# data[].attributes.body
it was at 7th grade with the science teacher. he took us out and the lesson was based on the natural elements there. we learned through nature and in nature outside the classroom walls.

# data[].attributes.body
Valerio Italy
I will always remembre my school trip to matera where we look ay the roks of matera

# data[].attributes.body
I'll always remember to Munich

# data[].attributes.body
I will always remember the trip in the last year of middle school to Munich. For me it was the first time abroad and I loved the experience of living in a state that's not my native one.

# data[].attributes.body
I've been in Naples with my school when i was 13. The most memorable thing i've seen was the wall with the huge picture of Maradona, my idol.

# data[].attributes.body
PRACTICAL ACTIVITIES IN NATURE

# data[].attributes.body
The trips we had with our French teacher are between the strongest memories from the outdoor activities I had as a student.

# data[].attributes.body
Erasmus and Etwinning projects brought a lot of satisfaction and energy to my classes.

# data[].attributes.body
In my primary school, one day my teacher took us to the jungle for examination to plants, trees and nature. It was very exciting for me, because it was first time out of the the school with my school friends.

# data[].attributes.body
It is a different way of teaching. Something new.

# data[].attributes.body
practical outdoor activities

# data[].attributes.body
We Visited museums

# data[].attributes.body
As a student, I remember the visit to Rome and the feeling of living inside the history I had studied.

# data[].attributes.body
As a student I remember that we visited the Aquarium and we learned so many things about fish.

# data[].attributes.body
We had outdoor activities at school and we visited museums.

# data[].attributes.body
Learning outside the classroom is

using nature and environment.

# data[].attributes.body
In my primary school, my teacher took us on many school trips to museums, exhibitions to explore the nature around us and to better explore our village. I gained a lot from this experience. He gave me a lot as a teacher.

# data[].attributes.body
History can be learned by visiting Istanbul, which is a historically important city.

# data[].attributes.body
One day years ago, we were very excited when our teacher told us that he was going to teach the lesson in a park close to the school. It was very exciting to be out of school with my friends. My teacher brought me a huge magnifying glass and we examined the trees, insects and flowers one by one. That night I dreamed that I was doing studies with a magnifying glass all night and feeling like a scientist.

# data[].attributes.body
Many years ago, when I was a primary school pupil, our teacher orgaized a school outing and took us to a nearby orphanage. We were supposed to work on the garden with the children who lived there. Instead of just doing that, we worked together on the place, studied in the classroom, helped preparing the meal, cleaned the place, shared everything and every moment, having to find answers and solutions to each and every little issue that occurred, from where and who with we would sit and cooperate, to what to wear and how to do the farm activities on the premises. It was not before noon that we realized that the whole venture was not just a usual entertaining school outing, but a day little trip. It was a lifelong changing experience aiming to taught us whta life means for children who live in more difficult conditions than ours. Unforgettable!

# data[].attributes.body
When I was in high school, we went to visit the military as a class and attended the practical lessons about the education life of the soldiers. It was very impressive.

# data[].attributes.body
I remember a class when teacher asked us to go out and clean school environment by picking up garbage that was thrown around. She did that instead of theoretical teaching about the importance of clean environment. I never forgot what the school yard looked like before and after we cleaned it. Back then I wasn't thrilled with her method but today I think she did an excellent work with that.

# data[].attributes.body
We examined insects in non-class soil. We observed worms. What are worms good for?

# data[].attributes.body
I remember all the outdoor experience I had as a student because they were important to make content more meaningful and they were very enjoyable, with more freedom and experience of reality than indoor lessons

# data[].attributes.body
When I was a student in the seventh grade, I performed a theatrical performance on a song about Jerusalem.. It was in the schoolyard and it was an unforgettable event.
The teacher bought us special clothes, we were like birds, and she trained us

# data[].attributes.body
We learned about the sides of the world. The teacher showed us how to determine what time it is with a stick. It was unusual and interesting.

# data[].attributes.body
The subject that I teach this school year in public primary Schools is "Fine Arts" and through outdoors activities I offer beautiful memories to my pupils. We cultivate collaborative spirit, environmental
awareness and aesthetic values. The chldren enjoy learning through playfull didactical practice and experiential learning.
https://youtu.be/3AGQwFlHeZw

# data[].attributes.attachment_link.title
Land Art in the 19th  Primary School Zografou, Greece - School year 2021-2022

# data[].attributes.body
I think the best extracurricular activity was planting saplings. Also, I can't forget the writing activities we did in the sandbox in the garden during the first days of primary school.

# data[].attributes.body
I still remember fieldwork in Istria during my student days when we mapped the Adriatic coast, herbariumed algae and trawled.

# data[].attributes.body
When we were in middle school, we were about 13 years old, the music teacher took us out into the schoolyard and joined us with a larger class where there were a few girls playing guitar. That hour stuck in my mind because it was out of print and it was a great hour.

# data[].attributes.body
I remember the Romanian class we had in the city park, we studied the statue of General Dragalina, we learned about him, then we characterized him. It was a very interesting class.

# data[].attributes.body
When we were in elementary school, we took a class trip to the meteorology center. It was very impressive. I remember that I became more interested in weather events after this trip.

# data[].attributes.body
While we were in secondary school, we had agriculture as an elective course in our school and we planted trees in our garden. While we were watering our trees, we also saw how long it took them to grow.

Also, my grandfather was a farmer. We used to help my grandfather harvest the grapes he grew when we visited him every summer.

# data[].attributes.body
Here you will find everything you need to know about this fantastic place where everyone can visit and you will not regret your visit!

It has exceptional conditions and diversity throughout the Quinta, from Animals to Plants, Flowers and Vegetables/Fruit!

# data[].attributes.body
My students!

# data[].attributes.body
As a student, I remember that we visited museums and archeological places. We received knowledge but we did not engage in interactive activities. So we forgot what we were learning.

# data[].attributes.body
I work with my students sometimes in the school garden and sometimes in the park near the school. In fact, outside, my students prefer to run and have fun rather than focus on the lesson. That's why I do less lessons outside.

# data[].attributes.body
The most beautiful experience is to go on a mountain trip in winter, to go sledding, to visit other cities, museums, zoos!

# data[].attributes.body
When I was a student in high school, I went to the camp with a scout group. Staying in a tent, making a fire, waking up in the open air every morning, doing outdoor activities both day and night for a week had been an unforgettable experience for me.

# data[].attributes.body
We covered the topic of empathy in the communication lesson. That week was the week of autism awareness. We visited an institution where children with autism are educated. The students learned the subject by experience.

# data[].attributes.body
I remember as a student a biology teacher which was one of the first who introduced in her classromm outdoor activities.She assigned us the creation of paper by using recycable materials. We had to search for used papers and then by following a recipe we made paper..It was an experience I will never forget because it was unic and I had to work together with others to reach an outcome..I even remember the method we used to create the paper!

# data[].attributes.body
A visit to Praia dos Clérigos, in the South of Portugal, to observe winter sea life in the beach. My 7 years son did this visit with his teacher and colegueas; this trip was so important to him that he whated to all family goes with him in the week-end; he whated us to learn what he had learn! https://lagos.cienciaviva.pt/3477/turismo-cientifico

# data[].attributes.attachment_link.readable_text
Vamos molhar os pés nas poças e descobrir todos os organismos que habitam nestes locais tão particulares da zona costeira.
Desvendem connosco os segredos de como é viver numa casa assim à beira mar!

A zona rochosa apresenta locais particulares como poças de maré, locais de dimensões variadas e pequenas grutas formadas no substrato rochoso, que apresentam uma grande diversidade de organismos.

Visita

Locais: Praia da Luz, Praia da Batata, Praia do Alemão, Praia do Carvoeiro, Praia do Castelejo e Praia de Monte Clérigo

Ponto de Encontro: a acordar aquando da marcação

Duração: 90 minutos

Número máximo de participantes: 8

Idade mínima: 3 anos

Transporte durante a ação: A pé

Dificuldade: Fácil

Informação útil: trazer calçado confortável que se poça molhar , chapéu, água e protetor solar. Binóculos e guias de aves incluídos.

Preço

GRUPO DE ATÉ 8 PESSOAS – 60 EUROS

Residente:  10% desconto (Concelho de Lagos: mediante apresentação de comprovativo)

Reservas

Reservar e realizar pagamento com pelo menos 48h de antecedência da realização da atividade

Disponibilidade: Até 31 de outubro

Formas de pagamento: Bilheteira, pagamento por referência MB e por transferência bancária

A visita inclui seguro de acidentes pessoais. Na formalização da inscrição, serão solicitados dados pessoais de todos os participantes para acionar o mesmo.

Contactos

Telefone 282 770 000 | 969 685 985

E-mail: info[arroba]lagos.cienciaviva.pt

# data[].attributes.attachment_link.description
Vamos molhar os pés nas poças e descobrir todos os organismos que habitam nestes locais tão particulares da zona costeira.Desvendem connosco os segredos de como é viver numa casa assim à beira mar!

# data[].attributes.headline
One of the tasks we had to fulfill during the summer break of primary school was to collect and sell medicinal plants.This was a very fun and also an educational task.

# data[].attributes.subject
One of the tasks we had to fulfill during the summer break of primary school was to collect and sell medicinal plants.This was a very fun and also an educational task.

# data[].attributes.body
I plant /I adopt a tree!

# data[].attributes.attachment_link.readable_text
ΠΕΡΙΒΑΛΛΟΝΤΙΚΗ

ΕΚΠΑΙΔΕΥΣΗ

ΦΥΤΕΥΩ ΥΙΟΘΕΤΩ ΕΝΑ ΔΕΝΤΡΟ!

1

εισαγωγικη φαση

2

Επίσκεψη απο το δασαρχειο

3

θεατρικο παιχνιδι

4

φυτεμα

5

φροντιδα

8ο Νηπιαγωγείο Νεάπολης

Τμήμα1

6

εκδρομη

Εκδρομή αληθινή με λεωφορείο για μια βόλτα στο δάσος!!!

Πώς και πώς την περιμένουμε!

Σε περίπου ένα μήνα!

14 Ιουνίου!

Πότισμα σκάλισμα ξεβοτάνισμα

οι εργασίες για τη φροντίδα των φυτών!

Το 8ο Νηπιαγωγείο Νεάπολης δέχεται επίσκεψη από το Δασαρχείο Θεσσαλονίκης

και παρακολουθεί το πολύ ενδιαφέρον εκπαιδευτικό πρόγραμμα

περιβαλλοντικής εκπαίδευσης!

Προσεχώς!

14 Ιουνίου!

Ναι την περιμένουμε πώς και πώς...

Μια αληθινή σχολική εκδρομή

με λεωφορείο για μια βόλτα στο δάσος και με ξεναγούς τους υπεύθυνους από το Δασαρχείο Θεσσαλονίκης!

Εισαγωγικές Δραστηριότητες

Γνωρίζοντας το δάσος...

+ info

Χαρτογραφώντας την αυλή

Εργασία σε ομάδες

τ παιδιά μετρούν θάμνους και δέντρα

+ info

Δημιουργία-Έκφραση

Ελεύθερη ζωγραφική

με θέμα

"Το δάσος!"

+ info

Δημιουργία και εκφραση

Ζωγραφικη με μαρκαδορουσ!

Παρακολούθηση εκπαιδευτικού βίντεο

Ορολογία: μονοπάτι, λίμνη, ξέφωτο!

Χαρτογράφηση σχολικής αυλής!

Ομάδα 2

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

Ομάδα 1

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

Χαρτογράφηση σχολικής αυλής!

Ομάδα 1 ερευνά τους Θάμνους

Ομάδα 1

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

Χαρτογράφηση σχολικής αυλής!

Ομάδα 2 ερευνά τα δέντρα της αυλής

Ομάδα 2

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

Θεατρικό

Παιχνίδι!

Τ α παιδιά χωρίστηκαν σε κηπουρούς & δέντρα και αφού συγκεντρώθηκαν τα απαραίτητα εργαλεία...το παιχνίδι άρχισε! Οι κηπουροί φροντίζουν τα φυτά αλλά ο ήλιος τα μαραίνει...Τραγούδι: "Να 'χαμε τι να'χάμε νά'χαμε έναν κήπο με τα τριαντάφυλλα και με τα γαρίγαλα!" κλιμακωτό παιδικό τραγούδι το οποίο μέσα από την επανάληψη των στίχων ασκεί τα παιδιά στην κατανόηση λογικών αλληλουχιών. Κυρίως όμως πρόκειται για μια εκπληκτική άσκηση μνήμης, πέραν της προφανούς ψυχαγωγίας.

Φύτεμα!

+ info

Ευχαριστούμε για την προσοχή σας!

# data[].attributes.attachment_link.title
Φυτεύω ένα δέντρο! by Effie Taralaikou on Genially

# data[].attributes.attachment_link.description
ΦΥΤΕΥΩ ΥΙΟΘΕΤΩ ΕΝΑ ΔΕΝΤΡΟ! Επίσκεψη απο το δασαρχειο θεατρικο παιχνιδι φυτεμα φροντιδα 8ο Νηπιαγωγείο Νεάπολης Εκδρομή αληθινή με λεωφορείο για μια βόλτα στο δάσος!!! Πώς και πώς την περιμένουμε! Σε περίπου ένα μήνα! 14 Ιουνίου! Πότισμα σκάλισμα ξεβοτάνισμα οι εργασίες για τη φροντίδα των φυτών!

# data[].attributes.body
I remember visiting factories before the fall of the wall in Germany. At pre-school (maybe age 5?), we learnt how windows were put into trains - I found that fascinating because I often rode trains and had never asked myself how the windows got into the train. In grade 2, we visited an industrial bakery that baked a giant cake for us and we went to an "IT" company that introduced us to punched paper tape. I loved that the holes were hiding secret messages.

# data[].attributes.attachment_link.readable_text
Punched tape or perforated paper tape is a form of data storage that consists of a long strip of paper in which holes are punched. It developed from and was subsequently used alongside punched cards, differing in that the tape is continuous.

Punched cards, and chains of punched cards, were used for control of looms in the 18th century. Use for telegraphy systems started in 1842. Punched tape was used throughout the 19th and for much of the 20th centuries for programmable looms, teleprinter communication, for input to computers of the 1950s and 1960s, and later as a storage medium for minicomputers and CNC machine tools. During the Second World War, high-speed punched tape systems using optical readout methods were used in code breaking systems. Punched tape was used to transmit data for manufacture of read-only memory chips.

Perforated paper tapes were first used by Basile Bouchon in 1725 to control looms. However, the paper tapes were expensive to create, fragile, and difficult to repair. By 1801, Joseph Marie Jacquard had developed machines to create paper tapes by tying punched cards in a sequence for Jacquard looms. The resulting paper tape, also called a "chain of cards", was stronger and simpler both to create and to repair. This led to the concept of communicating data not as a stream of individual cards, but as one "continuous card" (or tape). Paper tapes constructed from punched cards were widely used throughout the 19th century for controlling looms. Many professional embroidery operations still refer to those individuals who create the designs and machine patterns as punchers even though punched cards and paper tape were eventually phased out in the 1990s.

In 1842, a French patent by Claude Seytre described a piano playing device that read data from perforated paper rolls. By 1900, wide perforated music rolls for player pianos were used to distribute popular music to mass markets.

In 1846, Alexander Bain used punched tape to send telegrams. This technology was adopted by Charles Wheatstone in 1857 for the Wheatstone system used for the automated preparation, storage and transmission of data in telegraphy.

In the 1880s, Tolbert Lanston invented the Monotype typesetting system, which consisted of a keyboard and a composition caster. The tape, punched with the keyboard, was later read by the caster, which produced lead type according to the combinations of holes in up to 31 positions. The tape reader used compressed air, which passed through the holes and was directed into certain mechanisms of the caster. The system went into commercial use in 1897 and was in production well into the 1970s, undergoing several changes along the way.

In the 21st century, use of punched tape is very rare. It may still be used in older military systems and by some hobbyists.[citation needed ] In computer numerical control (CNC) machining applications, paper tape is now uncommon, but some modern systems still measure the size of stored CNC programs in feet or meters, corresponding to the equivalent length if the data were actually punched on paper tape.

Data was represented by the presence or absence of a hole at a particular location. Tapes originally had five rows of holes for data across the width of the tape. Later tapes had six, seven, or eight rows. A 1944 electro-mechanical programmable calculating machine, the Automatic Sequence Controlled Calculator or Harvard Mark I, used paper tape with 24 rows.

A row of smaller sprocket holes was always punched to permit synchronized movement of the tape, originally using a wheel with radial teeth called a sprocket wheel. Later optical readers made use of the sprocket holes to generate timing pulses. The sprocket holes were slightly to one edge of the tape, making it unambiguous which way to orient the tape in the reader, by dividing the tape into unequal widths. The bits on the narrower width of the tape were generally the least significant bits, when the code was represented as numbers in a digital system.[citation needed ]

Many early machines used oiled paper tape, which was pre-impregnated with a light machine oil, to lubricate the reader and punch mechanisms. The oil impregnation usually made the paper somewhat translucent and slippery, and excess oil could transfer to clothing or any surfaces it contacted. Later optical tape readers often specified non-oiled opaque paper tape, which was less prone to depositing oily debris on the optical sensors and causing read errors. Another innovation was fanfold paper tape, which was easier to store compactly and less prone to tangling, as compared to rolled paper tape.

For heavy-duty or repetitive use, polyester Mylar tape was often used. This tough, durable plastic film was usually thinner than paper tapes, but could still be used in many devices originally designed for paper media. The plastic tape was sometimes transparent, but usually was aluminized to make it opaque enough for use in high-speed optical readers.

Tape for punching was usually 0.00394 inches (0.1 mm) thick. The two most common widths were 11/16 inch (17.46 mm) for five bit codes, and 1 inch (25.4 mm) for tapes with six or more bits. Hole spacing was 0.1 inch (2.54 mm) in both directions. Data holes were 0.072 inches (1.83 mm) in diameter; sprocket feed holes were 0.046 inches (1.17 mm).

Most tape-punching equipment used solid circular punches to create holes in the tape. This process created " chad", or small circular pieces of paper. Managing the disposal of chad was an annoying and complex problem, as the tiny paper pieces had a tendency to escape containment and to interfere with the other electromechanical parts of the teleprinter equipment. Chad from oiled paper tape was particularly problematic, as it tended to clump and build up, rather than flowing freely into a collection container.

A variation on the tape punch was a device called a Chadless Printing Reperforator. This machine would punch a received teleprinter signal into tape and print the message on it at the same time, using a printing mechanism similar to that of an ordinary page printer. The tape punch, rather than punching out the usual round holes, would instead punch little U-shaped cuts in the paper, so that no chad would be produced; the "hole" was still filled with a little paper trap-door. By not fully punching out the hole, the printing on the paper remained intact and legible. This enabled operators to read the tape without having to decipher the holes, which would facilitate relaying the message on to another station in the network. Also, there was no "chad box" to empty from time to time.

A disadvantage to this technology was that, once punched, chadless tape did not roll up well for storage, because the protruding flaps of paper would catch on the next layer of tape so it could not be coiled up tightly. Another disadvantage that emerged in time, was that there was no reliable way to read chadless tape in later high-speed readers which used optical sensing. However, the mechanical tape readers used in most standard-speed equipment had no problem with chadless tape, because they sensed the holes by means of blunt spring-loaded mechanical sensing pins, which easily pushed the paper flaps out of the way.

Text was encoded in several ways. The earliest standard character encoding was Baudot, which dates back to the 19th century and had five holes. The Baudot code was superseded by modified five-hole codes such as the Murray code (which added carriage return and line feed) which was developed into the Western Union code which was further developed into the International Telegraph Alphabet No. 2 (ITA 2), and a variant called the American Teletypewriter code (USTTY). Other standards, such as Teletypesetter (TTS), FIELDATA and Flexowriter, had six holes. In the early 1960s, the American Standards Association led a project to develop a universal code for data processing, which became the American Standard Code for Information Interchange (ASCII). This seven-level code was adopted by some teleprinter users, including AT&T ( Teletype). Others, such as Telex, stayed with the earlier codes.

Punched tape was used as a way of storing messages for teletypewriters. Operators typed in the message to the paper tape, and then sent the message at the maximum line speed from the tape. This permitted the operator to prepare the message "off-line" at the operator's best typing speed, and permitted the operator to correct any error prior to transmission. An experienced operator could prepare a message at 135 words per minute (WPM) or more for short periods.

The line typically operated at 75 WPM, but it operated continuously. By preparing the tape "off-line" and then sending the message with a tape reader, the line could operate continuously rather than depending on continuous "on-line" typing by a single operator. Typically, a single 75 WPM line supported three or more teletype operators working offline. Tapes punched at the receiving end could be used to relay messages to another station. Large store and forward networks were developed using these techniques.

Paper tape could be read into computers at up to 1,000 characters per second. In 1963, a Danish company called Regnecentralen introduced a paper tape reader called RC 2000 that could read 2,000 characters per second; later they increased the speed further, up to 2,500 cps. As early as World War II, the Heath Robinson tape reader, used by Allied codebreakers, was capable of 2,000 cps while Colossus could run at 5,000 cps using an optical tape reader designed by Arnold Lynch.

When the first minicomputers were being released, most manufacturers turned to the existing mass-produced ASCII teleprinters (primarily the Teletype Model 33, capable of ten ASCII characters per second throughput) as a low-cost solution for keyboard input and printer output. The commonly specified Model 33 ASR included a paper tape punch/reader, where ASR stands for "Automatic Send/Receive" as opposed to the punchless/readerless KSR - Keyboard Send/Receive and RO - Receive Only models. As a side effect, punched tape became a popular medium for low-cost minicomputer data and program storage, and it was common to find a selection of tapes containing useful programs in most minicomputer installations. Faster optical readers were also common.

Binary data transfer to or from these minicomputers was often accomplished using a doubly encoded technique to compensate for the relatively high error rate of punches and readers. The low-level encoding was typically ASCII, further encoded and framed in various schemes such as Intel Hex, in which a binary value of "01011010" would be represented by the ASCII characters "5A". Framing, addressing and checksum (primarily in ASCII hex characters) information helped with error detection. Efficiencies of such an encoding scheme are on the order of 35-40% (e.g., 36% from 44 8-bit ASCII characters being needed to represent sixteen bytes of binary data per frame).

In the 1970s, computer-aided manufacturing equipment often used paper tape. A paper tape reader was smaller and less expensive than hollerith card or magnetic tape readers, and the medium was reasonably reliable in a manufacturing environment. Paper tape was an important storage medium for computer-controlled wire-wrap machines, for example.

Premium black waxed and lubricated long-fiber papers, and Mylar film tape were developed so that heavily-used production tapes would last longer.

In the 1970s through the early 1980s, paper tape was commonly used to transfer binary data for incorporation in either mask-programmable read-only memory (ROM) chips or their erasable counterparts EPROMs. A significant variety of encoding formats were developed for use in computer and ROM/EPROM data transfer. Encoding formats commonly used were primarily driven by those formats that EPROM programming devices supported and included various ASCII hex variants as well as a number of proprietary formats.

A much more primitive as well as a much longer high-level encoding scheme was also used, BNPF (Begin-Negative-Positive-Finish), also written as BPNF. In BNPF encoding, a single byte (8 bits) would be represented by a highly redundant character framing sequence starting with a single ASCII "B", eight ASCII characters where a "0" would be represented by a "N" and a "1" would be represented by a "P", followed by an ending ASCII "F". These ten-character ASCII sequences were separated by one or more whitespace characters, therefore using at least eleven ASCII characters for each byte stored (9% efficiency). The ASCII "N" and "P" characters differed in four bit positions, providing excellent protection from single punch errors. Alternative schemes were also available where "L" and "H" or "0" and "1" were also available to represent data bits, but in both of these encoding schemes, the two data-bearing ASCII characters differ in only one bit position, providing very poor single punch error detection.

NCR of Dayton, Ohio, made cash registers around 1970 that would punch paper tape. Sweda made similar cash registers around the same time. The tape could then be read into a computer and not only could sales information be summarized, billings could be done on charge transactions. The tape was also used for inventory tracking, recording department and class numbers of items sold.

Punched paper tape was used by the newspaper industry until the mid-1970s or later. Newspapers were typically set in hot lead by devices like Linotype machines. With the wire services coming into a device that would punch paper tape, rather than the Linotype operator having to retype all the incoming stories, the paper tape could be put into a paper tape reader on the Linotype and it would create the lead slugs without the operator re-typing the stories. This also allowed newspapers to use devices, such as the Friden Flexowriter, to convert typing to lead type via tape. Even after the demise of Linotype and hot lead typesetting, many early phototypesetter devices utilized paper tape readers.

If an error was found at one position on the six-level tape, that character could be turned into a null character to be skipped by punching out the remaining non-punched positions with what was known as a "chicken plucker". It looked like a strawberry stem remover that, pressed with thumb and forefinger, could punch out the remaining positions, one hole at a time.

Vernam ciphers were invented in 1917 to encrypt teleprinter communications using a key stored on paper tape. During the last third of the 20th century, the National Security Agency (NSA) used punched paper tape to distribute cryptographic keys. The eight-level paper tapes were distributed under strict accounting controls and read by a fill device, such as the hand held KOI-18, that was temporarily connected to each security device that needed new keys. NSA has been trying to replace this method with a more secure electronic key management system ( EKMS), but as of 2016, paper tape was apparently still being employed. The paper tape canister is a tamper-resistant container that contains features to prevent undetected alteration of the contents.

Acid-free paper or Mylar tapes can be read many decades after manufacture, in contrast with magnetic tape that can deteriorate and become unreadable with time. The hole patterns of punched tape can be decoded by eye if necessary, and even editing of a tape is possible by manual cutting and splicing. Unlike magnetic tape, magnetic fields such as produced by electric motors cannot alter the punched data. In cryptography applications, a punched tape used to distribute a key can be rapidly and completely destroyed by burning, preventing the key from falling into the hands of an enemy.

Reliability of paper tape punching operations was a concern, so that for critical applications a new punched tape may be verified to contain the correct contents.[citation needed ] Rewinding a tape required a takeup reel or other measures to avoid tearing or tangling the tape.[citation needed ] In some uses, "fan fold" tape simplified handling as the tape would refold into a "takeup tank" ready to be re-read. The information density of punched tape was low compared with magnet tape, making large datasets clumsy to handle in punched tape form.

# data[].attributes.attachment_link.description
Punched tape or perforated paper tape is a form of data storage that consists of a long strip of paper in which holes are punched. It developed from and was subsequently used alongside punched cards, differing in that the tape is continuous.

# data[].attributes.body
I remember going on a field trip to the beach. We collected shells, rocks, and sand. Later at school we looked at the sand on the microscope. I still remember my amazement when I saw that the beach sand was not only "sand". There were pieces of shells, tiny bones, and the different colors of the grains. I thought science was the best subject ever.

# data[].attributes.body
School trips were really memorable. We went to the mountains, spent the whole day in the forest and got back to our accomodation in the late afternoon. We learnt using a compass and a map (no gps those days), learnt a lot about plants (herbs, poisonous plants) and animals. We had to work in groups to reach our destination, had to tolerate and work with physically weaker students, teachers, or had to lead the group.

# data[].attributes.body
We had little outdoor activities at school, but I remember taking longer walks to a nearby lake and the wood as part of our Saturday lessons, we would have sports activities there. It was very enjoyable and fun

# data[].attributes.body
I dont think i have expierienced outdoor leaarning in school....

# data[].attributes.headline
YUNUS ERDOĞAN ,TURKIYE                                       I didn’t grow up in a house with much “screen time”.  My Siblings and I were encouraged to be outdoors as much as possible, and we never had a video gaming system.  We didn’t mind.  We enjoyed being outside.  At the time, I never considered the things I learned while playing in the woods or backyard. But now I can clearly say that these outdoors activities embraced my relationship with my friends.  

# data[].attributes.subject
YUNUS ERDOĞAN ,TURKIYE                                       I didn’t grow up in a house with much “screen time”.  My Siblings and I were encouraged to be outdoors as much as possible, and we never had a video gaming system.  We didn’t mind.  We enjoyed being outside.  At the time, I never considered the things I learned while playing in the woods or backyard. But now I can clearly say that these outdoors activities embraced my relationship with my friends.  

# data[].attributes.body
I come from Çanakkale situated in the very west of Turkey, where Gallipoli campaign had happened. We had learned a lot about the war inside classroom, but when our teacher took us to the battlefields, I remember that I was so impressed visiting the battlefields, seeing the trenches and listening to the stories where they had taken place. It really made it stick in my mind.

# data[].attributes.body
I remember visiting factories, zoo and museums.

# data[].attributes.body
At age of 8, my primary school class went on a nature walk on a piece of common land and woods. We were allowed to roam and collect items. The teacher named the items and gave details of the natural habitat etc. I still remember the names of plants we looked at even though that was 58 years ago!

# data[].attributes.body
I remember when I was a student I took a lot of walks in nature and studied insects and plants. sometimes, in primary school, we also go out to the vegetable garden and help to grow vegetables. they were very enjoyable activities ... direct contact with nature helps us to retain information more easily

# data[].attributes.body
I remember visiting factories and museums

# data[].attributes.body
I grew up in a greek island,Kythera, and I still remember the planting and cultivation of herbs,vegetables and flowers that we did in the school garden under the instructions and help of our teacher. This influenced me a lot and I ,as a teacher, have created a school garden thta a lot of lessons are taken place Apart from that, I remember something that was called ammodohio and it was a construction that looked like a table that was full with sand and we used different colours of chalk in order to create different areas like mountains,rivers,lakes, hills,sea,islands etc.The result was extremely impressive

# data[].attributes.body
Taking advantage of opportunities outside the classroom such as the natural environment to approach and understand knowledge as well as its connection to real life

# data[].attributes.body
I only remember museum visits and picnics from my childhood. Being outside was fun and enjoyable.

# data[].attributes.body
As a student, I remember that outdoors activities were related to sports activities, field trips, or visits to museums. All outdoor activities are fun and memorable, although they are not always related to learning as we know it.
I remember one special excursion we went to, where there was a live presentation of rescued birds and some wild animals.

# data[].attributes.body
Outdoor is so different that en-walled, that is always uplifting. However it needs to be structured with learning HANDS ON activities (e.g. experiments, interviews, drawings, treasure hunts) to be memorable for kids and teachers.

# data[].attributes.body
Our outdoors activities include field trips and museum excursions. Not all activities sticked in the pupils minds.

# data[].attributes.body
I only took classes outside of school on field trips. Usually, these visits were more used for the consolidation of theoretical knowledge acquired in the classroom than for the search, discovery and autonomous acquisition of knowledge.

# data[].attributes.body
I really don't recall any outside the classroom learning. We only visited museums or archeological sites in order to watch the exhibits, without taking part in any learning activities.

# data[].attributes.body
I'm too old to remember...I think I have lived my childhood during a period refusing the importance of OUTSIDE and elevating the INSIDE study; probably there must be a sociological reason for this... after refusing the simple life of peasant an the coming age of industry worker the election of a clean job changed everything

# data[].attributes.body
Learning outside the classroom promotes students' motivation, creativity, critical thinking and teamwork, contributing to a better understanding of science and the scientific process.

# data[].attributes.body
I have good memoriew from a visit in the river with a lot of experiments

# data[].attributes.headline
I really can't recall such memories in Greece...I remember only visiting sometimes museums with our school, while we were on excursions. But that included never any activity!Unfortunately...

# data[].attributes.subject
I really can't recall such memories in Greece...I remember only visiting sometimes museums with our school, while we were on excursions. But that included never any activity!Unfortunately...

# data[].attributes.body
From my memories of outdoor activities, I remember Children's Day. We celebrated with traditional games and a picnic in a park. The director gave each child a bag of chocolates and a card to wish Happy Children's Day. A different day with fun activities, with the participation of the whole school, that last forever!

# data[].attributes.body
I recall only some visits to museums but they weren't very interesting .They were boring because we only had to listen and see the objects.

# data[].attributes.body
I remember mountain biking and staying outdoors in the open air (7th grade)...It was a wonderful experience.

# data[].attributes.headline
I remember mountain biking and staying outdoors in the open air (7th grade)...It was a wonderful experience. 

# data[].attributes.subject
I remember mountain biking and staying outdoors in the open air (7th grade)...It was a wonderful experience. 

# data[].attributes.body
Visiting archeoclogical sites within History of art classes

# data[].attributes.body
I recall only a few outdoor activities when I was a student. Mainly it was about plant growing for biology lessons.

# data[].attributes.body
I remember some art classes. We came outside with our materials and it was very nice to look to some interesting object and draw it. It was relaxing and my class that wasn't easy inside, outside was peaceful.

# data[].attributes.body
During primary school I do remember several trips that mainly involved visiting factories and cultural places, such as an icecream factory, museums and art galeries. These were all very informative and joyful occassions. The most memorable one was a trip by train to an outdoor wilderness camp where we stayed for several days, took part in team building activities and spent one night with a ranger camping on a mountain side.
During secondary school we did a lot less outdoor learning/activities, only a few times going to an art gallery and once a week PE at a sports club.

# data[].attributes.body
When I was a student, Magusto was celebrated every year in a very large farm, where we would spend all day and have relays, traditional games and a big picnic. It was wonderful and we were always looking forward to that day. I remember this very fondly.

# data[].attributes.body
We went to different fields and harvested corn or potatoes. We also picked berries in the woods. It was great. We learnt so many useful information about nature and the surrounding areas.

# data[].attributes.body
I collaborated with a teacher and with the children had learned about the history of "Exarheia" neighbourhood in the centre of Athens, through a treasure hunt project :"the Magic hat in Exarheia". Chιldren learned the history/nature/culture/art/ of the area and then created an ebook combining facts and fiction, thus becoming creative and using their imagination

# data[].attributes.attachment_link.title
ΤΟ ΜΑΓΙΚΟ ΚΑΠΕΛΟ ΣΤΑ ΕΞΑΡΧΕΙΑ

# data[].attributes.attachment_link.description
ΠΕ∆ΙΟΝ ΑΡΕΩΣ ΠΑΡΚΟ ΝΑΥΑΡΙΝΟΥ στα 0,00€ 35ο ∆ηµοτικό Σχολείο Αθήνας Γ’ τάξη 2 0 1 3 Ζωγραφιά: Ρόζα Σούσα

# data[].attributes.body
I recall a school visit to the Acropolis in Athens -when I was 9 years old- and I presented to other students about Parthenon. It was a wonderful experience!

# data[].attributes.body
When my teacher took the class out, we learnt so much more, not just one subject. There was this "the added value". Walk through the woods and long grass, looking toward birds and bugs, also learning how to be safe.

# data[].attributes.body
I remember with the school we made some visits to archeological museums which as students we found boring just because we were looking at the exhibits.

# data[].attributes.body
I loved the science work, where I wrote the names of the plants I met during a trip through the park near the school.

# data[].attributes.body
When I was a student in secondary school(8th grade),I went to camping with my the team of scout.We stayed in a tent for ten days at the seaside.It was a fantastic experience for me .We learnt a lot of things by doing like pitching tents, making a fire,searching for different plants, birds and animals.Playing the scavenger hunt was the most enjoyable one for me.

# data[].attributes.body
I remember outdoor activities concerning plant and animals’ observation, excursion concerning nature observation and sketching. After moving to Greece, I had less outdoor activities, mostly in the schoolyard.

# data[].attributes.body
I had a “normal” and usual learning methods that still happens in other schools: don’t go outside, only for school trips. If we became so happy when we do school trips, why not try to differentiate our methods? I’m doing that now, with my students because we have a little forest next to school and everytime i say that we go there they became euphoric. However, our children are different today, with much less experiences than we had at their age and before we start to envolve them with the nature and subjects, there’s what they should have learned by now…

# data[].attributes.headline
Seher ŞEREF -Mersinli Ahmet Primary School/TURKEY

# data[].attributes.subject
Seher ŞEREF -Mersinli Ahmet Primary School/TURKEY

# data[].attributes.body
Merhabalar ben ilkokulda müdür yardımcısıyım. Alanın sınıf öğretmeniyim, eTwinning projeleri yürütüyorum. Sınıf dışı öğrenme etkinlikleri konusunda bu yıl yaptığımız çalışmalardan bahsetmek istiyorum.✴️We created seed bombs in the school garden and left them to nature. We examined the growth stages by reviving.✴️Awareness of marine biodiversity was created for our students by academicians at the Institute of Marine Sciences.✴️Scientists and inventions were introduced in the Science Villages.✴️Historical periods from historical artifacts were introduced by visiting museums.

# data[].attributes.body
Playing games, like catch, and then having to answer a question on the subject, was fun and helped us retrieve information. However, in my time, we didn't explore the world at school. We did it with our family, though.

# data[].attributes.body
Learning outside the classroom means hands on work, and heads on learning, through practice and entertainment.
It is learning by doing.

# data[].attributes.body
When I look back, two activities come to mind.
1. Art classes in primary school spent outdoors, all over the town. We used to get a location and an object, find our seat and draw ruined buildings, old wells, trees...It helped me gain a different perspective of my hometown and l learned to focus on details and notice things that surround me.
2. Planting trees and taking care of young trees. It was a cooperation of my class and the local forestry. It was a process that took two weeks. It was a combination of work and fun. It thaught me not to take nature for granted and it resulted in me taking part in all kinds of local green activities and teaching others about ecology.

# data[].attributes.body
I was a student many years ago. I remember how we played the game " Find the treasure", using maps and letters to discover the hidden object. We sometimes used the special code in letters to give information.

# data[].attributes.body
I can't recall many outdoor schooling experiences but I do recall two interesting hands-on experiments we had to grow our own bean plants and document the growth stages. And the second activity was growing our my own mould on a piece of bread and then getting to look at it under a microscope. That was fun 😊

# data[].attributes.body
Years ago, when I was a student in primary school, my teacher took us on a tour of the museum. It was very exciting to see old items there. Then we had a picnic on the lake in the garden of the museum. I will never forget that day.

# data[].attributes.body
While I was in primary school, our teacher took us to the garden to study the life of insects for science lesson. I remember it was very enjoyable. I think it was very effective both in terms of socialization and in understanding the importance of insects.

# data[].attributes.body
From school i just remember physical education/sports. But my parents putted me in Scouts and there i had the outside learning!!! Physics, chemistry, engineering, astronomy, collaboration, languages, share, motivation, self determination, ...

# data[].attributes.body
The most memorable lessons spent outside were in the school yard, where we had an area where the students took care of the plants.

# data[].attributes.body
When I was student, school was school and nothing else! I don't remember an outdoor experience that gave me something!

# data[].attributes.body
All the trips, summer schools that i had as a student are vivid in my mind. They are the best memories from high school. There we socialise a lot, we made friends, we saw new places, new people and we become more responsable with our finances and behavior.

# data[].attributes.body
When we was in primary school, our teacher took us to the botanical garden. We got information about flowers and trees there. We learned how to make compost. When we got back to school, we made compost in our garden. It was an important experience for me. 4 years ago, we created an aromatic garden at my school and made a compost area with my students.

# data[].attributes.headline
My Most Memorable Outdoor Learning Experiences 

# data[].attributes.subject
My Most Memorable Outdoor Learning Experiences 

# data[].attributes.body
As a student prior to tertiary education, I had two memorable experiences that instilled meaningful life lessons and is impossible to forget. My first memorable outdoor learning experience was when my class went with other classes from my same secondary school to a field away from the center of a metropolis, where we interacted with our surroundings and engaged in various activities that boosted my appreciation of nature and taught me how to enjoy it with the company of others who shared a similar vision. My second memorable outdoor learning experience was when I was visiting a performing arts center as part of a field trip organized by my secondary school music teacher, in which I have learned to appreciate the arts and the work that goes into creating a work of art in whatever form of expression it may be.

—Austin Nicholas Dragoș [United States of America]