Dissemination-Short-term exchanges of groups of pupils- of the project Erasmu...Mihaela Ursachi
The theme of this reunion was: Mathematics and social context.
The main objective: Students observe and recognize Mathematical correspondences in the social context: folk dances, national history fragmentation, ethnoculture, heritage, cuisine and songs.
The document summarizes an online Erasmus+ project held from April 16-20, 2021 between schools in Poland, Germany, Greece, and Italy due to the coronavirus pandemic. Each day consisted of activities like introductions, school presentations, interviews, tours of Lublin and Kazimierz Dolny in Poland, group tasks, quizzes, exercise ideas, and a live music concert on the last day. Participants engaged with each other through online integration on Facebook and contributed to making the virtual intercultural exchange a positive experience despite the challenges of the pandemic.
This month, ETRC held 5 seminars on writing skills for teachers and lecturers with topics like summarizing, generation gaps, bridges between cities, the Amish way of life, and teaching writing. They also showed a movie and had discussion club meetings. A total of 112 participants attended from schools, universities, and the Ministry of Education throughout the month to improve their English skills and teaching methods.
This document outlines a project for pupils in the ninth, tenth, and eleventh forms. The project aims to develop pupils' skills and knowledge about Ukraine to share with others around the world. Pupils will form groups to research and create presentations on topics of Ukrainian history, geography, and literature. Presentation topics include the Revolution of Dignity, Carpathian Mountains, and famous Ukrainians. Pupils will visit relevant sites and libraries to gather information. They will then design a blog to share their presentations and expand foreigners' understanding of Ukraine. The project aims to foster civic pride, patriotism, and problem-solving skills among the pupils.
This newsletter from West European Studies provides updates on events from the spring 2011 semester. It announces that Wendy Hill joined the staff as the new Administrative Secretary. It describes lectures, conferences, and performances hosted by WEST including visits by the Estonian Ambassador and a Belgian Parliamentarian. It highlights faculty research and awards. It provides updates on students, alumni, language assessment efforts, and summer programming. It announces award winners and thanks volunteers and staff for their work.
This document outlines a project for pupils in the 9th, 10th, and 11th forms to create an online blog sharing information about things Ukrainians can be proud of and what people around the world should know about Ukraine. The project aims to develop students' skills in searching for information, presenting knowledge, and fostering patriotism. Students will form groups to research topics like Ukrainian history, geography, and literature. They will visit relevant sites and present their findings in a blog to educate foreigners about Ukraine. The project is designed to be short-term, creative, informative, and conducted internally among the students and teacher.
Meeting in Poland - memories by Gabriela Główczykmagdajanusz
The document summarizes a meeting that took place in Poland from October 2nd to 6th, 2017. On the first day, the group met and had a joint activity and dinner together in Krynica. The second day included a welcoming ceremony at a school, visiting an ethnographic park, doing math origami and music activities, and sampling foods from different cultures. They visited Ojców National Park on the third day and Auschwitz-Birkenau on the fourth. On the fifth day, they toured the Bochnia Salt Mine and had a certificate ceremony before concluding the meeting.
Dissemination-Short-term exchanges of groups of pupils- of the project Erasmu...Mihaela Ursachi
The theme of this reunion was: Mathematics and social context.
The main objective: Students observe and recognize Mathematical correspondences in the social context: folk dances, national history fragmentation, ethnoculture, heritage, cuisine and songs.
The document summarizes an online Erasmus+ project held from April 16-20, 2021 between schools in Poland, Germany, Greece, and Italy due to the coronavirus pandemic. Each day consisted of activities like introductions, school presentations, interviews, tours of Lublin and Kazimierz Dolny in Poland, group tasks, quizzes, exercise ideas, and a live music concert on the last day. Participants engaged with each other through online integration on Facebook and contributed to making the virtual intercultural exchange a positive experience despite the challenges of the pandemic.
This month, ETRC held 5 seminars on writing skills for teachers and lecturers with topics like summarizing, generation gaps, bridges between cities, the Amish way of life, and teaching writing. They also showed a movie and had discussion club meetings. A total of 112 participants attended from schools, universities, and the Ministry of Education throughout the month to improve their English skills and teaching methods.
This document outlines a project for pupils in the ninth, tenth, and eleventh forms. The project aims to develop pupils' skills and knowledge about Ukraine to share with others around the world. Pupils will form groups to research and create presentations on topics of Ukrainian history, geography, and literature. Presentation topics include the Revolution of Dignity, Carpathian Mountains, and famous Ukrainians. Pupils will visit relevant sites and libraries to gather information. They will then design a blog to share their presentations and expand foreigners' understanding of Ukraine. The project aims to foster civic pride, patriotism, and problem-solving skills among the pupils.
This newsletter from West European Studies provides updates on events from the spring 2011 semester. It announces that Wendy Hill joined the staff as the new Administrative Secretary. It describes lectures, conferences, and performances hosted by WEST including visits by the Estonian Ambassador and a Belgian Parliamentarian. It highlights faculty research and awards. It provides updates on students, alumni, language assessment efforts, and summer programming. It announces award winners and thanks volunteers and staff for their work.
This document outlines a project for pupils in the 9th, 10th, and 11th forms to create an online blog sharing information about things Ukrainians can be proud of and what people around the world should know about Ukraine. The project aims to develop students' skills in searching for information, presenting knowledge, and fostering patriotism. Students will form groups to research topics like Ukrainian history, geography, and literature. They will visit relevant sites and present their findings in a blog to educate foreigners about Ukraine. The project is designed to be short-term, creative, informative, and conducted internally among the students and teacher.
Meeting in Poland - memories by Gabriela Główczykmagdajanusz
The document summarizes a meeting that took place in Poland from October 2nd to 6th, 2017. On the first day, the group met and had a joint activity and dinner together in Krynica. The second day included a welcoming ceremony at a school, visiting an ethnographic park, doing math origami and music activities, and sampling foods from different cultures. They visited Ojców National Park on the third day and Auschwitz-Birkenau on the fourth. On the fifth day, they toured the Bochnia Salt Mine and had a certificate ceremony before concluding the meeting.
Joniškis "Aušros" gymnasium is a four-year secondary school in Lithuania that was established in 1919. It currently has 377 students aged 15-19 who are taught by 37 teachers. The school has labs, classrooms, a sports hall, stadium, canteen, library and school hall. It has participated in international projects since 2003, including 6 completed Comenius, Comenius Regio, Nordplus or Erasmus+ projects and 2 continuing Erasmus+ projects this year. Students can participate in after-school music, sports, art and subject clubs. The Lithuanian education system requires students to take exams in Lithuanian and other subjects after the basic 2-year program
This document outlines the goals and timeline of a project called "Traces of Europe: Active Methods for Learning". The project aims to 1) promote innovative teaching methods among partner schools, 2) increase the use of informal teaching methods among teachers, and 3) synthesize and promote best practices on a website. The project brings together schools from five countries and focuses on areas like assessment, literacy, language learning, outdoor education, and integrating technology. It includes teacher meetings in each country focused on different topics as well as student and coordinator meetings to evaluate the project.
Our school was built in 1971 and renovated in 2001. It was renamed "Juventa" High School in 1999/2000 and has historically focused on a comprehensive musical education program. The school currently has 864 students aged 7 to 14 studying a range of academic and musical subjects, with 291 playing individual instruments and 647 participating in other music activities. The school has 96 teachers with an average age of 36 and is led by a headmaster and 5 assistants.
- The school was set up in 1922 and classes are conducted in the main building and part of a boarding school.
- It has classrooms equipped with modern technologies like multimedia projectors and interactive whiteboards.
- Foreign language learning takes place in well-equipped modern laboratories.
- Sports facilities, a gym, and schoolyard support physical education and development.
Sergei Kushnikov is a private tutor and teacher from Kiev, Ukraine who has over 20 years of experience teaching English and German. He is currently the director of his own language school, SOK Language School, where he teaches privately and in groups. He holds a Master's degree in Philology with a focus on teaching German and English from Kiev National Linguistics University.
This document summarizes an eTwinning project between schools in Poland, Hungary, and the Czech Republic that focused on traditional ball games. The goals of the project were to connect students, help them learn each other's languages, improve physical fitness, and practice English. Students aged 12-15 collaborated over a school year, meeting in person in Poland. They created dictionaries of ball game rules in four languages and published project outcomes online. The benefits included building international friendships, practicing communication skills, learning new sports, improving technology skills, and fostering cooperation.
This document summarizes information about the Ntra. Sra. de Oreto y Zuqueca public school for the 2011-2012 academic year. The school is located in a small town in Spain and has 55 students aged 3 to 12 years old across two buildings with playgrounds. Students learn subjects like math, science, history, and languages. The school celebrates various holidays and festivals. Classrooms have digital boards and computers to support students' learning, including English from age 3. An eTwinning project will connect students to others internationally.
The document summarizes the third teachers' meeting and first pupil mobility in Luxembourg from April 18-21, 2012 for the Comenius Multilateral Partnership project. 12 teachers from Spain, Sweden, Italy, Luxembourg, and Poland participated along with their students. The activities included classroom visits, workshops on lessons from partner schools, tours of Luxembourg City and a natural history museum, and a karaoke evening. Key outcomes were establishing deadlines to upload lessons to the project website, agreeing on logos, planning the next mobility in Poland, and creating evaluation surveys.
Diversity of international projects in school in poland (SP 9 Dzierżoniów)Anna Sz.
Nicolaus Copernicus Primary School No. 9 in Dzierżoniów, Poland has participated in numerous international projects focused on developing students' competencies. The school teaches 575 students from the local area in 25 classes. It has a history of successful partnerships with schools in countries across Europe through programs like eTwinning and Erasmus+ dating back to 2005. These projects aim to make students more open to other cultures, languages, and aware of today's world. International cooperation allows for experience sharing between teachers and developing students' English communication skills.
Donnie Isaacs - Teaching History and Social Studies in FinlandDonnie Isaacs
History and social studies education in Finland aims to develop students' national, European, and global identities while teaching them about democracy and human rights. History instruction begins in 5th grade and covers topics from prehistory through the French Revolution. In secondary school, history expands to modern times through specialized teachers and interactive methods like discussions and essays. Social studies focus on how Finnish society functions and students' rights and responsibilities. At the upper secondary level, students choose optional history and social studies courses on various themes and time periods. Final exams in these subjects are popular, involving writing essays on selected questions over six hours. Teachers have flexibility in their methods and can organize projects to motivate students, who view history and social studies as providing general knowledge and
This document outlines good practices for teaching key competences at Daugavpils 3.vidusskola. It discusses practices for developing competences in communicating in foreign languages, scientific and technological skills, digital skills, learning to learn, sense of initiative and entrepreneurship, and cultural awareness and expression. Methods include research projects, eTwinning, debates, contests, working with native speakers, labs, technology like 3D printers, e-books, interactive boards, individualized learning, after school programs, entrepreneurship programs, choirs, performances, and exhibitions.
Babar Bilingual School teaches English as a first foreign language and Portuguese as a second foreign language. Core subjects include English language, Spanish language, mathematics, art & design, literature, history, biology/environmental management, and business economics. Students take international exams like PET in Year 7 and IGCSE in Years 11-12. Extracurricular activities include a reading project, debating, writing competitions, general knowledge competitions, and drama.
The document outlines the goals and methodology of a bilingual project called CLIL (Content and Language Integrated Learning) at the IES Alonso de Madrigal school. The project aims to 1) expand bilingual learning opportunities to more grades, 2) promote continuity of bilingual education, and 3) foster respect for other languages and cultures. It will develop students' personal, communication, and learning competencies through subjects like math, technology, and English. The methodology involves using English collaboratively for projects and celebrating cultural events to build confidence in the language.
The document discusses the educational system in Belgium. It notes that Belgium is a federated state comprised of Flanders, Wallonia, and Brussels. Education is compulsory between ages 6-18, and there is freedom of education with three main educational networks. It also describes various international projects and competitions that Belgian students can participate in to gain international experience, such as science projects, debating competitions, and music festivals.
- CEIP "Manuel Ortiz Castelló" is a state school in Juneda, Spain serving preschool and primary students aged 3 to 12.
- Most families in the area are working class with industries like farming and agriculture. 15-25% of students are immigrants from countries like Romania, Morocco, China and Bulgaria.
- The school has 23 teachers and facilities like a computer lab, library, science classroom, gym and dining hall. It focuses on innovation through projects in areas like the library, science, and foreign languages.
The Portuguese educational system is structured into four main levels: pre-school, basic education, secondary education, and higher education. Basic education is compulsory and consists of three cycles from ages 6-15. Secondary education lasts 3 years for ages 15-17 and offers both academic and vocational paths. Higher education includes university and polytechnic programs after secondary school. The school year runs from September to June and includes several breaks and holidays.
This document provides an overview of the education system in Romania from preschool through higher education. It describes the structure and subjects taught at each level, including preschool, primary school, middle school, high school, and vocational/technical programs. It also outlines the admission process and program structures for universities, noting there are over 100 higher education institutions in Romania both public and private. The goal is to educate students on the Romanian education system as part of an Erasmus+ exchange program called "No Stereotypes But Diversity".
The Spanish education system is structured into 17 autonomous communities, each with their own education system. It includes both state schools and privately run schools funded by the state. Early childhood education is from ages 0-3 in nursery schools and ages 3-5 in non-compulsory preschool. Compulsory primary education spans ages 6-11 across three 2-year cycles. Secondary education includes a compulsory 4-year program from ages 12-15. Post-compulsory options include vocational training or baccalaureate programs. Subjects include core academics as well as arts, music, and religion/alternatives. Teachers require 3-5 years of university education and work within salary and hour structures set
Στόχος του προγράμματος ήταν η προώθηση της φιλαναγνωσίας των μαθητών με τη βοήθεια της σχολικής βιβλιοθήκης και η σύνδεση της σχολικής βιβλιοθήκης με το μάθημα Κειμένων Νεοελληνικής Λογοτεχνίας της Β΄ Γυμνασίου.
Σκοπός του προγράμματος ήταν να μάθουμε πως οργανώνεται μια βιβλιοθήκη, πως γίνεται η καταλογογράφηση, η ταξινόμηση και ο δανεισμός των βιβλίων. Επιμέρους στόχοι του προγράμματος ήταν να έρθουμε σε επαφή με ποικίλες πηγές γνώσης, έντυπης και ηλεκτρονικής, να καλλιεργήσουμε μια σχέση αγάπης με το βιβλίο και να αντλήσουμε ευχαρίστηση μέσα από την οικεία ατμόσφαιρα της βιβλιοθήκης.
A presentation kindly offered by Dr Martti Hellstrom, teacher trainer and advisor, who informed us about the Finnish education system as part of our Erasmus+ KA1 project during our visit to Finland
Joniškis "Aušros" gymnasium is a four-year secondary school in Lithuania that was established in 1919. It currently has 377 students aged 15-19 who are taught by 37 teachers. The school has labs, classrooms, a sports hall, stadium, canteen, library and school hall. It has participated in international projects since 2003, including 6 completed Comenius, Comenius Regio, Nordplus or Erasmus+ projects and 2 continuing Erasmus+ projects this year. Students can participate in after-school music, sports, art and subject clubs. The Lithuanian education system requires students to take exams in Lithuanian and other subjects after the basic 2-year program
This document outlines the goals and timeline of a project called "Traces of Europe: Active Methods for Learning". The project aims to 1) promote innovative teaching methods among partner schools, 2) increase the use of informal teaching methods among teachers, and 3) synthesize and promote best practices on a website. The project brings together schools from five countries and focuses on areas like assessment, literacy, language learning, outdoor education, and integrating technology. It includes teacher meetings in each country focused on different topics as well as student and coordinator meetings to evaluate the project.
Our school was built in 1971 and renovated in 2001. It was renamed "Juventa" High School in 1999/2000 and has historically focused on a comprehensive musical education program. The school currently has 864 students aged 7 to 14 studying a range of academic and musical subjects, with 291 playing individual instruments and 647 participating in other music activities. The school has 96 teachers with an average age of 36 and is led by a headmaster and 5 assistants.
- The school was set up in 1922 and classes are conducted in the main building and part of a boarding school.
- It has classrooms equipped with modern technologies like multimedia projectors and interactive whiteboards.
- Foreign language learning takes place in well-equipped modern laboratories.
- Sports facilities, a gym, and schoolyard support physical education and development.
Sergei Kushnikov is a private tutor and teacher from Kiev, Ukraine who has over 20 years of experience teaching English and German. He is currently the director of his own language school, SOK Language School, where he teaches privately and in groups. He holds a Master's degree in Philology with a focus on teaching German and English from Kiev National Linguistics University.
This document summarizes an eTwinning project between schools in Poland, Hungary, and the Czech Republic that focused on traditional ball games. The goals of the project were to connect students, help them learn each other's languages, improve physical fitness, and practice English. Students aged 12-15 collaborated over a school year, meeting in person in Poland. They created dictionaries of ball game rules in four languages and published project outcomes online. The benefits included building international friendships, practicing communication skills, learning new sports, improving technology skills, and fostering cooperation.
This document summarizes information about the Ntra. Sra. de Oreto y Zuqueca public school for the 2011-2012 academic year. The school is located in a small town in Spain and has 55 students aged 3 to 12 years old across two buildings with playgrounds. Students learn subjects like math, science, history, and languages. The school celebrates various holidays and festivals. Classrooms have digital boards and computers to support students' learning, including English from age 3. An eTwinning project will connect students to others internationally.
The document summarizes the third teachers' meeting and first pupil mobility in Luxembourg from April 18-21, 2012 for the Comenius Multilateral Partnership project. 12 teachers from Spain, Sweden, Italy, Luxembourg, and Poland participated along with their students. The activities included classroom visits, workshops on lessons from partner schools, tours of Luxembourg City and a natural history museum, and a karaoke evening. Key outcomes were establishing deadlines to upload lessons to the project website, agreeing on logos, planning the next mobility in Poland, and creating evaluation surveys.
Diversity of international projects in school in poland (SP 9 Dzierżoniów)Anna Sz.
Nicolaus Copernicus Primary School No. 9 in Dzierżoniów, Poland has participated in numerous international projects focused on developing students' competencies. The school teaches 575 students from the local area in 25 classes. It has a history of successful partnerships with schools in countries across Europe through programs like eTwinning and Erasmus+ dating back to 2005. These projects aim to make students more open to other cultures, languages, and aware of today's world. International cooperation allows for experience sharing between teachers and developing students' English communication skills.
Donnie Isaacs - Teaching History and Social Studies in FinlandDonnie Isaacs
History and social studies education in Finland aims to develop students' national, European, and global identities while teaching them about democracy and human rights. History instruction begins in 5th grade and covers topics from prehistory through the French Revolution. In secondary school, history expands to modern times through specialized teachers and interactive methods like discussions and essays. Social studies focus on how Finnish society functions and students' rights and responsibilities. At the upper secondary level, students choose optional history and social studies courses on various themes and time periods. Final exams in these subjects are popular, involving writing essays on selected questions over six hours. Teachers have flexibility in their methods and can organize projects to motivate students, who view history and social studies as providing general knowledge and
This document outlines good practices for teaching key competences at Daugavpils 3.vidusskola. It discusses practices for developing competences in communicating in foreign languages, scientific and technological skills, digital skills, learning to learn, sense of initiative and entrepreneurship, and cultural awareness and expression. Methods include research projects, eTwinning, debates, contests, working with native speakers, labs, technology like 3D printers, e-books, interactive boards, individualized learning, after school programs, entrepreneurship programs, choirs, performances, and exhibitions.
Babar Bilingual School teaches English as a first foreign language and Portuguese as a second foreign language. Core subjects include English language, Spanish language, mathematics, art & design, literature, history, biology/environmental management, and business economics. Students take international exams like PET in Year 7 and IGCSE in Years 11-12. Extracurricular activities include a reading project, debating, writing competitions, general knowledge competitions, and drama.
The document outlines the goals and methodology of a bilingual project called CLIL (Content and Language Integrated Learning) at the IES Alonso de Madrigal school. The project aims to 1) expand bilingual learning opportunities to more grades, 2) promote continuity of bilingual education, and 3) foster respect for other languages and cultures. It will develop students' personal, communication, and learning competencies through subjects like math, technology, and English. The methodology involves using English collaboratively for projects and celebrating cultural events to build confidence in the language.
The document discusses the educational system in Belgium. It notes that Belgium is a federated state comprised of Flanders, Wallonia, and Brussels. Education is compulsory between ages 6-18, and there is freedom of education with three main educational networks. It also describes various international projects and competitions that Belgian students can participate in to gain international experience, such as science projects, debating competitions, and music festivals.
- CEIP "Manuel Ortiz Castelló" is a state school in Juneda, Spain serving preschool and primary students aged 3 to 12.
- Most families in the area are working class with industries like farming and agriculture. 15-25% of students are immigrants from countries like Romania, Morocco, China and Bulgaria.
- The school has 23 teachers and facilities like a computer lab, library, science classroom, gym and dining hall. It focuses on innovation through projects in areas like the library, science, and foreign languages.
The Portuguese educational system is structured into four main levels: pre-school, basic education, secondary education, and higher education. Basic education is compulsory and consists of three cycles from ages 6-15. Secondary education lasts 3 years for ages 15-17 and offers both academic and vocational paths. Higher education includes university and polytechnic programs after secondary school. The school year runs from September to June and includes several breaks and holidays.
This document provides an overview of the education system in Romania from preschool through higher education. It describes the structure and subjects taught at each level, including preschool, primary school, middle school, high school, and vocational/technical programs. It also outlines the admission process and program structures for universities, noting there are over 100 higher education institutions in Romania both public and private. The goal is to educate students on the Romanian education system as part of an Erasmus+ exchange program called "No Stereotypes But Diversity".
The Spanish education system is structured into 17 autonomous communities, each with their own education system. It includes both state schools and privately run schools funded by the state. Early childhood education is from ages 0-3 in nursery schools and ages 3-5 in non-compulsory preschool. Compulsory primary education spans ages 6-11 across three 2-year cycles. Secondary education includes a compulsory 4-year program from ages 12-15. Post-compulsory options include vocational training or baccalaureate programs. Subjects include core academics as well as arts, music, and religion/alternatives. Teachers require 3-5 years of university education and work within salary and hour structures set
Στόχος του προγράμματος ήταν η προώθηση της φιλαναγνωσίας των μαθητών με τη βοήθεια της σχολικής βιβλιοθήκης και η σύνδεση της σχολικής βιβλιοθήκης με το μάθημα Κειμένων Νεοελληνικής Λογοτεχνίας της Β΄ Γυμνασίου.
Σκοπός του προγράμματος ήταν να μάθουμε πως οργανώνεται μια βιβλιοθήκη, πως γίνεται η καταλογογράφηση, η ταξινόμηση και ο δανεισμός των βιβλίων. Επιμέρους στόχοι του προγράμματος ήταν να έρθουμε σε επαφή με ποικίλες πηγές γνώσης, έντυπης και ηλεκτρονικής, να καλλιεργήσουμε μια σχέση αγάπης με το βιβλίο και να αντλήσουμε ευχαρίστηση μέσα από την οικεία ατμόσφαιρα της βιβλιοθήκης.
A presentation kindly offered by Dr Martti Hellstrom, teacher trainer and advisor, who informed us about the Finnish education system as part of our Erasmus+ KA1 project during our visit to Finland
A presentation kindly offered by the principal of Kartanonkoski school, Mrs Tuija Tammi, during our visit at their premises a part of our Erasmus+ KA1 project.
A presentation kindly offered by the teachers and the principal of Vierumaki school in Vantaa Finland during our visit to their premises as part of our Erasmus+ KA1 project
A presentation kindly offered by Dr Mart Laanpere, Phd senior researcher, centre for educational technology, Tallinn University, during our visit to Estonia as part of our Erasmus+ KA1 project.
Tkvg how to use google apps and social media in schoolgymnasioiraklias
A presentation kindly offered by Tallin Downtown Russian Gymnasium (http://www.tkvg.ee/main/) during our visit at their premises as part of our ERASMUS+ KA1 project.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
2. FIELDS OF STUDY
▸ Specialised classes in music – since 1958
▸ Specialised classes in English – since 1961
▸ Specialised classes in Entrepreneurship and
robotics - since 2016
3. School stage
Number of
classes
Number of
students
School stage I 12 361
School stage II 12 360
School stage III 1010 276
Upper-secondary school 9 319
Total 43 1316
NUMBER OF STUDENTS
4.
5. 1st to 3rd GRADE
▸ IT solutions are very closely connected with
everyday subjects and classes
▸ Compulsory e-lessons in science and human
studies
▸ E-materials in Estonian, mathematics and
science
▸ BeeBots
▸ Basic entrepreneurial studies (C/D-class)
6. MUSIC and INSTRUMENTAL
STUDIES
▸ Smaller groups
▸ Guitar, flute and many more
▸ The basics of electronic music
▸ Various IT methods
▸ Orchestra practice in 4th and 5th grade
7. ENGLISH STUDIES
▸ Learning starts from the 2nd grade
▸ Small groups
▸ Many English-related additional
courses
8. ROBOTICS
▸ Starting from the 3rd grade
▸ LEGO MINDSTORMS EV3
▸ First steps in programming
▸ Interactive and practical lessons
▸ Study and play hand-in-hand
9. 4th to 6th GRADE
▸ Basic computer skills taught in classes
▸ At least one class per week in the
computer lab
▸ Preparation for the national digital level
test
▸ StoryVisualiser
▸ minimini-student company programme
▸ Computer-based math competitions
▸ “Digi-Lab” - a practical English course in
computer classes
10. 7th to 9th GRADE
▸ Science and economics in computer
labs
▸ National exam preparation classes
(Estonian, maths and English) in
computer labs
▸ A compulsory project in the 9th grade
▸ Integrated practical learning of Natural
Science, Maths and Robotics
11. OTHER IT SOLUTIONS
▸ IT solutions infrastructure
▹ Registration for test retaking online
▹ Elective course system
▹ Reservation system for computer labs
and the auditorium
▹ Moodle
▸ Application for the first grade entry tests
▸ eKool
12. IT and EXTRACURRICULAR
ACTIVITIES
▸ Facebook page management
▸ Development of different in-house IT
solutions
▹ Archive
▹ Interactive infoscreen
▹ Graphic design
▸ Koolikaja - monthly video programme
▸ Lennuk - the school’s newspaper
13. initiative
studyskills
Competence of
citizenship
Skills of foreign
languages
IT-based
competence
entrepreneurship Knowledge of Maths
Social
competence
Knowledge of
Natural Science
Creativity
Cultural
awareness
Skills at native
language
PRIMARY COMPETENCES
15. EXTRACURRICULAR
COURSES
▸ Robotics
▸ Folk-dance
▸ Showdance
▸ Art
▸ Culinary art
▸ Drama
▸ Chess
▸ Choir practice
▸ Different bands
▸ Flute orchestra
▸ Orchestra
practice
▸ Sound mixing
▸ Swimming
▸ Practical
chemistry
▸ German
▸ Interesting
maths
▸ Implications of
IT
▸ Sport games
16. ”Education of the 21st century from
Tallinn School No 21”
Our core values: