Ακολουθώντας και εφαρμόζοντας τη «Στρατηγική συμμετοχής των παιδιών» του Eurochild, το πρόγραμμα EURODIPLOMATS εστιάζει στο να ενδυναμώσει τα παιδιά να ενεργούν ως πολιτιστικοί διπλωμάτες για μια εύρωστη Ευρώπη ικανή να αντιμετωπίσει νέες προκλήσεις και πιθανές «απειλές».
Η επίτευξη του στόχου του προγράμματος βασίζεται στην προσέγγιση της πολιτιστικής διπλωματίας και στη χρήση νέων τεχνολογιών και καινοτόμων και δημιουργικών μεθοδολογιών, όπως η συνεργατική τέχνη, η συλλογική αφήγηση και η ποίηση και η ψηφιακή-πολιτισμική παιδαγωγική.
A handbook with activities that have been designed, restructured or chosen by the teachers taking part in the Erasmus+ project Odysseu- Migration and its Influence on Teenagers (OMIT); a sum of five different teachers, 5 different countries and 5 different ways of approaching the immigration phenomenon, from 5 different socio-historical perspectives.
This document discusses innovative learning spaces. It begins with an introduction and agenda. There is then an interactive session that discusses the impact of innovative learning spaces on student motivation and outcomes, identifying unique requirements, and learner engagement, expectations, and satisfaction.
The document then discusses how learning is ubiquitous and can take many forms. It explains how demands on the education system have increased with advances in technology and society. Innovative learning spaces focus on how learner expectations influence spaces, principles that facilitate learning, and the role of technology. Space, technology, and pedagogy can empower learner success.
It concludes with discussions on the need for social and emotional skills with the fourth industrial revolution, learning spaces changing teaching approaches, and
Veselin Mihaylov, a citizen of Bulgaria, participated in a youth exchange from March 21-28, 2016 in Stenløse, Denmark with 65 young people from Bulgaria, Denmark, Greece, Hungary, Lithuania, Poland, and Romania. The exchange allowed participants to jointly design and carry out workshops, debates, and activities to develop skills and discuss socially relevant topics like hospitality and inclusion of refugees. Erasmus+ funded the exchange, which is an EU program aimed at improving youth employability, participation, and policy through education and training activities. Veselin contributed to group discussions on European models of hospitality and presented ideas to help include immigrants in communities. He developed communication, learning, social, initiative,
Europeana Strategy meeting “Migration and culture: how can our past educate ...Europeana
This document summarizes Leif Magnusson's presentation on teaching multiculturalism. It discusses both what to do and not do when teaching multiculturalism. It provides examples of current initiatives in Sweden to promote intercultural understanding, including a knowledge bank of stereotypical images, collecting migration stories, an app to raise awareness of racism, and a multicultural calendar. It emphasizes the importance of avoiding exoticism and essentialism when discussing culture and promoting intercultural dialogue. Museums are discussed as having a role in contributing to a more diverse public understanding of culture.
The project "Giovani alla Frontiera" aims to promote inclusion and access to cultural, social and economic opportunities for underprivileged youth in the border region of Gorizia, Italy through a variety of educational, artistic and professional development initiatives. Events include workshops, internships, cultural exchanges and competitions to encourage cross-border cooperation and understanding between youth in Italy and Slovenia. The overarching goal is to develop an "Euroregion" where different cultures can come together and influence each other positively.
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learningeLearning Papers
Authors: Vojko Strahovnik, Biljana Mećava
Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
1) The document summarizes a meeting of the "Everybody can do it!" Grundtvig partnership in Seville, Spain from November 15-19, 2012.
2) The partnership aims to promote lifelong learning and gender equality among adults in Europe. It involves organizations from 7 countries working to share best practices in adult education.
3) At the first meeting in Spain, the partners discussed plans for partnership activities over the coming years, including conducting a survey on gender issues, workshops, and dissemination of results.
The HiStory project aimed to support learning in senior citizens by having them share personal stories about history. Seniors wrote blog posts about their experiences with major historical events in Europe in the 20th-21st centuries. Over 350 seniors shared stories which were read by about 750 people. The project helped seniors engage in reflection, connection with others, and civic participation through discussing history. It also connected seniors and youth to support intergenerational learning.
The document describes activities from a Comenius partnership project on tolerance between schools in several European countries. It details lessons, games, and discussions held in each participating school to promote tolerance among students towards those of other cultures, religions, and abilities. It also describes meetings held between partner schools to share experiences and activities. The overall goal was to teach youth the importance of a tolerant European society through cross-cultural exchange and collaboration.
The project involved 15 volunteers from 8 organizations across 7 European countries who worked on raising awareness of social issues like inclusion, loneliness, mental health, and unemployment. Volunteers participated in a variety of activities like creating podcasts, social media content, and board games to promote topics like COVID-19 awareness, LGBTQ+ rights, and wellbeing. The project aimed to give volunteers experience helping socially excluded groups while addressing important social challenges.
This document discusses the aims and examples of global education projects that connect students around the world using internet technology. The goals are to develop cross-cultural communication, collaboration, citizenship, and creativity skills. Examples provided include a creative writing workshop connecting schools worldwide through a wiki, an environmental protection project by students from Taiwan, Canada and the USA, and a cultural comparisons project by students from Canada, Malaysia and the USA.
The SORAPS project aims to develop teachers' competencies in teaching about religions and interculturality in a way that counters prejudices and stereotypes. It involves universities, NGOs, and schools across Europe. Key activities and outcomes include guidelines on religious stereotypes based on literature reviews and surveys; a teacher training course and materials on studying religions from an intercultural perspective to tackle prejudices; and an online training platform with resources for teacher education. The project launched in 2016 and is funded by the Erasmus+ EU program.
The document summarizes the activities of the Kremenchuk informative-elucidative center "European Club". The center aims to promote European values and integration through educational and cultural programs for youth. It organizes events like lectures, conferences, seminars and film screenings on topics related to Europe. It also coordinates partnership projects, exchange programs and international competitions to encourage learning about different European cultures. The center works with local organizations, sponsors and partners from other countries to provide opportunities for youth to learn about Europe through its various initiatives and activities.
This is one of result of Rights for Young project, which was founded by Erasmus+ program. Contains the most important aspect of the project, activities and some facts about youth rights.
Similar to Final ebook Keeping the Memory @live.pdf (20)
Kindergarten students in Jablonka Levice, Slovakia made popsicle stick Christmas ornaments. They painted craft sticks brown and white and let them dry. They then cut out snowman hats and carrot noses from paper and pipe cleaners. The students glued eyes, noses, hats, and other decorative elements to the sticks to create reindeer and snowmen designs. Once dry, twine was knotted and glued to the back of each stick to form a hanger for the finished ornaments.
The document provides information about the stages of the Holocaust under Nazi Germany:
1. After Hitler became Chancellor in 1933, Germany transitioned from a democracy to a totalitarian state. Political opponents and ideological enemies were sent to concentration camps.
2. Anti-Jewish measures escalated throughout the 1930s, including boycotts, segregation, dispossession of property, and the use of propaganda to spread antisemitic ideology.
3. Kristallnacht in 1938 saw violent pogroms against Jews across Germany and Austria, murdering 99 Jews and destroying Jewish homes and businesses. This radicalized Nazi policy further.
4. During World War 2, Jews across Europe were isolated in ghe
Results fo pre-survey of Keeping the Memory @live.pptxZuzana Mészárosová
Students responded positively to a pre-survey about an eTwinning project on keeping the memory of the Holocaust alive. Most students said they thought the project's theme was good and that they could learn something new. They were interested in learning real stories from Holocaust survivors and victims, the history of the Holocaust and how it impacts modern times, and stories from concentration camps. Students also wanted to learn new facts about the Holocaust and gain life lessons from it.
In a small town called Meadowbrook, a group of young people led by Maya organized to promote democratic values and positive change in their community. They held gatherings to discuss issues and garner support from other youth. While facing skepticism from older residents attached to tradition, the group persisted by bridging generations through workshops. Their efforts eventually led the mayor to allow Maya to address the town, where her speech gained support. Over time, new policies were introduced to address the youth's concerns around sustainability, diversity, and education. The movement successfully brought positive transformation and inspired other communities to embrace democratic principles through youth involvement.
The people of Freelandia lived under an oppressive monarchy until visionary individuals inspired the people to call for democracy. Peaceful protests grew as more citizens demanded a government that represented their will. Reluctantly, the monarch agreed to transition to a democracy. A new constitution was drafted establishing a democratic government with separated powers. Elections were held and a new era of democracy in Freelandia began, bringing the people new freedoms and rights. Over time, Freelandia thrived as the people actively participated in civic life and held their government accountable.
The document discusses the history of democracy in Romania. It traces the origins and early forms of democracy among hunter-gatherer tribes. Democracy first appeared in Romania in the early 20th century through a new constitution that expanded voting rights and guaranteed freedoms. However, democracy was destroyed when communists took power after World War 2. The Romanian revolution of 1989 overthrew communism, and a new constitution in 1991 established Romania as a democratic republic.
This document outlines the strengths, weaknesses, opportunities, and threats (SWOT) of a collaborative learning project. The strengths include learning collaboratively using ICT tools to solve problems creatively and critically. Weaknesses involve shyness, fear of failure, laziness, and technology issues. Opportunities are to learn innovatively, expand knowledge, and overcome barriers. Threats include lack of understanding of the work, communication failures from technology issues, not enough time for discussion, and lack of experience working outside the collaboration platform.
The document summarizes the results of an evaluation questionnaire for the project "Euth 4 Democracy". The questionnaire contained 12 questions that assessed how motivating and innovative the project was, whether it met its objectives, the most useful and liked aspects of the project, the strengths and weaknesses, opportunities and threats, and whether cooperation on the project was fruitful. Respondents were from Obchodná akadémia Levice in Slovakia and Colegiul National Pedagogic „Constantin Bratescu” in Romania.
This document provides a methodology for creating a good eTwinning project. It begins with a survey to understand what affects project quality. General tips are provided, such as engaging a limited number of reliable partners and distributing tasks evenly. A 12-step methodology is outlined that includes planning the project, collaboration tools, pedagogical approaches, curricular integration, and evaluating and disseminating results. Examples from secondary school projects demonstrate collaboration and integrating projects into the curriculum. The document concludes with group work for designing examples of effective collaboration and activities.
How to begin my first eTwinning project - a good project example.pptxZuzana Mészárosová
This document provides guidance for teachers on starting their first eTwinning project. It outlines the key steps which include registering on the eTwinning platform, editing a teacher profile, finding a project partner, making contact and creating a project. It also provides an example of a simple project called "Let's Become Friends" and invites questions from attendees. The goal is to help teachers successfully begin collaborating with other European schools through eTwinning projects.
The document outlines the agenda for a videoconference between Slovak and Romanian students on EU democracy. It includes introductions, presentations from each country on their journey to joining the EU, a Kahoot quiz, mock elections to the European Parliament, and a conclusion. The Slovak presentation details their country's path to EU membership from 1993-2004, including treaty signings, applications, reports, negotiations and accession on May 1st, 2004. It also lists benefits of EU membership such as economic growth, political stability, improved living standards, access to funding, and greater global influence. The students will participate in a mock online election to the European Parliament using the Tricider tool.
Easter traditions and symbols are described over several paragraphs. The document outlines the traditions and rituals during Holy Week leading up to Easter Sunday, including Morena, Palm Sunday, Green Thursday, Good Friday, White Saturday. Rituals and superstitions involving purification, health, and fertility are described for each day. Easter Sunday involves consecrating food and sharing an egg during a festive family lunch. Whipping girls with sticks or ribbons on Easter Monday is also detailed. Decorated eggs and whips are highlighted as symbols of spring renewal, youth, and love.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
Plato and Aristotle's Views on Poetry by V.Jesinthal Maryjessintv
PPT on Plato and Aristotle's Views on Poetry prepared by Mrs.V.Jesinthal Mary, Dept of English and Foreign Languages(EFL),SRMIST Science and Humanities ,Ramapuram,Chennai-600089
New Features in Odoo 17 Email Marketing - Odoo SlidesCeline George
In this slide, let’s discuss the new features of email marketing Odoo 17. The new features enhance user in creating effective and efficient campaigns. This module will help to control the email layouts and other aspects of it.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
How to Create an XLS Report in Odoo 17 - Odoo 17 SlidesCeline George
XLSX reports are essential for structured data analysis, customizable presentation, and compatibility across platforms, facilitating efficient decision-making and communication within organizations.
2. Introduction
This project dedicated to preserving
the memory of the Holocaust and
ensuring its lessons resonate with future
generations. This project stands as a
beacon of hope and a testament to the
enduring power of education in
promoting tolerance, diversity, and
human rights in our contemporary
world.
3. The aims
The goal of this project is to lead and
motivate students and to widen their
horizons about the historical events which
are important not only in the European
history but worldwide. These are the main
goals of the project:
Holocaust Education and Awareness
Fostering Empathy and Compassion
Promoting Tolerance and Diversity
Critical Thinking and Analytical Skills
Promoting Active Civic Engagement
Legacy and Remembrance
20. AF- International Symbol of Holocaust Victimhood
Eva Heyman -story
https://www.canva.com/design/DAGHR9BXr7k/
zSURAPMn7kJQsQreXnUChA/view?
utm_content=DAGHR9BXr7k&utm_campaign=d
esignshare&utm_medium=link&utm_source=edi
tor
27. Dissemination
Article in the National online newspaper TASR
https://skolske.sk/clanok/61093/projekt-keeping-the-memory-live-uci-
studentov-byt-empatickejsimiatolerantnejsimi
Article on the webpage of Obchodná akadémia Levice Slovakia
Dissemination of our project by Romanian students at the
”Conference for dissemination projects ERASMUS+, eTwinning,
EPAS” in Constanta county, Romania , 14/6/2024