in history books) Is there any such thing as THE history . Lesson – history books of each country will tell the story differently. And, the lessons from the same event will be DIFFERENT depending on which “nationality” you are…
99. Questions: Is it possible to talk about a common “European” culture?
101. Comments about Culture (in Paris) Volume of conversation – Europeans typically talk quieter, to only one person at a time Question – If you go to a dinner with a group…. do you think its ok to talk to the whole group as one big conversation? Which is the “right” way? How do you think Europeans think of “loud” tourists