The 2nd Junior High School of Amaliada work presentation for 2nd Erasmus Meeting Genova - with 2018 - 2019 project ideas and possible work timetable as presented in Genova, 22 - 26 October 2018
The document summarizes activities, projects, and experiences at the Kaunas Teachers Training Centre. It describes lessons and activities using technology like tablets, 3D printers, and programming robots that teachers have conducted with students. It also outlines teacher trainings, international projects, collaborations with businesses, and proposals to continue improving the integration of technology into education at the national, regional, and school levels.
1. The document discusses the activities of an Italian high school's Comenius project on environmental issues over two years.
2. In the first year, students learned about eco-consumption, clean energy, biodiesel production, and visited local water and energy facilities.
3. In the second year, the project proposed focusing on renewable and alternative energy sources like photovoltaics and wind power, with students developing a potential solar panel project for their school.
Erasmus+ "European schools go green" magazine #1 2018
Goethe Gymnasium Kassel Germany
Galileo Galilei Technical High School Genova Italy
2nd Junior High School of Amaliada Greece
The document discusses different methods for evaluating student activities and projects. It describes:
1) Initial evaluations including brainstorming topics, questionnaires, surveys to assess student knowledge, and creating a dictionary.
2) Ongoing evaluations of activities and how they relate to the overall project and other subjects/projects. Student skills like autonomy, creativity, and language use are assessed.
3) Final evaluations including evaluating finished works, meetings with parents, opinion polls, and organizing summary conferences to assess progress and impact.
This document outlines plans for building a website for the Nordic Go project. It describes various sections to include on the website such as articles about lessons, an idea bank, information about school curricula and systems, programs for teacher and class exchanges, examples of ICT tools for learning, action reports, and information about dissemination. It also suggests having a section for photos showing fun behind-the-scenes moments and providing evaluation materials. Additionally, it proposes having students complete small-scale projects related to curricula topics and sharing them on the website. Finally, it discusses proper use and documentation of any grant funds provided to partners for travel expenses.
Scientific discoveries that changed our worldlolaceituno
This project aims to make students aware of important scientific discoveries and their impacts. Students will research European scientists' lives and situate discoveries in historical and cultural contexts. The final product will be a magazine incorporating comics, videos, demonstrations, and timelines. Teachers will select discoveries and scientists to research. Students will be organized into teams to complete tasks like writing articles, explaining experiments, researching history and culture, and creating comics and timelines. The project seeks to improve students' skills, motivation, and cultural understanding while connecting science to other subjects. Evaluation will include surveys and discussions to assess participation, ICT skills, cooperation, and subject learning. Results are expected to include improved classroom performance, ICT and language skills, social skills,
The document summarizes activities, projects, and experiences at the Kaunas Teachers Training Centre. It describes lessons and activities using technology like tablets, 3D printers, and programming robots that teachers have conducted with students. It also outlines teacher trainings, international projects, collaborations with businesses, and proposals to continue improving the integration of technology into education at the national, regional, and school levels.
1. The document discusses the activities of an Italian high school's Comenius project on environmental issues over two years.
2. In the first year, students learned about eco-consumption, clean energy, biodiesel production, and visited local water and energy facilities.
3. In the second year, the project proposed focusing on renewable and alternative energy sources like photovoltaics and wind power, with students developing a potential solar panel project for their school.
Erasmus+ "European schools go green" magazine #1 2018
Goethe Gymnasium Kassel Germany
Galileo Galilei Technical High School Genova Italy
2nd Junior High School of Amaliada Greece
The document discusses different methods for evaluating student activities and projects. It describes:
1) Initial evaluations including brainstorming topics, questionnaires, surveys to assess student knowledge, and creating a dictionary.
2) Ongoing evaluations of activities and how they relate to the overall project and other subjects/projects. Student skills like autonomy, creativity, and language use are assessed.
3) Final evaluations including evaluating finished works, meetings with parents, opinion polls, and organizing summary conferences to assess progress and impact.
This document outlines plans for building a website for the Nordic Go project. It describes various sections to include on the website such as articles about lessons, an idea bank, information about school curricula and systems, programs for teacher and class exchanges, examples of ICT tools for learning, action reports, and information about dissemination. It also suggests having a section for photos showing fun behind-the-scenes moments and providing evaluation materials. Additionally, it proposes having students complete small-scale projects related to curricula topics and sharing them on the website. Finally, it discusses proper use and documentation of any grant funds provided to partners for travel expenses.
Scientific discoveries that changed our worldlolaceituno
This project aims to make students aware of important scientific discoveries and their impacts. Students will research European scientists' lives and situate discoveries in historical and cultural contexts. The final product will be a magazine incorporating comics, videos, demonstrations, and timelines. Teachers will select discoveries and scientists to research. Students will be organized into teams to complete tasks like writing articles, explaining experiments, researching history and culture, and creating comics and timelines. The project seeks to improve students' skills, motivation, and cultural understanding while connecting science to other subjects. Evaluation will include surveys and discussions to assess participation, ICT skills, cooperation, and subject learning. Results are expected to include improved classroom performance, ICT and language skills, social skills,
FINAL PUBLICATION/ REPORT OF PROJECT’S RESULTS (PHOTOS AND PROJECT ACTIVITIES)ThinkB4UClick
The document summarizes the results of a questionnaire given to students and parents in Slovenia that assessed internet safety and cyberbullying. The questionnaire found that most students have internet at home and use social media daily, though some lack awareness of online dangers. It also found that while parents have discussed internet safety, many want more education from the school. Both students and parents proposed solutions like helping victims, blocking bullies, and reporting issues to improve internet safety.
This document discusses the GIS4Schools project which aims to introduce geographic information systems (GIS) into primary and secondary education. It seeks to fill gaps in specialized GIS training for teachers and familiarizing students with processing geospatial data. The project will develop a training package for teachers on GIS tools and earth observation data. It will also involve students in creating open source GIS products on climate change case studies in their own countries and adapting them to developing countries. The goals are to enhance students' abilities to understand, capture, use and exploit georeferenced data and empower teachers to incorporate these skills into their classrooms.
Green Hero is a European project funded under the Lifelong Learning Programme. The project targets children from primary schools to improve their environmental knowledge through an interactive state of the art e-learning programme.
Primary schools involved in the project are also supported in the exchange of experience and in the establishment of new partnerships and e-twinning thus fostering better Environmental Management and resource efficiency in schools.
http://www.greenhero.eu/
The document summarizes information about the "Here Comes the Sun(power)" Erasmus+ project at Institut Campclar secondary school in Spain. The 2-year project involves schools from 5 European countries and focuses on renewable energies, specifically solar power. It aims to improve education quality and students' language, ICT, and social skills while increasing awareness of environmental issues and sustainable development. 4th year GCSE students will complete project work that is integrated into the curriculum. Selection criteria consider academic performance and willingness to participate in international collaboration. The schedule outlines initial presentation and selection steps for the 2016-2017 school year.
The document discusses the evaluation of activities in three types:
Initial evaluation involved students answering surveys about topics to assess their knowledge. Procedure evaluation looked at how activities related to school subjects. Final evaluation occurred monthly and at the end of projects to assess works and the whole project. It involved meetings, opinion polls, exhibitions and conferences to gather feedback from students, parents, and teachers.
The document discusses plans for the Citizen Science at School project. It includes:
1) Developing a curriculum map to ensure project activities align with partner school curricula.
2) Conducting four citizen science experiences over two years with supporting online work and student mobility.
3) Producing tangible results like a network of partner organizations, improved student competencies and attitudes, and dissemination of project results.
This document summarizes Erviola Konomi's presentation about a project on climate action and STEM education in Albania. The project aims to raise awareness about climate change among students by having them study how climate affects health and how technology and industry contribute to climate change. Students use the scientific method and various research techniques to analyze data and find solutions. The project also encourages sustainable lifestyles and engaging with community leaders. Students created posters and videos to promote changes. The project was recognized in international STEM competitions for highlighting climate change research priorities and environmental conservation.
This document outlines the planned activities for a 2012-2013 school year partnership project between multiple schools aimed at promoting safe internet use. Key activities include creating a project logo and website, exchanging cultural presentations between schools, administering questionnaires on cyberbullying, and hosting three in-person project meetings in Slovenia, Turkey, and Spain. The meetings would involve cultural exchanges, expert presentations, multilingual dictionary development, and evaluating project results and preparations for future work.
Methods of Developing Material Information and Measurement Techniques in Rest...inventionjournals
This document discusses the methods and benefits of summer workshops conducted by the Architectural Restoration Program at Mimar Sinan Fine Arts University. The workshops provide students hands-on experience in restoration techniques, relief work, material analysis, and internship credit. Students participate in relief work, material examination, and restoration projects in various historical locations. The workshops strengthen students' practical skills and theoretical knowledge, and allow them to gain experience that benefits their future employment. Local materials, architecture, and culture are also studied during the workshops.
Etwinning 2017 my pen friend across europeAlis Popa
The document summarizes a project called "My Virtual Pen Friend Across Europe" between schools in Romania and other European countries. The project aimed to have students learn about other cultures and lifestyles through online collaboration using eTwinning platforms. Students worked in teams to research different countries and share information about daily life and traditions. They communicated online and created various digital materials like videos, presentations and magazines to showcase what they learned about each other. The project helped students improve their digital skills, language skills and cultural understanding while fostering international friendship.
Erasmus+ Cliche Presentation of the programme in 2018Vivi Carouzou
This document outlines the plans for a project aimed at capitalizing on local intangible cultural heritage around Europe. The project involves schools from Greece, Cyprus, Bulgaria, Slovenia, Lithuania, and Estonia. It will include research on local intangible cultural heritage, the creation of educational resources, and activities to promote sustainability. The goals are to safeguard cultural traditions, support local economies, and encourage entrepreneurship among youth. The project is organized into 4 modules involving training events, student exchanges, and the development of digital tools like a wiki, educational materials, and transmedia storytelling to showcase cultural heritage.
The project "Stories to be told" aims to develop students' creativity, moral values, and English language skills through creating and sharing children's stories. Students aged 14-16 worked independently and collaboratively with partner schools to research stories, translate them into English, illustrate them, and compile an e-book. The project integrated literature, language learning, art, and technology skills. It provided opportunities for students to improve their English, learn about other cultures, and develop 21st century competencies through collaborative online work and exchanges with international partners.
This document outlines the timeline and activities for a two-year European cultural heritage project using pinhole photography. The project will involve workshops, mobility exchanges between partner schools in different countries, and production of educational materials. In the first year, students will research local cultural heritage using pinhole cameras, compare techniques to digital photography, and create awareness of cultural values. The second year focuses on themes like racism, prejudice and citizenship through workshops, interviews and national studies presented during mobility exchanges. The project aims to develop students' skills while increasing awareness of shared European cultural heritage and values.
Plantilla creación proyecto_etwinning MARIA PRIETOStellaRijker
This document outlines a 3-month project between European schools focused on human rights. The project's objectives are to promote internationalization and inclusion of human rights initiatives in education. Students will work collaboratively on presentations, debates, and videos about human rights topics like defining human rights, the Millennium Development Goals, and local human rights defenders. Throughout the project, students will use tools like Skype, Twinspace, Emaze, and video editing software to communicate and create joint work with partner schools. Their final products will be assessed using rubrics and may be shared more widely through local media and an international film competition.
This document summarizes the key details of a project involving 5 schools from different European countries focused on promoting sustainable consumption among students. The project involves students aged 12-17 from schools in Poland, Italy, France, Portugal, and Turkey. It is divided into 3 stages over 2 years: examining threats of unsustainable consumption; having students imagine starting a new civilization focused on sustainability; and disseminating the outcomes. The project aims to increase students' knowledge and skills around sustainability, creativity, intercultural competence and languages. Each partner school provides information on their institution and strengths for participation.
This document summarizes the discussions and agreements from the third transnational project meeting of the Erasmus+ project "Searching For The Labours of Hercules" held in Andújar, Spain from February 14-19, 2016. Key discussions included plans for eTwinning activities, short-term exchanges of students to experience the labors of Hercules, joint staff trainings, and multiplier events to disseminate the project results. Dates and host locations were confirmed for upcoming project activities through 2017.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)Loredana Messineo
The document outlines the goals, competencies, and impacts of the Erasmus+ KA229 "ENERGY FOR LIFE" project from 2016-2019. The project aimed to develop scientific, digital, linguistic, cultural, and learning competencies in students. It engaged students in hands-on scientific investigations and demonstrations to develop scientific skills and positive attitudes towards STEM. The project had impacts on students like improved scientific skills, teamwork, and cultural awareness. It also benefited teachers through new teaching methods and skills, and had schoolwide impacts like recognition and collaboration with other organizations.
LIFE, Erasmus KA 2, Strategic Partnerships for Schools Only, 2016Erdeli Elena
LIFE, ,,Exchange of good practices on handling students with learning, integration and behaviour difficulties", it is an Erasmus +, KA2 Strategic Partnerships for Schools Only in the field of Cooperation for Innovation and the Exchange of Good Practices.
Erasmus+ "European Schools Go Green"
Third Year 2019-2020 Green Magazine
Published on Aug 16, 2020
ERASMUS+ PROGRAMME KA 2 STRATEGIC PARTNERSHIP “European Schools Go Green” 2017 – 2020
Third and last Year of collaboration 2019-2020
Our last Digital " Green " Magazine
2020
Galileo Galilei Technical High School of Genova, Italy 2nd Junior High School of Amaliada, Greece
Green Magazine 2020 Contents:
Article by Mrs Franca Monzeglio – Galileo Galilei Technical High School of Genova Italy
Article by Mrs Andreou Aikaterini – 2nd Junior High School of Amaliada Greece
“ENVIRONMENTAL PROTECTION IN GENOA AND LIGURIA” - Galileo Galilei Technical High School of Genova Italy
“The solar tracker” - Galileo Galilei Technical High School of Genova Italy
“Polcevera Park project” - Galileo Galilei Technical High School of Genova Italy
“Clean and Run Marathon” – Genova - Galileo Galilei Technical High School of Genova Italy
DR ROBERTO CAVALLO INTERVIEW - Galileo Galilei Technical High School of Genova Italy
MRS BARBARA BOSIO INTERVIEW - Galileo Galilei Technical High School of Genova Italy
DR WALTER RIVA INTERVIEW - Galileo Galilei Technical High School of Genova Italy
“Climate change - show your stripes!” - 2nd Junior High School of Amaliada Greece
“ Europe’s renewable energy policies “ - 2nd Junior High School of Amaliada Greece
“ RES in America “ - 2nd Junior High School of Amaliada Greece
“GREECE ‘S ENERGY POLICY” - 2nd Junior High School of Amaliada Greece
“TILOS PROJECT case study” - 2nd Junior High School of Amaliada Greece
Interview of Political Scientist Proffessor Emmanuella Doussis- 2nd Junior High School of Amaliada Greece
Panagiotis Psychogios Interview , Wind Turbines and Farms Construction and Policies - 2nd Junior High School of Amaliada Greece
Mrs Despoina Kossyvaki Interview , Smart Materials , Bioengineering - 2nd Junior High School of Amaliada Greece
Interview of Mrs Haroula Kromyadou - Environmental Education –“ Arcturos” NGO- 2nd Junior High School of Amaliada Greece
Experts/Scientists/ Organizations/ Institutions/ Firms etc having taken part in our project 2017-2020 we would like to thank a lot for their contribution : Italy – Greece
European schools go green second year e-magazine 2018-2019andreou_aikaterini
Erasmus+ project “European Schools Go Green” second (” Science”) year magazine 2018-2019
“European Schools Go Green” Erasmus+ KA2 project – second “Science” year e-magazine
Published on Oct 7, 2019
Erasmus+ programme “European Schools Go Green” 2017 – 2020 2nd Year of Collaboration 2018 – 2019 “Science Year” e-magazine Work Presentation Goethe Gymnasium Kassel, Germany – Galileo Galilei Technical High School of Genova, Italy – 2nd Junior High School of Amaliada – Renewable Energy Sources – Sustainable Development – Climate change
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The document summarizes the results of a questionnaire given to students and parents in Slovenia that assessed internet safety and cyberbullying. The questionnaire found that most students have internet at home and use social media daily, though some lack awareness of online dangers. It also found that while parents have discussed internet safety, many want more education from the school. Both students and parents proposed solutions like helping victims, blocking bullies, and reporting issues to improve internet safety.
This document discusses the GIS4Schools project which aims to introduce geographic information systems (GIS) into primary and secondary education. It seeks to fill gaps in specialized GIS training for teachers and familiarizing students with processing geospatial data. The project will develop a training package for teachers on GIS tools and earth observation data. It will also involve students in creating open source GIS products on climate change case studies in their own countries and adapting them to developing countries. The goals are to enhance students' abilities to understand, capture, use and exploit georeferenced data and empower teachers to incorporate these skills into their classrooms.
Green Hero is a European project funded under the Lifelong Learning Programme. The project targets children from primary schools to improve their environmental knowledge through an interactive state of the art e-learning programme.
Primary schools involved in the project are also supported in the exchange of experience and in the establishment of new partnerships and e-twinning thus fostering better Environmental Management and resource efficiency in schools.
http://www.greenhero.eu/
The document summarizes information about the "Here Comes the Sun(power)" Erasmus+ project at Institut Campclar secondary school in Spain. The 2-year project involves schools from 5 European countries and focuses on renewable energies, specifically solar power. It aims to improve education quality and students' language, ICT, and social skills while increasing awareness of environmental issues and sustainable development. 4th year GCSE students will complete project work that is integrated into the curriculum. Selection criteria consider academic performance and willingness to participate in international collaboration. The schedule outlines initial presentation and selection steps for the 2016-2017 school year.
The document discusses the evaluation of activities in three types:
Initial evaluation involved students answering surveys about topics to assess their knowledge. Procedure evaluation looked at how activities related to school subjects. Final evaluation occurred monthly and at the end of projects to assess works and the whole project. It involved meetings, opinion polls, exhibitions and conferences to gather feedback from students, parents, and teachers.
The document discusses plans for the Citizen Science at School project. It includes:
1) Developing a curriculum map to ensure project activities align with partner school curricula.
2) Conducting four citizen science experiences over two years with supporting online work and student mobility.
3) Producing tangible results like a network of partner organizations, improved student competencies and attitudes, and dissemination of project results.
This document summarizes Erviola Konomi's presentation about a project on climate action and STEM education in Albania. The project aims to raise awareness about climate change among students by having them study how climate affects health and how technology and industry contribute to climate change. Students use the scientific method and various research techniques to analyze data and find solutions. The project also encourages sustainable lifestyles and engaging with community leaders. Students created posters and videos to promote changes. The project was recognized in international STEM competitions for highlighting climate change research priorities and environmental conservation.
This document outlines the planned activities for a 2012-2013 school year partnership project between multiple schools aimed at promoting safe internet use. Key activities include creating a project logo and website, exchanging cultural presentations between schools, administering questionnaires on cyberbullying, and hosting three in-person project meetings in Slovenia, Turkey, and Spain. The meetings would involve cultural exchanges, expert presentations, multilingual dictionary development, and evaluating project results and preparations for future work.
Methods of Developing Material Information and Measurement Techniques in Rest...inventionjournals
This document discusses the methods and benefits of summer workshops conducted by the Architectural Restoration Program at Mimar Sinan Fine Arts University. The workshops provide students hands-on experience in restoration techniques, relief work, material analysis, and internship credit. Students participate in relief work, material examination, and restoration projects in various historical locations. The workshops strengthen students' practical skills and theoretical knowledge, and allow them to gain experience that benefits their future employment. Local materials, architecture, and culture are also studied during the workshops.
Etwinning 2017 my pen friend across europeAlis Popa
The document summarizes a project called "My Virtual Pen Friend Across Europe" between schools in Romania and other European countries. The project aimed to have students learn about other cultures and lifestyles through online collaboration using eTwinning platforms. Students worked in teams to research different countries and share information about daily life and traditions. They communicated online and created various digital materials like videos, presentations and magazines to showcase what they learned about each other. The project helped students improve their digital skills, language skills and cultural understanding while fostering international friendship.
Erasmus+ Cliche Presentation of the programme in 2018Vivi Carouzou
This document outlines the plans for a project aimed at capitalizing on local intangible cultural heritage around Europe. The project involves schools from Greece, Cyprus, Bulgaria, Slovenia, Lithuania, and Estonia. It will include research on local intangible cultural heritage, the creation of educational resources, and activities to promote sustainability. The goals are to safeguard cultural traditions, support local economies, and encourage entrepreneurship among youth. The project is organized into 4 modules involving training events, student exchanges, and the development of digital tools like a wiki, educational materials, and transmedia storytelling to showcase cultural heritage.
The project "Stories to be told" aims to develop students' creativity, moral values, and English language skills through creating and sharing children's stories. Students aged 14-16 worked independently and collaboratively with partner schools to research stories, translate them into English, illustrate them, and compile an e-book. The project integrated literature, language learning, art, and technology skills. It provided opportunities for students to improve their English, learn about other cultures, and develop 21st century competencies through collaborative online work and exchanges with international partners.
This document outlines the timeline and activities for a two-year European cultural heritage project using pinhole photography. The project will involve workshops, mobility exchanges between partner schools in different countries, and production of educational materials. In the first year, students will research local cultural heritage using pinhole cameras, compare techniques to digital photography, and create awareness of cultural values. The second year focuses on themes like racism, prejudice and citizenship through workshops, interviews and national studies presented during mobility exchanges. The project aims to develop students' skills while increasing awareness of shared European cultural heritage and values.
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This document outlines a 3-month project between European schools focused on human rights. The project's objectives are to promote internationalization and inclusion of human rights initiatives in education. Students will work collaboratively on presentations, debates, and videos about human rights topics like defining human rights, the Millennium Development Goals, and local human rights defenders. Throughout the project, students will use tools like Skype, Twinspace, Emaze, and video editing software to communicate and create joint work with partner schools. Their final products will be assessed using rubrics and may be shared more widely through local media and an international film competition.
This document summarizes the key details of a project involving 5 schools from different European countries focused on promoting sustainable consumption among students. The project involves students aged 12-17 from schools in Poland, Italy, France, Portugal, and Turkey. It is divided into 3 stages over 2 years: examining threats of unsustainable consumption; having students imagine starting a new civilization focused on sustainability; and disseminating the outcomes. The project aims to increase students' knowledge and skills around sustainability, creativity, intercultural competence and languages. Each partner school provides information on their institution and strengths for participation.
This document summarizes the discussions and agreements from the third transnational project meeting of the Erasmus+ project "Searching For The Labours of Hercules" held in Andújar, Spain from February 14-19, 2016. Key discussions included plans for eTwinning activities, short-term exchanges of students to experience the labors of Hercules, joint staff trainings, and multiplier events to disseminate the project results. Dates and host locations were confirmed for upcoming project activities through 2017.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)Loredana Messineo
The document outlines the goals, competencies, and impacts of the Erasmus+ KA229 "ENERGY FOR LIFE" project from 2016-2019. The project aimed to develop scientific, digital, linguistic, cultural, and learning competencies in students. It engaged students in hands-on scientific investigations and demonstrations to develop scientific skills and positive attitudes towards STEM. The project had impacts on students like improved scientific skills, teamwork, and cultural awareness. It also benefited teachers through new teaching methods and skills, and had schoolwide impacts like recognition and collaboration with other organizations.
LIFE, Erasmus KA 2, Strategic Partnerships for Schools Only, 2016Erdeli Elena
LIFE, ,,Exchange of good practices on handling students with learning, integration and behaviour difficulties", it is an Erasmus +, KA2 Strategic Partnerships for Schools Only in the field of Cooperation for Innovation and the Exchange of Good Practices.
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Erasmus+ "European Schools Go Green"
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Published on Aug 16, 2020
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Third and last Year of collaboration 2019-2020
Our last Digital " Green " Magazine
2020
Galileo Galilei Technical High School of Genova, Italy 2nd Junior High School of Amaliada, Greece
Green Magazine 2020 Contents:
Article by Mrs Franca Monzeglio – Galileo Galilei Technical High School of Genova Italy
Article by Mrs Andreou Aikaterini – 2nd Junior High School of Amaliada Greece
“ENVIRONMENTAL PROTECTION IN GENOA AND LIGURIA” - Galileo Galilei Technical High School of Genova Italy
“The solar tracker” - Galileo Galilei Technical High School of Genova Italy
“Polcevera Park project” - Galileo Galilei Technical High School of Genova Italy
“Clean and Run Marathon” – Genova - Galileo Galilei Technical High School of Genova Italy
DR ROBERTO CAVALLO INTERVIEW - Galileo Galilei Technical High School of Genova Italy
MRS BARBARA BOSIO INTERVIEW - Galileo Galilei Technical High School of Genova Italy
DR WALTER RIVA INTERVIEW - Galileo Galilei Technical High School of Genova Italy
“Climate change - show your stripes!” - 2nd Junior High School of Amaliada Greece
“ Europe’s renewable energy policies “ - 2nd Junior High School of Amaliada Greece
“ RES in America “ - 2nd Junior High School of Amaliada Greece
“GREECE ‘S ENERGY POLICY” - 2nd Junior High School of Amaliada Greece
“TILOS PROJECT case study” - 2nd Junior High School of Amaliada Greece
Interview of Political Scientist Proffessor Emmanuella Doussis- 2nd Junior High School of Amaliada Greece
Panagiotis Psychogios Interview , Wind Turbines and Farms Construction and Policies - 2nd Junior High School of Amaliada Greece
Mrs Despoina Kossyvaki Interview , Smart Materials , Bioengineering - 2nd Junior High School of Amaliada Greece
Interview of Mrs Haroula Kromyadou - Environmental Education –“ Arcturos” NGO- 2nd Junior High School of Amaliada Greece
Experts/Scientists/ Organizations/ Institutions/ Firms etc having taken part in our project 2017-2020 we would like to thank a lot for their contribution : Italy – Greece
European schools go green second year e-magazine 2018-2019andreou_aikaterini
Erasmus+ project “European Schools Go Green” second (” Science”) year magazine 2018-2019
“European Schools Go Green” Erasmus+ KA2 project – second “Science” year e-magazine
Published on Oct 7, 2019
Erasmus+ programme “European Schools Go Green” 2017 – 2020 2nd Year of Collaboration 2018 – 2019 “Science Year” e-magazine Work Presentation Goethe Gymnasium Kassel, Germany – Galileo Galilei Technical High School of Genova, Italy – 2nd Junior High School of Amaliada – Renewable Energy Sources – Sustainable Development – Climate change
The document outlines the schedule for an organizational meeting in Genoa, Italy from October 22-26, 2018 for the Erasmus+ project "European Schools Go Green! A Project on Sustainability: Think Global, Act Local!". The schedule includes arrival of Greek and German delegations on October 22nd, guided tours of the school and city, meetings to plan activities for the second phase of the project, cultural activities like tours of Old Town and Camogli, and concluding events with the municipality and vice mayor before departures on October 26th.
Erasmus Greek Teachers Team Certificate of attendance 2nd Teachers organisational transnational for meeting in Genova (22 - 26 october 2018) by Galileo Galilei Technical High School
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and "Earth 2050" art exhibition June 2018
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This document provides a summary of activities during a first transnational students and teachers meeting week in Amaliada, Greece from April 23-27, 2018 with the theme "European Schools Go Green". The week included guided tours of historical and educational sites focusing on renewable energy, including an open-air water power museum, ancient technology museum, and a geothermal heated swimming pool. Students participated in science workshops and presented their work. The week concluded with meetings with local officials, art projects, reviewing worksheets from the week's activities, and receiving diplomas before a final guided tour of a medieval castle and port project on renewable energy.
This document provides information about the 2nd Junior High School of Amaliada in Greece. It includes details about the school's location in Amaliada, Greece, as well as information about administrators and teachers. Photos are also included showing the school's classrooms, labs, activities, and students. The school aims to provide a collaborative learning environment and participates in Erasmus+ exchange programs.
Η γάτα στην Τέχνη - Διαδρομή θέματος στην Ιστορία της Τέχνης - Cats in Art Hi...andreou_aikaterini
Η γάτα στην Τέχνη - Διαδρομή θέματος στην Ιστορία της Τέχνης
Διδακτική της Τέχνης με ΤΠΕ
Cats in Art History ( in Greek ) by Andreou Aikaterini,
Painter/ Illustrator/ Fine Arts educator
If mosquitoes disappeared, it would endanger the survival of many animals that rely on mosquitoes as a food source. While the extinction of humans would likely have a more immediate negative impact, the disappearance of mosquitoes could also significantly disrupt ecosystems over time since they serve as food for many other species. In contrast, if humans disappeared the infrastructure and modern structures we have built would gradually collapse over hundreds of years as nature reclaimed the land, and there would eventually be no trace of human civilization after around 300 million years.
Climate change is having severe negative impacts that are worsening over time. By 2030, climate change is expected to cost the global economy $700 billion per year due to issues like destruction of assets, species loss, and natural disasters. Contamination of the atmosphere from sources like factories, vehicles, and volcanoes has also increased in recent decades. Air pollution causes health issues and changes color in highly industrialized cities. Acid rain from vehicle and industrial emissions has harmed humans, animals, plants, and infrastructure like buildings and statues over the past decades by polluting water and destroying forests and lakes.
Human activities are disrupting the natural balance between humans and the environment, leading to ecological problems. Some forms of this problem include sea pollution from rubbish, depletion of natural resources like fossil fuels, and pollution of the atmosphere from car exhausts. Pictures show the effects of issues like pollution, climate change, overpopulation, and overexploitation of resources - including garbage in the sea harming wildlife, shrinking glaciers, smog from power plants, and traffic in overpopulated cities. Unless addressed, human-caused ecological disasters will continue threatening nature and humanity.
This document appears to be in Greek and contains only the name "Ανδρέου Αικατερίνη". Based on the limited information provided, the document seems to mention a single person's name but provides no other context or details.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Science year!
Some basic points of our application work plan!
• planning of materials and tools needed for the second mobility/exchanging ideas
of how to integrate the following phase (basically dealing with preparing and
performing experiments and preparing political simulation) into the curricula of
each partner school
• -checking the monitoring and dissemination strategies
• -starting an expert group of students cooperating intensely with the “offener
Kanal” / making themselves familiar with the necessary technical capacities and
tools (cameras, journalistic principles, tools for producing video-conferences,
interviews and documentaries
• -partner schools working on local dissemination strategies as well (cooperation
with local press, radio, etc.)
• -planning inner-school strategies to integrate projects contents better into our
diverse curricula
• -exchanging ideas how to make our project topic and contents become a part of
our respective school profiles and school programs and concepts
• -teaching scientific knowledge necessary for the production of alternative
energies (sciences) and exchanging these ideas with partner schools
3. Science year!
• -performing surveys on the use of alternative energies in our respective regional areas /
transforming the results into statistical data / presenting the use of alternative energies in each
region to our partners / drawing conclusions and possible legal changes
• -creating artistic products concerning the use of alternative energies and its positive impacts on
our local surroundings (designing graphics, comics, posters)
• -agreeing on further ideas and concepts how to further develop artistic products for the second
art exhibition
• -preparing the building of the solar powered solar dual axis tracker / Italian school informs
the partner school on methods of carrying out the experiment
• -German and Greek partner schools integrate this topic into their own curricular and deal with
that theoretically (Sciences, Politics, Geography, Physics)
• -Greek school lets students produce graphic patterns and models of this tracker
• -German students specialize on how to publish the Arduino project into the Green Magazine
• -German coordinator organizes local politicians and experts for the political simulation
• -preparing the power-to-gas-method to be carried out in the second mobility
• -German school informs the partner schools on the functioning of the power-to-gas method and
how it is basically carried out when solar energy is used (an empty cheese package, a bottle, solar
power by Italians)
• -Greek students prepare a tutorial demonstrating the power-to-gas method introduced by
German students
• -German coordinator informs the partner schools of method tools how to prepare a political
simulation (exact planning, presenter, preparation of roles via institutes, universities and internet
research)
4. Science year!
• 3/2019 -preparing the power-to-gas-method to be carried out in the
second mobility
• -German school informs the partner schools on the functioning of the power-to-
gas method and how it is basically carried out when solar energy is used (an
empty cheese package, a bottle, solar power by Italians)
• -Greek students prepare a tutorial demonstrating the power-to-gas method
introduced by German students
• -German coordinator informs the partner schools of method tools how to
prepare a political simulation (exact planning, presenter, preparation of roles via
institutes, universities and internet research)
• 4/2019 -second excursion by German students to local brook,
continuing the renaturation and purification of the brook
• -presenting the continuation of brook project to partner schools via Skype
• -Greek school starts a purification and renaturation project at their Ion Sea / Italy
does theoretical research on global purification and renaturation of seas and
oceans
• -all partner schools exchange their ideas on renaturation and purification
methods and their positive effects on environment via an extra Skype
conference (duration: 60 minutes)
5. Science year!
• -summing up all the second mobility’s results by power-point
presentations, graphic and artistic possibilities and ways how to
integrate the results of the students’ activities into the curricula and
lessons of different school subjects
• -forming diverse groups (shared group work): each group being
responsible for a different to topic (power-to-gas, biodiversity,
energy plants, inverter, energy storage, e-cars, hybrid cars) revising
the results of the mobility to Germany
• -forming another students’ team (young journalists) to summarize
and evaluate the results of the political simulation
• -evaluation of feedback and evaluations forms revise the methods
and materials of the project (add new ones, improve and increase
the old ones)
• -one big Skype-conference for an intermediary analysis of project
results / exchanging the project results and agree on revised or
modified project strategies
• -agree on all the project topics, product and results of the second
project phase that are to be part of the Green Magazine
8. Science year!
• Students who participate this year worked hard in the project last year too. They are the main
Erasmus group , and some of them will travel in April, but the younger students will follow later in
December. During the school year 2018 – 2019 all school will participate in Erasmus with mini-
projects as last year. Here is our “experienced” and hard working top team!
• 1. Alexandra Theodoropoulou
• 2. Asimina Morou
• 3. Christoforos Sotiropoulos
• 4. Dimitra Michala
• 5. Dimitris Livanas
• 6. Dionyssia Makarouni
• 7. Efthimia Tarama
• 8. Elena Ksenou
• 9. Foteini Kostopoulou
• 10. Katerina Dimitrakopoulou
• 11. Mailinda Hotza
• 12. Nefeli Polyzogopoulou
• 13. Panagiotis Soulis
• 14. Pavlina Dalamara
• 15. Pelagia Livana
• 16. Sofia Kondylopoulou
• 17. Stella Dralia
• 18. Thanassis Tserionis
• 19. Theodosis Bobis
9. Science year!
September 2018 - October 2018
In 2nd Junior High School of Amaliada
1. We had four meetings with our Erasmus+ students group .
2. Students entered etwinning platform and learned to use it. We had three
Sunday evening live chats in english in twinspace for practice and they
edited their profiles.
3. We had meeting with parents and informed them about last years project
results
4. We had a meeting with a journalist from Patris newspaper to inform the
press about our work this year and our meeting in Genova.
5. Computer Teacher Stavroula Salvanou started a computer “green
school” scratch project and also managed to engage our school in an
important recycling project for devices and lamps. The special bins will
arrive in our school in November! We will have meetings for students and
teachers on how to use them and recycling company instructors will show
us through.
11. Science year!
• Students prepare science magazine
Students become journalists and produce a science school digital magazine with
interviews of greek , german, italian and any nationality scientists about
renewable energies, problems and solutions, climate change, illustration and
ideas of how every school and house can change to “go green”. Time to propose
solutions and act!
• Students produce short documentary film with interviews of scientists and
energy specialists, enginneers and architects who work on sustainability and
bioclimatic architecture with renewable energy sources, and include in their
magazine local reportages organised by students.
• “European Green School” Model : Our students study the school building and
with the help of their teachers and engineers draw , design and construct a 3d
model of how school could become a “ European Green School” with renewable
energies.
• Students post GREEN digital and printed POSTERS
Share knowledge with the community and press. Change your way of living!
Illustrated posters for ecological schools, homes and cities.
13. Science year!
• Science and Scientists :
Our students’ research start on November 2018 :
Find articles and scientists working on energy, renewable energy
sources, technology of energy, sustainability and climate change.
Students ask questions :
What do scientists say?
What is sustainability?
How is energy used in the world?
How can we change what is coming?
What are the solutions?
What can we do in our house, school, city?
15. Science year!
• Young reporters : December 2018 – February 2019
December 2018 :
Students talk with reporters to understand how an article is written and how
questions are posed, how newspapers and press work.
Students after collecting the names of the scientists and specialists write their
questions . Students and teachers contact scientists and organise interviews.
January – February 2019 :
Interviews either written by exchanging email with scientists and specialists , or by
posing their questions live to them during live skype conferences or etwinning
platform teleconferences. Videos are recorded.
March – April 2019:
Students produce digital magazine and short documentary film with interviews and
reportage about renewable energy sources and , climate change , problems and
solutions.
18. Science year!
• Our “Green School Model”
December 2018:
Students study the school building , and the energy needs.
The students propose renewable energy solutions and draw
their ideas.
January – February 2019 :
Students with their Physics and Technology teachers study the
building designs and talk with arhitects, scientists and engineers
about possible solutions.
March – April 2019
Students design and produce a model of the new “Green
School”
21. Science year!
• After our meetings in our partner school Galileo Galilei and our visit in beautiful Genova
and after sharing our project ideas we can organise this year’s work and talk about how to contribute
to each others project in many ways to produce common results!
Share and organise common working timetable! What do we want to produce until April?
Share our meeting news in local and national press!
Share etwinning twinspace live platform for teleconferences and uploading material! Fix a monthly
date for teleconference of students in school!
Contributing each others work with illustrations, interviews, mini science projects and sharing
knowledge that can be used in our science magazine and documentary!
Present our work in April ‘s students meeting!
Finish our digital projects and our documentary with material from our meeting week and post our
products in our final material of the year!
Share our work in Press!
22. Science Year!
• Students last year answered.
How about make all their answers “excellent” this year?
23.
24.
25.
26. Science year! Let ‘s start!
Edited by Andreou Aikaterini
October 2018