- Olive oil has been an important part of Greek nutrition and culture since olive trees were first planted in Greece around 3500 BC.
- Today, Greek olive oil is considered the best in the world due to its low acidity and peroxides, which give it a premium quality with fruity, bitter, and pungent flavors.
- The document discusses a visit to a local Greek company that processes and exports marble domestically and internationally. The company has a 6,000 square meter factory with state-of-the-art machinery to produce and manufacture marble for demanding projects around the world.
- Olive oil has been an important part of Greek nutrition and culture since olive trees were first planted in Greece around 3500 BC.
- Today, Greek olive oil is considered the best in the world due to its low acidity and peroxides, which give it a premium quality with fruity, bitter, and pungent flavors.
- The document discusses a visit to a local Greek company that processes and exports marble domestically and internationally. The company has a 6,000 square meter factory with state-of-the-art machinery to produce and manufacture marble for demanding projects around the world.
The document outlines the schedule and activities for the second transnational meeting of the European Students' Collaborative Coop project held in Montechiarugolo, Italy from December 16-20, 2019. Five partner schools from Italy, Spain, Greece, Poland, and Romania participated in the exchange with the goals of enhancing students' entrepreneurial skills through experiential learning about different European cultures and developing key competencies. The week-long program included icebreaker games, workshops, visits to local dairy farms and factories, guided tours of the medieval castle and city of Parma, and collaborative work to evaluate the exchange and create a dictionary of partner languages.
This document contains stats for various mythological creatures from Welsh and Greek mythology. It lists their intelligence, speed, strength, weakness, special powers, and evil ratings. Some of the creatures included are Bran Medusa, Hydra Welsh dragon, branwen, Zeus, Athena Branwen, Poseidon Welsh Dragon, Gwenllian Cerberus, Welsh dragon CERBERUS, CERBERUS MARI LWYD, Minotaur, HYDRA, Welsh DRAGON, Cerberus, Athena Welsh dragon, Branwen poseidon, and Efnisien Centaur. For each creature there are two blocks of stats listed.
The document instructs students to match names with numbers based on descriptions of clothing and positions in a photo. It provides 9 names and descriptions, asking students to correctly pair each name with a number from 1 to 9 based on the details given.
The students were asked to match their names with numbers based on photos. The document provides descriptions of 9 students and their corresponding numbers, including details of their clothing, hair, locations and facial expressions in the photos.
Immigrants choose to leave their home country for personal reasons like family reunification or economic opportunities, while refugees flee conflicts or persecution and cannot safely return home. Immigrants apply for authorization to enter another country before migrating, whereas refugees have a right to seek asylum under international law without authorization. The main difference is that immigrants make a voluntary choice to leave while refugees have no choice but to escape dangers or human rights violations in their home country.
This document discusses migration patterns in several European countries like Greece, Sweden, Spain, and the Netherlands. It also defines different types of migration like internal, international, immigration, and emigration. Key push factors for migration include war, environmental disasters, unemployment, and poor living conditions, while pull factors are safety, employment opportunities, and good living standards. However, the document claims that refugees pose threats such as taking jobs, terrorism, high costs, and not accepting the local culture, so they are not welcome.
Worksheet instructions - activity a7 - migration vs. refugeeismD K
The document describes an activity that compares and contrasts refugees and immigrants. It involves students creating spider diagrams with words associated with each term, watching a video that discusses the difference between the two words, and answering questions about what causes people to become refugees or migrants and the challenges they face. The activity then has students decorate paper cutouts of "humans" with words that represent either becoming a refugee due to armed conflict, persecution, or natural disasters, or becoming an immigrant for reasons like career, education, or family reunification opportunities.
This document outlines the stages of a collaborative poetry activity about refugees and home. In stage 1, students will discuss what refugees are, reasons for becoming a refugee, and obstacles faced in reaching safety. They will create a word web about the concept of "home".
In stage 2, students will read an excerpt from the poem "Home" by Warsan Shire and discuss the purpose of the poem and imagery used. They analyze lines depicting home as the mouth of a shark and water being safer than land.
In stage 3, students will collaborate to translate the poem into their own language, record a video recitation, and upload it along with the translated poem text to Prezi.
The document outlines the schedule and activities for the second transnational meeting of the European Students' Collaborative Coop project held in Montechiarugolo, Italy from December 16-20, 2019. Five partner schools from Italy, Spain, Greece, Poland, and Romania participated in the exchange with the goals of enhancing students' entrepreneurial skills through experiential learning about different European cultures and developing key competencies. The week-long program included icebreaker games, workshops, visits to local dairy farms and factories, guided tours of the medieval castle and city of Parma, and collaborative work to evaluate the exchange and create a dictionary of partner languages.
This document contains stats for various mythological creatures from Welsh and Greek mythology. It lists their intelligence, speed, strength, weakness, special powers, and evil ratings. Some of the creatures included are Bran Medusa, Hydra Welsh dragon, branwen, Zeus, Athena Branwen, Poseidon Welsh Dragon, Gwenllian Cerberus, Welsh dragon CERBERUS, CERBERUS MARI LWYD, Minotaur, HYDRA, Welsh DRAGON, Cerberus, Athena Welsh dragon, Branwen poseidon, and Efnisien Centaur. For each creature there are two blocks of stats listed.
The document instructs students to match names with numbers based on descriptions of clothing and positions in a photo. It provides 9 names and descriptions, asking students to correctly pair each name with a number from 1 to 9 based on the details given.
The students were asked to match their names with numbers based on photos. The document provides descriptions of 9 students and their corresponding numbers, including details of their clothing, hair, locations and facial expressions in the photos.
Immigrants choose to leave their home country for personal reasons like family reunification or economic opportunities, while refugees flee conflicts or persecution and cannot safely return home. Immigrants apply for authorization to enter another country before migrating, whereas refugees have a right to seek asylum under international law without authorization. The main difference is that immigrants make a voluntary choice to leave while refugees have no choice but to escape dangers or human rights violations in their home country.
This document discusses migration patterns in several European countries like Greece, Sweden, Spain, and the Netherlands. It also defines different types of migration like internal, international, immigration, and emigration. Key push factors for migration include war, environmental disasters, unemployment, and poor living conditions, while pull factors are safety, employment opportunities, and good living standards. However, the document claims that refugees pose threats such as taking jobs, terrorism, high costs, and not accepting the local culture, so they are not welcome.
Worksheet instructions - activity a7 - migration vs. refugeeismD K
The document describes an activity that compares and contrasts refugees and immigrants. It involves students creating spider diagrams with words associated with each term, watching a video that discusses the difference between the two words, and answering questions about what causes people to become refugees or migrants and the challenges they face. The activity then has students decorate paper cutouts of "humans" with words that represent either becoming a refugee due to armed conflict, persecution, or natural disasters, or becoming an immigrant for reasons like career, education, or family reunification opportunities.
This document outlines the stages of a collaborative poetry activity about refugees and home. In stage 1, students will discuss what refugees are, reasons for becoming a refugee, and obstacles faced in reaching safety. They will create a word web about the concept of "home".
In stage 2, students will read an excerpt from the poem "Home" by Warsan Shire and discuss the purpose of the poem and imagery used. They analyze lines depicting home as the mouth of a shark and water being safer than land.
In stage 3, students will collaborate to translate the poem into their own language, record a video recitation, and upload it along with the translated poem text to Prezi.
