Jornada Etwinning
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This document outlines an international project called P.I.C.A.R.O. which focuses on combating poverty and social exclusion in Europe. It discusses communicating with partnering schools and teachers from other countries through eTwinning and working together on the project through a diary, wiki, blog, and shared files. The key goals of the P.I.C.A.R.O. project are participation, integration, commitment, active citizenship, responsibility sharing, and equal opportunities.
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This document outlines an eTwinning project between schools in Portugal, Greece, Turkey, and Spain that aims to raise awareness about food waste, particularly "ugly" or misshapen produce. The project will involve students discussing invisible and food waste, researching ugly/wonky fruits and vegetables in their countries, designing joint campaigns to promote imperfect foods, and participating in the European Week for Waste Reduction. Students will develop skills in critical thinking, collaboration, sustainability, and digital literacy while advocating for more environmentally responsible choices. The project is part of a larger eTwinning initiative on climate change running from 2019-2021.
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The document discusses the educational value of literature, specifically fairy tales, for children's development. It describes how fairy tales can support children's cognitive, metacognitive, intrapersonal, and interpersonal development. It also discusses how information and communication technologies can enhance the educational potential of fairy tales by allowing children to access them through ebooks, audio, blogs, and podcasts. The document further outlines a teacher training program that utilizes blended and networked learning to help teachers implement fairy tale projects in their classrooms to promote intercultural dialogue and social inclusion.
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The document discusses the P.IN.O.K.I.O project, which aims to promote intercultural skills and social inclusion through children's literature. It announces a new partner, Mosaic Art and Sound from the UK, and an associate partner from Palermo, Italy. It provides an update on the project's activities, including presentations at conferences in Barcelona and Florence. It also discusses a focus on learning and training in Madeira towards developing intercultural skills, using a literature-based approach to increase understanding between different backgrounds.
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1) IB learners from different international schools collaborated on a video about cultural diversity and global understanding leading to peace as part of a Global Collaboration Day event.
2) The students explored concepts of interculturalism, diversity, understanding, and peace through a transdisciplinary theme of sharing the planet.
3) By embodying attributes of the PYP learner profile, 21st century global citizens can start small collaborative actions to promote peace in an interconnected world that values both cultural identity and global diversity.
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Workshop of PBL practices in language subject areas : English, Modern Greek, Ancient Greek
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2) There are still many barriers to working internationally and interdisciplinarily on commons issues, but cases from Japan show the viability, richness, and empowering potential of commons approaches.
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Louaize bc conference summary w
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding at Notre Dame University in Lebanon. Over 200 participants from 37 countries discussed how higher education can promote dialogue across cultural and religious differences. Key topics included recognizing contributions from all civilizations, showing openness and respect for different perspectives, and empowering marginalized groups. Next steps include making conference materials available online and continuing IAU's work on intercultural dialogue and internationalization in higher education.
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This document summarizes news from the Faro Convention Network including:
- An article exploring gentrification and the right to the city in relation to heritage settings in Cordoba.
- A magazine publishing case studies on cultural heritage management models, including PAX's work on patios.
- Italy's ratification of the Faro Convention supporting participatory approaches to heritage.
- Conferences on youth participation in heritage and an observatory tracking sustainable development goals.
- Online discussions during COVID-19 on topics like tourism and community regeneration relating to Faro principles.
- Upcoming opportunities in 2021 like the European Year of Rail to showcase industrial and social heritage.
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The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding through higher education, held in Lebanon. It discusses the importance of universities promoting inter-cultural dialogue to overcome conflicts, and highlights some of the practical approaches discussed, such as empowering marginalized groups, respecting different perspectives, and recognizing all civilizations. The summary concludes by outlining next steps, including making conference materials available online and continuing this focus in IAU's work on internationalization and its 2010 conference on ethics and values in global higher education.
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The document discusses integration and provides examples of ways to help integrate immigrants into a new culture through sharing customs, knowledge, and language. It lists the names of several programs and organizations aimed at aiding integration and welcoming immigrants, and gives brief descriptions of media like books and movies that showcase characters integrating into new societies.
C pintegration 6
El documento describe varios programas de integración en la escuela Pau Vila, incluyendo un aula abierta donde los maestros ayudan a los estudiantes que necesitan ayuda con sus estudios y un aula de acogida donde los maestros ayudan a los nuevos estudiantes que no entienden el idioma. También describe cursos de idiomas extranjeros y cursos extrascolares para nuevas amistades y para prepararse mejor para la escuela secundaria.
Cp integration 5
This document discusses inclusion and discrimination. It defines inclusion as trying to integrate marginalized individuals into society. Discrimination is defined as prejudicial treatment of an individual based on group membership, such as excluding some groups from opportunities available to others. The document then provides examples of inclusion programs at two schools, such as associations for those with disabilities and guidance for young people. It also briefly mentions the Lagoon of Venice.
C pintegration4
El documento describe los esfuerzos de dos escuelas, Casteller y Pau Vila, para integrar a estudiantes de diversas nacionalidades. Casteller ofrece cursos de ayuda para que los estudiantes no se sientan excluidos, mientras que Pau Vila tiene un aula de acogida y otras opciones para estudiantes recién llegados. El documento concluye que la integración es importante para unir diferentes etnias al significar ser iguales a pesar de las diferencias y compartir lo que cada uno tiene para ofrecer.
Joining efforts input
The document discusses key concepts around poverty, social exclusion, and children's rights. It describes poverty as a lack of resources and social exclusion as a lack of integration due to factors like social class, religion, origins, disability, sexuality, culture or language. It emphasizes that the Convention on the Rights of the Child states that all children have equal rights. It then provides examples of programs at a school, including an open classroom, welcoming classroom, student guides, sports plan, and student support, that aim to promote inclusion and a healthy lifestyle for all students regardless of their background.
Cp integración 2
El documento habla sobre la integración y exclusión en diferentes contextos educativos. Describe cómo las escuelas INS Pau Vila en Sabadell y C. Casteller en Paese tienen programas y clases diseñadas para ayudar a los estudiantes marginados o con necesidades especiales a integrarse en la escuela y aprender el idioma local. También menciona una asociación en Paese llamada Non Voglio La Luna que promueve la integración social y cultural de las personas con discapacidad en la región. Finalmente, define la exclusión como la falta de participación
Cp integration 1
Este documento describe tres actividades en una escuela en Sabadell, España. La primera es un aula de acogida donde se enseña a personas extranjeras a hablar y escribir en catalán. La segunda es un programa de deportes donde los estudiantes practican fútbol, baloncesto y voleibol. La tercera es un aula para estudiantes extranjeros donde un profesor les enseña italiano.
Venice photos 10
The document appears to be notes from an Italian trip, mentioning landmarks seen like Il Duomo and La Pescheria in various cities. It discusses activities like rowing boats and enjoying local foods. Different sights are referenced, such as "La Madonna delle Tette" and the Arena with gladiators. Students had trouble reaching a statue of a figure's nose. The notes have an overall lighthearted and casual tone in discussing experiences in Italy.
Housing
People who live in slums make up a third of the world's urban population, and 100 million street children globally are at risk of drug abuse linked to poverty. Many children live in institutions, even if they have parents, because poverty forced them into orphanages. Orphanages can harm child development by separating them from their families.
Housing
Many people around the world live in slums, including over 100 million street children who are at high risk of drug abuse due to poverty. While some children in orphanages have parents but entered due to poverty, orphanages can harm child development by separating them from their families. A video shows the conditions in slums.
Venice photos 2011
The document discusses a trip to Italy, including visits to landmarks like Il Duomo and La Pescheria in Treviso. It mentions boys joking about dropping their dossier, the most important monument being "La Madonna delle Tette", and girls taking photos with actors dressed as Romans. The Italian teacher told students that touching the nose of a statue called the Moro brought good luck, though it was high and some students had to jump to reach it.
Poverty
Poverty can be defined as lacking three key things: not having a stable job, no access to credit which makes financing difficult, and living in marginal or inadequate housing environments with subpar conditions.
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- 8. WORKING ON P.I.C.A.R.O. – project diary 1
- 9. WORKING ON P.I.C.A.R.O. – project diary 2 P.I.C.A.R.O.: key words in the European year for combating poverty and social exclusion: Participation in the fight, Integration of each individual, Commitment by all actors, Active citizenship, Responsibilities sharing, equal Opportunities for everybody.
- 10. WORKING ON P.I.C.A.R.O. – wiki
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- 12. WORKING ON MULTI- LATERAL : file archives and folders