Paper 1 consumer education ed. considerations and perspectives_benn[2002]George Chalatzoglidis
This document discusses perspectives on consumer education. It begins by introducing a research project on consumer education funded by the Danish Ministry of Business Affairs. The project examines how children understand consumption and what this means for the aims and content of consumer education. It then provides background on theories of household management, consumption, and the field of home economics. It discusses paradigms related to consumer societies and characteristics of modern homes and households, such as globalization and privatization. The document aims to inform debates around consumer education curriculum and perspectives.
This paper examines children and young people's experiences with consumption. It conducted a study with 64 participants aged 12-19 who created mind maps about consumption today and in the future. The preliminary results found that being a consumer today involves both positive and difficult aspects, such as pleasure but also pressure and environmental consciousness. When considering the future, participants recognized technology will impact consumption and identified both positive aspects like easier consumption through technology, as well as difficulties like intensified marketing and needing large earnings to meet consumption demands. The paper encourages using simple mind mapping activities to understand students' perspectives on consumption.
Mathisi 2.0 conference. We have been awarded with the -Stamp of Good Practice- in the Action Learning 2.0 plus Competition. Our submission was one of the 20 (in total 91 submissions) that have been awarded with this Stamp.
FreeMoodle.org provides free hosting for Moodle courses with the goal of promoting free education worldwide. The document describes two Moodle courses on Linux and OpenOffice that were run on the FreeMoodle platform. The first Linux course had 22 participants of which 16 graduated, and the second Linux course is currently running with 33 participants. Both teachers and students found the asynchronous online learning model and Moodle platform to be effective. The document also briefly describes the GreekLug Association, which supports the adoption of open-source software in Greece.
A parabolic shape reflects sunlight to a single focal point. When a cooking pot is placed at this focal point, it absorbs the light energy and becomes very hot, allowing it to function as a solar cooker. The unique reflecting properties of a parabola can be demonstrated using a satellite dish, which has the same shape. By observing how a circle of light forms on a piece of cardboard moved around the dish, the position of the focal point can be located.
Paper 1 consumer education ed. considerations and perspectives_benn[2002]George Chalatzoglidis
This document discusses perspectives on consumer education. It begins by introducing a research project on consumer education funded by the Danish Ministry of Business Affairs. The project examines how children understand consumption and what this means for the aims and content of consumer education. It then provides background on theories of household management, consumption, and the field of home economics. It discusses paradigms related to consumer societies and characteristics of modern homes and households, such as globalization and privatization. The document aims to inform debates around consumer education curriculum and perspectives.
This paper examines children and young people's experiences with consumption. It conducted a study with 64 participants aged 12-19 who created mind maps about consumption today and in the future. The preliminary results found that being a consumer today involves both positive and difficult aspects, such as pleasure but also pressure and environmental consciousness. When considering the future, participants recognized technology will impact consumption and identified both positive aspects like easier consumption through technology, as well as difficulties like intensified marketing and needing large earnings to meet consumption demands. The paper encourages using simple mind mapping activities to understand students' perspectives on consumption.
Mathisi 2.0 conference. We have been awarded with the -Stamp of Good Practice- in the Action Learning 2.0 plus Competition. Our submission was one of the 20 (in total 91 submissions) that have been awarded with this Stamp.
FreeMoodle.org provides free hosting for Moodle courses with the goal of promoting free education worldwide. The document describes two Moodle courses on Linux and OpenOffice that were run on the FreeMoodle platform. The first Linux course had 22 participants of which 16 graduated, and the second Linux course is currently running with 33 participants. Both teachers and students found the asynchronous online learning model and Moodle platform to be effective. The document also briefly describes the GreekLug Association, which supports the adoption of open-source software in Greece.
A parabolic shape reflects sunlight to a single focal point. When a cooking pot is placed at this focal point, it absorbs the light energy and becomes very hot, allowing it to function as a solar cooker. The unique reflecting properties of a parabola can be demonstrated using a satellite dish, which has the same shape. By observing how a circle of light forms on a piece of cardboard moved around the dish, the position of the focal point can be located.
2. κλίση x κλίση v
11,11111 1,102293
11,62791 0,79556
11,97605 0,531752
12,42236 0,367884
12,04819 0,203255
y = -0.0019x2 - 0.1379x + 1.1182
R² = 0.9691
0
0.2
0.4
0.6
0.8
1
1.2
0 2 4 6 8 10
Slope
χρόνος (s)
Επιτάχυνση (m/s2)
y = 0.391x2 + 6.9544x - 1.0551
R² = 0.9981
-20
0
20
40
60
80
100
120
0 2 4 6 8 10
Μήκος
(m)
χρόνος (s)
Μήκος (m)
y = -0.1609x2 + 2.5581x + 0.3012
R² = 0.9856
0.0
2.0
4.0
6.0
8.0
10.0
12.0
0 2 4 6 8 10
Ταχύτητα
(,m/s)
Χρόνος (s)
Ταχύτητα σε (m/s)
3. Μοντέλο επίδοσης στο τρέξιμο (sprint)
Ταχύτητα = διασκελισμός x συχνότητα διασκελισμού
π.χ. = 10m/s = 2.5m x 4 διασκελισμοί / δευτερόλεπτο
Πρόβλημα: Το μοντέλο δεν αναφέρεται στην αιτία της κίνησης τη δύναμη: ΣF = m α
Ταχύτητα είναι το πηλίκο της διανυόμενης απόστασης δια του απαιτούμενου χρόνου.
v = Δx / Δt (m / sec)
διασκελισμός
Newton
5. Ένας αθλητής των 100m έχει κάποια στιγμή συχνότητα διασκελισμού 5 steps/s με μήκος διασκελισμού step=2m.
Α) Ποια είναι αυτή τη στιγμή η ταχύτητά του ;
Β) Αν η επίδοση στα 100m είναι 10.5s ποια είναι η μέση ταχύτητα;
Γ) Ποια είναι κατά μέσο όρο η συχνότητα διασκελισμού του αν το μέσο μήκος διασκελισμού του είναι step’= 2.4m ;
Δ) Σε ποσό χρόνο θα έτρεχε τα 200m με μέση συχνότητα διασκελισμού 4steps/s και μέσο διασκελισμό 2m;