In 3 sentences:
Dimitar shares his first impressions after 1 month in Mozambique, describing the challenges of travel getting there but also finding the people very friendly. He discusses adjusting to life in Machava, including transportation, shopping at local markets, housing conditions and nutrition. A highlight was attending graduation ceremonies at EPF Maputo and Colegio Politecnico Maputo, which had incredible atmospheres of community.
The paragraph summarizes the writer's favorite TV program, The News on VTV1. The writer enjoys watching it with their family every evening for three key reasons: 1) It allows their family to get together daily to discuss world events. 2) It helps widen the writer's knowledge across different topics. 3) Watching it relaxes the writer after a hard day of work. In summary, the writer believes The News is a valuable program that people should watch each evening.
John had worked at a company for two years and felt undervalued compared to a coworker who had been promoted after only six months. The manager tasked John with asking a nearby market if they had oranges to provide for employee lunches. However, John failed to get key details like price and availability. When the manager sent Rob for the same task, Rob returned with a full report on available fruits, prices, and potential discounts. The manager used this as an example to show John the importance of fully completing tasks with attention to detail.
John had worked at a company for two years and felt undervalued compared to a coworker who had been promoted after only six months. The manager tasked John with asking a nearby market if they had oranges to provide for employee lunches. However, John failed to get key details like price and availability. When the manager sent Rob for the same task, Rob returned with a full report on available fruits, prices, and potential discounts. The manager used this as an example to show John the importance of fully completing tasks with attention to detail.
The document contains multiple reading comprehension questions based on various passages of text. Question 1 asks about the information provided on a dietary supplement label, while questions 2-3 are about details that can be found in an invitation text. Questions 4-5 are based on an advertisement. Questions 6-7 refer to information preloaded on a phone and how to purchase the item. The remaining questions are multiple choice reading comprehension questions based on additional passages of text on various topics.
The document summarizes the author's first month traveling in India. Some key details include:
- They arrived in New Delhi on November 23rd after a long flight from London and were greeted by staff from their host organization.
- They spent their first 4 nights in Haryana waiting for another staff member to arrive while getting acquainted with the local culture and transportation like auto rickshaws.
- The author and another traveler took a train to Bhubaneswar, dealing with some attempts to scam them for tickets, and experienced crowded conditions during the overnight journey.
- They were happy to arrive at their destination in Orissa and begin their work with the local non-profit organization,
Humana People to People is an international development organization working in 42 countries across multiple sectors to address issues like poverty, lack of access to education, healthcare and clean water. The organization was founded in Denmark in 1977 and has grown to include 34 member associations implementing over 320 projects that benefit more than 5.6 million people worldwide. Their work includes teacher training, schools, vocational programs, healthcare initiatives and more with the goal of empowering communities and improving lives.
DRH Norway offers 14-month programs to gain experience in international cooperation and development. The program has three periods: 1) a 6-month intensive training in Norway, 2) a 6-month internship as a Development Instructor at one of Humana People to People's projects in Africa or India, and 3) a 2-month conclusion period in Norway. The training in Norway includes courses on global issues, practical skills, and fundraising. Participants then work directly with communities through Humana projects focused on education, health, and child development. The goal is to equip participants to promote positive change around the world.
Edgars is working in Haldwani, India as part of the May 2010 team. He has started giving English and computer classes to students at the Teacher's College, most of whom are older than him. The students are eager to learn. Edgars has also been assisting with investigations in local slums and villages to better understand the challenges facing communities. He finds joy in providing new knowledge to students and designing educational materials. Visits to slums have shown him the stark differences between what white people can throw away compared to the lack of food some children face. Overall, Edgars feels happy to be reaching the communities through his work at TCGD Haldwani.
The paragraph summarizes the writer's favorite TV program, The News on VTV1. The writer enjoys watching it with their family every evening for three key reasons: 1) It allows their family to get together daily to discuss world events. 2) It helps widen the writer's knowledge across different topics. 3) Watching it relaxes the writer after a hard day of work. In summary, the writer believes The News is a valuable program that people should watch each evening.
John had worked at a company for two years and felt undervalued compared to a coworker who had been promoted after only six months. The manager tasked John with asking a nearby market if they had oranges to provide for employee lunches. However, John failed to get key details like price and availability. When the manager sent Rob for the same task, Rob returned with a full report on available fruits, prices, and potential discounts. The manager used this as an example to show John the importance of fully completing tasks with attention to detail.
John had worked at a company for two years and felt undervalued compared to a coworker who had been promoted after only six months. The manager tasked John with asking a nearby market if they had oranges to provide for employee lunches. However, John failed to get key details like price and availability. When the manager sent Rob for the same task, Rob returned with a full report on available fruits, prices, and potential discounts. The manager used this as an example to show John the importance of fully completing tasks with attention to detail.
The document contains multiple reading comprehension questions based on various passages of text. Question 1 asks about the information provided on a dietary supplement label, while questions 2-3 are about details that can be found in an invitation text. Questions 4-5 are based on an advertisement. Questions 6-7 refer to information preloaded on a phone and how to purchase the item. The remaining questions are multiple choice reading comprehension questions based on additional passages of text on various topics.
The document summarizes the author's first month traveling in India. Some key details include:
- They arrived in New Delhi on November 23rd after a long flight from London and were greeted by staff from their host organization.
- They spent their first 4 nights in Haryana waiting for another staff member to arrive while getting acquainted with the local culture and transportation like auto rickshaws.
- The author and another traveler took a train to Bhubaneswar, dealing with some attempts to scam them for tickets, and experienced crowded conditions during the overnight journey.
- They were happy to arrive at their destination in Orissa and begin their work with the local non-profit organization,
Humana People to People is an international development organization working in 42 countries across multiple sectors to address issues like poverty, lack of access to education, healthcare and clean water. The organization was founded in Denmark in 1977 and has grown to include 34 member associations implementing over 320 projects that benefit more than 5.6 million people worldwide. Their work includes teacher training, schools, vocational programs, healthcare initiatives and more with the goal of empowering communities and improving lives.
DRH Norway offers 14-month programs to gain experience in international cooperation and development. The program has three periods: 1) a 6-month intensive training in Norway, 2) a 6-month internship as a Development Instructor at one of Humana People to People's projects in Africa or India, and 3) a 2-month conclusion period in Norway. The training in Norway includes courses on global issues, practical skills, and fundraising. Participants then work directly with communities through Humana projects focused on education, health, and child development. The goal is to equip participants to promote positive change around the world.
Edgars is working in Haldwani, India as part of the May 2010 team. He has started giving English and computer classes to students at the Teacher's College, most of whom are older than him. The students are eager to learn. Edgars has also been assisting with investigations in local slums and villages to better understand the challenges facing communities. He finds joy in providing new knowledge to students and designing educational materials. Visits to slums have shown him the stark differences between what white people can throw away compared to the lack of food some children face. Overall, Edgars feels happy to be reaching the communities through his work at TCGD Haldwani.
Company description:
DRH Development Instructor Program in Norway
Den Reisende Hogskole is a network of private schools that specialize in the training of Development Instructors (DIs) that will participate in development projects, taking place in various third world countries.
The school in Norway is located 30 Km north of Lillehammer and its purpose is to recruit and train volunteers for projects in Mozambique, Zambia and India.
Job description:
Briefly, this is the structure of the program offered by DRH Norway:
Duration / Location
3 months pre-course – Sweden / Norway (optional)
6 months study period – Norway
6 months project period – India / Africa (Mozambique or Zambia)
2 months camp future – you will have the opportunity to choose from a number of DRH Schools located in Europe
Application requirements:
- there are no specific academic requirements
- English language – conversational level
- strong motivation, power of will and flexibility. If you lack in any of them, here you will develop this qualities
- the enrollment fee is 3000 NOK (approximately 380 Euros)
- teams start every 3 months. Next team starts in February - deadline 1st of August
We offer:
Throughout the whole 17 months the DIs are provided food and accommodation; medical insurance for the project period (Africa / India) is covered, as well as all transportation related to the project.
Erika provides a summary of her first month working in Samfya, Zambia as part of a development initiative. Some of the key activities she has undertaken include getting to know the local area, visiting various ministries, holding meetings with support groups and village leaders, establishing a preschool, and promoting initiatives around health, hygiene, food storage and preservation, and environmental conservation. She provides suggestions for future development interns, such as learning some local languages like Bemba to better communicate directly with communities.
Oli provides a summary of their first month as a development intern in Bilibiza, Mozambique. They describe the long multi-day journey from Maputo to Bilibiza, which included many bus rides and dealing with corrupt police officers. Upon arriving in Bilibiza, Oli discusses living without running water or electricity and their work building latrines for a pre-school and planting crops. They conclude by offering advice for others interested in coming to Mozambique as a development intern.
The document outlines the process students go through after returning to school in Norway from a trip to Africa or India. It details a general period to reconnect with classmates and teachers and share their experiences through a final report and school-wide presentation. It then discusses focusing on a specific project in the next period, which could involve working with humanitarian organizations in Norway or other European countries.
This document outlines a lesson plan for an English class for 5th grade students. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions about the presence or absence of places, and describe their own city. The lesson includes warm-up activities reviewing vocabulary and places. Students then complete reading comprehension and grammar exercises individually and as a group. The lesson aims to assess students' understanding of describing cities.
The document contains 6 sets of questions and answers related to reading comprehension passages. Set 1 is about two students, Mable and Penny, meeting in the school canteen and making plans to go to the bookshop. Set 2 provides information about a writer's neighbor. Set 3 is about planning for Teacher's Day. Set 4 is about a man who notices his neighbor's abandoned car. Set 5 discusses water conservation. Set 6 is about a survey of hobbies for students in a school. The document provides the questions from reading passages on various topics and the corresponding answers.
The document discusses a regional and urban policy album created by the European Commission. It introduces the partners who created the album and states that the album illustrates the aim of regional and urban policy through six stories inspired by real projects that improve citizens' quality of life. The stories directly or indirectly benefit all Europeans. The album was commissioned by the Directorate-General for Regional and Urban Policy to strengthen economic, social and territorial cohesion in the EU.
Partners: a comic book published by European Commission - Regional PolicyParma Couture
The Directorate-General for Regional and Urban Policy has just published a brand new comic book called "Partners" which aims at presenting Regional and Urban Policy through six stories designed to appeal to a young audience.
The themes covered in this album are:
- Research & Innovation,
- Urban Development,
- Environment,
- Support to SMEs,
- Social Inclusion,
- ICT,
- Cooperation between regions,
- Transport,
- Solidarity between regions in case of natural disasters, etc.
These slices of life and stories of men and women were inspired by real EU-funded projects that illustrate the European Union’s contribution to reducing differences in standards of living and supporting the regions in their development.
This comic is available in FR, EN and NL and can be ordered via EU Bookshop.
More information: http://ec.europa.eu/regional_policy/newsroom/detail.cfm?id=1423&LAN=EN&lang=en
Here are the phrases to fill in the blanks:
May I have your name please?
Hold on a moment.
I'll check and get back to you.
Thank you for calling.
Ticket seller : Ticket section, good morning.
Caller : Hello. I’d like to make a reservation for tonight, please.
Ticket seller : What time, Sir?
Caller : The seven o'clock show, please.
Ticket seller : Sorry, Sir. We’re sold out.
Caller : What about the next show?
Ticket seller : We still have a few left for 9 p.m.
Caller : That’s fine. I’ll take three.
Ticket seller :
The document outlines tasks completed by students related to a service learning project. It describes 5 tasks: 1) Watching an introductory video, 2) Planning an activity to introduce the UN Sustainable Development Goals, 3) Writing essays about videos related to youth service, 4) Exchanging scrapbooks and letters with a partner school, 5) Choosing a topic for a service learning activity. For each task, the document provides details of the students' work, including the video watched, posters and logos created, essays written, scrapbooks and letters exchanged, and brainstorming a topic for their activity.
ENGLISH 3 QUARTER 4 WEEK 3 Interpreting Simple Maps of Unfamiliar Places, Sig...Jasmin9816
Pappy, a paper bag, has a mission to reduce plastic bag usage. He goes to supermarkets around the world to suggest replacing plastic bags with reusable paper bags. Pappy explains that paper bags don't pollute the environment like plastic bags. The supermarket managers agree to only provide paper bags to customers and encourage reuse and recycling. Pappy spreads his message about caring for the planet to supermarkets globally.
This document provides a summary of a new employee's first 22 days at their job. It is written as a journal with notes from each day. The employee feels overwhelmed at first but starts to get more comfortable as they learn about the company culture, which values continuous learning, creativity, and an energetic collaborative environment. They begin to enjoy the job and feel like they are becoming part of the community.
Several students shared their experiences studying abroad. Vanna struggled with homesickness and adjusting to a new academic system in Australia at first but eventually felt more confident. Mandy had a positive experience in Finland's healthcare system, gaining practical experience and improving her people skills. Karl appreciated the multicultural environment and internship opportunities in the UK. Verina was surprised by her experience in Brazil despite speaking the language well. Paul met students from across Europe in Austria and found that many improved their language skills over time, seeing studying abroad as a valuable experience to include on a CV.
This PowerPoint presentation explores the role of humor in communication and its impact on fostering connections, enhancing conversations, and improving overall communication effectiveness. It delves into various aspects of humor, including its types, the psychology behind it, and its cultural implications.
This presentation aims to provide valuable insights into the power of humor as a communication tool, offering practical tips and strategies for incorporating humor into daily interactions. Whether you’re a professional looking to enhance your communication skills or someone interested in the fascinating dynamics of humor, this presentation has something for everyone. Enjoy the journey through the world of humor!
The document contains summaries of 18 topics that could be covered on an oral English test. Some of the topics discussed include favorite pets, what someone would do if they were a billionaire, seasons in Southern Vietnam, uses of computers, favorite means of transportation, overcoming difficulties in English speaking and listening, daily routines, likes and dislikes, recent holidays, favorite sports, and hobbies. For each topic, 3-4 sentences of explanation or reasons are provided.
This document provides details about an English lesson for 5th grade students. The 45-minute lesson focuses on teaching the use of existential verbs like "there is/are" through activities using a student book and visual aids. Students will review places in their city, complete sentences using existential verbs, write sentences about places in their city, and draw and answer questions about a street scene. The lesson aims to help students understand and use existential verbs correctly when mentioning places.
Al mahassen secondary school (a school magazine)Saida Jandoubi
This document is the 2013-2014 edition of the magazine "The Star" published by Al Mahassen Secondary School. It features writings, poems, drawings and other works by 16 students. The editor is Miss Rim Letaief. The magazine aims to showcase the students' talents and serve as a springboard for their careers. It contains various student works covering topics like love, family, nature, social issues and more. The magazine is intended to spread love and warmth to readers.
The document contains a reading comprehension test with multiple choice questions about various short passages of text. The passages are about topics like attending a museum tour, planning a school fair, inviting someone to a meeting, and caring for water lilies and jasmine plants. The questions test understanding of details, vocabulary, and inferences that can be made from the passages.
Company description:
DRH Development Instructor Program in Norway
Den Reisende Hogskole is a network of private schools that specialize in the training of Development Instructors (DIs) that will participate in development projects, taking place in various third world countries.
The school in Norway is located 30 Km north of Lillehammer and its purpose is to recruit and train volunteers for projects in Mozambique, Zambia and India.
Job description:
Briefly, this is the structure of the program offered by DRH Norway:
Duration / Location
3 months pre-course – Sweden / Norway (optional)
6 months study period – Norway
6 months project period – India / Africa (Mozambique or Zambia)
2 months camp future – you will have the opportunity to choose from a number of DRH Schools located in Europe
Application requirements:
- there are no specific academic requirements
- English language – conversational level
- strong motivation, power of will and flexibility. If you lack in any of them, here you will develop this qualities
- the enrollment fee is 3000 NOK (approximately 380 Euros)
- teams start every 3 months. Next team starts in February - deadline 1st of August
We offer:
Throughout the whole 17 months the DIs are provided food and accommodation; medical insurance for the project period (Africa / India) is covered, as well as all transportation related to the project.
Erika provides a summary of her first month working in Samfya, Zambia as part of a development initiative. Some of the key activities she has undertaken include getting to know the local area, visiting various ministries, holding meetings with support groups and village leaders, establishing a preschool, and promoting initiatives around health, hygiene, food storage and preservation, and environmental conservation. She provides suggestions for future development interns, such as learning some local languages like Bemba to better communicate directly with communities.
Oli provides a summary of their first month as a development intern in Bilibiza, Mozambique. They describe the long multi-day journey from Maputo to Bilibiza, which included many bus rides and dealing with corrupt police officers. Upon arriving in Bilibiza, Oli discusses living without running water or electricity and their work building latrines for a pre-school and planting crops. They conclude by offering advice for others interested in coming to Mozambique as a development intern.
The document outlines the process students go through after returning to school in Norway from a trip to Africa or India. It details a general period to reconnect with classmates and teachers and share their experiences through a final report and school-wide presentation. It then discusses focusing on a specific project in the next period, which could involve working with humanitarian organizations in Norway or other European countries.
This document outlines a lesson plan for an English class for 5th grade students. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions about the presence or absence of places, and describe their own city. The lesson includes warm-up activities reviewing vocabulary and places. Students then complete reading comprehension and grammar exercises individually and as a group. The lesson aims to assess students' understanding of describing cities.
The document contains 6 sets of questions and answers related to reading comprehension passages. Set 1 is about two students, Mable and Penny, meeting in the school canteen and making plans to go to the bookshop. Set 2 provides information about a writer's neighbor. Set 3 is about planning for Teacher's Day. Set 4 is about a man who notices his neighbor's abandoned car. Set 5 discusses water conservation. Set 6 is about a survey of hobbies for students in a school. The document provides the questions from reading passages on various topics and the corresponding answers.
The document discusses a regional and urban policy album created by the European Commission. It introduces the partners who created the album and states that the album illustrates the aim of regional and urban policy through six stories inspired by real projects that improve citizens' quality of life. The stories directly or indirectly benefit all Europeans. The album was commissioned by the Directorate-General for Regional and Urban Policy to strengthen economic, social and territorial cohesion in the EU.
Partners: a comic book published by European Commission - Regional PolicyParma Couture
The Directorate-General for Regional and Urban Policy has just published a brand new comic book called "Partners" which aims at presenting Regional and Urban Policy through six stories designed to appeal to a young audience.
The themes covered in this album are:
- Research & Innovation,
- Urban Development,
- Environment,
- Support to SMEs,
- Social Inclusion,
- ICT,
- Cooperation between regions,
- Transport,
- Solidarity between regions in case of natural disasters, etc.
These slices of life and stories of men and women were inspired by real EU-funded projects that illustrate the European Union’s contribution to reducing differences in standards of living and supporting the regions in their development.
This comic is available in FR, EN and NL and can be ordered via EU Bookshop.
More information: http://ec.europa.eu/regional_policy/newsroom/detail.cfm?id=1423&LAN=EN&lang=en
Here are the phrases to fill in the blanks:
May I have your name please?
Hold on a moment.
I'll check and get back to you.
Thank you for calling.
Ticket seller : Ticket section, good morning.
Caller : Hello. I’d like to make a reservation for tonight, please.
Ticket seller : What time, Sir?
Caller : The seven o'clock show, please.
Ticket seller : Sorry, Sir. We’re sold out.
Caller : What about the next show?
Ticket seller : We still have a few left for 9 p.m.
Caller : That’s fine. I’ll take three.
Ticket seller :
The document outlines tasks completed by students related to a service learning project. It describes 5 tasks: 1) Watching an introductory video, 2) Planning an activity to introduce the UN Sustainable Development Goals, 3) Writing essays about videos related to youth service, 4) Exchanging scrapbooks and letters with a partner school, 5) Choosing a topic for a service learning activity. For each task, the document provides details of the students' work, including the video watched, posters and logos created, essays written, scrapbooks and letters exchanged, and brainstorming a topic for their activity.
ENGLISH 3 QUARTER 4 WEEK 3 Interpreting Simple Maps of Unfamiliar Places, Sig...Jasmin9816
Pappy, a paper bag, has a mission to reduce plastic bag usage. He goes to supermarkets around the world to suggest replacing plastic bags with reusable paper bags. Pappy explains that paper bags don't pollute the environment like plastic bags. The supermarket managers agree to only provide paper bags to customers and encourage reuse and recycling. Pappy spreads his message about caring for the planet to supermarkets globally.
This document provides a summary of a new employee's first 22 days at their job. It is written as a journal with notes from each day. The employee feels overwhelmed at first but starts to get more comfortable as they learn about the company culture, which values continuous learning, creativity, and an energetic collaborative environment. They begin to enjoy the job and feel like they are becoming part of the community.
Several students shared their experiences studying abroad. Vanna struggled with homesickness and adjusting to a new academic system in Australia at first but eventually felt more confident. Mandy had a positive experience in Finland's healthcare system, gaining practical experience and improving her people skills. Karl appreciated the multicultural environment and internship opportunities in the UK. Verina was surprised by her experience in Brazil despite speaking the language well. Paul met students from across Europe in Austria and found that many improved their language skills over time, seeing studying abroad as a valuable experience to include on a CV.
This PowerPoint presentation explores the role of humor in communication and its impact on fostering connections, enhancing conversations, and improving overall communication effectiveness. It delves into various aspects of humor, including its types, the psychology behind it, and its cultural implications.
This presentation aims to provide valuable insights into the power of humor as a communication tool, offering practical tips and strategies for incorporating humor into daily interactions. Whether you’re a professional looking to enhance your communication skills or someone interested in the fascinating dynamics of humor, this presentation has something for everyone. Enjoy the journey through the world of humor!
The document contains summaries of 18 topics that could be covered on an oral English test. Some of the topics discussed include favorite pets, what someone would do if they were a billionaire, seasons in Southern Vietnam, uses of computers, favorite means of transportation, overcoming difficulties in English speaking and listening, daily routines, likes and dislikes, recent holidays, favorite sports, and hobbies. For each topic, 3-4 sentences of explanation or reasons are provided.
This document provides details about an English lesson for 5th grade students. The 45-minute lesson focuses on teaching the use of existential verbs like "there is/are" through activities using a student book and visual aids. Students will review places in their city, complete sentences using existential verbs, write sentences about places in their city, and draw and answer questions about a street scene. The lesson aims to help students understand and use existential verbs correctly when mentioning places.
Al mahassen secondary school (a school magazine)Saida Jandoubi
This document is the 2013-2014 edition of the magazine "The Star" published by Al Mahassen Secondary School. It features writings, poems, drawings and other works by 16 students. The editor is Miss Rim Letaief. The magazine aims to showcase the students' talents and serve as a springboard for their careers. It contains various student works covering topics like love, family, nature, social issues and more. The magazine is intended to spread love and warmth to readers.
The document contains a reading comprehension test with multiple choice questions about various short passages of text. The passages are about topics like attending a museum tour, planning a school fair, inviting someone to a meeting, and caring for water lilies and jasmine plants. The questions test understanding of details, vocabulary, and inferences that can be made from the passages.
This document provides instructions and content for an English language learning lesson. It includes directions to watch a video about ordering events, practice saying locations, complete listening and conversation exercises, and go on a pretend outing to choose a restaurant. It also includes a pairwork activity with maps, a language check, writing about favorite areas, and telling locations to classmates. The document ends with lyrics to the Journey song "Lights" and instructions to read a story about someone named Jay and answer questions.
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
The document discusses different modal verbs including should, shouldn't, can, can't, have to, and don't have to. It provides examples of their uses and rules for when each modal verb is appropriate. Specifically, it explains that should and shouldn't are used for giving advice or stating what is necessary or a good idea. Can and can't refer to ability, while have to and don't have to refer to obligations or lack thereof. The document also includes exercises for students to practice using these modal verbs in different contexts.
The students participated in an international Comenius project where they created presentations and films. They had meetings to work on their projects and took a trip to France where they met students from other countries and had a great experience learning about different cultures. They hope to participate in similar projects again in the future.
Similar to My first month in mozambique,Dimitar (20)
1. My first month in Mozambique
(Amazing Mozambique)
Greetings from Mozambique, after one month here i have some
impressions for you.
But let start from the begining.
Step 1: Traveling.
Part 1: Europe- Problems
We start from Hornsjo in 20 november, first problem was in train and
we arrive in Gardemoen with 30 minute delay, and there was the
second problem from British Airways don't want to "check" our
luggage till Johanesburg and only to London and there we supposed to
check again till Johanesburg, the problem came from the papers, but
this is not important.
We missed the flight and after a night in London we caught the flights
in the next day.
And guess; the airplane was broken and began to talk about a change
of airplane, etc.
And I start to think to use glue, to stick me and others but to don't
change the plane again.
Finally after two hours we went.
London Heathrow – waiting for plain.
2. Part 2: Africa - No Europe, No Problems.
We arrive in Johanesburg in 22 november, we spend here one day and
in next morning was our bus to Maputo.
My impressions from Johanesburg is too much Europe and too much
civilization.
Good roads, Good shops, Good cars, Clean streets etc. In some way
they better from my country. And one big difference, the people here
is realy friendly.
But of course this is the biggest city of South Africa, and maybe in
other places is different. We took rest one day in Johanesburg and in
next day we catch the bus to Maputo.
The difference was noticed as soon as we crossed the border, garbage
everywhere, slums around the road, hole on the road etc. After 9 hours
we arrive in Maputo and after one hour with Taxi-Chapa we arrive in
Machava.
The Hostel in South Africa
4. Step 2: First days and first shoping in Maputo. From where to start
this is realy difficult. So much impressions and so much to say.
Part 1: Traveling with local "public" transport.
When you have six people, you have two choices:
Choice 1: Chapa
With 20 and more other people, in 30 and more degrees outside.
Choice 2: Hitchhiking bolea.
5. We chose bolea, was very easy, after 5 minute one guy pick-up us to
the city. About driving and local drivers and local traffic, this place
and this experience is not for the people with heart desease and weak
nerves. Here everybody driving with full speed and press accelerator
to the metal.
Imagine traveling with bolea 160 km/h on the highway. We did it. My
comment: Extreme.
Local Traffic.
Part 2: Shoping.
We had to buy, mosquito nets, mosquito repellent, sheets for me, and
other things. (Advice: When you go to the project, take sheets because
here are expensive. After two days search around, I found one
complect for 250 meticail.) And ofcourse we again had two choices:
Choice 1:
Big mall or shop which is realy expensive just like in Europe, and
nothing from the local atmosphere.
Too much civilization.
7. The place. Where?
Everywhere, in every street.
Assortment. What is sold?
Everything. Really everything.
Sellers. Which they are?
Everybody. This is true everybody trying to sell something.
Atmosphere.
Indescribable, Amazing, Unique,
Sale. How up?
“Patient, you must be.” - master Yoda
Prices. How Much?
Depends from, “How patient you are.”
We choose guess what……?
Local Market Forever.
Step 3: Investigation.
After a few days we decided to go to the beach, to see Indian Ocean.
We had a few free days available before I began work on my project,
and the other to leave for their own projects. And we decided that this
is a good opportunity to see the ocean and local beach.
We again decided to travel with bolea and then in city to walk to the
beach.
Along the way we went through the elite neighborhoods of the city,
9. Small Palace around the beach.
And then when we came back again in Machava and saw the true
reality and local living conditions.
10. inevitably comes thought, where is the justice in all this.
Such conflicting "images" are everywhere but here they are too large.
But now stops with this line of thinking, on this topic will do a great
and detailed investigation in my "Investigation period."
Step 4: Nutrition and food.
This is special topic. Here food is incredible. Specially vegetables,
fruits and bread. Words are not enough to describe their quality.
But i can try with bananas and one Impression.
Every time I used any cosmetics with banana flavor I amazed how
much flavor is strong, and every time I thought it came from some
chemical ingredients, because real bananas no such smell.
This is true, but for real european bananas, REAL AFRICAN
BANANAS is smell just like this cosmetics.
My mistake the cosmetics smell just like "REAL AFRICAN
BANANAS" imagine now the taste. If is possible.
The Good news is they are realy cheap, all local vegetables and fruits.
Examples:
4 – 5 tomatoes 10 mt.
1 cucumber 10 mt.
5 potatoes 10 mt.
1 paprika 5 mt.
5 onion 10 mt.
5 bananas (big) 20 mt.
1 papaya 10 mt.
5 mango 1 mt. (yes is 1 mt. this is not mistake)
And etc.
Bread is cheap and is local production.
Meat is expensive Coffe and milk also.
For my nutrition I don't want to talk, the topic is not for the faint of
heart, but here my appetite is huge.
For smokers is god news cigarets is realy cheap.
About nutrition again choose between two options:
Choice 1: Eating in EPF.
Positivity: Save time from cooking.
Negativity: The food is usualy the same every second day.
Also without vegetables, no fruits and no bread for lunch and dinner.
Choice 2: Cooking for me.
11. Positivity: You can cook and prepare whatever you want.
Negativity: Cooking take from my time
Incredible banana twins.
Step 5: Living Conditions.
The place for DI's in Machava is called Savana.
There are 3 houses with 3 rooms for living in every house are
common bathroom with shower with hot water and normal toilet.
Other house with living (internet dining) room and kitchen with fridge
and stove.
Washing room under the sky with last model washing mashine with
10000000000....... rpm.
We have 24 hours guard and place is safe.
12. Savana My Place.
My kitchen Living (dining internet tv) room.
Imagine I have TV with 5 programs.
13. My rooms with memories on the wall.
My washing machine – Best Washing machine ever. This is not joke.
After the first wash my clothes are cleaner than with electric washing
machine.
14. My pet, he lives freely.
Step 6: My Job.
The Place:
EPF Maputo
15. My arrival here coincided with preparations for the graduation of
current students. Together with one other DI"s, some teachers and
headmaster of the school prepare diplomas for "graduation party" -
average score, print, stamp etc.
I still don't have appointed Project Leader, this depends from the
Headmaster and can be clear after Chrismas Holidays, when the new
students start the program.
For the immediate future I have been invited to join in the host
interviews with new students.
Also I have invitation to go in “ADPP Criancas” from other DI’s
which is good opportunity to do something in this long holiday to do
something usefull.
Between 22 and 28 December will be with children from ADPP
Criancas, we will visit for five days one of the most beautiful beaches
in the next district and we can make some games for them. And also
this the best way to learn Portuguese, withh children they so nice and
patient. And is really easy to understand them. For the future i have
some ideas, but they still are not clear and concrete yet. But for this in
my next report and news.
Step 7: Social Live and Adaptation. (My favorite theme.)
The first few days everything was ok, everything is new and have so
much to see and so much to explore. We were six and a need for new
contacts is not large. The only contact was with local sellers and with
children and people from the street, with which change some daily
greetings. (Ola, Boa Tarde,… como esta and etc.)
After others left on their projects, started my real adaptation and
socialization here. I met some dificulties.
Difficulty 1: Socialization with other DI's.
Solution: I think everyone have experience from Hornsjo, just keep
the rules and comply with others. Here live others people. Just like in
Hornsjo comunity live but small comunity.
Difficulty level: Easy
Difficulty 2: Socialization in my project and in my working place.
Solution: This first days I work together with other DI's and close
contact with Headmaster of the school. They know english and is not
16. so difficult, but with others which didn't know english we change
usual daily greetings. The language barrier is really a great obstacle to
the proper socialization. After a month here and actively learning in
Portuguese, my progress is that if someone speak slowly I understand
the meaning but still it's hard to make a conversation and began to
speak and communicate normally with people. But the people is nice
and they help me to improve my portuguese.
Difficulty level: middle.
Difficulty 3: Socialization with local people.
Solution: Learn "the numbers" this is basic to be possible to buy
something without cheat. Is not so hard. In "the numbers" have logic,
just catch "the logic".
But this is not enough, becomes interesting when looking for
something specific and do not know how to explain it, here come the
aid gestures and facial expression, everything is OK, if on the finally
you understand each other.
But again, the people is nice, and they help me with language.
Big mistake is if you don't look for contacts. This is the best way to
learn language. Here also a lot people know some basic english and
this is also helpfull.
I met some local artists, making statues from parts of weapons, stones,
woods, paintings and etc. Those people is realy nice and their
creativity is amazing.
The best way to use weapons. Do not you think?
Difficulty level: Hard
Step 8: Entertainment. (The best part.)
17. The first thing, was our trip to ocean. But for me, as a person grew up
by the sea it was just a "bigger puddle of water" and water was warm
just like soup. To see the sunrise can be something different but for
this some other time.
I was lucky to be witness in graduation in current students, and this
was something really special.
First thing is their singing; imagine 190 people to singing in same time
just like one, without music instrument most of the time. And what
they singing if you think about some song, forget, they make songs of
the things, they want to say to others and to the “Auditory”. Reason
for this singing was, delay of special guests some people from the
government. Duration around 1 hour.
Second thing. The official program: Students represent some dance
again together with singing, without music instrument.
Third thing. Singing the national anthem. Participants: Everybody,
(students, parents, special guests) Imagine 500 people to sing in same
time.
Fourth thing. The Graduation. All special guests was involving with
giving of diplomas. First is the four best students, after everybody
else. After some speеches and etc.
Fifth Thing. The atmosphere of the event. Incredible and
indescribable. For this people this event was something really special.
For all of them.
Why?
1. Students sang only one sentence in English: "We all happy to be
together" and my feeling is that was 100% true.
2. When was graduation in this 4 best students, applause was so loud,
from all of them, without envy and hypocrisy.
3. When spoke some special guests, they congratulate to the students
with: Ola proffesores with hand raised.
4. Pictures. Everybody want to make pictures for memory.
And etc. etc. etc.......
Also was attending the graduation of "Colegio Politecnico Maputo"
this was the same atmosphere with "EPF Graduation Party" just was
smaller party only for 52 students.
But again was something really special.
18. This can not be described, must be seen.
Now someone will say: This can't be true, sounds too pink to be true.
Nothing bad and nothing negative.
Not so. All what we have heard that things are going slow here is true,
we waited two weeks to some estimates of the teachers that we may
prepare the average score.
Or how the last day before graduation, preparing diplomas along with
Headmaster, we waited until late afternoon 50 diplomas to be
submitted for printing and then for signature and stamp.
Or how a few days when taking a shower, after a rain, after a strong
lightning, trying to stop the taps, there was voltage on the taps.
Or how, after "graduation party", moving chairs and other furniture
from the ceremony hall to the school building some tried to cheat, and
headmaster who had participated in one of us, supposed to press this
people about to start work.
Or mosquitoes with them we have special relationship - (WAR) - they
bite me, I kill them.
Imagine feeling to wake up and the first thing you see one mosquito
that have difficulties to fly because it is full and gorged with blood,
my blood. This bastard bitten me several times almost the same spot.
I'm not up for breakfast for vampires.
And this is every day again and again. Results till the moment is
around 100 bites for them, and few thousand victims for me. But those
bastards here are many, realy many.
But because of moments like this deserved to spend some nerves.
20. Graduation Colegio Politecnico Maputo.
Dance. Costumes are own work of the students.
And every problem is having solution just supposed to find it.
And remember that after time, left only good memories.
21. For Mozambicans from "August Team": Guys I can wait for you here
after two months, if the mosquitos don't eat me till this time.
But I'll try not to give easily.
Greetings from amazing Mozambique.
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