This newsletter summarizes activities from the "No More Tears" Grundtvig partnership project between 2010-2012. It describes a symposium held in January 2011 on democracy and social responsibility. It also describes a debate held in February 2011 on the influence of information technology and media in adult education. Finally, it summarizes the second transnational meeting held in Vienna in February 2011, where partners shared updates and planned future activities, including the next meeting in Spain in September 2011.
This newsletter summarizes activities from the "No More Tears" partnership project between schools in Romania, Turkey, Spain, and Austria aimed at reducing school and family violence. It describes a symposium held in January 2011 on democracy and social responsibility and a debate in February on the influence of information technology and media in adult education. It also summarizes the second transnational meeting held in Vienna in February, where partners shared activities and set responsibilities for the coming months. The newsletter concludes by describing dissemination of the project through magazines, websites, and communication between partners.
This newsletter from the Tudor Arghezi Theoretical High School in Craiova, Romania provides updates on the "No More Tears" Grundtvig partnership project for 2010-2012. It describes project activities in November 2010 including the first transnational meeting in Turkey and issuing the first newsletter. It outlines peer mediation training and county-level activities including a symposium on democracy and social responsibility and a debate on the influence of ICT and media in adult education. It also summarizes the second transnational meeting held in Vienna, Austria and efforts to disseminate information about the project through magazines, websites, and communications between partners.
This document summarizes the activities of the "No More Tears" international Grundtvig project between 2011-2012. It discusses the establishment of an implementation team at Tudor Arghezi Theoretical Highschool in Craiova, Romania, led by teacher Georgeta Manafu. It outlines the partnership's activities, which included designing questionnaires to assess violence levels, creating presentations on partners' regions, attending meetings in Turkey and Austria, and disseminating results. It also summarizes specific workshops and conferences held in Romania on topics like democracy, conflict mediation, and tolerance.
This document introduces a curriculum guide for the World As It Could Be Human Rights Education Project. It provides background on the project, which uses creative arts to teach youth about the Universal Declaration of Human Rights. The guide contains lessons plans that incorporate creative activities to help students deepen their learning and connection to human rights issues. It aims to motivate students to engage with their communities and manifest the words of the UDHR.
The document discusses how teachers can promote social justice and equity in their classrooms through digital storytelling and cultural literacy. It describes how the author uses projects like international documentary trips to help students develop empathy and understand different perspectives. It advocates empowering students to tell their own stories and listen to others to address issues of inequity. It also provides tips for teachers on how to subtly embed social justice concepts into existing curriculum through open-ended assignments and a focus on purpose over medium.
The document discusses the shift to a more participatory culture where everyday people have more communication power. It argues that developing skills for participation requires understanding relationships with media. It introduces new media literacies as a framework for core cultural competencies needed in today's media landscape. The document also discusses professional development programs for teachers that introduce participatory learning and focus on play as a key new media literacy skill.
This newsletter summarizes activities from the "No More Tears" Grundtvig partnership project between 2011-2012. It describes a conference on school and family violence that enabled experience sharing, a workshop on conflict mediation techniques, a work visit on preventing school violence, a roundtable on tolerance as a European value, and a workshop comparing violence and tolerance. It also provides details on mediation procedures and the role of five keys in helping peer mediators solve conflicts between students.
This document summarizes the activities of the Grundtvig Partnership project "No More Tears" between 2011-2012. It discusses the project coordination in Romania, activities held such as workshops and conferences on topics like conflict mediation and tolerance. It also summarizes the international meetings held in Turkey, Austria, Spain, and Romania, involving representatives from the partner institutions discussing project presentations and activities. The goal of the project was to reduce school and family violence through sharing good practices.
This newsletter summarizes activities from the "No More Tears" partnership project between schools in Romania, Turkey, Spain, and Austria aimed at reducing school and family violence. It describes a symposium held in January 2011 on democracy and social responsibility and a debate in February on the influence of information technology and media in adult education. It also summarizes the second transnational meeting held in Vienna in February, where partners shared activities and set responsibilities for the coming months. The newsletter concludes by describing dissemination of the project through magazines, websites, and communication between partners.
This newsletter from the Tudor Arghezi Theoretical High School in Craiova, Romania provides updates on the "No More Tears" Grundtvig partnership project for 2010-2012. It describes project activities in November 2010 including the first transnational meeting in Turkey and issuing the first newsletter. It outlines peer mediation training and county-level activities including a symposium on democracy and social responsibility and a debate on the influence of ICT and media in adult education. It also summarizes the second transnational meeting held in Vienna, Austria and efforts to disseminate information about the project through magazines, websites, and communications between partners.
This document summarizes the activities of the "No More Tears" international Grundtvig project between 2011-2012. It discusses the establishment of an implementation team at Tudor Arghezi Theoretical Highschool in Craiova, Romania, led by teacher Georgeta Manafu. It outlines the partnership's activities, which included designing questionnaires to assess violence levels, creating presentations on partners' regions, attending meetings in Turkey and Austria, and disseminating results. It also summarizes specific workshops and conferences held in Romania on topics like democracy, conflict mediation, and tolerance.
This document introduces a curriculum guide for the World As It Could Be Human Rights Education Project. It provides background on the project, which uses creative arts to teach youth about the Universal Declaration of Human Rights. The guide contains lessons plans that incorporate creative activities to help students deepen their learning and connection to human rights issues. It aims to motivate students to engage with their communities and manifest the words of the UDHR.
The document discusses how teachers can promote social justice and equity in their classrooms through digital storytelling and cultural literacy. It describes how the author uses projects like international documentary trips to help students develop empathy and understand different perspectives. It advocates empowering students to tell their own stories and listen to others to address issues of inequity. It also provides tips for teachers on how to subtly embed social justice concepts into existing curriculum through open-ended assignments and a focus on purpose over medium.
The document discusses the shift to a more participatory culture where everyday people have more communication power. It argues that developing skills for participation requires understanding relationships with media. It introduces new media literacies as a framework for core cultural competencies needed in today's media landscape. The document also discusses professional development programs for teachers that introduce participatory learning and focus on play as a key new media literacy skill.
This newsletter summarizes activities from the "No More Tears" Grundtvig partnership project between 2011-2012. It describes a conference on school and family violence that enabled experience sharing, a workshop on conflict mediation techniques, a work visit on preventing school violence, a roundtable on tolerance as a European value, and a workshop comparing violence and tolerance. It also provides details on mediation procedures and the role of five keys in helping peer mediators solve conflicts between students.
This document summarizes the activities of the Grundtvig Partnership project "No More Tears" between 2011-2012. It discusses the project coordination in Romania, activities held such as workshops and conferences on topics like conflict mediation and tolerance. It also summarizes the international meetings held in Turkey, Austria, Spain, and Romania, involving representatives from the partner institutions discussing project presentations and activities. The goal of the project was to reduce school and family violence through sharing good practices.
This document summarizes an international journal focused on sharing experiences and best practices in education.
The journal is published in English and targets teachers, high school students, and parents from Romania, Austria, Spain, and Turkey. It contains articles presented at an international symposium on educational experiences and practices. The articles are divided into sections such as eLearning tools, the relationship between school and community, lifelong learning projects, and innovation in education. The journal is coordinated by Georgeta Manafu and Oana Popescu and aims to facilitate an exchange of views and examples of good practices between the participating countries.
The document summarizes activities from the "No More Tears" international Grundtvig project between 2011-2012. It discusses the appointment of project coordinators at Tudor Arghezi Theoretical Highschool in Craiova, Romania. It outlines activities held so far, including designing informational boards, administering questionnaires, and presenting on regional culture at a meeting in Turkey. It also summarizes subsequent meetings and workshops held in Romania and Austria on topics like peer mediation, school violence, and tolerance. The document reviews goals achieved through various symposiums and conferences organized in Romania on themes of democracy, violence prevention, and education.
This newsletter provides information about the "No More Tears" Grundtvig partnership project taking place from 2010-2012. The project involves four partners—from Turkey, Spain, Romania, and Austria—and aims to minimize school and family violence through collaboration between schools and parents. The newsletter describes the project objectives, strategies and activities undertaken in the first months, including distributing questionnaires about violence, cultural presentations, designing a blog, and a first meeting in Adana, Turkey. It also introduces each of the four partner organizations and their relevant experience regarding education, social issues and working with diverse populations.
This document provides an overview of the "No More Tears" Grundtvig partnership project between four European organizations aimed at reducing violence in schools and families. The project will involve training teachers, parents, and students in conflict mediation and promoting non-violent behavior over two years. During the first year, partners will study the main factors contributing to family and school violence. In the second year, they will develop training materials and hold consultations on reducing violence. The document describes the four partner organizations, including their locations and roles in education. It outlines the project's objectives to share best practices, provide professional development, and create educational resources on topics like violence prevention.
This document provides an overview of the "No More Tears" Grundtvig partnership project between four European organizations aimed at reducing violence in schools and families. The project will involve training teachers, parents, and students in conflict mediation and promoting non-violent behavior over two years. During the first year, partners will study the main factors contributing to family and school violence. In the second year, they will develop training materials and hold consultations on reducing violence. The document describes the four partner organizations, including their locations and roles in education. It outlines the project's objectives to share best practices, provide professional development, and create educational resources on topics like violence prevention.
The document describes activities from a Comenius partnership project on tolerance between schools in several European countries. It details lessons, games, and discussions held in each participating school to promote tolerance among students towards those of other cultures, religions, and abilities. It also describes meetings held between partner schools to share experiences and activities. The overall goal was to teach youth the importance of a tolerant European society through cross-cultural exchange and collaboration.
The document summarizes activities of the Ce.S.S.Co.M association in the Italian region of Abruzzo in 2008-2009, including educational programs, seminars, and projects related to social and family issues. A key event discussed was a December 2008 seminar in Lanciano titled "Social, Educational and Penal Mediations to Educate to Peace and Respect of the Law". The association also ran a family support project in 2008-2009 to improve parent-child relationships through training courses. An assessment of a seminar for parents on communication skills found that participants generally felt it was useful and met their expectations.
This document provides information about Elementary School "Marjan" in Split, Croatia. It summarizes that the school has 490 students and 48 teachers. It also outlines four projects the school is involved in: 1) A UNICEF project to create a safe and stimulating environment in schools, 2) A UNICEF campaign against cyberbullying, 3) A project to promote a culture of respectful communication, and 4) A project to increase tolerance for diversity. The school aims to improve social skills and respect among students through these international cooperation projects.
This document outlines an assistance project created by a Romanian team for the Erasmus+ program to fight discrimination and racism in schools. The project aims to: 1) Improve relationships between students of different backgrounds; 2) Reduce violence, abandonment, and inequality through promoting tolerance and respect; 3) Develop abilities to accept new challenges; 4) Improve communication skills; and 5) Promote the school's image. Each partner school will create an email address for students to report bullying cases and distribute flyers about it. Schools will also hold anti-bullying extracurricular activities to raise awareness. The project will run from January to June 2018 for primary, secondary, and high school students.
The fourth meeting of the Grundtvig project "No More Tears" took place at the partner institution "Tudor Arghezi" High School in Craiova, Romania. Representatives from Spain, Austria, and Turkey's Seyhan District National Education Directorate attended. The meeting included visiting the high school, watching presentations from a multimedia violence prevention competition, touring a maximum security prison and meeting with inmates and teachers, visiting Craiova City Hall, and learning about a church's joint anti-violence work through a church visit. The purpose was to share project activities and experiences between the participating countries.
Ακολουθώντας και εφαρμόζοντας τη «Στρατηγική συμμετοχής των παιδιών» του Eurochild, το πρόγραμμα EURODIPLOMATS εστιάζει στο να ενδυναμώσει τα παιδιά να ενεργούν ως πολιτιστικοί διπλωμάτες για μια εύρωστη Ευρώπη ικανή να αντιμετωπίσει νέες προκλήσεις και πιθανές «απειλές».
Η επίτευξη του στόχου του προγράμματος βασίζεται στην προσέγγιση της πολιτιστικής διπλωματίας και στη χρήση νέων τεχνολογιών και καινοτόμων και δημιουργικών μεθοδολογιών, όπως η συνεργατική τέχνη, η συλλογική αφήγηση και η ποίηση και η ψηφιακή-πολιτισμική παιδαγωγική.
Emotional Competence in the school: Smile!
The project acronym SMILE stands for Schools Make Intelligence Linking Emotions
This handbook is an intellectual output of the international project that is supported by Erasmus+ program, Key Action 2 – Cooperation for Innovation and Exchange of Good Practices, Strategic Partnership for Schools only.
Emotional Competence in the School
Intellectual Outputs of a Sharing Innovation and Good Practice
Erasmus+ KA2 Project, June 2017
Co-funded by the Erasmus+ Programme of the European Union
The document discusses social and emotional education (SEE), which aims to help children and adults develop competencies in managing emotions, relationships, decision-making, and goals. It describes five key domains of social-emotional learning: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. SEE seeks to improve social-emotional competencies, attitudes, behaviors, academic achievement, and reduce mental health issues. The document also provides background on the importance of these skills given mental health challenges today's youth face.
The document discusses fostering inclusion versus exclusion in Spain. It describes how the Institut Maria Aurelia Capmany works to avoid social exclusion through academic support like language classes and graduation programs for struggling students, as well as social programs like constant family contact, coexistence cards to promote good behavior, and mediation for resolving student conflicts. The goal is to prevent students from social disadvantages facing exclusion from school and society.
Final evaluation questionnaire SECOND CHANCE PROJECTsecondchance
The document provides an analysis of feedback from a project called "Second Chance" that involved partnerships between educational organizations in several European countries. According to the 34 questionnaires analyzed, project participants felt that the most achieved goal was understanding students' perspectives in prison schools and finding ways to improve education, teaching tools, and support students' reintegration after release. International meetings were highly valued for sharing experiences and learning about different approaches. Collaboration between partners and coordination of the project were also viewed positively. Most activities, especially interviews with students and cultural exchanges, were successful in meeting project objectives. Participants reported gaining knowledge and skills that impacted their work, organizations, students, and demonstrated the importance of prison education to society. Challenges included limited timeframes and
The document outlines the plans and activities for the first project meeting of the Erasmus+ project "Dynamic Citizens of Europe" which was hosted in Greece. It discusses the agenda items covered, including presentations on each country's educational system and plans for products and activities to be created. The partners also agreed on tasks and responsibilities to address the withdrawal of the Spanish partner from the project.
Tolerance as a key to social integration into European dimension for young ci...thefun
This document describes a Comenius partnership project between 2011-2013 aimed at promoting tolerance among young citizens. The project involved schools from Latvia, Portugal, Poland, Bulgaria, and Italy. Activities included lessons, games, and conferences on tolerance in the first year and how to be tolerant in modern society in the second year. Students and teachers from the partner schools visited each other's countries to participate in joint activities and cultural exchanges. The goal was to teach students about different cultures and develop social and communication skills to foster a more tolerant European society.
This document summarizes an international journal focused on sharing experiences and best practices in education.
The journal is published in English and targets teachers, high school students, and parents from Romania, Austria, Spain, and Turkey. It contains articles presented at an international symposium on educational experiences and practices. The articles are divided into sections such as eLearning tools, the relationship between school and community, lifelong learning projects, and innovation in education. The journal is coordinated by Georgeta Manafu and Oana Popescu and aims to facilitate an exchange of views and examples of good practices between the participating countries.
The document summarizes activities from the "No More Tears" international Grundtvig project between 2011-2012. It discusses the appointment of project coordinators at Tudor Arghezi Theoretical Highschool in Craiova, Romania. It outlines activities held so far, including designing informational boards, administering questionnaires, and presenting on regional culture at a meeting in Turkey. It also summarizes subsequent meetings and workshops held in Romania and Austria on topics like peer mediation, school violence, and tolerance. The document reviews goals achieved through various symposiums and conferences organized in Romania on themes of democracy, violence prevention, and education.
This newsletter provides information about the "No More Tears" Grundtvig partnership project taking place from 2010-2012. The project involves four partners—from Turkey, Spain, Romania, and Austria—and aims to minimize school and family violence through collaboration between schools and parents. The newsletter describes the project objectives, strategies and activities undertaken in the first months, including distributing questionnaires about violence, cultural presentations, designing a blog, and a first meeting in Adana, Turkey. It also introduces each of the four partner organizations and their relevant experience regarding education, social issues and working with diverse populations.
This document provides an overview of the "No More Tears" Grundtvig partnership project between four European organizations aimed at reducing violence in schools and families. The project will involve training teachers, parents, and students in conflict mediation and promoting non-violent behavior over two years. During the first year, partners will study the main factors contributing to family and school violence. In the second year, they will develop training materials and hold consultations on reducing violence. The document describes the four partner organizations, including their locations and roles in education. It outlines the project's objectives to share best practices, provide professional development, and create educational resources on topics like violence prevention.
This document provides an overview of the "No More Tears" Grundtvig partnership project between four European organizations aimed at reducing violence in schools and families. The project will involve training teachers, parents, and students in conflict mediation and promoting non-violent behavior over two years. During the first year, partners will study the main factors contributing to family and school violence. In the second year, they will develop training materials and hold consultations on reducing violence. The document describes the four partner organizations, including their locations and roles in education. It outlines the project's objectives to share best practices, provide professional development, and create educational resources on topics like violence prevention.
The document describes activities from a Comenius partnership project on tolerance between schools in several European countries. It details lessons, games, and discussions held in each participating school to promote tolerance among students towards those of other cultures, religions, and abilities. It also describes meetings held between partner schools to share experiences and activities. The overall goal was to teach youth the importance of a tolerant European society through cross-cultural exchange and collaboration.
The document summarizes activities of the Ce.S.S.Co.M association in the Italian region of Abruzzo in 2008-2009, including educational programs, seminars, and projects related to social and family issues. A key event discussed was a December 2008 seminar in Lanciano titled "Social, Educational and Penal Mediations to Educate to Peace and Respect of the Law". The association also ran a family support project in 2008-2009 to improve parent-child relationships through training courses. An assessment of a seminar for parents on communication skills found that participants generally felt it was useful and met their expectations.
This document provides information about Elementary School "Marjan" in Split, Croatia. It summarizes that the school has 490 students and 48 teachers. It also outlines four projects the school is involved in: 1) A UNICEF project to create a safe and stimulating environment in schools, 2) A UNICEF campaign against cyberbullying, 3) A project to promote a culture of respectful communication, and 4) A project to increase tolerance for diversity. The school aims to improve social skills and respect among students through these international cooperation projects.
This document outlines an assistance project created by a Romanian team for the Erasmus+ program to fight discrimination and racism in schools. The project aims to: 1) Improve relationships between students of different backgrounds; 2) Reduce violence, abandonment, and inequality through promoting tolerance and respect; 3) Develop abilities to accept new challenges; 4) Improve communication skills; and 5) Promote the school's image. Each partner school will create an email address for students to report bullying cases and distribute flyers about it. Schools will also hold anti-bullying extracurricular activities to raise awareness. The project will run from January to June 2018 for primary, secondary, and high school students.
The fourth meeting of the Grundtvig project "No More Tears" took place at the partner institution "Tudor Arghezi" High School in Craiova, Romania. Representatives from Spain, Austria, and Turkey's Seyhan District National Education Directorate attended. The meeting included visiting the high school, watching presentations from a multimedia violence prevention competition, touring a maximum security prison and meeting with inmates and teachers, visiting Craiova City Hall, and learning about a church's joint anti-violence work through a church visit. The purpose was to share project activities and experiences between the participating countries.
Ακολουθώντας και εφαρμόζοντας τη «Στρατηγική συμμετοχής των παιδιών» του Eurochild, το πρόγραμμα EURODIPLOMATS εστιάζει στο να ενδυναμώσει τα παιδιά να ενεργούν ως πολιτιστικοί διπλωμάτες για μια εύρωστη Ευρώπη ικανή να αντιμετωπίσει νέες προκλήσεις και πιθανές «απειλές».
Η επίτευξη του στόχου του προγράμματος βασίζεται στην προσέγγιση της πολιτιστικής διπλωματίας και στη χρήση νέων τεχνολογιών και καινοτόμων και δημιουργικών μεθοδολογιών, όπως η συνεργατική τέχνη, η συλλογική αφήγηση και η ποίηση και η ψηφιακή-πολιτισμική παιδαγωγική.
Emotional Competence in the school: Smile!
The project acronym SMILE stands for Schools Make Intelligence Linking Emotions
This handbook is an intellectual output of the international project that is supported by Erasmus+ program, Key Action 2 – Cooperation for Innovation and Exchange of Good Practices, Strategic Partnership for Schools only.
Emotional Competence in the School
Intellectual Outputs of a Sharing Innovation and Good Practice
Erasmus+ KA2 Project, June 2017
Co-funded by the Erasmus+ Programme of the European Union
The document discusses social and emotional education (SEE), which aims to help children and adults develop competencies in managing emotions, relationships, decision-making, and goals. It describes five key domains of social-emotional learning: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. SEE seeks to improve social-emotional competencies, attitudes, behaviors, academic achievement, and reduce mental health issues. The document also provides background on the importance of these skills given mental health challenges today's youth face.
The document discusses fostering inclusion versus exclusion in Spain. It describes how the Institut Maria Aurelia Capmany works to avoid social exclusion through academic support like language classes and graduation programs for struggling students, as well as social programs like constant family contact, coexistence cards to promote good behavior, and mediation for resolving student conflicts. The goal is to prevent students from social disadvantages facing exclusion from school and society.
Final evaluation questionnaire SECOND CHANCE PROJECTsecondchance
The document provides an analysis of feedback from a project called "Second Chance" that involved partnerships between educational organizations in several European countries. According to the 34 questionnaires analyzed, project participants felt that the most achieved goal was understanding students' perspectives in prison schools and finding ways to improve education, teaching tools, and support students' reintegration after release. International meetings were highly valued for sharing experiences and learning about different approaches. Collaboration between partners and coordination of the project were also viewed positively. Most activities, especially interviews with students and cultural exchanges, were successful in meeting project objectives. Participants reported gaining knowledge and skills that impacted their work, organizations, students, and demonstrated the importance of prison education to society. Challenges included limited timeframes and
The document outlines the plans and activities for the first project meeting of the Erasmus+ project "Dynamic Citizens of Europe" which was hosted in Greece. It discusses the agenda items covered, including presentations on each country's educational system and plans for products and activities to be created. The partners also agreed on tasks and responsibilities to address the withdrawal of the Spanish partner from the project.
Tolerance as a key to social integration into European dimension for young ci...thefun
This document describes a Comenius partnership project between 2011-2013 aimed at promoting tolerance among young citizens. The project involved schools from Latvia, Portugal, Poland, Bulgaria, and Italy. Activities included lessons, games, and conferences on tolerance in the first year and how to be tolerant in modern society in the second year. Students and teachers from the partner schools visited each other's countries to participate in joint activities and cultural exchanges. The goal was to teach students about different cultures and develop social and communication skills to foster a more tolerant European society.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
1. TUDOR ARGHEZI THEORETICAL HIGHSCHOOL,
CRAIOVA, DOLJ
2st Newsletter of the Grundtvig Partnership
“NO MORE TEARS” 2010-2012
YEAR 2011 N 2 MARCH
NEWSLETTER COORDINATORS:
TEACHERS:
MANAFU GEORGETA-PROJECT COORDINATOR
POPESCU OANA-LEARNER
STUDENT:
MELINESCU ANDREEA-LEARNER
SCHOOL YEAR 2010-2011
1
2. 2st Newsletter of the Grundtvig Partnership
“NO MORE TEARS” 2010-2012
YEAR 2011 N 2 MARCH
ROJECT DESCRIPTION
The Grundtvig Project „No more tears” is a learning
partnership aimed at adults, which is being implemented at a European
level bby four institutions:
• The Seyhan School Inspectorate- Adana, Turkey
• The Adult Centre of Monterroso – Monterroso, Spania
• The „Tudor Arghezi” Theoretical High school- Craiova, România
• Institut für die Förderung von Mehrsprachigkeit, Interkulturellen
Kompetenzen und Gleichbehandlung IFMIK- Viena, Austria.
CONTENTS
The Grundtvig Partnership „No more tears” has the national ID
1.THE PROJECT
“No MORE tears”
GRU-10-P-LP-25-DJ-TR, and its number as a Lifelong Learning
2.PROJECT
ACTIVITIES
Programme is LLP- Project 2010-1-TR1-GRU06-16423 2
3.SYMPOSIUM
4.THE DEBATE
PROJECT ACTIVITIES
5. THE
TRANSNATIONAL
MEETING IN
VIENNA
In November we disseminated the first transnational meeting
6. THE
in Turkey, Adana and issued the first newsletter.
DISEMINATION OF
THE PROJECT
7. ARTICLES
We have already trained two peer mediators for each high school
grade and have been monitoring their mediation activity.
At a county level we have organised the following activities:
o 20/01/2011- the symposium “Initiation to the ABC of
democracy. Social responsibility.”
o 17/02/2011- the debate “The influence of ITC and the
media in adults’ education”
THE SYMPOSIUM
“Initiation to the ABC of democracy.
2
3. Social responsibility.”
The aim of this activity is to provide the opportunity to exchange opinions, experience
and examples of good practice in fields such as diversity, democracy, social responsibility and
social skills. The participants talked about the role of teachers, students and parents in
promoting diversity, democracy and social responsibility, as well as different educational
contexts enabling the students/adults to develop social skills.
The result of this activity was the first issue of the “No more tears” magazine mainly
aimed at teachers in the pre-university teaching system, high school students and their
parents.
The works that the participants presented were divided into four sections:
1. Initiation to the ABC of democracy. Social responsibility.
2. Examples of good practice in fields such as diversity, democracy and social responsibility.
3. Means and methods that can be used for a better communication between school and
family in order to ensure school success- for high school teachers.
4. Means and methods that can be used for a better communication between school and
family in order to ensure school success- for secondary school teachers.
The aims we have thus achieved were:
• The acknowledgement of the value of human and cultural diversity;
• The promotion of examples of good practice in the fields of diversity, democracy and
social responsibility;
• The familiarisation with various methods and techniques that can be used in order to
improve the quality of out-of-school activities related to fields such as diversity,
democracy and social responsibility;
• The identification of different means and methods that can be used for a better
communication between school and family in order to ensure school success;
THE DEBATE
The influence of ITC and the media in adults’ education
The aim of this activity is to provide the opportunity to exchange opinions, experience and
examples of good regarding the influence of ITC and the media in adults’ education. The
presentation of the articles was divided into three sections:
1. Teaching methods that can be used in adults’ education
2. The role of e-Learning in adults’ education
3. Examples of good practice in adults’ education (ITC, media, foreign
languages, etc)
The aims we have thus achieved were:
• Examples of the way extracurricular activities can be correlated with those in the
national curriculum;
• The identification of the role of IT and the media in adults’ education;
• Teaching, learning and evaluation methods that can be used in adults’ education based
on IT;
• The importance of E-learning in adults’ education;
The result of this debate was the second issue of the “No more tears” magazine.
3
4. THE SECOND TRANSNATIONAL MEETING
IN VIENNA, AUSTRIA
The second transnational meeting in Vienna was attended by the staff members: Ms.
Georgeta Manafu-project coordinator, Mr. Ceauşu Dumitru and Mrs. Florenţa Avram and by
the learner members Ms. Popescu Oana and Mrs. Oprea Elena Alina.
The partners presented their activities between October and February, they set the
responsibilities for the time between March and September 2011. We also attended
workshops concerning the reduction of school and family violence and different cultural
activities. The activities were interactive. We worked in an open and intercultural
atmosphere. Each partner school presented its own problems in implementing various
measures in order to reduce school and family violence. We discussed about how we could use
the project blog in order to post the learners’ multimedia presentations, articles and
involvement. During the activities we managed to gather interesting pieces of information
about the partners’ cultures and civilisations.
We worked in a cooperative, flexible way within an international, multicultural and
multilingual team, which enabled all participants to develop their civic, interpersonal,
intercultural and social skills and abilities.
The next transnational meeting was set for Lugo, Spain, between the 23rd and the
28th of September 2011.
THE DISSEMINATION OF THE PROJECT
The project was disseminated in the “No more tears” magazine, after each
transnational meeting during the teachers’ meetings, on http://miedolj.forums-free.com/ and
within the grundtvigers@yahoogroups.com.
We presented the project activities in a film which includes pictures taken during the
activities and relevant information about each of them.
The partners communicated with each other by means of the e-mail and instant
messaging. Mobile phones were also used before all transnational meetings.
For transparency reasons we posted on the blog different pictures taken during the
activities, as well as many learners’ presentations.
Due to all the above-mentioned activities we managed to reduce the level of school
violence.
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5. HOME AND SCHOOL VIOLENCE
Teacher Florenta Avram
Teacher Oprea Elena Alina
DOMESTIC VIOLENCE
Domestic violence is any kind of physical, psychic, sexual aggression, infliction, or any
other crime, which has been purposefully committed by one member of the family
against another one, who lives or has lived in the same location as the victim
In the case of women, the frequency of violent acts to which they are subjected by
their actual or former partner is six times higher than that of violence inflicted by
strangers.
Violence can also occur in friendships;
Alcohol is one of the reasons for which violent behaviour occurs.
TYPES OF HOME VIOLENCE
Examples of physical abuse:
Pushing, shoving, hitting, armed aggression, immobilizing, tying or withholding the
victim, placing them in a dangerous place, refusing to help a sick or injured victim
Examples of psychic abuse:
Intimidation, degradation and humiliation, criticism, insults, disparagement of the
victim, unfounded accusations, blaming, ignoring, ridiculing the victim’s needs, lying,
extreme jealousy, physical and social isolation.
Sexual abuse means any kind of forced sex or sexual degradation.
The most important family generated factors for pupils’ violence are:
A. The social and affective climate within the family(the relationship between the parents,
their attitude towards the child and vice versa)
B. The type of family(well-structured, split after divorce, separation or death, reorganised.)
C. The economical conditions of the family ( a higher crime and school violence rate is
associated to neighbourhoods where there is a high level of unemployment, many under
qualified workers or many foreign people with small chances of employment)
D. The size of the family (the means by which discipline is imposed, the type of authority
towards the children- equal or preferential)
E. The level of the parents’ education (the social, professional and cultural status of the
family plays an important part in the insertion or rejection of the children at school and in
the occurrence or prevention of violent behaviour)
In a human action, violence occurs when the means in use cause major shortcomings to
one or several people;
Physical integrity can be damaged by means of bullying, corporal maltreatment,
wounding, mutilation, murder;
Psychic integrity can be damaged by means of altering someone’s emotional and
intellectual state;
Moral integrity can be damaged by means of gossips, slander, disparagement,
blasphemy, wrongful accusations and convictions, or any kind of injustice;
Ethnic, religious, cultural and social identity can be damaged by means of forbidding or
hindering the use of the mother tongue or of the religious creed, or the promotion of
people’s own values etc.
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6. Violence can be divided into several forms:
a) – physical violence (e. g.war, hitting someone);
- moral violence (e. g. injustice, insults);
b) – material violence (e. g. burning a book, damaging an asset);
- symbolic violence (e. g. banning a book);
c) - direct violence (e. g. shooting someone);
- indirect violence (e. g. having someone shoot);
The causes of violence are closely related to the environment in which man grows up
and develops: family, school, friends, the media.
The reduction of violence in society depends on the improvement of its causes, on the
efficiency of institutional control, but also on the ability of each individual to
understand that aggression is not a solution to our problems.
Specialists identify two types of school violence:
Objective violence, which can be classified as criminal ( more or less serious
crimes) and which can be dealt with frontally.
Subjective violence, which is subtler, more attitude related and can affect
school climate: contempt, humiliation, defiance, anti-school behaviour.
Verbal violence is one of the most frequent forms of violence. However, it is not
perceived the same way by both students and teachers. Students tend to minimise its
seriousness, whereas teachers seem to overrate it.
Context and school culture should be taken into account when establishing the level of
school violence.
Violence can significantly affect the learning environment, it worsens the school
climate, and it also affects the relationship between students and teachers. School
violence can range from verbal violence (which occurs very often and can affect the
learning environment) to physical violence, which can become rather serious.
SCHOOL VIOLENCE
The factors which can generate violent incidents in schools are:
The influence of action movies and computer games;
Behavioral patterns acquired at home;
Behavioral patterns acquired at school, related to the way in which students impose
their own authority to their peers;
Defying, noisy behavior used in order to attract other people’s attention;
The stress which is due to school assignments;
Teachers’ sometimes preferential attitudes, which can lead to conflicts or even
aggression;
The most frequent cases of school violence are between students themselves. The
next most frequent cases are between outsiders and students.
The most frequent types of aggression are: insults and obscene language, threats,
psychological pressure (intimidation) and moderately aggressive gestures (shoving,
humiliating blows, etc).
There have also been cases of violence in areas close to the school itself
In any institution there are fixed rules defining the rights and obligations of any
student, as well as the sanctions which can be applied to those who disobey them.
Therefore, if a student is exposed to any kind of violence, they must appeal to any
member of staff able to intervene. If the incident happens inside the school itself,
the student must alert the year manager, the teachers on duty, or the headmasters.
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7. If it happens in the street, the victim can enlist the help of a police officer if they
see one, or call the emergency number 112. A child can ask for an adult’s help, or call
their relatives
Measures that have been taken in this school year
at Tudor Arghezi High school
Ms. Georgeta Manafu
Head of the Violence Reduction committee
1. The observance of internal regulations was thoroughly checked;
2. The school counselor got seriously involved in timely identifying risky situations that
could lead to the occurrence of violent behaviour in school and in adopting a set of
measures in order to prevent aggression;
3. The school and its partners organised various contests within the framework of
ongoing projects in order to identify and eliminate the most likely causes of school
violence;
4. Sports events were organised in order to promote rules of tolerance and fair play;
5. Interactive meetings with specialised people (psychologists, social workers, doctors,
police officers, lawyers) took place in order to raise awareness of all the risks
connected to aggressive behaviour and of the means to prevent it;
6. Students and their board of representatives got involved in undertaking various
projects, such as a campaign to establish a code of non-violence, in order to prevent
and stop school and community violence;
7. Anyone who wants to enter the school premises will do so only with an ID card. A
specific register will be set up to state the civil state, ID number, person to meet, the
time that person was allowed to enter the school and the time they came out again, as
well as any other details;
8. The students and teachers on duty will be permanently in touch with law-enforcement
forces who work around the school area, in order to timely notify them about any
suspicious event which may disturb the learning and teaching process;
9. The emergency phone numbers (the Police, the City Hall, the Law enforcement unit in
Craiova) are on display in the teachers’ meeting room and at the students’ notice
board;
10. All learning managers will draw charts to hand to the school counselor, Mrs. Florenţa
Avram, who will make notes of possible problems and of the students at risk of
delinquency. These charts will also be available for the sector police officer;
11. Preventive and educational activities were organised in order to prevent juvenile
delinquency, students becoming victims ; youngsters were informed about the potential
dangers of teenage. In order to do that, police officers will attend parents’ meetings
and speak about different legal aspects related to juvenile delinquency.
12. The Dolj County Police Inspectorate trained the guardians working at our school.
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