The arrow of time
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This document outlines a lesson plan for a cross-curricular activity involving physics, poetry, and technology for 15-year old students. The lesson introduces the concept of entropy and how time cannot move backwards. Students analyze examples of how art depicts time, including films and paintings. They learn about entropy processes and give examples. Students then practice analyzing poems about time and writing their own four-line poems about time, which they have the option to share online. The goal is for students to understand entropy and analyze how time is portrayed in different mediums, both with and without technology.
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Katalin KÉRI: The education of subnormal children in Spain in the nineteenth ...
Katalin KÉRI: The education of subnormal children in Spain in the nineteenth ...Ambrus Attila József
Normalität, Abnormalität und Devianz.
Gesellschaftliche Konstruktionsprozesse und ihre Umwalzungen in der Moderne
Internationales Symposion
Oktober 9-11. 2009.
Katolisches Priesterseminar, Eger
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Let me also call attention to the limitations of this study: although I have pursued smaller and larger research
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history of the education of subnormal children so far. Therefore, in some places I had difficulties understanding
the special terminology fully and rendering it properly into English and Hungarian.Annotated Lesson Plan
This document outlines a drama lesson plan focused on introducing students to Stanislavski's concept of theatrical realism. The lesson begins with providing context on realism and Stanislavski's goal of truthful acting. Students then participate in sensory exercises using music and smells to engage their imagination and recall memories in order to experience characters through their senses, as Stanislavski advocated. Next, students read passages demonstrating active versus passive imagination and discuss the difference, with active imagination seen as more truthful. The lesson aims to help students understand realism and how Stanislavski's techniques can aid in truthful performance through engaging the senses and active imagination.
The italian renaissance materials and activities
This document outlines a 6-session art history course on the Italian Renaissance taught by Maria del Puerto Tovar Camacho. Session activities include identifying Renaissance artworks, analyzing videos about Michelangelo, Botticelli and the Sistine Chapel. Students compare architecture styles, analyze sculptures like David and complete assignments on painting techniques. Later sessions involve comparing artists like El Greco and Michelangelo, identifying works by Titian, Veronese and Tintoretto, and presenting group projects on Renaissance masters.
How humanities changed_the_world
These are the slides of a talk by Rens Bod presented on January 18, 2012 at WERELD BEELD, Amsterdam University College. The title is: How the Humanities Changed the World, Or why we should stop worrying and love the history of the humanities.
The humanities are under severe pressure worldwide. While the humanities have been viewed for centuries as the pinnacle of education, during the last forty years or so the study of art, history, literature, language and music is typically seen as a luxury, both by policy makers and the public. The humanities are an ornamentation of life but useless for technology, economy and industry. Humanities scholars have been unable to come up with a convincing answer to their marginalization. Arguments in favour of the humanities are defensive and get lost in mantra-like repetitions like: the humanistic disciplines are important for self-cultivation (Bildung), they are relevant for cultural and historical consciousness, and they form the basis for critical thinking and democracy. While these arguments may all be true, most scholars overlook the possibility that the assumption behind the image problem itself may be wrong.
Humanities scholars seem to have taken for granted that the humanities are economically irrelevant. Yet a quick glance over the history of the humanities shows the opposite: humanistic insights not only radically changed the world but they also resulted in concrete applications. As if humanities scholars have no idea of their own history – or decided to neglect a part of it -- these applications are attributed to the sciences. Here something has to be rectified, where the attack is the best defense.
In the discovery of the flamenco, beyond cliches
This document provides information about an Erasmus+ course in Granada, Spain aimed at teachers wanting to understand flamenco beyond clichés. The objectives are to explore flamenco in a playful way, beyond stereotypes, and understand its essence as a living art that has maintained its identity over time. The course will cover the origins and contexts of flamenco's emergence, its evolution, and how it continues to be a way of life for aficionados in Spain. Participants will be introduced to different palos (styles) of flamenco through listening, watching performances, and participating in palmas. The methodology will be interactive, combining discussion, multimedia, and a visit to the flamenco district
Module 1 activity clil unit plan template dafne fortea
This document outlines the steps for a CLIL (Content and Language Integrated Learning) unit plan for an art class focusing on expressing emotions through art. The unit will have students explore how famous artists like Edvard Munch and Pablo Picasso expressed emotions in their work. Students will research artistic styles, techniques, and emotions. They will create their own drawings to express feelings and present their artwork. Key vocabulary like art movements, colors, and emotions will be learned. The hardest part will be creating original artwork, while identifying emotions in pictures will be easiest. The unit integrates language, arts, and social science skills while developing creativity, expression, listening, and teamwork.
Teacher Resource Guide - The Magic Flute
The teacher resource guide provides 6 lessons to help students learn about the opera The Magic Flute by Mozart before seeing a performance. The lessons include readings, activities, and lesson plans about what opera is, the different voice types and instruments, the roles of people who work behind the scenes, the composer Mozart, and the plot of The Magic Flute. The guide is intended to give students background knowledge to enhance their enjoyment and understanding of the opera performance.
Egypt
This document provides a template for designing a CLIL didactic unit about Ancient Egypt for 6th grade primary students. The unit aims to teach students about the chronology, location, daily life, art, and legacy of Ancient Egypt through activities integrated with both content and language learning. Students will organize an exhibition to share what they've learned. The unit is proposed to take place over 8 sessions and include warm-up activities, content reception, production, and sharing. Resources listed include reference books, reading materials, maps, websites, videos, games, and worksheets. Students will be evaluated based on their performance in activities and diaries, as well as their final exhibition.
Educational_scenario-5-_The_Galaxy_of_Women_(1).docx
This lesson plan aims to raise awareness about the lack of women in STEM fields through studying notable female scientists from history. Over 6 lessons, students will first discuss reasons for low female participation in STEM individually and in groups. They will then research and create presentations about 5 influential European women scientists from different eras, working in groups to share their findings. Finally, students will present their presentations to the class, and be evaluated on their language skills, group work, and presentation content and delivery. The goal is to strengthen students' language, research, and collaboration skills while learning about important contributions of women in science.
DRAMA AS A DIDACTIC RESOURCE AND MULTIPLE INTELLIGENCES
This document outlines a lesson plan for teaching Spanish as a second language using drama as a didactic resource. The plan incorporates Howard Gardner's theory of Multiple Intelligences and CLIL (Content and Language Integrated Learning). It involves having students perform and analyze a Spanish play to learn about both language and history. Activities engage different intelligences and teach linguistic and non-linguistic goals through meaningful cultural content. Evaluation assesses language skills as well as understanding of the play's social context. The goal is to motivate learning through an integrated, drama-based approach.
Antonio Martínez-Arboleda, Digitised Life Stories in OpenLIVES
The document discusses the OpenLIVES project at the University of Leeds, which involved students conducting oral history interviews with Spanish migrants living in Leeds and creating audio documentaries incorporating excerpts from the interviews. The project aimed to give students experience with skills like oral history interviewing, audio production, and open educational practices. It also promoted critical perspectives on issues like representations of migration, open educational resources, and the role of digital tools in transforming academic work.
Castagneto lesson plans 1 & 2
The document summarizes two English lessons for a 6th grade class in Argentina. Lesson 1 focuses on introducing colors and art vocabulary. Activities include singing, viewing pictures of museums, listening to characters discuss favorite paintings and colors, repeating colors, and a hangman game. Lesson 2 reviews colors through viewing paintings by a local artist and doing associated activities like writing mini-biographies, drawing self-portraits, and reading a comic dialogue. Both lessons aim to practice the four language skills of listening, speaking, reading and writing around the topic of colors and art.
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Coding tools
This document discusses various coding tools and science and technology projects that can be used in education. It provides examples of projects on air pollution measurement and analysis, astronomy research including analyzing supernovas and exoplanets, and in silico research on herbal drugs against coronavirus. It describes tools for block-based and text-based programming, machine learning, and data analysis. Specific coding tools highlighted include Scratch, MIT App Inventor, p5.js, and ml5.js. Details and resources are given for each sample project.
Analysing the Universe
1. The document outlines an Erasmus+ school project between several high schools in Europe to analyze the universe through creating constellation maps, interactive sky spheres, and analyzing data from the Chandra X-ray Observatory.
2. Students will create interactive constellation image maps using GIMP and analyze spectra using online tools to understand chemical compositions. They will also create interactive sky spheres using code.
3. The document provides instructions and resources for students to find astronomical data, analyze X-ray data from Cassiopeia A using JS9 and ImageJ, and identifies common elements present in supernova spectra like oxygen, neon, magnesium, and silicon. It displays examples of student work analyzing Chandra data.
Vivid library powerpoint
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Multicultural theatres
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and focused.
Debating in Latvia
Students from Turkey, Spain, Portugal, Czechia, and Italy gathered in Riga, Latvia to participate in a debating competition on the topic of whether people who think logically or sensually are happier. Each team was composed of students from the different countries who had previously read Pride and Prejudice. They debated their positions through 4-minute speeches and questioning opponents to defend their ideas. In the end, the team arguing that people who think sensually are happier won the competition, and all students received certificates.
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Reunió de directors d'instituts de tot el món amb directors xinesos a prop de Xangai i signatura d'un acord de col.laboració entre l'Institut Pompeu Fabra de Martorell i un institut de Wuxi (Xina9
Visit Jeonbuk High School (Corea)
Los alumnos visitaron el Instituto Jeonbuk en Gunsan, Corea del Sur para aprender sobre su cultura y sistema educativo. Intercambiaron opiniones con los estudiantes coreanos sobre temas como la vida diaria, las costumbres y las diferencias entre los sistemas educativos de ambos países. La visita les permitió ampliar sus horizontes y fomentar el entendimiento mutuo entre culturas.
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Sant Jordi 2018
O documento é uma nota de data 23 de abril de 2018 emitida pelo Institut Pompeu Fabra. Fornece informações sobre eventos ou atividades realizadas naquela data pela instituição.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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The arrow of time
- 1. TIME Lesson 1. The arrow of time Institution: Institut Pompeu Fabra. Martorell Grade: the 4th (15 years old students) Teachers: Raquel Basante, maths teacher, and Pere López Tolosana, educational psychologist Theme: Art and education Crosscurricular activity involving communication in English, maths, physics, poetry and ITC Competences: – Understanding the concept of entropy – Analysing human and computer productions about time, with and without ITC. – Composing poems about time Educational resources: ………………………………………. MOTIVATION Have you heard about entropy? Have you ever thought about how time cannot going backwards? Have you ever written a poem?We show several videos made by our students where you can see some entropic processes. ……………………… Moreover, we show them some examples about how art has dealt with time: films like “Back to the future”, paintings like “The persistence of memory” by Salvador Dalí… ACQUISITION OF KNOWLEDGE We explain to the students the how the entropi processes work, and ask them for some examples oaboutit. Our students show and analyse some poems where time is a central issue. We show how they can analyse and produce some poems with and without ICT. PRACTICE – Students practice with the programs – Students look for examples of poems PRODUCTION – Students must write a four-line poem each one – Teachers help students make their compositions – Students read the poems aloud. – The students who want, give us thier poems and we upload them to the site of the project.