Sergi and Tony traveled to Turkey for a Comenius meeting. They flew from Paris to Istanbul and then to Antalya, where their partners were waiting for them. During the week-long trip, they visited several historical and natural sites around Antalya, including ancient ruins, Turkish baths, beaches, and waterfalls. They also gave an oral presentation at their partner school and had a farewell party. The trip allowed them to learn about Turkish culture while staying with local families and making new friends.
School in Movement: Enjoying Wealth Being in Good Health
2014-1-KA201-003518_1
Powerpoint created by José Manuel Iñigo Camacho.
2BCT I.E.S. “San Martín” Talayuela (Cáceres)
Spain 2015
`School in Movement: enjoying wealth being in good health’ is an Erasmus + project created to develop strategies related to health and welfare of young people in four schools from Italy (Liceo Volta_Fellini, Riccione) , Latvia , Spain (I.E..S San Martin, Talayuela) and Turkey (Bartin Hassan Sabri cavusoglu Fen Lisesi, Bartin).
The powerpoints uploaded here were made by four Spanish students (José Manuel Iñigo Camacho, Natalia Rivera Ávila, David Romero Trancón and Andrea Vizcaíno Pérez) who travelled to the second meeting in Turkey in November 2015. They wanted to show to their classmates what they lived there so they created and presented these products in their English lessons after having come back from Bartin.
School in Movement: Enjoying Wealth Being in Good Health
2014-1-KA201-003518_1
Powerpoint created by José Manuel Iñigo Camacho.
2BCT I.E.S. “San Martín” Talayuela (Cáceres)
Spain 2015
`School in Movement: enjoying wealth being in good health’ is an Erasmus + project created to develop strategies related to health and welfare of young people in four schools from Italy (Liceo Volta_Fellini, Riccione) , Latvia , Spain (I.E..S San Martin, Talayuela) and Turkey (Bartin Hassan Sabri cavusoglu Fen Lisesi, Bartin).
The powerpoints uploaded here were made by four Spanish students (José Manuel Iñigo Camacho, Natalia Rivera Ávila, David Romero Trancón and Andrea Vizcaíno Pérez) who travelled to the second meeting in Turkey in November 2015. They wanted to show to their classmates what they lived there so they created and presented these products in their English lessons after having come back from Bartin.
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
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.
2. Flying to Turkey
At 9.55 we took our plane
and went to Paris where we
took another flight to
Istanbul. There we had to
wait for 4 hours, buy our
Visa and eat a bk.
Finally, we took a plane to
ANTALYA.
When we arrived, our
partners were waiting for us
and took us home.
3. First day( Monday)
We went to the classrooms with
our partners. Then, each
country presented the
powerpoints, but because of
electricity failure, our
presentation had to be
postponed until Friday.
After lunch, we went to a local
yogurt factory where a guide
explained us how it was made
and we could taste different
kinds of yogurts and ice-creams
too.
Finally, everyone went home
with her/ his partner. For
example, Tony and I me went
to a mall to spend the afternoon.
4.
5. Second Day
We took the bus in a
hotel, we went to visit a
natural park, after touring
the park, we took the bus
and went to see the
harbour. We saw more
monuments ( a mosque, a
church, etc)and later we
went on a boat ride. It
was fun .
We went to buy souvenirs
with our partners.
6.
7. Wednesday
We went to visit
ancient ruins, Turkish
baths, a small
amphitheater, later we
had lunch on the
beach. After lunch, we
went to see some
graves and an
amphitheater, the site
was named Myra. We
also saw the
Cathedral of
St.Nicholas. It was a
fantastic day
8.
9. Wednesday
On Thursday we
went to visit Perge.
We saw a large
amphitheater and an
agora. Later, we
visited amphitheater
of Aspendos which
is the largest we
have seen in
Antalya. Finally,we
went to see a
waterfall. It was an
excellent day , but
very tiring.
10.
11. Friday
On Friday we finished
our oral presentation
and then, we went to a
farewell party
organized by the school.
After school, our
partners took us to a
amusement park, and in
the evening they took
us to have dinner at a
restaurant in a mall. It
was a fantastic day
12. Saturday
Saturday was a
very hard and sad
day because we had
to say goodbye to
the family and
friends. In the
afternoon, we took
our flight to
Barcelona. I can say
that that week has
been one of the best
of my life
13. Thanks to this meeting we could know another
culture, school system, visit a beautiful
country, with a rich cultural heritage, meeting
wonderful people, know how they live because
we stayed with families and taste the delicious
Turkish cuisine ( soups, fish, grilled
kebabs, vegetables, salads and the sweet
desserts), practise our English and MAKE
FRIENDS.
Now we are looking forward to seeing them in
Spain.