Comenius Project 2013-2015
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The Comenius Project is a two-year collaboration between five schools in five countries to learn about their common European roots. Students from each school visit the other schools. The document describes a visit from Wales to Spain, where students introduced their schools and planned future meetings. It provides information about upcoming visits to Wales and opportunities for students to get involved by hosting guests or participating in project topics about identity and music.
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The document summarizes a school trip from Spain to Germany for a Comenius exchange program. It describes the itinerary over 5 days, which included meeting with Comenius representatives, visiting the host school, attending a conference, touring Cologne, and visiting other cities. The students felt it was a positive experience to meet students from many countries and feel like an international family, and they improved their English while learning about German culture.
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The document summarizes a Comenius project involving schools from several European countries collaborating to learn about each other's cultures. Over the past school year:
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This document discusses several traditional folk dances from Poland, including the polka, podhale, warszawianka, polonez, oberek, and krakowiak. It provides details on the origins and characteristics of each dance, noting for example that the polka cie,ta contains fast steps despite its name, and the oberek is a lively dance involving spins and jumps. The document also covers traditional Polish folk costumes like those of the Podhale region and Krakowiak, and cultural elements such as Krakow Christmas cribs and the tradition of Lajkonik Krakow.
Saltarello
The Saltarello is a set of popular dances of ancient origin, typical of central Italy. In Lazio, Abruzzo, Marche, Umbria and Molise we can find evidence of these dances, that are practiced even today. The genesis of the Saltarello can be linked to “saltatio”, a very popular genre durimg the time of Latins before the conquest by the Romans.
ITALIAN FOLK DANCE
Italian Folk Dance has been an integral part of Italian culture for centuries. Dance has been a continuous thread in Italian life from Dante through the Renaissance.
Ballu tundu
The Dance Sardinian (on ballu sardu), identifies all of the typical dances that you dance in Sardinia. Most traditional Sardinian dances are divided into two main families: mono-structured dances and dances bi-structured, differentiated roughly from using two different rates (seriu and allegru).
Historical Figures of Poland
This document summarizes important historical figures from Poland, including:
- Mieszko I, who united Polish lands and adopted Christianity in 966, marking the beginning of the Polish state.
- Nicolas Copernicus, the astronomer who formulated the first modern heliocentric theory of the solar system in the 15th century and influenced the start of modern astronomy.
- Lech Wałęsa, a co-founder and leader of the Solidarity trade union movement in communist Poland who received the Nobel Peace Prize in 1983 and later served as President of Poland.
Today's Turkey
Turkey transitioned from an Ottoman sultanate to a modern democratic republic in 1923 thanks to Mustafa Kemal's reforms. He ended colonial rule, gave women the right to vote, replaced the Arabic alphabet with the Latin one to modernize education, and introduced a secular system. Turkey now has a democratically elected government and its citizens, including people from different religions and backgrounds, live together in peace.
The great Selçuk State
The Selçuk Empire began in 1071 when Selçuk Emperor Alparslan defeated the Byzantine emperor and allowed Turks to settle in Anatolia, spreading Turkish culture and building historical monuments like mausoleums and mosques. The Selçuk principality also constructed buildings along trade routes for people to stay, functioning like early hotels, and ruled a large swath of green areas on the map during the 1100s under the Selçuk Sultanate.
Last period of Ottoman Empire
The document discusses the last period of the Ottoman Empire. Due to the rise of nationalism sparked by the French Revolution, the Ottoman Empire began to lose power and scatter during this late period. It also lost World War I. Mustafa Kemal, unable to find solutions in Istanbul against the Allies, traveled to Samsun to start the Independence War on a ship from Bandırma. The Turkish people then won independence from their enemies under Kemal's leadership, and he established a new Turkish nation founded on principles of justice, democracy, freedom and equality.
Central Asia
Turkish people originated as nomadic herders in Central Asia but some groups like the Huns and Uygurs established governments and struggled with China for control over the Silk Road, an important trade route. Over time, some Turkish tribes like the Huns migrated westward into Europe, with some settling in areas that became modern-day Hungary, named after the Hunnic Turks.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
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Chapter 5
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Chapter 6
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- 1. Comenius Project 2013-15 Visit 1: Cor de Maria, Catalonia, Spain
- 2. What is the Comenius Project? A collaboration of work. Between 5 schools in 5 different countries. On the topic of "Our common European roots". 1 visit to each school by 3-6 students from each of the other schools during the 2 years.
- 3. Why did we go to Spain? To meet with representative students and teachers from each of our partner schools for the first time. To introduce ourselves, our school and our country. To decide when/where the next 4 meetings will take place and how we will complete the 9 project topics.
- 4. What did we do in Spain? Day 1
- 5. Day 2
- 6. Day 3
- 7. Day 4
- 8. Day 4
- 9. Day 5
- 10. What did we learn? Talking to people from other countries is really interesting. We have a lot in common. We made a lot of new friends. To try new experiences. Symon learnt some Italian!
- 11. What happens next? From the 2nd to the 7th of February our Comenius partners will be coming to Wales! We will be preparing work on the topic of “Who am I?” and “Music” to find our more about what we have in common. We will be completing and presenting this work with the Comenius partners during their visit.
- 12. How can I get involved? Option 1 Each country will be bringing up to 6 students from their school: We need students in year 10- 13 to host these guests. You will need to provide bed, breakfast and some lunchtime/evening meals for your guest. For more information and/or an application letter, see Mrs Thom in T1 (places will be allocated on a first come, first served basis).
- 13. How can I get involved? Option 2 Get involved with the project. Mr Richards (room 41) will be co-ordinating the “Who am I?” topic which will look at where we come from and our family trees in order to discover who we are today. Mr Spencer (room M1) will be co-ordinating the “Music” topic which will look at traditional welsh forms of music including singing and harp playing.
- 14. How can I get involved? Option 3 In March we will be attending the 3rd Comenius meeting in Turkey. The students going will be staying with host families, presenting the next stage of the project and taking in the sights of this beautiful country. For more information and/or application letters see Mrs Thom in T1 (places will be allocated on a first come first served basis).
- 15. Why get involved? It’s a once in a lifetime opportunity to meet new people and experience new things. You will make lots of new friends. A chance to earn lots of community points in a fun and interesting way.
Editor's Notes
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- 1min 12 secs
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