The document summarizes activities from two project meetings held by the GO GREEN, GO CLEAN, ACT NOW! program. It discusses visits to schools in Belgium and Italy, as well as environmental sites in each country. Teaching sessions were held at both schools and a tree was planted at one. Future plans were made, including producing a teacher's book and storybook involving all partner countries. Other ongoing environmental initiatives at schools in Denmark are also described.
1) Building a Christmas tree out of recycled plastic bottles that was built by 12th grade students and recognized in the local newspaper.
2) An 8th grade project to build a model landfill to learn about landfill operations and biodegradation.
3) A "Twist" project by 10th graders promoting energy efficiency through surveys and informational sessions with primary school students.
4) Various other initiatives like recycled Carnival masks, an eco-battery collection drive, planting trees on National Tree Day, and regular
The document discusses using object-based semantic data models for agile business intelligence, data governance, and system development. It describes a product called DataStar that uses predefined business information models and object data models with semantic vocabularies to integrate and consolidate multiple data sources. DataStar allows organizations to implement BI and governance solutions within 60 days and keeps system data models and governance rules in sync with live data.
This document did not contain any text to summarize. Summarizing requires analyzing the content and ideas presented in order to extract the most important elements, key points, and overall meaning. Without any written content provided, it is not possible to generate an accurate 3 sentence summary.
The document introduces the PI2EQX4401/02 PCI Express ReDriver from Pericom which is used to condition PCIe signals over long traces or cables. It provides an overview of PCIe basics and standards. It then discusses the challenge of signal attenuation over long distances and how redrivers can help extend the usable length at high speeds. The redriver is described as having adjustable transmitters and receivers to equalize signals along with other features. Examples of applications for notebook docks, storage networks, and CAT5 cables are provided.
Este documento proporciona información sobre el equipo de fútbol Real Betis Balompié, incluyendo la lista de jugadores por posición (porteros, defensas, centrocampistas, delanteros), el entrenador, el estadio, y logros históricos del equipo. También describe brevemente los colores y diseños de las camisetas del equipo.
eHow article: illustrated for Communication Skills 004 students.
Group Project: Organizing a Talk Show presentation.
Level: Undergraduate (Prep Year English Program in Saudi Arabia)
This document summarizes various sustainability projects completed by students at IES Llanera in Asturias, Spain between September 2010 and March 2011. The projects included visiting Estonia and a recycling plant, making recycled paper, starting a school recycling program, painting murals, and creating an energy saving plan. The students learned about reducing waste and recycling through hands-on activities like workshops, presentations, and building structures out of recycled materials.
1) Building a Christmas tree out of recycled plastic bottles that was built by 12th grade students and recognized in the local newspaper.
2) An 8th grade project to build a model landfill to learn about landfill operations and biodegradation.
3) A "Twist" project by 10th graders promoting energy efficiency through surveys and informational sessions with primary school students.
4) Various other initiatives like recycled Carnival masks, an eco-battery collection drive, planting trees on National Tree Day, and regular
The document discusses using object-based semantic data models for agile business intelligence, data governance, and system development. It describes a product called DataStar that uses predefined business information models and object data models with semantic vocabularies to integrate and consolidate multiple data sources. DataStar allows organizations to implement BI and governance solutions within 60 days and keeps system data models and governance rules in sync with live data.
This document did not contain any text to summarize. Summarizing requires analyzing the content and ideas presented in order to extract the most important elements, key points, and overall meaning. Without any written content provided, it is not possible to generate an accurate 3 sentence summary.
The document introduces the PI2EQX4401/02 PCI Express ReDriver from Pericom which is used to condition PCIe signals over long traces or cables. It provides an overview of PCIe basics and standards. It then discusses the challenge of signal attenuation over long distances and how redrivers can help extend the usable length at high speeds. The redriver is described as having adjustable transmitters and receivers to equalize signals along with other features. Examples of applications for notebook docks, storage networks, and CAT5 cables are provided.
Este documento proporciona información sobre el equipo de fútbol Real Betis Balompié, incluyendo la lista de jugadores por posición (porteros, defensas, centrocampistas, delanteros), el entrenador, el estadio, y logros históricos del equipo. También describe brevemente los colores y diseños de las camisetas del equipo.
eHow article: illustrated for Communication Skills 004 students.
Group Project: Organizing a Talk Show presentation.
Level: Undergraduate (Prep Year English Program in Saudi Arabia)
This document summarizes various sustainability projects completed by students at IES Llanera in Asturias, Spain between September 2010 and March 2011. The projects included visiting Estonia and a recycling plant, making recycled paper, starting a school recycling program, painting murals, and creating an energy saving plan. The students learned about reducing waste and recycling through hands-on activities like workshops, presentations, and building structures out of recycled materials.
The document summarizes activities from a school visit involving partners in a renewable energy project. Students welcomed partners from other schools and showed creations about renewable energy topics like windmills. Classes observed different teaching approaches. Students asked questions of guests in their foreign languages and showed solar oven projects. Specific lessons covered energy needs and renewable energy sources. An excursion to Brussels included a zero-emission station display and museum tour. The visit concluded with a trip to Bruges involving a city tour, beer tasting, and farewell dinner.
The Estonian team visited an abandoned house and decided in a workshop that it would make an excellent youth centre. They then learned more about sustainable renovation through lectures on saving electricity and water, the importance of groundwater, and the natural water cycle and water treatment process. An engineer discussed lowering bills and saving water, while professionals from the Environmental Board of Estonia presented on groundwater.
The document summarizes Earth Day activities at Luis Cernuda School in April 2011. Students visited local gardens to study plants, learn about their habitats and uses. They learned the importance of respecting plants and not littering. Activities included working in the school garden, visiting a botanical garden, and learning ways to be environmentally friendly such as reducing, reusing and recycling. Students made commitments to turn off lights and electronics when not in use, properly recycle, and bring reusable lunch containers to school to help care for the Earth.
This document summarizes the meetings of an environmental sustainability partnership between schools in Northern Ireland, Wales, Greece and Romania.
The first meeting in Greece allowed partners to visit each other's schools and see differences and similarities. They discussed environmental education methods and visited historical sites.
The next meeting was hosted by a school in Northern Ireland, where partners learned about their biodiversity, energy, and water conservation programs. They visited local landmarks together.
The third meeting took place in Wales, where partners saw the school's environmental programs in action. They learned about Welsh culture and history while discussing sustainability.
The final meeting was hosted by a Romanian school. Partners experienced Romanian culture and saw how the project impacted the school.
Innovative approaches to reinforcing respect for the environment2Pegu ranciu
The document discusses various educational initiatives at IES Valle de Aller in Spain focused on reinforcing respect for the environment. It describes projects in different subject areas like biology, geology, and physics that give students hands-on learning about sustainability, including trips to natural reserves and developing an eco-center and vegetable garden at the school. The approach brings together contributions from multiple subjects to study environmental issues from different perspectives in a cross-cutting theme model.
This document summarizes a class project on sustainable development between September and December 2013. The 5th grade class at a school in Lardy, France partnered with schools in Croatia, Spain, Poland, and Turkey on an e-twinning project about clean energies. The document discusses various sustainable energy sources and practices in their village like solar panels, dams, composting, and recycling. It also thanks the students who contributed work to the project.
The document summarizes recent environmental education and conservation efforts in St. Lucia. It discusses (1) celebrations of World Wetlands Day and a mangrove cleanup campaign, (2) a workshop to support community forest groups that addressed challenges like lack of funding, and (3) the completion of a new latanye palm nursery to support broommaking livelihoods and conservation. The nursery will produce plants for sale and help sustain broommakers' work.
This document outlines a project-based learning activity focused on recycling. Students will learn about different types of waste and the impact of recycling. They will conduct experiments observing how different materials break down over time. Students will then work in pairs to design and create recycled sculptures, explaining their artistic choices. Finally, students will curate an exhibition to present and discuss their sculptures.
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
Ebooklet final product - Mission into the FutureJoanna Szpak
This document provides an overview of a two-year Comenius Lifelong Learning Programme project called "Mission into the Future: A Quest for Sustainability" that involved 11 schools from across Europe exploring topics of environmental, economic, cultural, social, and political sustainability through student exchanges and activities. Over the course of the project, students from the participating schools met in different countries to participate in hands-on sustainability activities, cultural experiences, and study tours related to renewable energy and environmentalism. The document outlines the participating schools and coordinators, student feedback about their experiences, descriptions of the various project meetings and activities held in each country, and the final e-book product produced to summarize the learnings from the multi-year partnership
The document provides a summary of a week-long exchange program between students from Germany, the Netherlands, the UK, and Finland. It includes:
- A daily log of activities with the Finnish students, including visits to museums, a city tour of Helsinki, curling, and a day trip to Tallinn, Estonia.
- Descriptions of the host families and experiences staying with them.
- An overview of the Oulunkylän Yhteiskoulu school, including details about classes, subjects, and facilities.
- Comparisons between the school systems in Finland, the Netherlands, England, and observations of Finnish lessons.
The students at Indus World School decided to work on improving the conditions at a nearby rural government primary school as part of a "Design for Change" initiative. Over the course of nine days, the students worked to renovate the primary school, which was in deplorable condition. This included cleaning, repairing infrastructure, setting up a library and teaching aids, and beautifying the grounds. The experience was impactful for the Indus World School students, teaching them lessons about hard work, determination, education, and the pleasure of selfless giving to help those less fortunate.
The document appears to be an architectural portfolio that includes biographical information and examples of projects by Anne Carlton Van Huisen. It summarizes a student project from 2009 where Van Huisen and a partner explored design ideas for a Maritime Museum in Vancouver. Their design addressed the challenge of the small museum scale by placing it underground, similar to existing dry dock ship restoration areas. It utilized the space between retaining walls and vertical circulation to house the museum program while displaying a partially sunken ship.
This document summarizes an English lesson for fifth graders in Peru about inventions and technology. It profiles two Peruvian inventors, Karin and Victor, who have created innovations to solve problems in their communities. Karin developed fishing nets that protect small fish and started a women's fishing cooperative. Victor designed affordable bamboo bikes as sustainable transportation and founded a bamboo bike business. The lesson encourages students to think of inventors' motivations and how their creations benefit society.
This document outlines the plurilingual project at CEIP Puig d'en Valls school for the 2012-2013 school year. Some of the key aspects of the project include:
- Teaching English from kindergarten through 6th grade to strengthen the importance of English at the school.
- Participating in the school's third Comenius project from 2012-2014 focused on financial literacy.
- Expanding English instruction through hiring additional permanent English teachers.
- Integrating English, art, science, and other subjects for students in 1st through 4th grade through activities related to the school and village topics.
- Coordinating instruction between English teachers and classroom teachers.
This document summarizes several student projects aimed at raising environmental awareness and protecting the environment. It describes groups of students distributing leaflets, cleaning public areas, planting trees, and recycling litter collected from beaches. The students reflected on the value of their activities in teaching about the importance of caring for the environment and keeping it clean. They realized that small individual efforts can make a meaningful difference when combined.
The Turkish educational system has undergone several reforms since the founding of the modern Turkish Republic in 1923. One major change was abandoning the Arabic alphabet in favor of a Latin alphabet. Preschool is not compulsory and aims to support children's physical, mental, and spiritual development through plays, songs, and activities to introduce letters and prepare for primary education. Primary school starts around age 7 and has 40-minute lessons with breaks. Classrooms are equipped with various teaching tools like word walls, puppets, tape recorders, and technology to develop early writing, phonics, and vocabulary skills through games, songs, and dramatizations.
1) Antonis Gavriel Papas is a Cypriot writer and poet born in 1947 in the village of Kiti.
2) He had a difficult time pursuing higher education in the 1960s in Cyprus but got a job at a local bank.
3) In 2001, after retiring from his bank job, he published his first book of poems titled "From the Bottom of My Heart" and has since published over ten books, including both poems and folk stories.
4) One of his most popular works is a 2010 book of Cypriot folk stories adapted into poetic form that was distributed to elementary schools across Cyprus.
The document summarizes activities from a school visit involving partners in a renewable energy project. Students welcomed partners from other schools and showed creations about renewable energy topics like windmills. Classes observed different teaching approaches. Students asked questions of guests in their foreign languages and showed solar oven projects. Specific lessons covered energy needs and renewable energy sources. An excursion to Brussels included a zero-emission station display and museum tour. The visit concluded with a trip to Bruges involving a city tour, beer tasting, and farewell dinner.
The Estonian team visited an abandoned house and decided in a workshop that it would make an excellent youth centre. They then learned more about sustainable renovation through lectures on saving electricity and water, the importance of groundwater, and the natural water cycle and water treatment process. An engineer discussed lowering bills and saving water, while professionals from the Environmental Board of Estonia presented on groundwater.
The document summarizes Earth Day activities at Luis Cernuda School in April 2011. Students visited local gardens to study plants, learn about their habitats and uses. They learned the importance of respecting plants and not littering. Activities included working in the school garden, visiting a botanical garden, and learning ways to be environmentally friendly such as reducing, reusing and recycling. Students made commitments to turn off lights and electronics when not in use, properly recycle, and bring reusable lunch containers to school to help care for the Earth.
This document summarizes the meetings of an environmental sustainability partnership between schools in Northern Ireland, Wales, Greece and Romania.
The first meeting in Greece allowed partners to visit each other's schools and see differences and similarities. They discussed environmental education methods and visited historical sites.
The next meeting was hosted by a school in Northern Ireland, where partners learned about their biodiversity, energy, and water conservation programs. They visited local landmarks together.
The third meeting took place in Wales, where partners saw the school's environmental programs in action. They learned about Welsh culture and history while discussing sustainability.
The final meeting was hosted by a Romanian school. Partners experienced Romanian culture and saw how the project impacted the school.
Innovative approaches to reinforcing respect for the environment2Pegu ranciu
The document discusses various educational initiatives at IES Valle de Aller in Spain focused on reinforcing respect for the environment. It describes projects in different subject areas like biology, geology, and physics that give students hands-on learning about sustainability, including trips to natural reserves and developing an eco-center and vegetable garden at the school. The approach brings together contributions from multiple subjects to study environmental issues from different perspectives in a cross-cutting theme model.
This document summarizes a class project on sustainable development between September and December 2013. The 5th grade class at a school in Lardy, France partnered with schools in Croatia, Spain, Poland, and Turkey on an e-twinning project about clean energies. The document discusses various sustainable energy sources and practices in their village like solar panels, dams, composting, and recycling. It also thanks the students who contributed work to the project.
The document summarizes recent environmental education and conservation efforts in St. Lucia. It discusses (1) celebrations of World Wetlands Day and a mangrove cleanup campaign, (2) a workshop to support community forest groups that addressed challenges like lack of funding, and (3) the completion of a new latanye palm nursery to support broommaking livelihoods and conservation. The nursery will produce plants for sale and help sustain broommakers' work.
This document outlines a project-based learning activity focused on recycling. Students will learn about different types of waste and the impact of recycling. They will conduct experiments observing how different materials break down over time. Students will then work in pairs to design and create recycled sculptures, explaining their artistic choices. Finally, students will curate an exhibition to present and discuss their sculptures.
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
Ebooklet final product - Mission into the FutureJoanna Szpak
This document provides an overview of a two-year Comenius Lifelong Learning Programme project called "Mission into the Future: A Quest for Sustainability" that involved 11 schools from across Europe exploring topics of environmental, economic, cultural, social, and political sustainability through student exchanges and activities. Over the course of the project, students from the participating schools met in different countries to participate in hands-on sustainability activities, cultural experiences, and study tours related to renewable energy and environmentalism. The document outlines the participating schools and coordinators, student feedback about their experiences, descriptions of the various project meetings and activities held in each country, and the final e-book product produced to summarize the learnings from the multi-year partnership
The document provides a summary of a week-long exchange program between students from Germany, the Netherlands, the UK, and Finland. It includes:
- A daily log of activities with the Finnish students, including visits to museums, a city tour of Helsinki, curling, and a day trip to Tallinn, Estonia.
- Descriptions of the host families and experiences staying with them.
- An overview of the Oulunkylän Yhteiskoulu school, including details about classes, subjects, and facilities.
- Comparisons between the school systems in Finland, the Netherlands, England, and observations of Finnish lessons.
The students at Indus World School decided to work on improving the conditions at a nearby rural government primary school as part of a "Design for Change" initiative. Over the course of nine days, the students worked to renovate the primary school, which was in deplorable condition. This included cleaning, repairing infrastructure, setting up a library and teaching aids, and beautifying the grounds. The experience was impactful for the Indus World School students, teaching them lessons about hard work, determination, education, and the pleasure of selfless giving to help those less fortunate.
The document appears to be an architectural portfolio that includes biographical information and examples of projects by Anne Carlton Van Huisen. It summarizes a student project from 2009 where Van Huisen and a partner explored design ideas for a Maritime Museum in Vancouver. Their design addressed the challenge of the small museum scale by placing it underground, similar to existing dry dock ship restoration areas. It utilized the space between retaining walls and vertical circulation to house the museum program while displaying a partially sunken ship.
This document summarizes an English lesson for fifth graders in Peru about inventions and technology. It profiles two Peruvian inventors, Karin and Victor, who have created innovations to solve problems in their communities. Karin developed fishing nets that protect small fish and started a women's fishing cooperative. Victor designed affordable bamboo bikes as sustainable transportation and founded a bamboo bike business. The lesson encourages students to think of inventors' motivations and how their creations benefit society.
This document outlines the plurilingual project at CEIP Puig d'en Valls school for the 2012-2013 school year. Some of the key aspects of the project include:
- Teaching English from kindergarten through 6th grade to strengthen the importance of English at the school.
- Participating in the school's third Comenius project from 2012-2014 focused on financial literacy.
- Expanding English instruction through hiring additional permanent English teachers.
- Integrating English, art, science, and other subjects for students in 1st through 4th grade through activities related to the school and village topics.
- Coordinating instruction between English teachers and classroom teachers.
This document summarizes several student projects aimed at raising environmental awareness and protecting the environment. It describes groups of students distributing leaflets, cleaning public areas, planting trees, and recycling litter collected from beaches. The students reflected on the value of their activities in teaching about the importance of caring for the environment and keeping it clean. They realized that small individual efforts can make a meaningful difference when combined.
The Turkish educational system has undergone several reforms since the founding of the modern Turkish Republic in 1923. One major change was abandoning the Arabic alphabet in favor of a Latin alphabet. Preschool is not compulsory and aims to support children's physical, mental, and spiritual development through plays, songs, and activities to introduce letters and prepare for primary education. Primary school starts around age 7 and has 40-minute lessons with breaks. Classrooms are equipped with various teaching tools like word walls, puppets, tape recorders, and technology to develop early writing, phonics, and vocabulary skills through games, songs, and dramatizations.
1) Antonis Gavriel Papas is a Cypriot writer and poet born in 1947 in the village of Kiti.
2) He had a difficult time pursuing higher education in the 1960s in Cyprus but got a job at a local bank.
3) In 2001, after retiring from his bank job, he published his first book of poems titled "From the Bottom of My Heart" and has since published over ten books, including both poems and folk stories.
4) One of his most popular works is a 2010 book of Cypriot folk stories adapted into poetic form that was distributed to elementary schools across Cyprus.
Students are learning the foundational skills of writing in Polish, including learning letters, spelling rules, and putting words together into sentences. The process starts with short, simple sentences and builds up to writing longer texts and stories. While some pick up writing skills easily, others continue to make mistakes. By the end of their schooling, students are assessed on their writing ability in a nationwide examination.
Finnish preschool is free for one year for children turning age 6. Preschool focuses on linguistic awareness through playing with words and sounds. Primary school begins at age 7, with 21 hours of school per week divided into 45 minute lessons. In year one, Finnish class is divided into up to three ability groups. Learning progresses from individual letters and sounds, to syllables, words, sentences, and stories. Writing instruction focuses on proper letter forms, spelling, syntax, and typing skills. Various digital tools and exercises are used to support writing development. Differentiation and multi-sensory methods help students with reading and writing difficulties.
The document discusses teaching tools for understanding and producing oral and written speech. It provides examples of 14 tools for oral speech, such as brainstorming, notes, and stations of narration. It also lists 8 tools for written speech, including predictions, guessing the story, and Know-Want-Learn charts. The tools are meant to actively involve students, strengthen understanding of texts, and promote linguistic development.
Italy specific learning disorders in englishmakarono
Specific learning disorders affect an individual's ability to read, write, or do math calculations. They include dyslexia, dysgraphia, and dyscalculia. The disorders are specific to individual skills and do not reflect overall intelligence. They involve difficulties with school-based learning like reading, writing, and calculating. The disturbances are not illnesses but alterations in particular functions. Laws have been passed in Italy to help identify students with specific learning disorders early and provide support through individualized learning plans and accommodations.
The document discusses teaching writing in Italian schools. It emphasizes developing students' competence in their mother tongue, which is seen as the most fundamental skill. It promotes using creative writing activities to enhance various skills. Specific recommendations are made for teaching reading and writing in early primary school years, including using phonemic-syllabic methods and storytelling. The teaching philosophy of Gianni Rodari is also discussed, who promoted using fantasy and play to engage students in learning rather than making it a chore. His "Grammar of Fantasy" provides techniques for creative writing with children.
This document provides information about teaching writing in Greek, including:
1. An overview of the Greek alphabet and features of Greek grammar like nouns and verbs.
2. Methods for teaching writing to young students, from individual letters to syllables and sentences.
3. Techniques for older students to produce written works like descriptions, interviews, and narratives. These emphasize planning, drafting, and revising.
4. Accommodations for students with dyslexia or dysgraphia, like experimenting with different pens and organizing thoughts before writing.
1. During the project, there were special events and press releases, and two partner schools received the eTwinning quality label. Students and teachers should check the Twinspace webpage to see project work.
2. Comenie Mouse, who had visited 7 countries for the project, returned to Scotland with a certificate of attendance from a project meeting in Greece.
3. Czech students visited their partner school in Slovakia for a day, where they learned together and celebrated with a cake for the 10th anniversary of eTwinning. They later discovered the natural wonders of the region.
The document summarizes the activities of the Comenius project involving schools from 7 countries visiting Poland. During the visit from April 7-11, teachers and students from Slovakia, Czech Republic, Greece, Turkey, Scotland and Cyprus participated in educational workshops and trips around Brodnica and Torun to learn about Polish culture and traditions. They visited historic sites, participated in crafts, and cooked and tasted traditional Polish food. The visit aimed to foster cultural exchange between the countries.
The document summarizes the selections of the most attractive places from each of the seven participating countries in the project. Slovakia selected Tanzania, an adrenaline park in the treetops. The Czech Republic selected the Battle of Austerlitz. Greece selected Plaka, the old town of Athens. Turkey selected Salt Lake, known for its sunsets. Poland selected a rope park with climbing obstacles. Scotland selected the Kelvingrove Museum and Art Galleries in Glasgow. Cyprus had a vote among students between historical and nature sites.
Primary Seven students in Glasgow were split into groups and each chose one of the city's attractive places to research and present on. They created presentations with photos, artwork, and information about Princes Square, Kelvingrove Museum, the rotating Glasgow Tower, Emirates Arena, their school, Hampden Park Football Stadium, and Glasgow Green. After the groups shared their presentations, Primary Seven voted and chose Kelvingrove Museum and Art Galleries as Glasgow's most attractive place.
The document announces that the seven countries in the Comenius project have selected their third regional wonder, which is the most traditional handicraft. It then provides details on each country's selection: Slovakia selected bobbin lace making; Czech Republic selected violin making; Greece selected traditional needlework; Turkey selected Ebru art of marbling; Poland selected Grod foluszek settlement crafts; and Scotland highlighted weaving and tartan design activities.
The document summarizes the first project meetings between schools participating in the "Seven Wonders of Our Region" Comenius project. It describes visits between partner schools in Slovakia, the Czech Republic, and Poland where students explored local wonders, exchanged cultural knowledge, and strengthened international partnerships. Activities included visiting landmarks, tasting traditional foods, and sharing school presentations. The initial project discoveries included the highest hills in each region. Students in all countries expressed enjoyment in learning about other cultures through the international collaboration.
The document summarizes the activities of various schools in selecting the most important person from their region as part of a collaborative project. Each of the seven participating countries - Slovakia, Czech Republic, Greece, Turkey, Poland, Cyprus, and Scotland - chose a notable figure from their area and created presentations about them. Examples included a Slovak actor, a Czech writer, a Greek composer, a Turkish politician, a Polish author, and a Cypriot poet. The schools shared their selections and the overall most important person chosen was Sir Alex Ferguson from Scotland.
The document summarizes the findings of several schools that participated in a project to identify the healthiest places in their respective regions.
Slovakia identified their spa town of Trenčianske Teplice as the healthiest place, with its hot pools, spa houses, and healing waters. The Czech Republic chose a facility that produces herbal teas and spices. Greece selected the healing Vouliagmeni Lake. Turkey identified the Salt Lake, known for its natural health products. Poland visited a fitness club called "The Seven". Cyprus chose the forest park Rizoelia. Scotland determined that Glasgow Green was the healthiest place in their area. The schools documented their findings and shared their results.
The document summarizes the activities of teachers from six countries who visited Greece as part of a Comenius-eTwinning project called "The Seven Wonders of Our Region". During their visit, the teachers participated in an educational program that involved touring sites in Athens, visiting schools, and engaging in cultural activities. They discussed their projects for discovering the most interesting historical places in their own regions. Greece's Acropolis was selected as that country's "Seventh Wonder".
The Acropolis hill in Athens is the most important historical site in the city and one of the most recognizable monuments in the world. During the Golden Age under Pericles in the 5th century BC, the Acropolis represented the peak of artistic development in ancient Greek civilization. Architectural masterpieces from this period were constructed on the Acropolis, which symbolizes the culture and identity of Athens. As part of a school project, students learned about the Acropolis through books, websites, maps, and some classes took virtual or actual visits to experience this important historical place.
The National Garden in Athens is a 38-acre public park located behind the Greek Parliament building. It contains over 500 species of plants and animals like peacocks. Alsos Neas Smyrnis is a large 50,000 sqm park in Nea Smyrni with trees, flowers, jogging paths, a playground, and stage for performances. There is also a small park near the author's school that students pass through each day which has trees, flowers, a playground, and spaces for activities.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
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
cover support policymakers and scientists in making well-informed decisions, as alterations in
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.
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.
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
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
E journal 4
1. CT NOW!
GO GRE EN, GO CLEAN, A
Issue 4 4
Issue NOVEMBER 2011
NOVEMBER 2011
THE ORANGE ISSUE
THE ORANGE ISSUE
5th & 6th project meetings
From October 23 to 29
we carried out two more
project meetings. We vis-
ited the Belgian partner
school Sint Jan
Inside this issue:
Berchmansschool in Viv-
ersel from 23 to 26 Octo-
MEETINGS 1
ber and then the Italian
school G. Borsi in Livorno
DENMARK 4 from 26 to 29 October.
BELGIUM 9 Both meetings were very
successful and we were all
very busy carrying out the
CYPRUS 11
meetings‘ agendas. We In Italy we visited the We would like to thank
had teaching sessions in Museum of Natural His- the Headteachers and
GREECE 14 both schools, planted a tory and the Aquarium of teachers of both host
tree in the school gar- Livorno and we also ex- schools who offered us a
ITALY 16 dens, met with the par- perienced a nice walk very warm and unforget-
ents and enjoyed the stu- along a protected natural table hospitality.
dents‘ performance in Bel- area with pine trees,
PORTUGAL 18
gium. dunes and sand beaches in
Cecina.
Our meetings also in-
ROMANIA 21
cluded some visits to
places of environmental
interest in both countries.
In Belgium we visited the
POLAND 25 ―Closing the circle pro-
ject‖ which is a factory
and a dump where the
rubbish that can‘t be re-
cycled is buried and en-
ergy is produced in the
factory.
2. Page 2 GO GREEN, GO CLEAN, ACT NOW!
Meeting at Sint Jan Berchmansschool, Viversel,
BELGIUM
3. Issue 4 Page 3
Meeting at Scuola secondaria di primo grado "G. Borsi",
Livorno, ITALY
4. Page 4 GO GREEN, GO CLEAN, ACT NOW!
DENMARK Sennels Skole
Visit at Ålborg is possi- power etc. at the same time. We
ble to all want houses and buildings,
University make where it´s nice to live. 5.grade
5.Grade was at Ålborg Uni- houses then were given the things needed
versity for a day – having that do to try and make their own sugges-
workshops about 1) en- not use tions on areas to live. You see
ergy, how to store the en- energy some of their results here:
ergy from wind power and and how
2) how to build in the fu- to inte-
ture.
grate
2 architects from the uni- sun and
versity told us about how it wind
In another workshop, we had an en- selves to do different things, meas- and students there live, learn, work
gineer in power current teaching us, ure on different light bulbs etc. It –a possible education for some of
what the challenge is to ―save‖ was then very clear to us, that it the children in 5th grade.
power from wind turbines. When the makes a big difference what bulbs
wind blows, it´s not always the
you use, if you turn off the power,
times, when people and factories
when not being in a room etc. What a
needs the power. How do we store
big difference WE can make.
the energy without loosing to much?
How do we save it until needed??
This day was very interesting and
After the lesson in the auditorium, inspiring – we sure want to go next
we went to the house, where univer- year again. Not only have we learned
sity students make experiments on a lot about our environment, but also
power and electricity. We tried our- been and seen how the university
Dåserydderen
those weeks, we have an extra focus
From the 24th oct. – 11th Nov. Our
on waste and recycling.
school participated in the national
2.,3.,4.,and.5th grades have learned a
competition ―Dåserydderen‖. In
lot about what to do with waste, how
do we recycle and especially: How
big a difference it makes to our en- only did they clean our environment –
vironment, if we recycle all the they saw for themselves how stupid
waste we can – from our homes and it is, to just throw something out
households as well. your car window etc. instead of
All the classes had different bringing it to the waste bin or recy-
streets in our village to cover, and cle it. We will continue to have this
they collected so much waste right focus on waste the next month.
there on the street, that other peo-
ple had just thrown there. So not
5. Issue 4 Page 5
Cooking for the climate
In 6th grade we have cooking-classes produced meat?
difference does it make, if you use a
at Sennels Skole. We learn about lot of imported foods for your cook- We plan with this in mind, looking at
how to behave in the kitchen, about ing? How long did your pizza (for maps and figure out how much trans-
hygiene, how to cook etc. For the instance) ―travel‖ if you look at, portation is needed, if you do not
time being our big focus is – how can what you put on it? Instead of using take an environmental look at your
you cook for the climate?? What locally grown vegetables and locally cooking style.
Days out in nature – 0.grade/kindergarden class
Every Monday is the kindergarden to know the seasons.
class moved to the nature.
On those days we go to either the
The children learn to move with con- forest or to the fjord. We collect
sideration in nature, and they learn materials from nature,
take these back to school
and use them in class af-
terwards.
This autumn, the children learned
about mushrooms.
In the spring we went to
the fjord, and found many
interesting small animals.
6. Page 6 GO GREEN, GO CLEAN, ACT NOW!
The Green Wordbook First class at Sennels
Pumpkin heads
The pupils in 5th grade have made Our first class has been on an out
pictures for The Green Wordbook in
day home at one of the boys from
our art-class-lessons.
the class. They made a pumpkin
head, they used as lanterns for Hal-
loween.
The class has their Christianity
hours worked with the story Noah´s
Ark and the class has in this regard
made Noah´s Ark out of a card-
board box. Noah and his wife and
the animals were made out of carton.
Forest Animals
Friday 4 November was the first class at Sen-
nels School again on a day out. They were this
time in the woods where they were at an orienta-
tion, race. The class should find its way through
the woods using a map. During the trip they had
to pass 10 items all of which contained questions
about one of the forest animals: the squirrel.
7. Issue 4 Page 7
Working with class environment in the 2nd grade:
In the second grade the children ing their own stand is important to can talk freely.
have made class rules. Rules con- visualise the progresses each stu-
The abovementioned rules are part
cerning their behaviour towards dent achieve.
of securing the personal well being
each other, how they must work and
We also have rules for cleaning up of each student. We have these
behave in a group, their attitude
the classroom (who does what kinds of rules in all of our classes
towards homework and preparations
when..) and we note that it helps the stu-
for school in general and so on.
And we have hung up a traffic signal. dents felling responsible towards
Twice a year the students evaluate
When the red light is up the stu- their class, their friends and all of
them selves according to the rules.
dents must be absolutely quiet while
Setting the rules together as a class
working. When the yellow light is up
is part of a democratic learning
they can talk quietly and when the
process for the student and evaluat-
green light is up they
―Sun oven‖
When looking for solutions using the sun instead of eletric-
ity, it is possible to make a sun-oven. The temperature can
get high enough to cook water, bread, vegetables etc. Very
usefull in places with a lot of sun and no electricity.
Here some groups of students made experiments how to
make a sun-oven and how to use it.
8. Page 8 GO GREEN, GO CLEAN, ACT NOW!
―We All cycle to school‖
Scientific Festival in day going to many different and ex-
Is another national competition our iting workshops. How does our body
school participated. For 2 weeks, we Ålborg Zoo function? What do our organs look
all, children and grownups, go as In September we had the scientific like? Blow air into lungs of a pig, to
much as possible on bicycle to school
weeks, where we, in nature, science, see how they work, how does your
for different reasons. To focus on technic- lessons made a lot of dif- own DNA look?, what does it matter,
not using the car for short drives,
ferent experiments concerning the if you are smoking? What can pollu-
when it´s really not necessary, environment and own health. tion do to you? Scientific experi-
bringing down pollution and use of
ments, hands on experiments etc. It
3 classes went to the scientific fes-
fossil fuels and to make the roads was a feast in science!!!
tival in Ålborg, where we spent the
safer for all of us and – of course –
to have natural exercise in fresh air,
to move and be active for health and
2. We are going to produce the 5. We will exchange Christmas
fun reasons.
―Green wordbook ― which will con- cards .
tain 52 environmental words in Eng-
lish as well as the languages spoken
6. Our students will write a story
Project meetings in the partner countries. There will
also be a sentence in English for book in common. The story will have
each word explaining the meaning of environmental content. The Cypriot
Of course we have to mention our word and the illustrations will be students will begin the story, the
Comenius project meeting in Belgium made by the students. Greeks will continue it and then the
and Italy. We had a wonderful stay Italians, the Portuguese students,
in both countries, learned a lot about
the Belgians, the Romanians, the
some of their projects and environ- 3. The Danish, Belgian, Cypriot ,
Greek and Italian schools applied Polish students and finally the Dan-
mental challenges, and had a great
and got the European Quality Label ish students will write the end of
time teaching children there about
our work with the ―Go green, go so now we will apply for the eTwin- the story. Thus our story will
clean, act now‖ project. ning European Competition. ―travel‖ throughout Europe and our
heroes will solve the environmental
problems we are facing in our coun-
During the project meetings we dis-
tries. The Cypriot coordinator, Mr
cussed about the following subjects:
Panikkos Xiourouppas, will try to
1. We decided to make a teacher‘s find sponsors to print books, other-
book, describing our teaching ses- wise the story will come out in CDs
sions during our meetings in the
as well as online.
partner schools. The book will con-
tain the teaching plan we used in-
cluding aims and methods , list of
materials, ―how to do‖ and back- 4. The next meeting will be in Portu-
ground knowledge for the teachers. gal from 11.2 to 16.2. 2012 and the
final one in Poland from 16.4.-20.4.
by Jytte Gill
2012.
9. Issue 4 Page 9
BELGIUM Sint Jan Berchmansschool, Viversel
Actions that will last We have the possiblilty to sign 2. We try to be careful
our own ―CLIMATE not to waste energy.
throughout 2011 –
AGREEMENT‖, offered by the a. September: the last one
2012 organisation 11.11.11. switches off the light before
leaving the room !
The actions we will do:
b. October: switch off all the
We have to reduce the 1. Again a car less on
electric machines completely (not
emission of CO2 the street ! stand-by)!
because … If we can, we will walk or take the c. December: don‘t lay
bike instead of using the car. Our anything on the radiator !
children will receive a plate to
d. January: wash your hands
Millions of people in the South are attach on the handle-bar of their
with cold water !
struck by climate changes: bicycle, with the words ―AGAIN
e. February: every day ―Thick
extreme heavy rains, extreme A CAR LESS‖.
Sweaters Day‖ !
heath and dryness, poor harvest,
floods, … f. March: is the heating on?
Close all the windows and doors !
The South cannot be pay the bill
for what the North has done to g. May: order in the
the climate. refrigerator !
h. June: the sun is shining,
Therefore we have to act NOW
make profit of it, go outside !
and TOGETHER.
We want to do actions to increase
pressure for an international
climate agreement.
3. I drink tap
water !
By stimulating the drinking
of tap water, we try to
reduce the transportation of All our students received a bottle
water which includes less (sponsored by the company of tap
trains, trucks, refrigerators water) which they bring to school
… which means less CO2 in every day, filled with tap water.
the air‘.
We also try to avoid litter
by reducing the amount of
plastic bottles.
Our school has the ambition
to become a ‗tap water only‘-
area as soon as possible. our
10. Page 10 GO GREEN, GO CLEAN, ACT NOW!
Info about the visit of our comeniuspartners.
Tuesday 25 October 2011: and a welcome-word in their native
partner-evening. language. They also give a present.
The comeniuspartners had the · the primary class sings: ―Up
opportunity to make a presentation above the clouds‖. The children of class 1 – 2
of their country, their school and – 3 visited BOF-LAND
· everybody sings the
the content of their projectsong ―Go green go clean – (September 2011).
projectworking to the Belgian act now!‖ The people of the BOFS, aliens,
partners.
have noticed fom outer space that
Tuesday 25 October 2011: there is a black, dark veil
teaching sessions Month October 2011: surrounding the planet Earth.
preparation of the visit of
The Earth obviously needs help !
our partners. What a pollution ! What a waste
Monday 24 October 2011:
Each class worked about one of energy !
Welcome of the
comeniuspartner. The BOFS contact Ran, the
comeniuspartners in "De
Vierseleer". · traveller, if they can use his house
as a base on Earth.
6 class:
Denmark This base is named BOF-LAND.
From here, Ran and The Bofs tell
· 5
our children how they can help
class: Italy
mother Earth in a ―green way‖.
· 4
· simplified environmental
class: Greece
education
· 3
· songs
class:
Portugal
· 2
class: Cyprus
· 1 class:
Romania and
Poland
Daan Bormans presents the show · Kindergarten: Belgium
as mister Belgium.
· research on the internet,
Content of the show: research on the endproducts 2011
· 2 class sings: ―It‘s great to of our comeniuspartners (CD‘s/
be a Belgian‖. DVD‘s), making of presentations,
powerpoints, handicraft …
· 5 class: rapsong ―1 2 3 4
garbage‖. · preparation of the welcome-
moment.
· the children of the
kindergarten welcome the
comeniuspartners with their by Rita Maes &
national hymn, their national flag
Koen Beerten
11. Issue 4 Page 11
CYPRUS A΄Δημοτικό Στολείο Αραδίπποσ
COMENIUS PROJECT 2010-2012
CYPRUS: A’ ARARIPPOU PRIMARY SCHOOL
Our school continues for the sec- place in this
ond year the Comenius program committee. The
and many activities took place dur- committee
ing the last 3 months: holds meetings
frequently, de-
1. The eco committee. cides serious
Every class appointed their 2 rep- problems that
resentatives and so one committee the school
was formed that manages the envi- faces and takes
ronmental issues of the school. the appropriate
Parents and teachers also take measures.
2. Litter Less project
Our school has been for many years pared and every class decided to minish foil and other kind of wraps.
member of the European program accomplish at least one activity. The We are very excited because chil-
―Eco schools‖. This year the project eco committee decided to make a dren responded with happiness to
we deal with is called ―Litter Less‖ competition between students. Stu- this initiative.
and has the aim to find ways to di- dents are motivated to bring their
minish litter in school but at homes food in plastic boxes and their water
too. A short Action plan was pre- in stainless steel bottles, so to di-
12. Page 12 GO GREEN, GO CLEAN, ACT NOW!
3. Recycle bins
Paper recycled bins were put effort for
into every classroom. A na- students to
tional bank sponsored carton separate
bins to all schools of Cyprus their litter
so students can recycle pa- properly.
per. The paper is collected
and then is carried to the
big recycled bins that there
are outside of the school.
Recycled bins for PMD and
paper were also put in the
yard but still we need more
13. Issue 4 Page 13
4. Our Green Word Book
Students made several draw-
ings for the illustration of the
common environmental glossary.
Our school had to draw pic-
tures for the words Dam, De-
forestation, Earth, endemic
species, Flora and Fauna. The
drawings were really great!
5. Comenius Board
Two of the big permanent were put on the one board and
boards in the hall of our school we still have your wishes from
were decorated only with your last year visit to Cyprus in
Comenius material. Photos from the flowers on the other board.
the trip to Belgium and Italy Soon we‘ll install a cabinet were
all Comenius products will be
exposed.
This story can fit 75-125 words. newsletter. There are also several
tools you can use to draw shapes and
Selecting pictures or graphics is an
symbols.
important part of adding content to
your newsletter. Once you have chosen an image,
place it close to the article. Be sure
Think about your article and ask
to place the caption of the image
yourself if the picture supports or
near the image.
enhances the message you’re trying
to convey. Avoid selecting images
that appear to be out of context. Caption describing picture or
graphic.
Microsoft Publisher includes thou- by Panikkos
sands of clip art images from which Xiourouppas
you can choose and import into your
14. Page 14 GO GREEN, GO CLEAN, ACT NOW!
GREECE 8 Δημοτικό Στολείο Νέας Σμύρμης
May — June 2011
During the last two months of the previous
school year, 2010—2011, we carried out some
more activities. We participated in the Comenius
Week 2011 and
planted some flowers
in the small school
garden.
In May and June we collected a lot of vegetables from our vegetable garden. We made fresh salads
and traditional Greek dishes with our tomatoes, cucumbers, courgettes and aubergines.
At the end of the school year, the students of the 1st grade acted a play, written by their teacher
Mr. Ilias Trontsios, about the endangered species and in June we participated in the Schools‘ Eco
festival in our Educational District.
15. Issue 4 Page 15
New year activities
Two of last year‘s activities are
still in action this year. The eco
patrol and the school garden.
The sixth graders are responsi-
ble of advising the younger stu-
dents to keep the school prem-
ises clean as well as to plant
vegetables in the school garden.
So, this year they planted some
lettuce, broccoli and cauli-
flowers.
The fifth and sixth graders
translated the words of the
eco dictionary and they
also illustrated words be-
ginning with J, K and L.
The 5th and 6th grades had a Finally, we presented to our
visit to an environmental students the meetings in Bel-
centre and learned a lot about gium and Italy and we are
solar and wind energy. now making the Christmas
We applied for the National cards we are going to send
eTwinning competion. to the partner schools.
This year we are going to work
on the sea, energy and air
pollution. We have merged our
Comenius –etwinning project by Stavroula
with the Eco projects of our Makaronopoulou
Educational District.
16. Page 16 GO GREEN, GO CLEAN, ACT NOW!
Italy Scuola secondaria di primo grado "G. Borsi", Livorno
Project visits to Belgium and Italy 23-26 October 2011
Two new project visits for our “Go Green, Go Clean” people. We, the Italian delegation, enjoyed them so
much and will keep very nice memories in our hearts. In Viversel, Flemish Belgium, we had the pleasure
to show our students’ work on Tuscan’s Islands. By a Power Point presentation we took our pictures and
information on typical plants and animals living there. The Belgian students talked to us and let us know
all they know about Italy and its landmarks, including pasta, pizza and tiramisù! The meeting with teach-
ers, students and community was really enjoyable.
17. Issue 4 Page 17
From Belgium to Italy
It was also nice to take all to- trip around
gether the same flight from Maas- Europe. In case
tricht to Pisa. We, 22 teachers and you can’t go
headteachers jumped on the plane around visiting
for another three-day adventure Europe, we’ll
down to Italy. As we did in Bel- bring it to your
gium, we planted a new tree home!
(evergreen oak) in our school-
yard, had lesson sections during
school time and open our school
to families and children for the
purpose of learning each oth- Caption describing picture or
ers. One classroom for each of graphic.
the seven hosted Countries, a real
Downtown we all visited the lo-
cal Natural History Museum and
the Aquarium. In the vicinity of
Livorno we also experienced a
nice walk along a protected natu-
ral area with pine trees, dunes and
sandy beaches.
by Patrizia Salutij
visits - and an ecological
Of course all our students in storybook to develop all to-
the eight Countries involved in gether, among the partner
the ―Green‖ project will be Countries. Ambitious pro-
keeping exchanging letters, ject!
postcards and e-mail contacts
to keep in touch.
Next work for the following
months is a collection of sci-
ence lessons - most of them
were already held during our
18. Page 18 GO GREEN, GO CLEAN, ACT NOW!
Portugal Agrupamento Vertical de Escolas Diogo Cão,
Vila Real
Hi everybody!
Here we are again for another Comenius year!
This is what we have been doing since the school year started in September:
- Teachers‘ meetings in order to organize 2011/2012 activities;
- School website and Comenius corner updating;
- We joined the school‘s English Club and organized a Halloween Parade - ―The most ecological
fancy dress‖. All the costumes were made out of recycled materials and old clothes;
- We accepted a mobile phones company challenge to launch dozens of biodegradable balloons
with environmental messages. We participated with 500 students.
- We finished the environment wordlist and the drawings for the common wordbook;
- We started the ―free garden plots‖ project. We selected the spots, gave them to the inter-
ested classes, wrote letters and e-mails to local institutions to ask for gardening tips, plants
Launching biodegradable balloons with ecological messages
19. Issue 4 Page 19
«Free» Garden Plots (some classes from our school are going to look after
one plot)
Halloween Parade
«The most ecologi-
cal fancy dress»
20. Page 20 GO GREEN, GO CLEAN, ACT NOW!
Trip to Smodzinsky Las, Poland
By Joao Pena Gil
21. Issue 4 Page 21
Romania Scoala cu clasele I-VIII Rediu, Iasi
At the end of the school-year cor (in front of our school).
2010-2011 and of our first With this occasion, our head-
Comenius year, students from master realised a disemination
nd
2 grade from Horlesti-Rediu of the first year within our
school did participated in a per- Comenius part-
formance in front of the other nership to our
students and parents with a students, their
theatre piece about animals and parents and
human behaviours. They real- other represen-
ised costumes recycled materi- tatives of the
als and we choose a natural dé- local community.
The work for the multilingual For a national project called competion of posters for this
eco-energy dictionary started ―Let‘s do it, Romania!‖ held this event.
with a selection of the English th
year on 24 of September, stu-
words and continued with dents from primary level from
translations of them into each
Horlesti school cleaned a part
partner language. Also, for
of the main street of the vil-
some of them, each school pro-
lage colecting 15 bags with gar-
vided a sentence in English and
a symbolic picture made by stu- badge and students from lower-
dents. secondary level took part in a
22. Page 22 GO GREEN, GO CLEAN, ACT NOW!
To prepare for the lessons held in the 4th project meeting, students from Rediu school realised a
3D eco-tree with colours of autumn. Mihai was their teacher and they enjoyed doing fun with recy-
cled papers and colours.
23. Issue 4 Page 23
At the beginning of the second
school-year of our partnership
(2011-2012), in our institution
it was necessairy to renew the
team of teachers because many
of them changed their school.
Before that, the coordinator
made a dissemination at the
staff council (6th of October),
than at the meeting between
parents, school administration
and the major of Rediu com-
mune on 9th of October 2011.
With the help of our students,
we realised a mini-shop of re-
used toys and books collected
from them, hand-made art-
crafts and other objects. With
money received from their sell-
ing we want to help some stu-
dents from disadvantaged
families from both villages:
Rediu and Horlesti. This action
will continue till the Easter
holiday 2012.
24. Page 24 GO GREEN, GO CLEAN, ACT NOW!
Because each year we celebrate
the 18th of September - World
Water Monitoring Day - this
autumn students from 3rd
grade, than from 1st grade from
Horlesti school did learn and
made a test of quality of the
water from Cacaina river lo-
cated nearby our school (in Za-
horna, the historical center of
the Horlesti village).
The most important dissemina-
Lozba-Stirbuleac was invited to seminar of the National Agency
tion of our project in Romania
share information about this about how of rural schools
was done during the national
project as a good example for could be involved in European
conference ―Verde, Voluntariat,
other teachers, stakeholders, projects.
Valorizare‖ (‗Green, Volunteer-
students and other partici-
ing, Valorisation‘) organised by
pants. Also, results and infor-
our National Agency
mations about this project,
(A.N.P.C.D.E.F.P.) in Bucharest
we‘ll diseminate on 9th of De-
(‗The Ark‘ center) on 18th of
cember 2011 within a national
November 2011. Mr. Daniel
by Daniel Lozba
25. Issue 4 Page 25
Poland Szkola Podstawowa Nr 20 im. Ks. Prymasa Stefana
Kardynala Wyszynskiego, Bydgoszcz
Portuguese friends joined us city), Ustka (one of the most
A visit to Slovinsky and we had wonderful moments popular seaside resorts) and
National Park there. The students made Kluki (a local skansen). Our stu-
friends and shared experi- dents really enjoyed their com-
ences. They became aware of
Our students of the fifth man‘s influence on the environ-
grade were able to learn a lot ment and became familiar with
about the nature, they saw rare rules which must be abidden by
examples of plants and some in the national park. We also
animals living in this area. Our visited Gdansk (the historical
An art competition ―The forest and its inhabitants‖ and Eco-bookmarks
The kids were asked to make a bookmarks were distributed
piece of art (painting, 3D work among the students of Belgian
or drawing, computer work). and Italian schools during our
Then we had a display at school. visit in October.
Our students of 1-3 grades
made bookmarks presenting
wild animals living and pro-
tected in Poland. All those
26. Page 26 GO GREEN, GO CLEAN, ACT NOW!
Our song
We recorded our version of the By jak najdłużej cieszyć się nią. Go go green baby
project song ―Go, go Green!‖ You’d better act now!
This is the Polish – English lyr- Go go clean boys!
Jedź więc rowerem, nie
ics which tell us it is high time samochodem, Go go clean girls!
we started taking care about Segreguj śmieci, licz każdy Watt, Yoy’d better better, better act
the environment, saving water Gdy myjesz zęby, zakręcaj wodę
now!
and electricity etc…
By zazielenił się cały świat!
Matka Ziemia potrzebuje pomocy
Już czas najwyższy by ratować ją
Ref: Go go green boys!
Dbać o przyrodę i w dzień i w nocy
Go go green girls!
Clean –up the world.
It is a national action always
held in September. Kids are
equipped with garbage bags and
rubber gloves and we go to col-
lect garbage from our streets,
parks and forests near the
school.
Collecting, segregating, recycling
We‘re collecting empty milk
cartons, old CDs and batteries.
We also collect plastic bottles
caps. Last time we won the
plastic bottles smashing ma-
chine .
27. Issue 4 Page 27
My eco-friend mascot and Comenius board
It was a competition – the stu- We organized a big board with
dents were supposed to make a basic information about the
green mascot – their eco- project. We also bought 2 gall
friend. This is the winner: boxes in which we keep all the
souvenirs gathered during the
project meetings
Endangered animals
Students made posters pre-
senting wild animals in Poland
which are protected
Water is important
Students made posters about
saving water
Decorations
We made decorations out of
reused materials and garbage.
28. Page 28 GO GREEN, GO CLEAN, ACT NOW!
We prepared our part of our Green Words Book
Things we‘re actually working on:
Calendars for the bly and then they are going to
year 2012 presenting Tell about their experiences and ad-
trees in different ventures
seasons We‘re making more bookmarks with
Ecological mini drama animals (we‘ll take them to Portugal)
play
Class competition: a
commercial of some-
thing eco
A competition: make a
Christmas bauble out
of garbage
Eco Christmas cards
which will be sent to
our partners
5 and 6 year classes
are working on poster
projects on all coun-
tries involved in our
project
Students who had
already taken part in
project meetings are
working on presenta-
tions. We are going to
have a school assem-
by Ewa Nawrocka
29. Issue 4 Page 29
NEXT PROJECT MEETING
Agrupamento Vertical de Escolas
Diogo Cão, Vila Real,
PORTUGAL
12—16/2/2012