The document introduces 21 students from the 3rd grade class of A. Ntra. Sra. de la Poveda School in Villa del Prado, Madrid, Spain. Each student provides their name and states that their number is missing. The students are presenting themselves as part of a school activity.
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
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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!
2. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
Hello from
Villa del
Prado,
Madrid.
-SPAIN-
Hello from
Villa del
Prado,
Madrid.
-SPAIN-
NextNext
3. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Aitor.
My number is___
DESCRIPTION:
My name is Aitor.
My number is___
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4. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Rubén.
My number is___
DESCRIPTION:
My name is
Rubén.
My number is___
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5. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Alejandra.
My number is___
DESCRIPTION:
My name is
Alejandra.
My number is___
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6. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Victoria.
My number is___
DESCRIPTION:
My name is
Victoria.
My number is___
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7. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Kevin.
My number is___
DESCRIPTION:
My name is Kevin.
My number is___
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8. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is María.
My number is___
DESCRIPTION:
My name is María.
My number is___
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9. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Rafael.
My number is___
DESCRIPTION:
My name is
Rafael.
My number is___
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10. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is José
Daniel.
My number is___
DESCRIPTION:
My name is José
Daniel.
My number is___
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11. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Daniel
Leal.
My number is___
DESCRIPTION:
My name is Daniel
Leal.
My number is___
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12. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Rocío.
My number is___
DESCRIPTION:
My name is Rocío.
My number is___
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13. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Thiffany.
My number is___
DESCRIPTION:
My name is
Thiffany.
My number is___
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14. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Alicia.
My number is___
DESCRIPTION:
My name is Alicia.
My number is___
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15. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Alejandro.
My number is___
DESCRIPTION:
My name is
Alejandro.
My number is___
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16. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Sofía.
My number is___
DESCRIPTION:
My name is Sofía.
My number is___
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17. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Yaiza.
My number is___
DESCRIPTION:
My name is Yaiza.
My number is___
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18. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Sergio.
My number is___
DESCRIPTION:
My name is
Sergio.
My number is___
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19. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Borja.
My number is___
DESCRIPTION:
My name is Borja.
My number is___
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20. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Claudia.
My number is___
DESCRIPTION:
My name is
Claudia.
My number is___
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21. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Daniel
Sánchez.
My number is___
DESCRIPTION:
My name is Daniel
Sánchez.
My number is___
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22. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Jorge.
My number is___
DESCRIPTION:
My name is Jorge.
My number is___
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23. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is Gisela.
My number is___
DESCRIPTION:
My name is Gisela.
My number is___
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24. Students 3rd A. Ntra. Sra.
de la Poveda School
Students 3rd A. Ntra. Sra.
de la Poveda School
DESCRIPTION:
My name is
Ismael.
My number is___
DESCRIPTION:
My name is
Ismael.
My number is___
NextNext
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