this presentation is an intermediate result of SCHOOL MED Grundtvig partnership for learning project in Technical College Gheorghe Cartianu from Piatra Neamt.
The project was financed by European Comission Education and Culture General Direction but European Comission can not be made responsible for the presentation content.
1.Aspecte generale privind violenta in familie
2.componenta de infractiune a violentei in familie
3.Date statistice privind violenta in familie
4.Cauze si consecinte
5.Masuri de prevenire a violentei in familie
this presentation is an intermediate result of SCHOOL MED Grundtvig partnership for learning project in Technical College Gheorghe Cartianu from Piatra Neamt.
The project was financed by European Comission Education and Culture General Direction but European Comission can not be made responsible for the presentation content.
1.Aspecte generale privind violenta in familie
2.componenta de infractiune a violentei in familie
3.Date statistice privind violenta in familie
4.Cauze si consecinte
5.Masuri de prevenire a violentei in familie
Proiect: Conflictul de Nicolae Vărzaru
Lucrare finala elaborată în cadrul cursului de instruire la distanță „Dialog Intercultural în Moldova”.
Cursul de e-learning este realizat în cadrul proiectului „Dialog Intercultural în Moldova”, implementat de Consiliul Național al Tineretului din Moldova cu suportul financiar al Fundației pentru Copii Pestalozzi. Cursul de e-learning este implementat cu suportul financiar al programului „Region in Transition" – RITA Program of the Polish-American Freedom Foundation implementat de Fundaţia Educaţie pentru Democraţie din Polonia.
Răspunderea este exclusivă a autorilor și nu conține, sub nici o formă, pozițiile donatorilor.
Proiect: Conflictul de Nicolae Vărzaru
Lucrare finala elaborată în cadrul cursului de instruire la distanță „Dialog Intercultural în Moldova”.
Cursul de e-learning este realizat în cadrul proiectului „Dialog Intercultural în Moldova”, implementat de Consiliul Național al Tineretului din Moldova cu suportul financiar al Fundației pentru Copii Pestalozzi. Cursul de e-learning este implementat cu suportul financiar al programului „Region in Transition" – RITA Program of the Polish-American Freedom Foundation implementat de Fundaţia Educaţie pentru Democraţie din Polonia.
Răspunderea este exclusivă a autorilor și nu conține, sub nici o formă, pozițiile donatorilor.
Fenomenul bullying este întâlnit cel mai frecvent în mediul școlar. Elevii au nevoie să trăiască într-un mediu în care se simt în siguranță și să învețe să rezolve situațiile dificile într-un mod corect. Pentru a reuși, este nevoie să începem o călătorie lungă, să parcurgem un drum presărat cu obstacole, la sfârşitul căruia vom ieşi învingători.
Această călătorie începe cu: PASUL 1: să înțelegem mai bine fenomenul bullying
PASUL 2: să putem determina schimbarea. Vrem să combatem acest fenomen
This document describes a 5-day training event called "LinKommunity" that brings together short-term joint staff from partner organizations. The training aims to allow partners to better structure their implementation of a community welfare project called "Community Lab" by sharing methodologies and tools for participation in family, education, and community relationships. Over the course of the training, participants will gain awareness of cooperative networks and knowledge of communities of practice, community cooperatives, mutual aid groups, and time banks, as well as home and street education services through analysis of good practices and study visits.
This document outlines the timeline and activities for the MY CODE SIBLING project over a 25 month period. Key project milestones include signing an agreement with the national agency, preparatory meetings for student mobility exchanges to Turkey, Italy, Spain, Romania and Greece, panels on the benefits of coding, evaluating progress, and a final evaluation meeting. The timeline also shows management of the website, branding, and evaluation of the project.
The strategic partnership addressed teaching STEM subjects, entrepreneurship skills, and using ICT for methodological innovation. It involved four schools implementing activities like teacher trainings, student competitions, and developing online resources. The goals were to use innovative education practices using technology, make learning more student-centered, and enhance teacher professional development. Multiple teacher trainings and student activities were held in each participating country over the two years to achieve these goals and increase STEM engagement.
This document provides information about the Linkommunity2018-1-IT02-KA201-048387 project which aims to promote processes and models of participation in educational and social spheres. It lists the consortium members which include organizations from Italy, Romania, North Macedonia, and Turkey who are collaborating on this initiative.
The document summarizes activities carried out between March and May 2019 as part of the Linkommunity Erasmus+ project in Romania. In March, the project was disseminated to several schools and organizations. In April and May, three workshops were held involving teachers, parents, and students to discuss school violence prevention. The workshops presented concepts like systems theory applied to schools and peer mediation. Assessment tests were given to evaluate understanding of peer counseling principles and mediation. Overall, the activities aimed to promote non-violent approaches and cooperation between members of the school community.
The document contains 5 short stories:
1. A boastful fir tree is cut down by a woodcutter after a bramble bush warns it of impending danger.
2. A dog brags about chasing a rabbit for fun while the rabbit was running for its life.
3. Multiple characters like a king, rich man, princess, dog, cat, and rat each wish for something different after seeing something they want. A fairy grants their wishes but they soon desire even more.
4. A duck named Sam overcomes his fear of water by jumping in to save his friends from drowning.
5. A Chinese girl named Zhu disguises herself as a boy to attend school, where
Report on the monitoring of student safety and security in schoolGeorgeta Manafu
The document reports on measures taken to monitor student safety and security at a school during the 2018-2019 school year. Various committees were established to enhance security, including committees for timetables, attendance monitoring, health and safety, and discipline. The committees drew reports, organized prevention activities, maintained student records, and ensured compliance with regulations. Specifically, the Tudor Arghezi Theoretical Highschool implemented measures like requiring ID badges, recording all absences, replacing teachers as needed, and enhancing security with guards, on-duty teachers, and security cameras. Regulations on fire prevention were also displayed and reviewed regularly with students.
Wind turbines convert the kinetic energy of wind into electrical energy through a series of steps. Wind turns the turbine blades, which spin a shaft connected to a generator to produce electricity. The generator uses electromagnetic induction to transform the mechanical energy into electrical current. Other major components include the tower for support and access, foundation to anchor it, and nacelle to house the generator and other parts. While still a relatively small source of energy globally, wind power production has grown significantly in recent decades and provides a substantial portion of electricity in some European countries like Denmark and Germany.
The document summarizes the discovery and properties of X-rays. It discusses how X-rays were accidentally discovered in 1895 by Wilhelm Roentgen during an experiment with vacuum tubes. It describes that X-rays are a form of electromagnetic radiation with penetration power proportional to wavelength. The document also distinguishes between soft and hard X-rays based on photon energy and discusses some common medical and security uses of X-rays today.
Radiation comes in two forms: ionizing and non-ionizing. Ionizing radiation is emitted from radioactive atoms and can damage body tissues. It includes alpha particles, beta particles, and gamma rays. Alpha particles have a strong charge but short range, beta particles can penetrate farther, and gamma rays are electromagnetic waves that require dense materials to stop them. Exposure to high levels of radiation can cause both deterministic effects like burns and radiation sickness above a threshold dose, as well as stochastic effects like increased cancer risk related to cumulative exposure levels over time. Detection instruments like Geiger counters use ionization of gas to detect radiation.
Photovoltaic panels convert photons from sunlight into electricity using photovoltaic cells. When photons are absorbed by solar cells, they release electrons which create a current to produce electricity. Photovoltaic panels can be mounted on roofs, terraces, or the ground and come in monocrystalline, polycrystalline, or amorphous forms. Solar collectors capture solar energy in solar rays and convert it to thermal energy to heat water or antifreeze for storage or use. Thermal solar panel systems use heat from the sun to heat domestic hot water by circulating water or antifreeze through collectors and a storage tank.
This document discusses the use of thermoluminescent dosimeters for monitoring radiation exposure. It notes that thermoluminescent dosimeters are the modern technology used in most EU countries. They have tissue-equivalent materials that improve dose measurement accuracy. Thermoluminescent dosimeters are easy to use as self-contained units and have a very low minimum detection limit, allowing measurement of small doses as low as 0.03 mSv. They provide increased accuracy over film dosimeters.
2. MOTTO: “VIOLENTA ESTE IMORALA PENTRU
CA EA PRIESTE MAI DEGRABA URII DECÂT
DRAGOSTEI. EA DISTRUGE COMUNITATEA
SI FACE FRATERNITATEA IMPOSIBILA.
VECHEA LEGE OCHI PENTRU OCHI ÎI
LASA PE TOTI ORBI”!
(MARTIN LUTHER KING JR.)
2
3. 3
Asa numita criza a adolescentei se refera,
pe de o parte, la negarea de catre
preadolescent si adolescent a identitatii
sale de copil – de care se desparte cu
dificultate – si, pe de alta parte, la
revendicarea unei noi identitati care sa-l
includa în lumea adultilor.
Aceasta tranzitie, considerata de adulti
ca fiind uneori violenta, dar aproape
totdeauna grabita, complica relatiile între
parinti si copii si, la nivel general, între
adulti si copii.
4. Este lesne de înteles faptul ca nevoia de putere si
prestigiu coreleaza puternic cu refuzul anonimatului si cu
dorinta de a se diferentia de colegi prin autoafirmare
agresiva.
Pentru a contura personalitatea elevului violent trebuie
sa luam în consideratie o serie de factori: factori
individuali, socio-familiali, scolari, de context social.
La nivel individual,factorii care afecteaza potentialul de
violenta al elevilor, determinându-le comportamen-te
violente, includ caracteristici biologice, genetice,
psihologice si sociale.
Manifestarile violente pot aparea înca din copilarie, la
vârste mici, fiind influentate în diferite grade de mediul
familial, de grupul de apartenenta sau de alti factori de
4
natura sociala si culturala.
5. specialitate
mentioneaza o serie de
atribute ale elevului
cu comportament
violent, cum sunt:
nivel scazut de
încredere în sine;
nevoia
de dominatie si
control; forta fizica;
valorizarea
agresivitatii în
rezolvarea
conflictelor; mecanisme
specifice de a face
fata provocarilor;
empatie scazuta;
impact social ridicat,
dar neacceptat;
5
6. Iata ce trasaturi individuale
li se atribuie elevilor violenti:
prezinta probleme de
comunicare;
au toleranta scazuta la
frustrare;
resimt dificultati de adaptare
la disciplina scolara;
au o imagine de sine negativa;
prezinta instabilitate
emotionala;
instabilitate motrica;
dificultati de concentrare;
tulburari psihice grave.
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7. Ce valorizeaza
violent?
pentru sine un elev
o Sa se bata, „ca doar nu e fraier”;
o Sa para dur, sa produca celorlalti frica;
o Sa fie sef, sa aiba putere asupra colegilor
si sa fie
ascultat;
o Sa socheze;
o Sa fie admirat;
o Sa umble/sa-si petreaca timpul în grup
(cu „gasca mea”).
7
8. 8
Pentru elevii violenti, distanta între furie si comportament
violent este foarte scurta si rapida. Capacitatea lor de a
considera medierea ca alternativa în gestionarea conflictelor este
mult mai redusa sau chiar respinsa, ei cautând sa creeze situatii
conflictuale pentru a putea reactiona violent.
Asteptarea sau amânarea este frustranta. Ei sunt perceputi ca
indisciplinati, scandalagii, cu nevoie acuta de singulari-zare,
conflictuali, inadaptati la scoala si la regulile ei.
Elevii violenti prefera grupul mic, în care ei se simt solidari prin
împartasirea acelorasi valori. În grup ei se simt liberi, se definesc
conform standardelor personale, fara ai fi respinsi sau criticati.
9. Se considera ca baietii intra în conflicte
sau se bat mai ales pentru afirmarea
masculinitatii, pentru status într-un grup,
pentru rivalitate; fetele manifesta acelasi
comportament de violenta fizica pentru
raporturi în plan afectiv, fie de
concurenta (pentru o nota, pentru atentia
aceluiasi baiat etc.), fie pentru apararea
unor relatii de prietenie. Ca urmare, putem
concluziona ca exista o dimensiune de
gen a fenomenului de violenta scolara,
care trebuie luata în considerare atât în
ceea ce priveste considerarea unor
comportamente ale elevilor ca fiind
violente, precum si în elaborarea
masurilor de corectare si prevenire a
unor astfel de cazuri în spatiul scolar.
9
10. Elevii violenti
admit ca nu poseda
capacitatea de a
tine sub control
impulsivitatea sau ca
au un control redus.
10
11. Amenintarea cu violenta poate tine
elevii departe de scoala, frica av â nd un
impact serios asupra calitatii vietii elevilor
si asupra dezvoltarii lor. Cu c â t copilul
este victimizat mai des, chiar î n cazul
faptelor de violenta minora, cu at â t lumea
î i apare mai opaca, mai dezorganizata, mai
violenta.
Sentimentul de nesiguranta al elevilor
are la baza experienta victimizanta reala.
Elevii victimizati prezinta un risc
mare de performanta scolara de nivel
scazut, absenteism, î si neglijeaza î ndatoririle
scolare, sunt tentati sa abandoneze scoala
sau chiar sa adere la grupuri cu activitate
delincventa.
11
