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  2. 2. 2st Newsletter of the Grundtvig Partnership “NO MORE TEARS” 2010-2012YEAR 2011 N 2 MARCH ROJECT DESCRIPTION The Grundtvig Project „No more tears” is a learning partnership aimed at adults, which is being implemented at a European level bby four institutions: • The Seyhan School Inspectorate- Adana, Turkey • The Adult Centre of Monterroso – Monterroso, Spania • The „Tudor Arghezi” Theoretical High school- Craiova, România • Institut für die Förderung von Mehrsprachigkeit, Interkulturellen Kompetenzen und Gleichbehandlung IFMIK- Viena, Austria.CONTENTS The Grundtvig Partnership „No more tears” has the national ID1.THE PROJECT“No MORE tears” GRU-10-P-LP-25-DJ-TR, and its number as a Lifelong Learning2.PROJECTACTIVITIES Programme is LLP- Project 2010-1-TR1-GRU06-16423 23.SYMPOSIUM4.THE DEBATE PROJECT ACTIVITIES5. THETRANSNATIONALMEETING INVIENNA In November we disseminated the first transnational meeting6. THE in Turkey, Adana and issued the first newsletter.DISEMINATION OFTHE PROJECT7. ARTICLES We have already trained two peer mediators for each high school grade and have been monitoring their mediation activity. At a county level we have organised the following activities: o 20/01/2011- the symposium “Initiation to the ABC of democracy. Social responsibility.” o 17/02/2011- the debate “The influence of ITC and the media in adults’ education” 2
  3. 3. THE SYMPOSIUM “Initiation to the ABC of democracy. Social responsibility.” The aim of this activity is to provide the opportunity to exchange opinions, experienceand examples of good practice in fields such as diversity, democracy, social responsibility andsocial skills. The participants talked about the role of teachers, students and parents inpromoting diversity, democracy and social responsibility, as well as different educationalcontexts enabling the students/adults to develop social skills. The result of this activity was the first issue of the “No more tears” magazine mainlyaimed at teachers in the pre-university teaching system, high school students and theirparents. The works that the participants presented were divided into four sections:1. Initiation to the ABC of democracy. Social responsibility.2. Examples of good practice in fields such as diversity, democracy and social responsibility.3. Means and methods that can be used for a better communication between school and family in order to ensure school success- for high school teachers.4. Means and methods that can be used for a better communication between school and family in order to ensure school success- for secondary school teachers.The aims we have thus achieved were: • The acknowledgement of the value of human and cultural diversity; • The promotion of examples of good practice in the fields of diversity, democracy and social responsibility; • The familiarisation with various methods and techniques that can be used in order to improve the quality of out-of-school activities related to fields such as diversity, democracy and social responsibility; • The identification of different means and methods that can be used for a better communication between school and family in order to ensure school success; THE DEBATE The influence of ITC and the media in adults’ educationThe aim of this activity is to provide the opportunity to exchange opinions, experience andexamples of good regarding the influence of ITC and the media in adults’ education. Thepresentation of the articles was divided into three sections: 1. Teaching methods that can be used in adults’ education 2. The role of e-Learning in adults’ education 3. Examples of good practice in adults’ education (ITC, media, foreign languages, etc)The aims we have thus achieved were: • Examples of the way extracurricular activities can be correlated with those in the national curriculum; • The identification of the role of IT and the media in adults’ education; 3
  4. 4. • Teaching, learning and evaluation methods that can be used in adults’ education based on IT; • The importance of E-learning in adults’ education;The result of this debate was the second issue of the “No more tears” magazine. THE SECOND TRANSNATIONAL MEETING IN VIENNA, AUSTRIA The second transnational meeting in Vienna was attended by the staff members: Ms.Georgeta Manafu-project coordinator, Mr. Ceauşu Dumitru and Mrs. Florenţa Avram and bythe learner members Ms. Popescu Oana and Mrs. Oprea Elena Alina. The partners presented their activities between October and February, they set theresponsibilities for the time between March and September 2011. We also attendedworkshops concerning the reduction of school and family violence and different culturalactivities. The activities were interactive. We worked in an open and interculturalatmosphere. Each partner school presented its own problems in implementing variousmeasures in order to reduce school and family violence. We discussed about how we could usethe project blog in order to post the learners’ multimedia presentations, articles andinvolvement. During the activities we managed to gather interesting pieces of informationabout the partners’ cultures and civilisations. We worked in a cooperative, flexible way within an international, multicultural andmultilingual team, which enabled all participants to develop their civic, interpersonal,intercultural and social skills and abilities. The next transnational meeting was set for Lugo, Spain, between the 23rd and the28th of September 2011. THE DISSEMINATION OF THE PROJECT The project was disseminated in the “No more tears” magazine, after eachtransnational meeting during the teachers’ meetings, on andwithin the We presented the project activities in a film which includes pictures taken during theactivities and relevant information about each of them. The partners communicated with each other by means of the e-mail and instant messaging. Mobile phones were also used before all transnational meetings. For transparency reasons we posted on the blog different pictures taken during theactivities, as well as many learners’ presentations. Due to all the above-mentioned activities we managed to reduce the level of schoolviolence. 4
  5. 5. HOME AND SCHOOL VIOLENCE Teacher Florenta Avram Teacher Oprea Elena AlinaDOMESTIC VIOLENCE  Domestic violence is any kind of physical, psychic, sexual aggression, infliction, or any other crime, which has been purposefully committed by one member of the family against another one, who lives or has lived in the same location as the victim  In the case of women, the frequency of violent acts to which they are subjected by their actual or former partner is six times higher than that of violence inflicted by strangers.  Violence can also occur in friendships;  Alcohol is one of the reasons for which violent behaviour occurs.TYPES OF HOME VIOLENCE Examples of physical abuse:  Pushing, shoving, hitting, armed aggression, immobilizing, tying or withholding the victim, placing them in a dangerous place, refusing to help a sick or injured victim Examples of psychic abuse:  Intimidation, degradation and humiliation, criticism, insults, disparagement of the victim, unfounded accusations, blaming, ignoring, ridiculing the victim’s needs, lying, extreme jealousy, physical and social isolation.  Sexual abuse means any kind of forced sex or sexual degradation.The most important family generated factors for pupils’ violence are:A. The social and affective climate within the family(the relationship between the parents,their attitude towards the child and vice versa)B. The type of family(well-structured, split after divorce, separation or death, reorganised.)C. The economical conditions of the family ( a higher crime and school violence rate isassociated to neighbourhoods where there is a high level of unemployment, many underqualified workers or many foreign people with small chances of employment)D. The size of the family (the means by which discipline is imposed, the type of authoritytowards the children- equal or preferential)E. The level of the parents’ education (the social, professional and cultural status of thefamily plays an important part in the insertion or rejection of the children at school and inthe occurrence or prevention of violent behaviour)  In a human action, violence occurs when the means in use cause major shortcomings to one or several people;  Physical integrity can be damaged by means of bullying, corporal maltreatment, wounding, mutilation, murder;  Psychic integrity can be damaged by means of altering someone’s emotional and intellectual state;  Moral integrity can be damaged by means of gossips, slander, disparagement, blasphemy, wrongful accusations and convictions, or any kind of injustice; 5
  6. 6.  Ethnic, religious, cultural and social identity can be damaged by means of forbidding or hindering the use of the mother tongue or of the religious creed, or the promotion of people’s own values etc. Violence can be divided into several forms:a) – physical violence (e. g.war, hitting someone); - moral violence (e. g. injustice, insults);b) – material violence (e. g. burning a book, damaging an asset); - symbolic violence (e. g. banning a book);c) - direct violence (e. g. shooting someone); - indirect violence (e. g. having someone shoot);  The causes of violence are closely related to the environment in which man grows up and develops: family, school, friends, the media.  The reduction of violence in society depends on the improvement of its causes, on the efficiency of institutional control, but also on the ability of each individual to understand that aggression is not a solution to our problems.  Specialists identify two types of school violence:  Objective violence, which can be classified as criminal ( more or less serious crimes) and which can be dealt with frontally.  Subjective violence, which is subtler, more attitude related and can affect school climate: contempt, humiliation, defiance, anti-school behaviour.  Verbal violence is one of the most frequent forms of violence. However, it is not perceived the same way by both students and teachers. Students tend to minimise its seriousness, whereas teachers seem to overrate it.  Context and school culture should be taken into account when establishing the level of school violence.  Violence can significantly affect the learning environment, it worsens the school climate, and it also affects the relationship between students and teachers. School violence can range from verbal violence (which occurs very often and can affect the learning environment) to physical violence, which can become rather serious.SCHOOL VIOLENCEThe factors which can generate violent incidents in schools are:  The influence of action movies and computer games;  Behavioral patterns acquired at home;  Behavioral patterns acquired at school, related to the way in which students impose their own authority to their peers;  Defying, noisy behavior used in order to attract other people’s attention;  The stress which is due to school assignments;  Teachers’ sometimes preferential attitudes, which can lead to conflicts or even aggression;  The most frequent cases of school violence are between students themselves. The next most frequent cases are between outsiders and students.  The most frequent types of aggression are: insults and obscene language, threats, psychological pressure (intimidation) and moderately aggressive gestures (shoving, humiliating blows, etc).  There have also been cases of violence in areas close to the school itself  In any institution there are fixed rules defining the rights and obligations of any student, as well as the sanctions which can be applied to those who disobey them. 6
  7. 7. Therefore, if a student is exposed to any kind of violence, they must appeal to any member of staff able to intervene. If the incident happens inside the school itself, the student must alert the year manager, the teachers on duty, or the headmasters. If it happens in the street, the victim can enlist the help of a police officer if they see one, or call the emergency number 112. A child can ask for an adult’s help, or call their relatives Measures that have been taken in this school year at Tudor Arghezi High school Ms. Georgeta Manafu Head of the Violence Reduction committee1. The observance of internal regulations was thoroughly checked;2. The school counselor got seriously involved in timely identifying risky situations that could lead to the occurrence of violent behaviour in school and in adopting a set of measures in order to prevent aggression;3. The school and its partners organised various contests within the framework of ongoing projects in order to identify and eliminate the most likely causes of school violence;4. Sports events were organised in order to promote rules of tolerance and fair play;5. Interactive meetings with specialised people (psychologists, social workers, doctors, police officers, lawyers) took place in order to raise awareness of all the risks connected to aggressive behaviour and of the means to prevent it;6. Students and their board of representatives got involved in undertaking various projects, such as a campaign to establish a code of non-violence, in order to prevent and stop school and community violence;7. Anyone who wants to enter the school premises will do so only with an ID card. A specific register will be set up to state the civil state, ID number, person to meet, the time that person was allowed to enter the school and the time they came out again, as well as any other details;8. The students and teachers on duty will be permanently in touch with law-enforcement forces who work around the school area, in order to timely notify them about any suspicious event which may disturb the learning and teaching process;9. The emergency phone numbers (the Police, the City Hall, the Law enforcement unit in Craiova) are on display in the teachers’ meeting room and at the students’ notice board;10. All learning managers will draw charts to hand to the school counselor, Mrs. Florenţa Avram, who will make notes of possible problems and of the students at risk of delinquency. These charts will also be available for the sector police officer;11. Preventive and educational activities were organised in order to prevent juvenile delinquency, students becoming victims ; youngsters were informed about the potential dangers of teenage. In order to do that, police officers will attend parents’ meetings and speak about different legal aspects related to juvenile delinquency.12. The Dolj County Police Inspectorate trained the guardians working at our school. 7