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With regional NSW being the largest and most significant regional economy of any Australian state, it features centrally in Arts NSW’s ambitions and planning. Join Executive Director, Mary Darwell for an insider’s update on the NSW Government’s Arts and Cultural Policy Framework: Create in NSW. In this presentation, Mary will outline key actions for regional NSW and discuss opportunities relating to professional development and audience engagement.
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The Exeter Cultural Partnership represents the city’s cultural organisations including libraries, museums, sport, arts, health, education, food and retail - organisations which touch the lives of thousands of people each year. ECP now has over 150 members across the city and sub region. Our mission as a partnership is to contribute to a city where a vibrant cultural life enriches the experience of everyone living in, working in and visiting Exeter. For the past nine months ECP has been working towards the creation of a Cultural Action Plan for Exeter. With the support of Exeter City Council and the Arts Council of England, ECP has undertaken in depth consultation with the city’s cultural sector producing key findings that have informed this Action Plan. Importantly this Action Plan is one that is ‘co-owned’ with the City Council, ensuring that culture is embedded in the plans that will shape the city of the future. Named as one of the top five priorities in the City Council’s five year strategic plan, culture is seen as a key contributor to future prosperity and growth in Exeter.
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Τhe economic crisis in Greece in recent years, combined with the weakness or non-selection for a form of a national strategy that is consistent with international developments, has negatively affected the Athens role in the international trend, that is followed by most cities abroad. But the emerging initiatives like the Re-launching Athens project, the Re- think project, the Niarchos project, the awarded start ups, the volunteerism, the creativity of the cultural sector are elements and actions which reveal that Athens is following global trends and starts to form a role . We have action with participative collaboration and we have values and we have also cultural venues to enjoy. That is now our story and we ought to promote it. But is this the competitive advantage of Athens? The advantage of the city is that it forms gradually a cluster of culture, of creative start ups and of volunteering participation. In order our story to be unfolded—and that will not happen in a glance– we need our people to believe in it, because they are our ambassadors. According to Charles Landry, “creativity is the backbone of the city, and the critical resource is their people. It is the intelligence, the vitality, the imagination and most of all the creativity of people that feed the history. Indeed, the intensity of this creative power and its exploitation, is the key that will determine the progress and manage the sustainability of each city”. Referring to our people, the Athenians of the center and of the periphery we provoke them to explore the possibilities of Athens. Exploring this possibilities, we believe that they will create a new perception about their city and gradually they will be much more involved to the project, not only through volunteering actions but participate with the completion of them, either working, either promoting the identity or proposing further actions. Referring to the global community, we invite them to explore the possibilities of Athens, to observe the changes, to understand that the city is open to opportunities for creation, for investments, for delight. Rome, Istanbul, Berlin and Barcelona are great places but Athens is something more. Anything could happen in this city.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of ECOLOGICAL SUCCESSION under the ECOSYSTEM point in this presentation points like ecological succession , types of ecological succession like primary and secondary explain with diagram. Students having deep knowledge about Ecological Succession after studying this presentation.
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Shubhangi Sonawane
My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
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Gardella_Mateo_IntellectualProperty.pdf.
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Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
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fourth grading exam for kindergarten in writing
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This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
Arts NSW - Alex Bowen
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