1 of 1
Download to read offline
Ad
Recommended
Colegio nacionalJulian Blanco
油
El documento presenta la informaci坦n personal de un estudiante, incluyendo su nombre, correo electr坦nico y blog. Tambi辿n menciona un proyecto sobre personajes de South Park con el mensaje de no al acoso y de respetar a los dem叩s.Commercial Plumbing Belmont, CA
Commercial Plumbing Belmont, CADinelli Plumbing Inc.
油
Our commercial plumbing services and project developments will be tailored to serve your businesss specific requirements. An important detail to keep in mind is that all blocked pipes have to be cleared to ensure a proper flow of clean water or waste water depending on the task at hand. Here at Dinelli Plumbing, an experienced Belmont, Ca Commercial Plumbing contractor, we use the latest technology and the right substances to meet and uphold all and every regulation.EXCEL TABLA DE MULTIPLICARvargastor
油
Realizar辿 mis tareas de manera responsable, mejorar辿 mi caligraf鱈a y ortograf鱈a, y entregar辿 los trabajos a tiempo. Adem叩s, usar辿 el uniforme limpio, llegar辿 a clase a hora, y respetar辿 a profesores y compa単eros.Written exam CC
Written exam CCFoodService Geeks
油
The Certified Culinarian written exam covers basic cooking (60%), sanitation (10%), nutrition (10%), supervisory management (10%), and basic baking (10%). The exam topics include cooking principles, kitchen equipment, food items, meat and poultry cooking, fish and shellfish, vegetables, food safety, nutrition, and supervisory skills.purdue week4 Solution eduardoenriqueescamillasaldana
purdue week4 Solution eduardoenriqueescamillasaldanaEduardo Enrique Escamilla Salda単a
油
This document provides a proof that if a polynomial p is bounded above by a constant C for all real variables x1, x2, ..., xn, then p must be a constant r. It first shows that for each variable xi, the polynomial pi(xi) defined by fixing all other variables to 1 is bounded and thus must have degree 0. Therefore each pi is a constant 留i. It then uses induction to show p(x1, x2, ..., xn) is also a constant r.El lenguaje cient鱈fico es tambi辿n lenguaje claroJavier Bad鱈a
油
El documento reflexiona sobre la importancia del lenguaje claro en la redacci坦n cient鱈fica, destacando que el lenguaje acad辿mico no debe ser cr鱈ptico, ya que la difusi坦n de conocimiento actualmente permite llegar a un p炭blico m叩s amplio. Se discute la estructura y el estilo del art鱈culo cient鱈fico, enfatizando la necesidad de seguir normas y adoptar un tono formal y neutro. Adem叩s, se menciona una exposici坦n de libros universitarios espa単oles en Belgrado, promoviendo la edici坦n universitaria y la difusi坦n del conocimiento en espa単ol.O dilema filos坦fico de hojeFrancisco Pardini
油
O documento discute a import但ncia da poesia para a filosofia. Afirma que a poesia existia antes da filosofia j担nica e continha informa巽探es filos坦ficas sobre 辿tica e moral. Tamb辿m sugere que S坦crates reconheceu o conceito metaf鱈sico presente na poesia dos poetas, e que a poesia esconde uma ci棚ncia filos坦fica por meio de um estado intuitivo.N叩pojov箪 l鱈stokKornelia Lohynova
油
1) O documento descreve o card叩pio de bebidas de um restaurante chamado Ardente, listando v叩rios tipos de caf辿, bebidas n達o alco坦licas, limonadas frescas e uma variedade de vinhos brancos, rosados e tintos.
2) Os pre巽os de cada item s達o fornecidos em euros por dose ou garrafa.
3) H叩 tamb辿m uma breve descri巽達o da culin叩ria italiana, mencionando o uso de diferentes tipos de carne, legumes e molhos.We are play lab
We are play lab Kornelia Lohynova
油
We Are Play Lab Foundation is a nonprofit organization focused on transforming K-12 education through an entrepreneurial approach. They support educators, parents, and communities by providing insights on 21st century skills to empower children and turn ordinary learning spaces into extraordinary opportunities. By helping key stakeholders, they believe they can fulfill their vision of a world where children have the skills to thrive in complex environments. The document discusses combining entrepreneurial and digital competences, noting both underpin important skills like critical thinking and are crucial for future careers and innovation. It promotes Project Square, an open education initiative, and provides contact information.Cypriot cuisine
Cypriot cuisineKornelia Lohynova
油
Cypriot cuisine is influenced by Greek, Turkish, Italian cuisines. Common ingredients include oranges, olive oil, halloumi cheese, olives, herbs like mint and parsley. Popular appetizers include tzatziki, dolmades, feta cheese. Main dishes typically feature grilled meats like souvlaki and stifado stew. Seafood such as octopus, fish are often roasted with olive oil or lemon. Desserts include pasteli (shortbread), palouze (rice pudding). Local drinks include brandy, wine and commandaria wine.Slovakia+bratislava
Slovakia+bratislavaKornelia Lohynova
油
The document provides information about Slovakia and Bratislava, including:
Slovakia is a country in Central Europe that gained independence in 1993. The capital and largest city is Bratislava, located on the Danube River. Bratislava has a population of over 500,000 and was previously the capital of the Kingdom of Hungary. Key sights include Bratislava Castle, St. Martin's Cathedral, the Old Town area, and the New Bridge over the Danube.Entrepreneurial learning with ICT tools
Entrepreneurial learning with ICT tools Kornelia Lohynova
油
This document profiles Kornelia Lohynova, an educator who teaches entrepreneurship. It lists her qualifications and experience in areas like hotel management, tourism business, Junior Achievement entrepreneurial programs, and developing online courses on topics such as entrepreneurship, resilience, and project-based learning. The document also lists key competences for lifelong learning, such as communication, digital skills, learning to learn, and entrepreneurship. Links are provided to online tools for activities on entrepreneurship, vision boards, and overcoming challenges.English verlaboratoriterritoriali
English verlaboratoriterritorialiKornelia Lohynova
油
Il documento presenta il progetto 'Laboratori Biellesi per l'Occupabilit', che mira a ridurre l'abbandono scolastico e preparare i giovani per lavori legati alla robotizzazione attraverso un apprendimento innovativo. Il progetto coinvolge vari partner, comprese scuole, istituzioni locali e imprese, per offrire opportunit di formazione e riqualificazione professionale. Sono elencati anche i successi del team d'innovazione, tra cui competizioni e certificazioni nel campo della tecnologia e della robotica.Projects in vocational school
Projects in vocational schoolKornelia Lohynova
油
This document discusses how to teach 21st century skills to students who will soon enter the labor market. It recommends finding topics that appeal to students' everyday lives, combining theory and practice to show how lessons can be applied, and giving students opportunities for self-esteem and success such as interviews with experts. Skills that can be developed include life, career, innovation, IT, social awareness, decision-making, and collaboration skills through group work and dividing roles. The document also suggests tools like Symbaloo for documenting projects and Classtools.net for alternative social media uses in education.SEL
SELKornelia Lohynova
油
1) The document contains notes from a conference session presented by Kornelia Lohynova on developing social and emotional skills in students.
2) It discusses teaching self-awareness, self-management, social awareness, relationship skills, and responsible decision making through activities like journaling, role playing, and giving feedback.
3) Examples provided include having students do a SWOT analysis, set goals, practice mindfulness and active listening, and engage in acts of kindness.Social and emotional learning
Social and emotional learningKornelia Lohynova
油
This document provides information about Kornelia Lohynova, a teacher of Hotel Management and Tourism Business in Bratislava, Slovakia. She teaches entrepreneurial programs and is an eTwinning ambassador and Microsoft Expert Educator. She develops online professional development courses focused on entrepreneurship, resilience, and project based learning. The document then discusses concepts related to social and emotional learning like self-awareness, self-management, social awareness, relationship skills, and responsible decision making. It provides activities teachers can use to develop these skills in students.Reports April 2016 August 2016
Reports April 2016 August 2016Kornelia Lohynova
油
1. The document reports on the activities of the AVITAE project from April 2016 to August 2016 in several European countries.
2. Key activities included students presenting their research on ancient markets in Greece and Spain, celebrating an "AVITAE Day" to showcase their work, and preparing for an upcoming meeting in Cyprus by developing videos about entrepreneurs.
3. Teachers coordinated student work on newspaper articles, presentations, and preparations for future project tasks and meetings while continuing to promote the project within their schools and communities.Reports June 2015 Sept 2015
Reports June 2015 Sept 2015Kornelia Lohynova
油
The document provides updates on activities from various countries involved in the AVITAE project from June 2015 to September 2015. Key points include:
- Students in Greece collected success stories for the newspaper and evaluated the previous meeting. Preparations began for the trip to Slovakia.
- In Denmark, students researched old recipes from medieval times and visited a medieval center. They were divided into international groups for Slovakia.
- Slovakia selected students for international teams and began planning the upcoming meeting in Bratislava.
- Spain chose articles for the newspaper and explained the menu task for Slovakia to students over the summer break. Preparations continued in September before the trip.Reports October 2015 March 2016
Reports October 2015 March 2016Kornelia Lohynova
油
This document provides reports from October 2015 to March 2016 on the activities of the AVITAE project from several countries. It discusses tasks completed such as creating a digital recipe book, writing newspaper articles, and preparing for a meeting in Tenerife. Students participated in activities to learn about ancient entrepreneurship such as visiting sites and museums, cooking traditional foods, and developing business ideas. Teachers coordinated student work, organized events, and guided preparation for upcoming project tasks and meetings. The reports demonstrate international collaboration among students and teachers to bring ancient entrepreneurship to life through experiential learning activities.Reports Sept 2016 March 2017
Reports Sept 2016 March 2017Kornelia Lohynova
油
The document provides updates on activities from various countries involved in the AVITAE Erasmus+ project from September 2016 to March 2017. Key activities included:
- Creating videos and mini-companies to showcase ancient entrepreneurship in Greece, Denmark, Spain, and Slovakia
- An exchange trip to Cyprus in October 2016 where students participated in entrepreneurship workshops and visited historical and business-related sites
- Preparing for a mini-company fair in Italy by developing business plans and promotional materials for their mini-companies
- Hosting the successful ERASMUS+ AVITAE MINICOMPANY FAIR in Italy in February 2017 to showcase student mini-companies
- Continuing project work like maintaining blogs and developingMindmapping
MindmappingKornelia Lohynova
油
This document discusses creating a mind map to develop an idea for creating value. It suggests mapping out different aspects of the idea such as culture, social, and economic impacts. Tools for mind mapping are also mentioned to help develop the idea further.Valuing ideas
Valuing ideasKornelia Lohynova
油
The document provides instructions for splitting children into groups to participate in a brainstorming activity. The groups will spend 5 minutes brainstorming different ideas by considering what is known about the idea, what is negative or positive about it, and what feelings are evoked. Each child will then put on colored glasses to view the idea from a different perspective before writing down and presenting answers.Gibbs卒reflective cycle
Gibbs卒reflective cycleKornelia Lohynova
油
Gibbs' Reflective Cycle is a model created by Professor Graham Gibbs in 1988 to structure the process of learning through experience. The cycle consists of 6 stages: description, feelings, evaluation, analysis, conclusion, and action plan. At each stage, the individual reflects on a past experience by describing what happened, considering feelings, evaluating what went well and poorly, analyzing causes and consequences, concluding lessons learned, and developing an action plan for improvement.More Related Content
More from Kornelia Lohynova (20)
N叩pojov箪 l鱈stokKornelia Lohynova
油
1) O documento descreve o card叩pio de bebidas de um restaurante chamado Ardente, listando v叩rios tipos de caf辿, bebidas n達o alco坦licas, limonadas frescas e uma variedade de vinhos brancos, rosados e tintos.
2) Os pre巽os de cada item s達o fornecidos em euros por dose ou garrafa.
3) H叩 tamb辿m uma breve descri巽達o da culin叩ria italiana, mencionando o uso de diferentes tipos de carne, legumes e molhos.We are play lab
We are play lab Kornelia Lohynova
油
We Are Play Lab Foundation is a nonprofit organization focused on transforming K-12 education through an entrepreneurial approach. They support educators, parents, and communities by providing insights on 21st century skills to empower children and turn ordinary learning spaces into extraordinary opportunities. By helping key stakeholders, they believe they can fulfill their vision of a world where children have the skills to thrive in complex environments. The document discusses combining entrepreneurial and digital competences, noting both underpin important skills like critical thinking and are crucial for future careers and innovation. It promotes Project Square, an open education initiative, and provides contact information.Cypriot cuisine
Cypriot cuisineKornelia Lohynova
油
Cypriot cuisine is influenced by Greek, Turkish, Italian cuisines. Common ingredients include oranges, olive oil, halloumi cheese, olives, herbs like mint and parsley. Popular appetizers include tzatziki, dolmades, feta cheese. Main dishes typically feature grilled meats like souvlaki and stifado stew. Seafood such as octopus, fish are often roasted with olive oil or lemon. Desserts include pasteli (shortbread), palouze (rice pudding). Local drinks include brandy, wine and commandaria wine.Slovakia+bratislava
Slovakia+bratislavaKornelia Lohynova
油
The document provides information about Slovakia and Bratislava, including:
Slovakia is a country in Central Europe that gained independence in 1993. The capital and largest city is Bratislava, located on the Danube River. Bratislava has a population of over 500,000 and was previously the capital of the Kingdom of Hungary. Key sights include Bratislava Castle, St. Martin's Cathedral, the Old Town area, and the New Bridge over the Danube.Entrepreneurial learning with ICT tools
Entrepreneurial learning with ICT tools Kornelia Lohynova
油
This document profiles Kornelia Lohynova, an educator who teaches entrepreneurship. It lists her qualifications and experience in areas like hotel management, tourism business, Junior Achievement entrepreneurial programs, and developing online courses on topics such as entrepreneurship, resilience, and project-based learning. The document also lists key competences for lifelong learning, such as communication, digital skills, learning to learn, and entrepreneurship. Links are provided to online tools for activities on entrepreneurship, vision boards, and overcoming challenges.English verlaboratoriterritoriali
English verlaboratoriterritorialiKornelia Lohynova
油
Il documento presenta il progetto 'Laboratori Biellesi per l'Occupabilit', che mira a ridurre l'abbandono scolastico e preparare i giovani per lavori legati alla robotizzazione attraverso un apprendimento innovativo. Il progetto coinvolge vari partner, comprese scuole, istituzioni locali e imprese, per offrire opportunit di formazione e riqualificazione professionale. Sono elencati anche i successi del team d'innovazione, tra cui competizioni e certificazioni nel campo della tecnologia e della robotica.Projects in vocational school
Projects in vocational schoolKornelia Lohynova
油
This document discusses how to teach 21st century skills to students who will soon enter the labor market. It recommends finding topics that appeal to students' everyday lives, combining theory and practice to show how lessons can be applied, and giving students opportunities for self-esteem and success such as interviews with experts. Skills that can be developed include life, career, innovation, IT, social awareness, decision-making, and collaboration skills through group work and dividing roles. The document also suggests tools like Symbaloo for documenting projects and Classtools.net for alternative social media uses in education.SEL
SELKornelia Lohynova
油
1) The document contains notes from a conference session presented by Kornelia Lohynova on developing social and emotional skills in students.
2) It discusses teaching self-awareness, self-management, social awareness, relationship skills, and responsible decision making through activities like journaling, role playing, and giving feedback.
3) Examples provided include having students do a SWOT analysis, set goals, practice mindfulness and active listening, and engage in acts of kindness.Social and emotional learning
Social and emotional learningKornelia Lohynova
油
This document provides information about Kornelia Lohynova, a teacher of Hotel Management and Tourism Business in Bratislava, Slovakia. She teaches entrepreneurial programs and is an eTwinning ambassador and Microsoft Expert Educator. She develops online professional development courses focused on entrepreneurship, resilience, and project based learning. The document then discusses concepts related to social and emotional learning like self-awareness, self-management, social awareness, relationship skills, and responsible decision making. It provides activities teachers can use to develop these skills in students.Reports April 2016 August 2016
Reports April 2016 August 2016Kornelia Lohynova
油
1. The document reports on the activities of the AVITAE project from April 2016 to August 2016 in several European countries.
2. Key activities included students presenting their research on ancient markets in Greece and Spain, celebrating an "AVITAE Day" to showcase their work, and preparing for an upcoming meeting in Cyprus by developing videos about entrepreneurs.
3. Teachers coordinated student work on newspaper articles, presentations, and preparations for future project tasks and meetings while continuing to promote the project within their schools and communities.Reports June 2015 Sept 2015
Reports June 2015 Sept 2015Kornelia Lohynova
油
The document provides updates on activities from various countries involved in the AVITAE project from June 2015 to September 2015. Key points include:
- Students in Greece collected success stories for the newspaper and evaluated the previous meeting. Preparations began for the trip to Slovakia.
- In Denmark, students researched old recipes from medieval times and visited a medieval center. They were divided into international groups for Slovakia.
- Slovakia selected students for international teams and began planning the upcoming meeting in Bratislava.
- Spain chose articles for the newspaper and explained the menu task for Slovakia to students over the summer break. Preparations continued in September before the trip.Reports October 2015 March 2016
Reports October 2015 March 2016Kornelia Lohynova
油
This document provides reports from October 2015 to March 2016 on the activities of the AVITAE project from several countries. It discusses tasks completed such as creating a digital recipe book, writing newspaper articles, and preparing for a meeting in Tenerife. Students participated in activities to learn about ancient entrepreneurship such as visiting sites and museums, cooking traditional foods, and developing business ideas. Teachers coordinated student work, organized events, and guided preparation for upcoming project tasks and meetings. The reports demonstrate international collaboration among students and teachers to bring ancient entrepreneurship to life through experiential learning activities.Reports Sept 2016 March 2017
Reports Sept 2016 March 2017Kornelia Lohynova
油
The document provides updates on activities from various countries involved in the AVITAE Erasmus+ project from September 2016 to March 2017. Key activities included:
- Creating videos and mini-companies to showcase ancient entrepreneurship in Greece, Denmark, Spain, and Slovakia
- An exchange trip to Cyprus in October 2016 where students participated in entrepreneurship workshops and visited historical and business-related sites
- Preparing for a mini-company fair in Italy by developing business plans and promotional materials for their mini-companies
- Hosting the successful ERASMUS+ AVITAE MINICOMPANY FAIR in Italy in February 2017 to showcase student mini-companies
- Continuing project work like maintaining blogs and developingMindmapping
MindmappingKornelia Lohynova
油
This document discusses creating a mind map to develop an idea for creating value. It suggests mapping out different aspects of the idea such as culture, social, and economic impacts. Tools for mind mapping are also mentioned to help develop the idea further.Valuing ideas
Valuing ideasKornelia Lohynova
油
The document provides instructions for splitting children into groups to participate in a brainstorming activity. The groups will spend 5 minutes brainstorming different ideas by considering what is known about the idea, what is negative or positive about it, and what feelings are evoked. Each child will then put on colored glasses to view the idea from a different perspective before writing down and presenting answers.Gibbs卒reflective cycle
Gibbs卒reflective cycleKornelia Lohynova
油
Gibbs' Reflective Cycle is a model created by Professor Graham Gibbs in 1988 to structure the process of learning through experience. The cycle consists of 6 stages: description, feelings, evaluation, analysis, conclusion, and action plan. At each stage, the individual reflects on a past experience by describing what happened, considering feelings, evaluating what went well and poorly, analyzing causes and consequences, concluding lessons learned, and developing an action plan for improvement.