Presentazione del Progetto IMPRA - Imprenditoria Migrante in Piemonte e Rh担ne-Alpes: dialogo strutturato con Associazionismo Migrante e Cooperazione Internazionale(Progetto 104454 CUP H19G13000320005) - Fondo Europeo per lIntegrazione di cittadini di Paesi terzi
Scopri le chiavi di lettura dei progetti Europei, promuovi il tuo territorio in tutta la sua meraviglia con le sue tradizioni, la storia dei suoi monumenti, il cibo sano e la vivacit della sua terra. Diventa protagonista del cambiamento della Calabria attraverso i finanziamenti Europei
This document discusses an eTwinning project between schools in different countries called "Our Comenius: Notes on a Forest" that used Content and Language Integrated Learning (CLIL) to teach science concepts in Spanish. The project had several benefits including focusing on a well-designed topic requiring careful planning by partners, effective collaboration at every step, real student assessment through products and presentations, and improving motivation by having students use Spanish in a real context.
The Roman aqueduct of Bologna was built in the 1st century BC under Augustus. It supplied water to Bologna from the Setta River until the Middle Ages. The aqueduct fell into disrepair but was rebuilt in 1860 and reopened in 1881. Today it is still used and provides clean drinking water for 18 kilometers from Sasso Marconi to the center of Bologna.
El sistema de canales de Bolonia se construy坦 entre los siglos XII y XVI para conectar la ciudad con el r鱈o Po y proporcionar agua y energ鱈a hidr叩ulica. Incluye el Canal de Savena construido en el siglo XII, el Canal de Reno creado en el siglo XII que alimenta otros canales como el Cavaticcio y las Molinas, y el Canal Navile utilizado como v鱈a fluvial entre Bolonia, Ferrara y Venecia entre 1100-1200.
Los canales, especialmente el Canal Grande, son las principales v鱈as de comunicaci坦n en Venecia. Las g坦ndolas son el medio de transporte tradicional que los turistas pueden usar para explorar la ciudad a trav辿s de sus canales.
El documento contiene varias greguer鱈as, o breves reflexiones po辿ticas, sobre el agua. Describe al agua como el alma del mundo, la diosa de la vida que crea y destruye, y la sangre de la Tierra. Tambi辿n reconoce que el agua est叩 compuesta por mol辿culas de hidr坦geno y ox鱈geno, y que es el recurso m叩s precioso que acompa単a el camino de la vida.
Las compa単eras del autor buscaron refranes italianos relacionados con el agua y los tradujeron al espa単ol e ingl辿s. Presentar叩n varios refranes, incluyendo "Agua pasada", que se refiere a cosas del pasado; "Descubrir el agua caliente", que significa encontrar una soluci坦n obvia creyendo que es original; y "Estar con el agua al cuello", que describe sentirse abrumado por tener poco tiempo para completar una tarea urgente.
This document discusses an eTwinning project between schools in different countries called "Our Comenius: Notes on a Forest" that used Content and Language Integrated Learning (CLIL) to teach science concepts in Spanish. The project had several benefits including focusing on a well-designed topic requiring careful planning by partners, effective collaboration at every step, real student assessment through products and presentations, and improving motivation by having students use Spanish in a real context.
The Roman aqueduct of Bologna was built in the 1st century BC under Augustus. It supplied water to Bologna from the Setta River until the Middle Ages. The aqueduct fell into disrepair but was rebuilt in 1860 and reopened in 1881. Today it is still used and provides clean drinking water for 18 kilometers from Sasso Marconi to the center of Bologna.
El sistema de canales de Bolonia se construy坦 entre los siglos XII y XVI para conectar la ciudad con el r鱈o Po y proporcionar agua y energ鱈a hidr叩ulica. Incluye el Canal de Savena construido en el siglo XII, el Canal de Reno creado en el siglo XII que alimenta otros canales como el Cavaticcio y las Molinas, y el Canal Navile utilizado como v鱈a fluvial entre Bolonia, Ferrara y Venecia entre 1100-1200.
Los canales, especialmente el Canal Grande, son las principales v鱈as de comunicaci坦n en Venecia. Las g坦ndolas son el medio de transporte tradicional que los turistas pueden usar para explorar la ciudad a trav辿s de sus canales.
El documento contiene varias greguer鱈as, o breves reflexiones po辿ticas, sobre el agua. Describe al agua como el alma del mundo, la diosa de la vida que crea y destruye, y la sangre de la Tierra. Tambi辿n reconoce que el agua est叩 compuesta por mol辿culas de hidr坦geno y ox鱈geno, y que es el recurso m叩s precioso que acompa単a el camino de la vida.
Las compa単eras del autor buscaron refranes italianos relacionados con el agua y los tradujeron al espa単ol e ingl辿s. Presentar叩n varios refranes, incluyendo "Agua pasada", que se refiere a cosas del pasado; "Descubrir el agua caliente", que significa encontrar una soluci坦n obvia creyendo que es original; y "Estar con el agua al cuello", que describe sentirse abrumado por tener poco tiempo para completar una tarea urgente.
Intervista al Segretario Generale della Camera di Commercio Italo-Maltese, Denis Borg il quale ci racconta la sua esperienza con l'europrogettazione e dei progetti futuri della Camera in questo settore.
Relazione sulle principali esperienze di turismo accessibile in Italia nell'ambito del Convegno Internazionale "Turismo accessibile e Piemonte for all". Approfondimento sul progetto Opentourism Itinerari Interregionali di turismo per tutti
This document outlines the itinerary and activities for a student mobility programme taking place from October 14-25, 2021 in Bologna, Italy. The programme will include visits to important cultural sites representing different historical periods, meetings and activities at the host school Liceo Laura Bassi, cultural heritage activities in Bologna and other cities, and opportunities for socializing and exchanging cultures. Students will learn about Bologna's history and cultural heritage through both guided tours and hands-on activities while fostering international cooperation.
This document outlines the itinerary and activities for a physical mobility program taking place from November 29th to December 9th, 2021 on R辿union Island. The program includes activities such as welcome ceremonies, job shadowing, debates, guided tours of local landmarks, hiking trips, and workshops on R辿union Island's culture and heritage. The schedule also allocates time for videoconferencing between coordinators and students attending classes at their host schools. The program aims to foster cultural exchange between visiting students and their R辿union hosts through immersive, hands-on experiences of the island's history, landscapes, and Creole culture.
Programme NoMI la salle st.charles 28-30 june 2021Elena Pezzi
油
This document provides an itinerary for a 3-day virtual exchange program between students in Reunion Island, France and other countries. On day 1, students will learn about Reunion Island's history and culture through videos and activities. They will have a live video call with students in Reunion Island to discuss stereotypes. On day 2, students will learn about Reunionese traditions like Maloya music and All Saints' Day. Day 3 focuses on Reunion Island's sports, cuisine, and UNESCO World Heritage sites through games and recipes. The goal is for students to learn about and appreciate Reunionese culture in an interactive way.
Espoo programme Leppavaaran 8-10 march 2021Elena Pezzi
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1. This document outlines the itinerary and activities for a 3-day virtual exchange between students in Finland and another country. The schedule includes introductory videos about Finland, a welcome to Lepp辰vaaran Lukio high school, discussions of Finnish culture and sports, and activities exploring Finnish language, music, nature and science.
2. Each day focuses on a different topic, such as learning about daily life and landmarks in Helsinki on day 1, traditions and education in Finland on day 2, and the Northern Lights, Finnish culture and sports on day 3. Students will participate in online synchronous classes, watch informative videos, and complete companion activities and discussions.
3. The goal is for participating students
This document outlines the program for an international student exchange hosted by Escola B叩sica e Secund叩ria Gon巽alves Zarco in Madeira Island, Portugal from May 9th to 15th, 2019. The program includes welcome and introductory activities, cultural excursions to local museums and sites, workshops on tile painting and traditional games, a debate on multiculturalism in the EU, presentations by partner schools, a boat trip and sunset viewing, certificate award ceremony, and closing dance and stargazing event. Students and teachers from multiple countries will participate in sharing their cultures and learning about Madeira through various educational and social activities over the course of the week-long exchange.
This document outlines the itinerary for a student mobility program taking place from March 7-14, 2019 in Aldaia, Spain. The program, called "No Man is an Island", brings together students from partner schools in Italy, Spain, Romania and Turkey. The week-long program includes cultural activities exploring the themes of "The Island of Heart", "The Island of Wind" and "The Island of Stones". Students will visit landmarks in Valencia, participate in workshops, debates and performances, and experience Spanish traditions like paella and the Falles festival. The goal is to promote inclusion and understanding between the visiting international students.
El proyecto involucr坦 a 19 docentes y 180 estudiantes en el desarrollo de actividades para fomentar la inclusi坦n. Los objetivos fueron profundizar en la sensibilidad hacia la inclusi坦n, conocer figuras inspiradoras, y aplicar metodolog鱈as como el aprendizaje cooperativo y basado en proyectos. Los estudiantes investigaron biograf鱈as de figuras inspiradoras y crearon pruebas de escape room (Breakout Edu) sobre ellas en diferentes idiomas. El proyecto final se presentar叩 a otros estudiantes y socios europeos.
This document provides a program for a mobility project taking place from October 13-19, 2019 in French Polynesia. The program includes cultural activities such as visits to a market, beach, and city center, a debate on political institutions, outrigger canoeing, and day trips to surrounding islands. Participants will take part in workshops on traditional dance, songs, handcrafts and create a jingle. They will also receive training on mobility tools, cross-cultural newscasts, webradio, and Twinspace platform. The program aims to promote cultural exchange through experiencing the natural heritage and culture of French Polynesia.
The document outlines a 9 day program for students visiting Escola B叩sica e Secund叩ria Gon巽alves Zarco in Madeira Island, Portugal from May 9-14, 2019. The itinerary includes welcome activities, cultural visits to museums and gardens, outdoor excursions such as hiking and boat trips, workshops on tile painting and music, student presentations, and a closing ceremony. The schedule incorporates sightseeing, cultural exchange, and hands-on learning experiences for the visiting students.
The story follows three little pigs who leave home to seek their fortunes. The first builds a house of straw, the second of sticks, and the third of bricks. A big bad wolf blows down the houses of straw and sticks, forcing the pigs to take shelter with the third pig in his brick house. The third pig built strongly by combining techniques learned from the other pigs. Just like a levada spreads water, the two pigs spread information to the third pig to ensure everyone's safety from the wolf.
1) Students and teachers from different countries debated multiculturalism and the EU in Madeira, Portugal.
2) They discussed the meaning of multiculturalism versus interculturalism and examples in their countries.
3) A formal debate was held at the Madeiran Legislative Assembly on Europe Day, where different views on multiculturalism's impact were presented.
The document discusses the cultural heritage of Valencia, Spain under three categories: tangible heritage as "The Island of Stones", natural heritage as "The Island of Wind", and intangible heritage as "The Island of Heart". Some of Valencia's notable sites of tangible cultural heritage mentioned are the Lonja de la Seda, the central market, and the City Hall square. The Albufera natural park and its importance to Valencian cuisine is highlighted as part of the natural heritage. Finally, the intangible cultural heritage is epitomized by the famous Falles festival celebrated in March, which was declared a UNESCO world heritage in 2017.
The document describes the education system in Finland. It begins with pre-school at age 6 and continues through primary school from ages 7-12, lower secondary school from 13-15, and upper secondary or vocational school from ages 15/16-18/19. Education is free, including meals and textbooks. Most students continue their education at upper secondary schools, where they have freedom to choose courses within the national curriculum. Students take a matriculation examination upon graduation to qualify for university entrance.
This document discusses definitions of various words related to places and community in different languages including island, shore, neighborhood, square, home, and courtyard. It provides dictionary definitions and questions about the meaning of each term. John Donne's meditations are referenced in relation to how each person is connected to humanity and their community.
This document outlines the itinerary for a student mobility program taking place from March 8-13, 2019 in Spain. The theme of the program is "No Man is an Island" and it will involve students from Italy and Spain. The schedule includes activities exploring different aspects of Spanish culture and heritage in Aldaia and Valencia such as music, women in science, art, theatre, food, and the natural environment. Key events include visits to historic sites, a debate, workshops, and a closing ceremony where students will present and receive certificates.
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Osservatorio sullinformation literacy promuove un incontro online organizzato dalla rete Open Education Italia. n occasione della Open Education Week 2025, dal 3 al 7 marzo, la rete Open Education Italia organizza un incontro online dedicato alla presentazione della Dichiarazione di Dubai sulle Risorse Educative Aperte (OER) il 4 marzo 2025. https://www.aib.it/eventi/dichiarazione-dubai-oer-unesco/
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1. SEMINARIO INTERPROVINCIALE
RAVENNA, 16 NOVEMBRE 2010
presso : Istituto Tecnico Commerciale "G.Ginanni" - Via Carducci 11
www.itcginanni.it
ETWINNING:
QUANDO
LEUROPA
FA LA
DIFFERENZA
Direzione Generale
Ministero dell Istruzione,
dellUniversit e della Ricerca
Direzione Generale per
gli Affari Internazionali