This document contains several questionnaires about environmental and sustainability topics. The questionnaires are aimed at students, parents, and teachers and contain questions about waste segregation habits, energy conservation practices, participation in environmental campaigns, and opinions on responsibility for the environment. Response options range from always/yes to never/no, with some questions asking for brief justifications of answers. The topics covered provide insight into knowledge, attitudes, and behaviors related to environmental issues in daily life and education.
This document contains several questionnaires about environmental and sustainability topics. The questionnaires are aimed at students, parents, and teachers and contain questions about waste segregation habits, energy conservation practices, participation in environmental campaigns, and opinions on responsibility for the environment. Response options range from always/yes to never/no, with some questions asking for brief justifications of answers. The topics covered provide insight into knowledge, attitudes, and behaviors related to environmental issues in daily life and education.
Galileo Galilei believed that teaching is not about imparting knowledge but helping others discover what they already know within themselves. A teacher can only provide guidance to help students find their own understanding, rather than directly teaching them facts or concepts. In just 3 sentences, this quote from Galileo Galilei emphasizes the role of a teacher is to facilitate learning, not directly impart knowledge.
That Little Something That Doesn’t Quite Fit In: Intra-group Identity Tension...Antia G. Ben
This document discusses intra-group identity tensions around the notion of Spanish-ness. It explores what it means to be Spanish both within Spain and within the United States. It notes that identities can be fluid and what it means to be Spanish may differ both between Spain and the US, and even within each country, as cultural understandings of Spanish-ness are not fixed or uniform.
This document provides an agenda for discussing entrepreneurship and identifying funding opportunities for entrepreneurial projects. It discusses different types of funding such as debt and equity. It then lists various agencies and opportunities where young entrepreneurs can seek funding, such as CGMTSE, TDB, and TBI. The document outlines the typical venture capital deal cycle and what VCs look for in a business plan, including details about the business, team, needs, barriers, financial projections, and exit strategy. The overall summary provides an overview of funding sources and considerations for entrepreneurs pursuing funding.
Polina Yevstigneyeva and Daniil Zamkovoy from Riga Ostwald Secondary School documented their vacation spent on Usma Lake in Latvia in August 2013. The lake is the second largest in Latvia and features several islands, including the largest island in the country, Viskužu Island. During their time on the lake, the students observed and photographed the local plant life like yellow water lilies and bulrush, as well as animals including a freshwater mussel species and zebra mussels. They also enjoyed activities such as boating, swimming, and relaxing on the shores of the lake at sunset and night.
Visual studio tools 4 SharePoint SharePoint Saturday ArabiaMarwan Tarek
This document summarizes a presentation about Visual Studio Tools for SharePoint 2010. It introduces the speaker and their background in SharePoint. The agenda covers new features in Visual Studio 2010 for SharePoint development, including SharePoint Explorer, features/package designer, visual web parts, and F5 debugging. It provides overviews and demos of these tools.
“Hack the Hood: Building Character through Building Competency”
Learn how Hack the Hood uses project-based learning as a strategy to create new behaviors that transform youth, as well as the perceptions of youth by local neighborhoods. Through a curriculum focused on building youth leadership skills, an entrepreneurial mindset, and cultural competency, youth move from being passive consumers of digital tech to being knowledgeable workers and tech producers as they become valued resources to local small businesses. Come hear about character development and SEL in action from the youth themselves and their adult leaders. Workshop will be led by Jackie Shonerd, Susan Mernit, and Damon Packwood.
06 - Proposition d’Adoption de la Stratégie de Spécialisation Intelligente en...Mohamed Larbi BEN YOUNES
Proposition d’Adoption de la Stratégie de Spécialisation Intelligente en Tunisie / Adoption of a Strategy for Smart Specialisation in Tunisia
Ms. Sana MRIZAK, Télécom École de management, Évry, France
Séminaire sur la Stratégie de Spécialisation Intelligente / S3 organisé par l'ANPR avec le support de l'UE les 17 et 18 mai 2016 à Hammamet.
This document appears to be a presentation about cyber security and libraries. It discusses topics like cybersecurity and the digital commons, cultivating awareness of cybersecurity issues, vulnerabilities and attacks like passwords and social engineering. It also covers implementing cybersecurity policy and the social and legal responsibility of ensuring security. The presentation concludes with references to additional resources.
Students from the second grade received new presents from Portugal. Their teacher, Irina Vasileva, gave them the presents on March 27th, 2015. The short document does not provide any other details about the presents or why they were received from Portugal.
Hack the Hood introduces low-income youth of color to careers in technology through hands-on training programs. The programs teach youth web development and basic coding skills, which they apply by building websites for local organizations. This empowers the young people to see themselves in tech careers that they previously may not have considered possible. In the summer of 2015, Hack the Hood ran four boot camps in East Palo Alto, Richmond, and Oakland serving 100 youth ages 16-21.
This document discusses deploying operations for a project. It contains confidential information about owners and reproduction without consent is prohibited. The document outlines 4 internal projects for 3 different clients between 2000-2009 related to websites, business models, and members. The roles included project leader, planning, assessment, strategy, and event coordination.
Students were tasked with starting a detective diary by collecting leaves from trees in their schoolyard and researching what the leaves or fruit are used for. They had two weeks to find leaves and information, with most students starting their first herbarium. The trees identified in their schoolyard included chestnut, birch, and Gleditsia trees, with the blossom of Gleditsia being used to treat coughs.
The document describes a journey taken by Aneliya, Krassy, and Mitya. It discusses visiting a school where they watched children perform and were interviewed about Bulgarian ecology. They had a delicious tomato soup and chop for lunch. Later they saw a clean lake with swimming swans and ducks, as well as a large castle in Krakow. Most interesting was a story about an aquarium visible from different floors of a dining room. The group also visited an old castle where a pianist played piano well. They went on a safari and saw a bison run near their vehicle. The next day they went on a 9km forest trek and visited a church near a restaurant where they ate traditional soup and chop
Young boys and girls in folk costumes pick roses every year in Bulgaria where the oil-bearing rose grows. Over 3 tons of rose buds are needed to make 1 kilogram of essential rose oil, which is distilled from the rose buds and known as the finest in the world. The Bulgarian rose oil is used in cosmetics, perfumery, and pharmacy.
137 Secondary School "Angel Kunchev" is a secondary school in Sofia, Bulgaria founded in 1957. It merged with an elementary school in 1958 and took the name "Angel Kunchev." The school has a monument of Angel Kunchev in its yard and is led by Headmaster Mariana Zakova. It has facilities like a computer lab and supports student activities such as basketball, karate, and daily recess in the yard.
The document summarizes activities from the ECO PALS Comenius project between 2013-2015. It describes:
1) A project meeting in Bulgaria that impacted over 200 students and 20 teachers. Activities included displays, questioners, and skills training.
2) The creation of eco-comics by students on topics like energy usage and renewable resources.
3) Evaluation of questioners given to students, teachers, and parents that assessed their environmental knowledge and behaviors. The majority of participants demonstrated good eco-knowledge.
The document summarizes activities from a COMENIUS project between October 2013 and December 2015. It involved over 200 students and 40 parents from a secondary school in Sofia, Bulgaria. Activities included a project meeting, surveys on the impact of the project, eco-comics on energy efficiency and renewable energy, Skype meetings with partners in Poland and Spain, and skills training in the mountains. Students, teachers, and parents completed fun surveys on their environmental knowledge and actions. The results showed most had good basic knowledge but room for improvement in bolder environmental choices.
This document summarizes several Bulgarian traditions:
1. Survakane involves visiting homes early on New Year's Day to wish for health and fertility, carrying decorated wooden sticks called survaknitsas.
2. Kukeri involve wearing scary costumes and ringing bells to scare away evil spirits around New Year and before Lent and bring good fortune to the village.
3. Martenitsi are symbolic amulets given on March 1st for health, happiness, and removed when the first stork is seen, representing the coming of spring.
4. Other traditions include Lazaruvane where girls decorate homes with flowers on Lazarus Saturday and sing for blessings, Nestinarstvo involving
The document is about 6 sixth grade students and their teacher. It was written by Nora Topalova from 137 SOU - Sofia, Bulgaria in 2014. The document provides basic information about a group of students and when and where it was authored.
The document appears to be part of a questionnaire for teachers taking part in an international project. It asks what encouraged them to participate, with options being the opportunity to learn about other cultures and nationalities, the chance to travel abroad, or being encouraged by a coordinator. Space is also provided for additional comments.
The document summarizes activities that students participated in for a school project. It describes how the students received certificates for their involvement. It then outlines various activities the students engaged in, including working with sensory boxes, making drawings and comics for a website, making Christmas cards, presentations on climate change, and activities about endangered animals such as matching words and pictures, playing games, and creating a bilingual dictionary with their own illustrations. It concludes by saying the teachers and students worked hard but enjoyed the various activities carried out for the project.
The document summarizes classroom activities that took place from March to May. The students explored different seeds, planted them inside and outside, and made posters to track their growth. They also made Easter cards reflecting both Spanish and English traditions. Comics were created about deforestation and pollution. Younger students wrote about endangered animals. The classroom work culminated in a final poster showcasing the various projects, from growing plants to learning about natural disasters and deforestation.
After visiting Spain, the group started working on more project-related activities. They had a Skype meeting with Bulgaria and the children were expecting it. After some problems, they were able to have the meeting. Seeds were planted in the school and outside, and some grew into different produce like pumpkins, tomatoes, and melons. When Comenius partners visited, they brought souvenirs from their home countries for the children to explore. Students and teachers filled out questionnaires to evaluate the first year of the project. The children made presents for the partners with cuts, folds, glue and glitter.
Work from september to november to englandRositsa Dimova
This document provides an overview of Spain, including its location in Europe, neighboring countries, surrounding bodies of water, famous landmarks, culture, food, symbols, government, autonomous communities, and the school CRA Fuente Vieja located in Cuenca, Castilla-La Mancha. Key details mentioned include Spain's shape resembling a bull's head, famous landmarks like the Alhambra Palace and Guggenheim Museum, cultural aspects like flamenco and bullfighting, Spain having a parliamentary monarchy system of government, and CRA Fuente Vieja working to promote environmental protection.
This document lists several endangered species in Spain and their locations, including the black stork in Extremadura, Iberian lynx in Castilla La Mancha and Andalucía, bearded vulture in Aragón and Cataluña, brown bear in Asturias, Cantabria, Aragón y Castilla y León, capercaillie in Asturias and Cantabria, monk seal of the Mediterranean in Balear Isles and Canary Isles, giant lizard from Hierro in the Canary Islands, chameleon in Andalucía, and moor turtle in Andalucía and Murcia.
Spanish Easter cards and cards from eco-friends are being shared. Students have been exchanging letters with pen pals in Spain to learn about each other's cultures and environment. The cards help teach about Spanish traditions and build international friendships through letter writing.
The forest is currently on fire. The document warns that the entire forest is burning and is in a dangerous state. In just 3 sentences, the document alerts readers to a forest fire that is actively spreading.
The forest is currently on fire. The document warns that the entire forest is burning and is in a state of emergency. In just 3 short sentences, the document conveys that a forest fire is actively occurring and presents an urgent situation.
2. План
1 . Местообитание.
2 . Хранене.
3 . Заплаха за вида.
4. Приспособления към
средата за живот.
5. Размножаване.
6. Значение
3. 1 . Местообитание
Широко разпространена е в Европа,
Западна и Северна Азия и в Кавказ. У нас
се среща, макар и рядко в Странджа,
Източна Стара планина, по-ниските части
на Рила, Пирин и Родопите.
Златката е типично горско животно.
Обитава стари иглолистни и смесени
гори
с хралупести дървета.
Използва за леговище
хралупи или катеричи гнезда.
4. 2 . Хранене.
Напада всичко, което може да надвие
-мишевидни гризачи, зайци, катерици,
птици, насекоми. Напада дори възрастни
сърни. Яде и плодове .
Тя е активна през нощта, но макар и
рядко, ловува и денем.
5. 3. Заплаха за вида
Златката няма особено опасни
неприятели. Понякога малките стават жертва
на други хищници, и на дневни и нощни
грабливи птици. Нейният основен враг е
човекът, защото кожата ѝ се цени много.
6. 4 . Приспособления към средата на живот
Като хищник, златката е развила съответни
приспособления в услуга на откриването, улавянето,
убиването и изяждането на плячката.
Тя ловува като причаква жертвата, затова и видът е
придобил маскировъчна окраска.
Златката има много хубава гъста и мека козина,
Кестеняво кафява на цвят, на гърба е тъмнокафява, а
понякога до жълтеникаво-кафява. На гърлото и гърдите си
има петно със златисто-жълт до оранжев цвят, отзад с един
израстък, минаващ между основата на двата предни
крайника. Лапите ѝ са черни. През зимата
окраската ѝ е по-тъмна.
7. Приспособления към средата на живот
Златката има стройно и гъвкаво тяло с дълга
рунтава опашка, за да се движи по-бързо между
стволовете и клоните на дърветата и храстите.
Дължината и достига 40-58 см., теглото и е
около
2 кг., а опашката е дълга 17-26 см.
Зъбите и са приспособени за захапване и
разкъсване на животинска плът.
Притежава анални жлези,
отделящи миризлив секрет, с който
маркира територията си или привлича
партньори.
8. Приспособления към средата на живот
Златките са единствените животни от
семейство порови с полу-прибиращи се
нокти. Това им позволява да се катерят
или тичат по клоните на дърветата,
въпреки че са и са сравнително бързи
бегачи на земята.
9. Приспособления към средата на живот
За проследяване на жертвите в гората най-важни са
слухът и обонянието, тъй като тук хищниците има къде
да се скрият. Златката има много добре развит слух и
обоняние.
10. 5 . Размножаване
Размножителният период на златките е
от юни до август. Бременността
продължава около 8-9 месеца. През
април женската златка ражда от 2 до 8
малки, които проглеждат след 35-39
дни. Живее около 10-12 години.
11. 6. Значение
Кожата на златката се цени много, поради което в
Европа масово я изтребват.
Златката се среща рядко в България и затова ловът
и е забранен. Включена е като застрашен от изчезване
вид в Червената книга на нашата страна
