ERASMUS+ PROJECT "THE TRANSNATIONAL

ADULT SCHOOL PROTOTYPE"Sample Teaching Materials

Collective of authors

Published by Ústav sociálních inovací

Brno 2018

This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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ERASMUS+ Project "The Transnational Adult School Prototype"Sample Teaching MaterialsCo-authors: Marina Matínez Aguilera, Manuel Alberto Domínguez Vega, Akif Bahcebasi, Mojca Vukovič, Marina Mihai, Teresa Constanza, Marina Vetseva, Ivo Zambello, Ramune Sebaliauskiene, Jiří Daneš, Kristina Kodádková, Lukáš Trčka, Ivo Škrabal, Aleksandra Vetseva

Published by:Ústav sociálních inovací, o.p.s. Na Návsi 218, 664 51 KobylniceCzech RepublicContact person: Jiří DanešTel.: +420 739 511 306, e-mail: info@socialni-inovace.czId. No.: 26608529,Tax No.: CZ26608529 Registered in the public benefit organizations register governed by the Regional Court in Brno, Czech Republic, section O unit 615

Editor in charge: Jiří Daneš Graphic design, typesetting and print: Metoda spol. s r.o., Brno, www.metoda.cz Number of pages: 160 First edition, Brno 2018

Published in the framework of the project „The Transnational Adult School Prototype“Co-funded by the Erasmus+ Programme of the European UnionProject number: 2015-1-ES01-KA204-015549

© Ústav sociálních inovací, o.p.s., 2018

ISBN 978-80-270-3541-0

This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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CONTENT

FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5ABOUT THE PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6SPAIN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7INSTITUTO DE ENSEÑANZA SECUNDARIA LA PUEBLA (IES LA PUEBLA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7ITALY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8IIS IPSIA ITI “EZIO ALETTI”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8COMITATO PER I GEMELLAGGI DEL COMUNE DI CEREGNANO – CERCOGEM . . . . . . . . 9SLOVENIA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11LJUDSKA UNIVERZA, ZAVOD ZA IZOBRAŽEVANJE IN KULTURO, ROGAŠKA SLATINA . . 11ROMANIA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13COLEGIUL TEHNIC "IULIU MANIU", BUCURESTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13BULGARIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14VOCATIONAL TRAINING CENTER (VTC) TO “LONDON COLLEGE DUBLIN” . . . . . . . . . . . 14TURKEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16ARIF MOLU VOCATIONAL AND TECHNICAL HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . 16CZECH REPUBLIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17ÚSTAV SOCIÁLNÍCH INOVACÍ, O.P.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17LITHUANIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18UTENA EDUCATION CENTRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18SPAIN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19INTERCULTURALITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29ITALY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37HISTORY UNIT 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38HISTORY UNIT 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44HISTORY UNIT 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48ITALY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58EUROPEAN CITIZENSHIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59SLOVENIA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72BASIC ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73ROMANIA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87COMPARATIVE GRAMMAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

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BULGARIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96SCIENCE AND TECHNOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97TURKEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105ART & DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106CZECH REPUBLIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119ENTREPRENEURIAL SKILLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 LITHUANIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131TEACHER TRAINING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143PICTURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

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FOREWORDBeing an Erasmus+ project coordinator implies meeting people from diverse cultural back-grounds and working with them. In 2014, I was truly honored to make the acquaintance of a very special team of teachers from Spain, Italy, Bulgaria, Slovenia, Czech Republic, Lithu-ania, Turkey and Romania for a new project which started in 2015: The Transnational Adult School Prototype. Since then, we have founded, not only a transnational adult school proto-type, but also the basis for a long-lasting friendship and cooperation.

This book is the result of over a year of work and comprises samples of teaching materials in content areas which are relevant in the field of adult education. The transnational scope of these materials provides the students with a unique perspective and a new dimension of the learning process. Whether you are a teacher or a student, you may gain new insights into a variety of subjects such as History, Literature, Interculturality, Comparative Grammar, Basic English, Entrepreneurial Skills, Arts and Design, Science and Technology, European Citizenship and Teacher Training.

Thanks to this Erasmus+ project, funded by the European Union, teachers and students can work together towards the goal of building a better Europe and sharing a better destiny. Our common history, heritage and cultural values have prevailed over the centuries and are worth the effort of preserving them and even improve them to the full extent of our capabilities.

In closing, I sincerely hope you enjoy this book, as much as the team has enjoyed work-ing on it, and I also hope you find it useful regardless of your country of origin or personal background.

Marina Martínez AguileraProject Coordinator

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ABOUT THE PROJECTThe project Transnational School Prototype (T.A.S.P.) is focused on establishment of exper-imental, innovative and transnational educational institution. In addition to this T.A.S.P. will strengthen quality by means of an innovative approach that goes beyond the concept of cooperation and aims for the concept of shared responsibility. The organizations involved in creation the T.A.S.P. virtual school shares responsibilities at all levels: administration, courses, staff, students’ cooperation, association, etc.

Starting point for the implementation of above mentioned activities is an idea for intensifi-cation of standard cooperation in effective way that will not result only in knowledges and skills exchange but also a philosophy for sharing responsibilities in the school designed for adults which are coming from different cultures and environments. T.A.S.P. will provide for its students professional guidance and counselling in the main skills. The courses´ content can be easily included in any adult education program through innovative technologies when the Moodle platform will interconnect individual learning programs.

Like any other school transnational institution T.A.S.P. will offer students courses that will help to develop their basic and transversal skills relevant for adult education such as linguistic competence in mother tongue and English, Science and Technology, ICT, Learning Skills, social and civic competences with an emphasis on European Citizineship, Entrepreneurial Skills, History as well as cultural and artistic competences. Besides, the T.A.S.P. institution will provide teacher training and student counselling by means of specific departments as an integrated part of the project activities.

This publication provides you with an overview of the institutions involved in the implemen-tation of this international project, and then with the content of the most important parts of the training courses provided within the T.A.S.P. e-learning focused school.

7SPAIN

SPAININSTITUTO DE ENSEÑANZA SECUNDARIA LA PUEBLA (IES LA PUEBLA)

IES La Puebla is located in Vícar, a municipality in the province of Almería, which is one of the eight provinces comprising the autonomous region of Andalusia. Vícar is a thriving and mul-ticultural community thanks to its main economic activity: agriculture in plastic greenhouses. Most of these greenhouses are owned by individual growers at a small scale.

Founded in 1990, IES La Puebla offers numerous programs such as mainstream Secondary Education, multilingual Secondary Education, Adult Secondary Education (blended and face to face instruction), Vocational Education and Higher Education programs.

The teachers at IES La Puebla have created and developed two courses for the TASP pro-ject: Interculturality and Literature. In the next few pages you can see an overview of these courses.

IES La Puebla

Homemade (2)

Pixabay (1)Interculturality

8ITALY

ITALYIIS IPSIA ITI “EZIO ALETTI”IIS IPSIA ITI “Ezio Aletti” is found in Trebisacce, a small municipality situated on the North-East coast of the Ionian sea, precisely in the Northern part of the Sybaris plains in the province of Cosenza , one of the five provinces of Calabria region, in Southern Italy. Tre-bisacce is a multicultural lively place. The economy is based mainly on agriculture, citrus orchards and olive groves as well as fishing.

homemade (2)

Founded in 1973 as a branch section of Cassano vocational school, in 1976 IIS IPSIA ITI “Ezio Aletti” got its autonomy. Due to the recent reorganization of the cycles of vocational schools in Italy we offer the following programs : Secondary Education, Adult Secondary Education (face to face instruction) , Vocational programs and Higher Education.

IPSIA ITI teachers’ team have created a History course made up of three units of which you will have an outline in the following pages.

ITALY 9ITALY

COMITATO PER I GEMELLAGGI DEL COMUNE DI CEREGNANO – CERCOGEM

Towntwinning Committee of Ceregnano is located in a countryside area with a high rate of migration (e.g. from China, Romania, Morocco etc.) and a high unemployment rate. Our organization considers informal and non formal learning essential to experiment with new methods of teaching and counselling in order to better serve the adult learners with special needs. The Towntwinning Committee of Ceregnano has among its own aims:

1) To spread an European conscience among the citizens: young people, adults and senior citizens.

2) to defend, to strengthen, and enlarge European Union through concrete actions an good practices of peace and brotherhood among the peoples.

3) to struggle against the various forms of racism and xenophobia which try to break the bonds among different cultures.

10ITALY

4) to support the intercultural dialogue which is the basic condition of any form of towntwinning.

The medium-term objectives are:

1) to involve and to mobilize the most greater part of Associations, public bodies, private organizations, groups and single citizens that operate in the territory of Ceregnano in the sectors of culture, education, volunteering, welfare work, social economy, environmental safeguard, religions, music and sport.

2) to promote meetings and periodic exchanges (at least twice a year) among the repre-sentatives of the communities already twinned or involved in the preparatory phases of the preliminary contacts.

The priority concrete actions are:

1) to organize courses, exhibitions and seminars on the different cultures of the European peoples and on the values of the European citizenship.

2) to enter the initiatives of the other organizations, public bodies and groups in order to direct towards European dimension the scheduled activities and not already scheduled ones.

We organize every year some courses on foreign languages and cultures (i.e. English, Ger-man with comparison among different cultures and national heritages).

We help our Municipality run the “info service” in favour of unemployed people. Last issues of our meetings and debate are the following: a) An Erasmus in Italy and a job placement in Germany: two young people tell about their experiences; b) Job in Germany and Italy: two mentalities in comparison; c) Passive Houses and energy saving; d) Young people and health with particular reference to the alimentary troubles and loss of job; e) Cultivations in greenhouse and in the open air.

11SLOVENIA

SLOVENIALJUDSKA UNIVERZA, ZAVOD ZA IZOBRAŽEVANJE IN KULTURO, ROGAŠKA SLATINAOur organization is called Ljudska univerza, Zavod za izobraževanje in kulturo, Rogaška Slatina.

We are located in the north-east part of Slovenia in region Savinjska and we cover the area of six municipalities: Rogaška Slatina, Podčetrtek, Šmarje pri Jelšah, Rogatec, Kozje and Bistrica ob Sotli, as it is shown in the following picture:

The address is: Celjska cesta 3a, 3250 Rogaška Slatina, Slovenia. The Satellite Navigator posi-tion is in the next image: Ljudska univerza Rogaška Slatina is situated in the town of Rogaška Slatina,in the north-east part of region Savinjska. The capital city is 110 km away. This town is limited by the towns of Rogatec and Šmarje pri Jelšah. Our headquarters are located in the center of Rogaška Slatina, we also have a branch office in neighboring town Šmarje pri Jelšah. Ljudska univerza Rogaška Slatina is a non-profit adult education and training provider for the community in the local region and wider with a rich tradition. Organization offers its learners 10 formal educational programmes that include both secondary schools and vocational training pro-grammes in the field of catering, gastronomy, cookery, sales, economy, childcare or tourism.

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Ljudska univerza is constantly developing new programmes and is adapting the existent one in accordance with the needs and desires of the adult population for further training and education. Informal educational programmes are conducted in the form of seminars, courses, lectures, and literary evenings and similar. The organization also offers various per-sonal growth programmes, various workshops, computer courses for the unemployed and elderly, language courses, computer courses and accounting and many educational pro-grammes for adults with special needs for the local Care Work Centre. We have organized training programmes for other educationally and didactically deprived groups of adults, such as the immigrants, the unemployed and foreigners. Univerza also offers 19 programmes of National vocational qualification and organizes various courses for unemployed people, such as language, computer and accounting courses, and language and dance courses for children in kindergartens. The organization also has a very active University for Third Age, where we offer various lifelong learning activities to people over 55. The activities involve language courses, computer literacy courses, study groups, healthy lifestyle activities, lec-tures, workshops, trips and many more. Ljudska univerza Rogaška Slatina is also a licensed centre for Slovenian language as second language and an Intergenerational centre. Since 2016 we are also involved in a national project for gaining basic and vocational compe-tences for the Savinjska region and Counselling for the employees in Savinjska region.

13ROMANIA

ROMANIACOLEGIUL TEHNIC "IULIU MANIU", BUCURESTI

Our high-school is located in Bucharest. We have been functioning since 1966. We have a number of 1244 students this year, and we offer day classes, evening classes, profes-sional school classes and reduced frequency classes. Our team is made of 69 teachers, 36 non-teaching personnel and 14 auxiliary personnel Due to our location at the periphery of Bucharest, we receive students from the small cities and villages close by and offer them to stay in a modern boarding school. Our school has been recently renovated and we offer modern classrooms, 2 ICT laboratories, a new outdoor artificial football pitch and a cafeteria.Our main aims are: -to offer specialized preparation in the special field studied in our high-school related to cars: car mechanic, food and service and IT for both teenage students and adults. – to offer certified papers in order to prove their knowledge and an opportu-nity to practice what they learn during the school years in car services found by our school – to offer a good quality education for our students and after graduation a place of work Due to the large number of students nowadays that choose to work instead of coming to school and consequently abandon school, our institution focuses on avoiding this situation.We try to offer both theoretical and practical courses for our students in order to guarantee them good knowledge for a good job in the car field. Whether they specialize in car mechanic, car service or IT we try to offer them after graduation a job, so as to avoid skipping courses and giving up school. We have participated in numerous national and international projects and partner-ships trying all the time to increase the quality of our education and to offer our students new ways of discovering knowledge. Our teachers are continuously preoccupied with improving by means of participating in the LLP training sessions like Comenius or study visits.Our school is continuously trying to offer our students more than a formal education by means of developing their European cultural awareness and values by involving them in numerous educational projects. Since 2011 “Iuliu Maniu” Technical College is certified to be a European school by The Ministry of Youth and Education and we are proud to have been the first school that has represented our country for the first time in the international project “Young Ideas For Europe” that involved working together with a partner school in Spain in order to find alternative means of saving energy. This year our school has participated in the international project “8 GOALS: WE ACT”, dedicated to the millennium development goals

and how teenagers can get involve and currently we are part of the national educational project “Porneste Motorul schimbarii in comunitatea ta”, a project focusing on nonformal education methods like Forum theatre, Photo-voice and the Living Library.We have participated in two LLP projects: Leonardo Da Vinci projects “VolanT” and “ALT” that imply transfer of innovation and disseminating knowledge and vocabulary specific to the car repair field in the shape of an international dictionary. We also participate to “The European Vocational Training” by means of a partnership we have with “St. Louis” High-School in Crest, France. Our students take part yearly in both a cultural and technical skills exchange. In the last 4 years, five of our teachers participated in different study visits within the LLP program and one teacher attended a Comenius training.

14BULGARIA

BULGARIAVOCATIONAL TRAINING CENTER (VTC) TO “LONDON COLLEGE DUBLIN”

VTC to “London College Dublin” is located in Sofia, Bulgaria.

Bulgaria is a country in Southeast Europe with population of around seven million people and a territory of about 111 000 sq. km. The official language of the country is Bulgarian, the main religion Orthodox Chris-tianity, the currency is Lev. Bulgaria joined the European Union in 2007. The capital and the largest city in the country is Sofia.

Sofia is one of the oldest cities in Europe. It is situated in the Sofia plain. The city blends its past and present in a remarkable architectural style. Some of the most interesting historical monuments are 10th-century Boy-ana Church (one of the UNESCO World Heritage pro-tected sites), the Alexander Nevski Cathedral (one of the world’s largest Orthodox churches), the Rotonda of

St. George and The Sofia Synagogue and the early Byzantine Church of St. Sophia. On the other hand, the Bulgarian National Opera and Ballet, the Ivan Vazov National Theatre and The Sts. Kilril and Metodii National Library represent the modern architecture.

There are 16 universities in the city, among them Sofia University, founded in 1888. Sofia museums carefully keep the historical memory and cultural heritage of this city. Sofia houses numerous museums, notably the National Historical Museum, the Bulgarian Natural History Museum, the Earth and Men Museum and others.Near the capital is the National park Vitosha. It is known with its unique moraines and it is the perfect place for relax. Around Sofia, there are many mineral springs with extreme lay healthy and tasty water.

London College Dublin ltd Sofia opened in 2005 as Professional Col-lege of Business and Hotel Manage-ment, professionally integrated with the London College Dublin in Ireland, and offers training in the following

15BULGARIA

majors: Business Administration; Hos-pitality; Business English and Computer Science with 12 different modules. With our diploma, graduates could work not only in Europe but also in USA, because our program was created in accordance with a famous American standard. In 2009 to London College Dublin was founded Vocational Training Center (VTC) as a pro-fessional organization which provides vocational training in 10 professions, in 11 specialties and is licensed by the Bulgarian National Agency for Vocational Education and Training.Training in VTCs in each of the professions and specialties is perfumed using original methods and teaching aids in compliance with the SER. We apply various forms of training – day, evening, distance and individual. Teaching theory takes place in modern classrooms, a school and manufacturing practice – in different leading firms in relevant areas.

The duration of courses is determined together with the applicant, taking into account his needs and subject to the Law on Vocational Education and Training. Professional training courses culminate in state examinations in theory and practice in accordance with the SER for qualification in the profession. Upon successful completion of training course, trainees receive Issued documents, valid in Bulgaria and Europe and they are certified professional knowledge and skills for job. We have courses and by key competence: E-business; E-learn-ing; Teamwork; Presentational skills and Time management and others.The teachers at VTC to “London College Dublin” In the next few pages you can see an over-view of these courses:

16TURKEY

TURKEYARIF MOLU VOCATIONAL AND TECHNICAL HIGH SCHOOL

The High School is called Arif Molu Vocational and Technical High School and is situated in Kayseri (City Center).

We are located exactly in Central Anatolia in the middle of Turkey. Central Anatolia region consist of 13 big city centers and many little towns and villages. Kayseri is in the south east of Central Anatolia. Approximately 70 km far from Cappadocia Region. You can see the situ-ation in the next image:

The address is: MEVLANA MAH. KOCASİNAN BUL. NO:111 KOCASİNAN KAYSERİ

The Arif Molu V.T.H.S. is situated in the city center of Kayseri, in the south east of Central Anatolia.The capital city of Turkey, Ankara is 310 Km away. The city center is limited by the 3 main municipalities as Kocasinan, Melikgazi and Talas. The High School is located at the Kocasinan district.

Pixabay (1)

17TURKEY

CZECH REPUBLICÚSTAV SOCIÁLNÍCH INOVACÍ, O.P.S.

Ustav sociálních inovací, o.p.s. (in English – Institute of Social Innovation, p.b.o. – public ben-efit organization) is the non-profit non-governmental organisation from Kobylnice, Czech Republic. The organisation’s work is oriented mainly towards socio-economically disadvan-taged areas – mainly rural areas of Jihomoravsky region and being active also in the other regions of the Czech Republic.

Since its establishment in 2002, the organisation has actively participated in the acquisition of experience mainly in the following three areas:

– Human resources development – provides training, seminars, retraining programmes and infrastructure for education;

– Socio-economic cohesion of the region – supports social innovation activities, social entrepreneurship, creation and development of enterprises (especially SMEs) and their cooperation with non-profit and public sector;

– Promoting international cooperation of public institutions – seeking foreign partners, building cooperation with them and handles foreign experience and education (with the implementation of technical projects abroad).

USI has experience in working with social innovation aspects including involvement of local, regional and other different stakeholders into the project implementation (e.g. local and regional public authorities, SMEs, NGOs and other stakeholders). The objective of this approach is to involve all relevant bodies in the development of the territory in the long term and to positively influence further development in the regional and national context, taking into account economic, social and environmental benefits for the society.

Furthermore, Institute of Social Innovations provides consultation services and training for preparation of local social economic development projects with respect of sustainability principles, employment, human potential development and environment.

USI has implemented projects oriented on the creation of social incubation and strength-ening employability, sustainability and social enterprises development in rural regions of Southern Moravia. We have also run projects on social entrepreneurship, methodology transfer for quality of training in social enterprises in the Czech Republic, supported from the Operational Programme Human Resources and Employment.

LITHUANIA 18

LITHUANIAUTENA EDUCATION CENTRE

Utena Education Centre is an acreditated institution which provides services for non-formal adult education. The institution was established in Utena in September 2007. Utena Edu-cation Center staff consist of seven members: a headmistress, three supervisors, a specialist, an accountant and administrator. The activities we perform are very diverse, job functions are often intertwined, so the institution team have to be very multifunctional and flexible. Most of the learners who participate in non-formal education organized by Utena Education Centre are mem-bers of education institutions: representatives of administration, teachers, pupils. Other adults, who do not belong to pedagogical community, also take part in the activities/events/courses that correspond to their needs.

MAIN FUNCTIONS OF UTENA EDUCATION CENTRE:- to explore, analyse and meet educational needs of teachers and other adults‘.- to design syllabus for in-service training.- to organize non-formal adult training (conferences, seminars, lectures) that let trainees

gain higher qualification.- to promote and support cultural activities (exhibitions, shows, cultural and educational

trips, workshops, etc.)- to promote and extend inter-institutional cooperation of institutions providing education-- to coordinate work of 26 methodological circles (these are school subject related groups

of teachers and other pedagogical personnel). - to incourage dissemination of good experiences of teachers who work with creative

power as well as educational institutions- to issue accreditated training certificates. - to compile the library funds, methodological tools, provide information and consulta-

tions on collected educational material. - to cooperate with social partners;- to supply local teachers and other local groups with ICT tools and accommodation for

meetings, presentations and discussions.- to organize/take part in various local, regional, national and international; projects

The institution work is based on thoroughly prepared activity plans: strategic plan (for 3 year period), annual activity plan (for one year period), monthly activity plan (for one month period)

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INTERCULTURALITY

1. CULTURAL DIVERSITY

Names are part of our cultural identity. Think about your own name: Is it a common name in your country? Does it have a meaning in your language or in another language? Is it a family tradition?

Can you say your name in other languages?

Now we will see the way to measure cultural diversity.

1.1. How to measure cultural diversity.

We can say that we are culturally similar or different from other people because of our clothes, traditions, religion or typical dishes. All the mentioned aspects before are culturally relevant but, is there a systematic way to analyse and compare the different cultures? Geert Hofstede, a Dutch social psychologist, developed the Cultural Dimensions Theory to analyse and compare the following key cultural aspects: the levels of power distance, individualism, masculinity, uncertainty avoidance, long-term orientation or indulgence.

1.1.1. Power Distance.In some societies authority is clearly defined and accepted by everybody but in other socie-ties people are more critical and do not accept power in an easy way. For example, there are societies where parents teach their children obedience (large power distance) and there are societies where parents teach their children as equals (small power distance): There are socie-ties where religious leaders are very important

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Activity: What do you know about your name? What does it mean? Can you say your name in other languages? Is it a family tradition? Is it a very popular name in your area? Are there any famous people named like you? Discuss your ideas with your partner in the Activity 1.1 Forum.

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and influential (large power distance) and other societies where religion teaches about equality (small power distance). There are societies where older people are respected and feared (large power distance) and other societies where older people are not respected or feared (small power distance).

1.1.2. Individualism.This dimension is about the importance of individualism-collectivism in a society. For example, there are societies where per-sonal opinions are expected (individualistic), and there are societies where opinions are decided by the group (collectivistic). There are societies where families are small and their members are independent (individual-istic), but there are societies where families are big and behave like a clan (collectivistic). There are societies where privacy is impor-tant (individualistic) and there are societies where the sense of belonging is important (collectivistic).

1.1.3. Masculinity. This dimension is about the level of admiration for heroes and success. For example, there are societies where heroes are admired (masculinity) and societies that show sympathy for the weak (femininity). There are societies with few women in political positions (masculinity) and societies with many women in political positions (femininity). In some societies boys do not cry and fight back (masculinity) and in other societies boys and girls should not fight back (femininity).

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Activity: Think about the level of individualism-collectivism in your culture. Justify and share your opinion with your peers in the Activity 1.3 Forum.

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Activity: Think about all the previous aspects in your country and say the level of distance power in your culture: Is it large or small? Justify and share your opinion with your peers in the Activity 1.2 Forum.

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1.1.4. Uncertainty avoidance.This dimension is about the level of uncer-tainty/ambiguity acceptance in a society. For example, there are societies where changing jobs is not a problem (weak uncertainty avoid-ance) and other societies where people pre-fer to keep a job no matter the circumstances (strong uncertainty avoidance). There are societies that dislike rules (weak uncertainty avoidance) and other societies that love rules (strong uncertainty avoidance). There are societies with a lower stress (weak uncertainty avoidance) and societies with higher levels of stress (strong uncertainty avoidance).

1.1.5. Long-term orientation.This dimension is about the importance of the past, present and future in a commu-nity. There are societies where traditions are extremely important (short-term oriented) and other societies where traditions are not so important and can be changed (long-term oriented). There are societies where people are very proud of their country (short-term oriented) and other societies where people want to learn from other countries (long-term oriented). There are societies where past and present events are important (short-term oriented) and other societies where future events are important (long-term oriented).

Activity: Think about the previous aspects and decide on the level of masculinity in your culture. Justify and share your opinion with your peers in the Activity 1.4 Forum.

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Activity: Think about the previous factors and think about your society. Do you have a weak uncertainty avoidance or a strong uncertainty avoidance? Justify and share your opinion with your peers in the Activity 1.5 Forum.

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1.1.6. Indulgence.The last cultural dimension is about the level of indul-gence-restraint in a society. For example, there are soci-eties where freedom of speech is extremely important (indulgence) and other societies where freedom of speech is not so important (restraint). There are societies where more people say they are happy (indulgence) and other societies where fewer people say they are happy (restraint). Finally, there are societies where leisure is important (indul-gence) and other societies where leisure is not so important (restraint).

2. INTERCULTURALITY AND INTERCULTURAL COMPETENCE.

In the first unit of this course, we have seen that the intercultural competence is the ability to live and work with people from other cultures and to be able to learn from them. In this unit we are going to present and analyse a real case of multicultural community, the town of Vicar, which is located in Almeria, Spain. From the study of this case, we will discuss intercultural issues and real life situations in other countries. The whole experience will be a great oppor-tunity for the development of our own intercultural competence and learn from our peers.Vicar, in the southeast of Spain, is a town with a population of over 20,000 inhabitants. It is located in an agricultural area where vegetables are grown in plastic greenhouses. The way the greenhouses look in the sunlight is similar to the sea. This is the reason why this concentration of greenhouses is called The Sea of Plastic.

In 2008, over 18% of the population in Vicar came from African countries, over 4% from European countries and over 4% from Latin America, in other words, about 25% of the population came from foreign countries. Does it sound interesting? Yes, we think it does because they are our neighbors, schoolmates and workmates: We live with them, work with them and learn with them.

Activity: Think about the previous aspects and your own society. Is it short-term ori-ented or long-term oriented. Justify and share your opinion with your peers in the Activity 1.6 Forum.

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Activity: Think about the previous aspects and your society. Do you think there is indulgence or restraint in your country? Justify and share your opinion with your peers in the Activity 1.7 Forum.

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2.1. In the neighborhood.

Do you think the intercultural competence is very important in the context of the neigh-borhood? The intercultural competence is very important to promote and achieve peaceful coexistence. For example, are there people from different countries in your neighborhood? Where do you see them? Do you share time with them? In Vícar, you do not need to go very far to see people from different cultures in their free time: Go to the boulevard on the main street. Just by sharing a space of leisure, the community bonds and develops its own multicultural identity. Over 4 kilometers long, the boulevard offers monuments, facilities for children and adults, and a meeting point for people of about 70 different nationalities, as you can see in the following pictures:

In Vícar, the first immigrants were from Africa. At a later stage, Latin Americans also started to arrive and, finally, the most recent incorporation to the community has been the group of people from European countries such as Romania or Bulgaria. Although the first immigrants from the African continent arrived to the area in the 1980s, this group of immigrants is still mostly composed by men because the process of family regrouping is more difficult for them than, for example, for European Union citizens because, thanks to the Schengen area, they can travel to other European countries without specific border control.

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2.2. At Work.

Sometimes, the workplace is the first oppor-tunity for contacting people from other coun-tries. Do you think the intercultural compe-tence is very important at work? Basically, teamwork and cooperation improves the pro-ductivity of a company. As you can imagine, the economy and labor market is also multicultural in Vícar, although not all the immigrants work in the same fields. People from Africa, for example, are mostly engaged in agricultural tasks, people from Latin America are mostly engaged in the ser-vice sector and the immigrants from Europe are engaged in the service sector too, often in the building business. Anyway, as we have said before in this unit, greenhouses are the most important economic activity.

Do you think the intercultural competence is very important at school? The reason why this competence is important in the field of education is because we learn from others in a social context. We build our knowledge from our experience and also from other people. This fact is the basis for cooperation and collaborative work at school. In this situation, the integration of immigrant students is a challenge that requires the development of the intercultural com-petence at the staff level and also at the student level. Aspects such as linguistic competence and culture shock need to be addressed at schools by means of specific programs for immi-grant students. Transnational cooperation between teachers from different countries is also a valuable tool provided by the European Union over the years, thanks to different programs. IES La Puebla, a high school situated in Vícar, is an example of this continued cooperation in different international programs (Comenius, Leonardo da Vinci, Grundtvig and Erasmus+).

Activity: Are there people from different countries in your neighborhood? What do you know about them? Justify your answer and share your opinion with your peers in the Activity 2.1 Forum.

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Activity: Have you ever worked with people from other countries? Tell us about your personal experience. Share your opinion with your peers in the Activity 2.2 Forum.

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3. CULTURAL EXCHANGE TOOLS

How much have you learned about cultures in this course? Have you exchanged lots of cul-tural information with your peers? What tools have you used? The ways of cultural expression are also the tools you can use to exchange cultural information. The mass media, travelling around the world, the different arts and the way we eat or drink are human resources and activities that contain cultural information and vary from one culture to another.

3.1. The Mass Media.

The mass media include all the communication technologies aimed for big audiences: Broad-casting (radio, television, etc.), advertising (billboards, etc.) digital media (social networks, etc.), or printing media (books, newspapers, etc.) are all aimed for big audiences. Why are all these media connected to our cultural identity? On the one hand, it is said that glo-balization of the mass media is also a way to create a global identity where cultural differ-ences are faded. On the other hand, the mass media are a way to express and transmit cul-tural values. Worldwide companies are aware of all these facts and take them into account in order to sell their products in a more effec-tive way.

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You Should Know: The European Commission provides numerous programs for students in all the fields of education: Primary, Secondary, Vocational, Adult and Higher Education.

Activity: Is your school intercultural? What intercultural activities do you usually do at school? Justify your answer and share your opinion with your peers in the Activity 2.3 Forum.

To Know More: To learn more about European projects and programs click herehttp://ec.europa.eu/index_en.htm

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3.2. Travelling.

Since the beginning of humankind, travelling has been of key importance in the development of knowledge. Early humans travelled from one area to another walking and carrying their articrafts on their backs, heads or shoulders. The invention of the wheel and the ability to move faster and more comfortably from one place to another has been an important factor of cultural transmission over the cen-turies. Domestic animals such as the horse and the camel have been used not only as a way of transportation for people but also for goods. On the other hand, some cultures have devel-oped thanks to the water travel as, for example, the Phoeni-cians across the Mediterranean. Another important invention has been the compass because it revolutionized sea travelling. Christopher Columbus benefited from this invention on his voyage to the New World in 1492.

3.3. The Arts.

The word “art” comes from the Latin word ars that means technique, skill and finesse. The standards of beauty are different from one culture to another, in other words, they are cultur-ally diverse, as we can see in lots of documentaries on TV. The major arts are the following: the plastic arts (visual arts), music, dance, drama, oratory, folklore and literature.All the arts are ways of exchanging cultural values and expressions.

3.3.1. Food and Drink.Have you ever eaten in a Chinese or Italian restaurant? We sometimes go to exotic restau-rants because we like to taste different dishes and flavours. These flavours make our meals more special and enjoyable. For example, Mediterranean countries share the tradition of using olive oil or drinking wine in their cuisines. Maize is used in Latin-American countries and soy sauce is commonly used in Asian cooking.

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Activity: MacDonald´s is a worldwide company. Click on the following link to see MacDonald’s commercials in different countries. See these commercials: What similar-ities or differences can you find between each other?h t t p : / / w w w . g l o b a l p o s t . c o m / d i s p a t c h / n e w s / c u l t u r e - l i f e s t y l e /food-drink/130709/10-amazing-mcdonalds-commercials-international

Justify your answer and share your opinion with your peers in the Activity 3.1 Forum.

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Now we will see the three units comprising the Literature course.

To Know More: To learn more about international cuisine click herehttp://www.cookingchanneltv.com/recipes/best-international-recipes-glob-al-and-cooking.html

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LITERATURE

1. THE UNIVERSALS OF HUMANKIND.

1.1. Literature as an expression of humankind.

What is Literature? We are sure you have heard this word many times but, what is the defini-tion for the word “Literature”? According to Webster`s New Elementary Dictionary, Literature is “the production of written works having excellence of form or expression and dealing with ideas of permanent or universal interest”. (pg. 294)

1.1.1. Cultural values.What about the cultural values? Are there any examples of literary works that represent the cultural values of your community? Cultural values can be simple things in our ordinary lives, such as the way we eat, the way we dress, or our lifestyle in general. Read the following text by Juana Vázquez Gómez:

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Activity: What are ideas of permanent or universal interest, in your opinion? What literary works do you know? Discuss your ideas with your partner in the Activity 1.1 Forum.

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“For my grandmother, the kitchen was a sacred place. There she spent most of her time, cook-ing or teaching the cook how to prepare old and difficult Mexican dishes.

Thanks to her willingness to share those secret recipes, my mother and I can keep up the tra-ditions of delicious, refined, and elaborate Mexican cuisine.”

“the Making of a Modern Mexican Cook” The Angeles Times

As you can see, it is very easy to identify basic elements of our daily lives in literary samples. Through Literature, just by observation and a certain degree of analysis, we can learn more about our own culture and about other cultures. In conclusion, Literature is a fundamental way of expression for human beings.

1.1.2. Expression of emotions.As humans, we express our emotions in many ways and Literature has been one of these ways for centuries. Sometimes, we need to express sadness or despair, but sometimes we feel happiness and fulfillment.

The elements present in poetry contribute to the expression of personal emotions, thanks to the poet´s emphasis on the images evoked, the rhyme and the rhythm expressed in just a few lines, which we call verses. The best way to enjoy a poem is to read it slowly and to read aloud, being also aware of the sounds and the images in it. There is no need to rush or to get all the ideas the first time you read it, just relax and read it a few times.

Sometimes, words have a hidden meaning or a special impact in certain contexts. All this has to do with the use of figurative language that we will explain in the next section.

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Activity: Now, identify in the following stanza (group of verses) the emotions ex-pressed in this poem written by Lionel Johnson and discuss them in the Activity 1.3 Forum.

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1.1.3. Figurative language.Figurative language is the use of language to create a spe-cial effect and embellish the normal meaning of words. The strategies to obtain this effect are the “figures o speech”. Look at the following list:

• Alliteration: The repetition of certain sounds.Example: She sells seashells by the seashore

• Simile: The writer compares two things that are not sim-ilar by means of the words like or as.

Example: As black as coal.

• Metaphor: The writer compares two things that are not similar without the words like or as.

Example: The warm breeze was a blanket around us.

Now, read the first stanza from Edgar Alan Poe´s poem “The Bells”. Which is the main figure of speech in it?

Hear the sledges with the bells—Silver bells!What a world of merriment their melody foretells!how they tinkle, tinkle, tinkle,In the icy air of night!While the stars that oversprinkleAll the heavens, seem to twinkleWith a crystalline delight;Keeping time, time, time,In a sort of Runic rhyme,To the tintinnabulation that so musically wellsFrom the bells, bells, bells, bells,Bells, bells, bells--From the jingling and the tinkling of the bells.

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2. LITERATURE ACROSS EUROPE.

2.1. European Literature.

European Literature can be defined as the literary works that are produced in the European continent but, only in the EU there are 28 member countries and 24 official languages. There are also other countries, such as Turkey, that are candidates and have started negotiations. Now, considering the variety of countries and languages, and also the historical evolution of each of them, do you think there is something similar to the concept of a European Litera-ture? Can we say that beyond all the national differences, there are similarities in the way we write and read literary works in Europe? We think there are, and we also think that in addi-tion to the independent nationalities and historical processes, there is a transnational history, a past when the borders between countries were different and the events that happened had an effect on all of us.

Out of the huge number of outstanding and prestigious writers across Europe, we have selected those that are important in the participating countries, those that for some special reason are special to your teachers. At the end of this unit, and besides this selection of writ-ers, you can also add other writers that you particularly like or you think are important in your country. For the moment, the list arranged by countries in chronological order:

• Italy: Dante Alighieri (1265-1321). • Spain: Miguel de Cervantes (1547-1616).• Slovenia: France Prešeren (1800-1849).• Bulgaria: Ivan Vazov (1850-1921).• Czech Republic: Josef Čapek (1887-1945).• Turkey: Orhan Pamuk (1952).• Romania: Mircea Cărtărescu (1956).• Lithuania: Jurga Ivanauskaitė (1961-2007).

Activity: You have seen the writers and their countries of origin in the list above. Now, identify these writers in the following picture in the platform activity 2.1

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2.2 Some European literary samples.

Now it is time to enjoy some literary samples and do some activities. These samples have been selected from the authors we have studied in this unit and they will give you the opportunity to get a glimpse of the European dimension of Literature.

Our next literary sample comes from Istanbul, a city between two continents: Europe and Asia. Istanbul is the biggest city in Turkey and a cultural and historical center. It is located by the Bosphorus, a natural strait that separates Europe from Asia and connects the Black Sea and the Sea of Marmara.

Activity: Now, read the following paragraph by the Bulgarian writer Ivan Vazov:

“It´s a sign of our existence, at least. No one troubles about the dead-only the living have a right to live. If the Governments of Europe don´t take action on our behalf, they don´t deserve to be called Christian and civilized.” (Under the Yoke)

answer the questions below in the platform activity 2.3.:

• What do you think the author is asking for?• What do you think Europe can do for all of us?• What can we do for Europe, in your opinion?

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Activity: Activity: Now, read the following paragraph by the Bulgarian writer Ivan Vazov:

“It´s a sign of our existence, at least. No one troubles about the dead-only the living have a right to live. If the Governments of Europe don´t take action on our behalf, they don´t deserve to be called Christian and civilized.” (Under the Yoke)answer the questions below in the platform activity 2.3.:• What do you think the author is asking for?• What do you think Europe can do for all of us?• What can we do for Europe, in your opinion?

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Our last sample is also a national anthem in Slovenia, The lyrics come from a poem written by the Slovenian writer France Prešeren. First, you can watch the video with the anthem and next, you can see the whole poem by clicking on the link.https://www.youtube.com/watch?v=w-WuhiuEOQc

3. A TASTE OF SPAIN IN THE WORLD.

Spain is a European country located in southern Europe. A melting pot of cultures throughout History, it is said that the Iberian Peninsula has the shape of a bull skin. Look at this map, can you notice the resemblance?

Have you ever “tasted” Spain? You can have a taste of Spain in many ways, perhaps you have seen a documentary or visited this coun-try or, perhaps, you have a Spanish friend or neighbor. Here is a list of some Spanish “ingredients”, that is to say, some popular aspects of the Spanish culture and society.

On the other hand, you can also learn about Spain from the perspective of foreign writers who, for different reasons, have spent periods of time in this country and have written about their experience. Here are some of them:

• Washington Irving (1783-1859) wrote The tales of the Alhambra during his stay at this pal-ace. This book is a collection of legends told by the inhabitants of Granada for centuries.

• Gerald Brenan (1894-1987), is the author of South from Granada, a book about the peo-ple from Yegen, a village in the province of Granada. Brenan lived in this village from 1929 to 1934.

• Ernest Hemingway (1899-1961) wrote For Whom the Bell Tolls after his experience as a journalist during the Spanish Civil War.

• George Orwell (1903-1950) wrote Homage to Catalonia, a book about his experience as a militiaman in the Spanish Civil War.

• Graham Greene (1904-1991) wrote Monsignor don Quixote as a personal homage to the Spanish writer Miguel de Cervantes and his novel Don Quixote.

On the other hand, sometimes due to political reasons, numerous Spanish writers have spent part of their lives abroad taking the Spanish Literature to other countries and incorporating

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Activity: Here is a list of some Spanish “ingredients”, that is to say, some popular as-pects of the Spanish culture and society. Match the names and the pictures, in the platform activity 3.1

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the experiences acquired to their literary works. In the following list you can discover some of these writers and their countries of destination:

• Antonio Machado (1875-1939): France• Juan Ramón Jiménez (1981-1958): The

United States of America• Rafael Alberti (1902-1999): France and

Argentina• Federico García Lorca (1898-1936): The

United States of America.

Let us focus now on two writers we have men-tioned before in this section: Ernest Heming-way and Federico García Lorca. Both of them are excellent examples of the cultural exchange we have talked about in this unit, although they were born worlds apart as you can see on this map:

3.1. Federico García Lorca. Born in 1898 in Fuentevaqueros, a village situated only 15 kms. away from the city of Granada, Lorca´s childhood was shaped by children´s games, fairy tales, legends, music, fruit trees and the scent of flowers such as jasmine and orange blossoms, all of them ingrained by his family, the people and the landscape from Andalu-sia. All these ingredients were always in his soul and his work as you will see in the next activity.

PUEBLO VILLAGESobre el monte pelado, Upon a barren mount,un calvario. a calvary.Agua clara Clear watery olivos centenarios. And century-old olive trees.Por las callejas In the narrow streetshombres embozados, men hidden under cloaks;y en las torres and on the towers,veletas girando. weather vanes spinning around.Eternamente Eternallygirando. spinning.¡Oh pueblo perdido Oh, lost village,en la Andalucía del llanto! In the Andalusia of tears! (Poem of the Deep Song)

1919, at the age of 21, Garcia Lorca moved to Madrid where he met other artists like the painter Salvador Dali or the film director Luis Buñuel. In Madrid, he became a reputed poet

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and playwright although he often visited his family in Granada. In 1922, Garcia Lorca and the famous composer Manuel de Falla organized the first flamenco competition that took place at La Alhambra in Granada. Lorca was such a flamenco enthusiast that this music inspired numerous poems in his literary work.In 1936, at the beginning of the Spanish Civil War, Lorca was living in Granada. He left Madrid because he thought it was safer to be in Granada with his family. He also thought there was no real danger for him because he was not involved in political activities. Unfortunately, he was wrong because on August 18th, 1936, he was executed by Franco´s military forces, just a month after the war outbreak.

3.2. Ernest Hemingway.

Ernest Miller Hemingway was born in 1899 in a traditional suburb of Chicago (Illinois), USA. After he graduated from high school, he started working as a journalist for the Kan-sas City Star. During the First World War he was an ambu-lance driver in Italy. Back in the United States, he started working for the Toronto Star and got married to his first wife, Hadley Richardson. Right after the wedding, Hem-ingway moved to Paris as a correspondent for the Star. In Europe he met important writers and artists as, for example, Pablo Picasso, James Joyce or Scott Fitzgerald. During this period, he also started visiting the Spanish city of Pamplona and its famous festival of San Fermín. These visits inspired his first novel, The Sun Also Rises, published in 1926. The story in this novel takes place in Pamplona during the festi-val of San Fermín. Here is a paragraph:

“The town was getting ready for the fiesta. Workmen put up the gate-posts that were to shut off the side streets when the bulls were released from the corrals and came run-ning through the streets in the morning on their way to the ring.”

During the Spanish Civil War, Hemingway was a war correspondent and favored the repub-lican side. This experience was the basis for another important novel: For Whom the Bell Tolls, published in 1940. This story is about a young American, Robert Jordan, who fights for a republican guerrilla. The topics of loyalty and death are of key importance in this novel which narrates the horror of war. Let us read a few lines from this novel:

“For him it was a dark passage which led to nowhere, then to nowhere, then again to nowhere, once again to nowhere, always and forever to nowhere.”

During the Second World War Hemingway was also a correspondent and witnessed some important events. In 1954 he won the Literature Nobel Prize but, unfortunately, his mental health began to fail. He went through a deep depression that finally led him to commit sui-cide on July 2nd, 1961.

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HISTORY UNIT 1

1.MEDITERRANEAN SEA AS A MEETING PLACE BETWEEN CULTURES

The Mediterranean sea has always been a busy crossroads of peoples where the destinies of ancient civilizations such as the Greeks and the Romans have crossed.

The Mare Nostrum ( our sea) was a space and a witness of the many civilizations that have interacted, fought among themselves contam-inating one another bringing changes world-wide. Its waters were often tinged with blood of the defeats while the winners in the name of kingdoms or religions were going to affirm themselves. This area has set the foundation of Greek democracy , the Arab science, the Roman rule of law and the imperial grandeur of the Egyptians. The Mediterranean also marked the destiny of the European continent from the economic point of view: it is a mute witness to the transience of people and goods.

While on one hand we cannot deny the deep links that form the backbone of the European Union in recent decades, on the other hand we cannot ignore the brotherhood constraints of civilization between peoples inhabiting the Mediterranean basin today.

1.1 Polis and Great Greece

Between the ninth and sixth centuries BC Greek civilization flourished. The center of social life was the polis. Each polis, known as the city-state , was an independent state and had its own laws and its own army. All polises had in common the Greek language. Between the

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eighth and seventh centuries BC the popula-tion increased; land resources, however, were not enough to feed everyone. The Greeks then occupied other lands in Asia Minor and in southern Italy, where the civilization of Ancient Greece developed. In southern Italy they built powerful polis with autonomous political community, military power , architec-tural and cultural magnificence such as Syba-ris, Syracuse, Croton, Heraclea, Metapontum, Tarentum, Rhegion, Laos , Posedonia, Acra-gas to name a few. The most powerful were Sybaris and Syracuse. Forefathers of Western Philosophy such as Pythagoras, Parmenides and Archimedes lived and worked within this civilization.

The two major city-states of Greece were Sparta and Athens. These cities represented two opposing models of polis: while Sparta power was exercised by a small aristocracy, in Ath-ens the first democracy in history was born.

The Greeks were polytheists: the most important deity was Zeus, the god of sky and thunder. Maritime trade, agriculture and sheep-farming were the main economicactivities of the polis.

2. REPUBLICAN ROME

According to tradition, Rome was founded in 753 BC. It was then a village ruled by a king. The economy was based on agriculture and grazing. The society was divided between patri-cians (the wealthiest families who owned the land) and plebeians (the poorest people, who worked the land). )

The king was chosen among the patricians. In 509 BC the king was overthrown and Rome became a republic. Between the fifth and third centuries BC the Romans occupied the

Activity: meeting as expression of democracy

Discuss in the forum:

– From the “Agorà” to the social networks.– about the two forms of welcoming stressing

advantages and disadvantages.

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whole of Italy. Having finally defeated the Carthaginians in the land now called Tunisia (146 BC), Rome became also mistress of the Mediterranean.

The first century BC was characterized by civil wars. There were two dictators: before Silla (81 BC) and later Julius Caesar (46-45 BC). After the assassination of Caesar (44 BC) Octavian and Antony emerged . From 31 BC Octavian, after defeating Antonio, became the de facto ruler of Rome, and thus it ends the period of the republic.

2.1 The golden years of the empire

Octavian died in 14 A.D. and he nominated Tiberius as his successor : the imperial era began. Since that time many emperors rose to power in Rome until 476 A.D. During the first century A.D. Roma continued its expan-sion phase: in additionto military successes, the economy prospered and culture and art reached very high levels. The links were also insured by a thick network of roads. Christianity has spread in Rome since the first century A.D.. For about two centuries, Christians suffered ferocious per-secution. Only in 313 A.D. Emperor Constan-tine granted Christians freedom to practice their religion. In 380 A.D. Emperor Theodosius declared Christianity the only religion allowed in the empire.

2.2 The decadence of the empire

In the third century A.D. the Roman Empire was hit by a severe economic and political crisis. The population decreased and many uprisings were repressed withdifficulty by the army. In 313 Constantine moved to Constantinople, today’s Istanbul, the capital of the empire. In 379 Theodosius was elected Emperor: he was the last to gov-ern alone the immense empire.

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3. THE GREAT GEOGRAPHICAL DISCOVERIES

Explorers and sailors sailing the Mediterra-nean sea have feared for centuries the leg-endary “Pillars of Hercules.” During the Mid-dle Ages, Genoa and Venice, the two Italian maritime republics, controlled the Mediter-ranean sea. Venice expanded to the extreme east enough to look for new trading ways with the Indies, namely the territories of the Far East (gold, spices, fine fabrics).

The first to move in this direction were the Por-tuguese: Bartholomew Diaz, in 1488, reached the Cape of Good Hope (the southern tip of Africa), sailing along the coast of the African continent; Vasco de Gama, however, follow-ing the same route, he made it to India (1497). The first navigator to circumnavigate the globe was Ferdinand Magellan in 1519.

A Genoese navigator, Christopher Columbus, asked some European sovereigns funds for an expedition to reach India by sailing west: the Spanish royal family, Ferdinand of Aragon and Isabella of Castile accepted his proposal.

On August 3, 1492 Columbus sailed from Palos, in Spain. He drove a fleet of three ships (the Nina, the Pinta and the Santa Maria) and 90 men.On October 12, 1492 Columbus landed at San Salvador (an island of Bahamas): hethought he had arrived in India, in fact he had discovered a new continent, which no one, until then, had imagined it existed.

3.1 A new era begins that will completely change the world’s geoculture

With the Treaty of Tordesillas (1494) Spain, Portugal divide d up the new lands. To take pos-session of the new wealth the conquistadors exterminated the pre- Columbian civilizations: Ferdinand Cortez destroyed the Aztecs in Mexico and Francisco Pizarro canceled the Incas empire in Perù. The discovery of America introduced new foodstuff but not all were immedi-ately accepted everywhere and at the same time .

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Activity: now you can do a crosswords about the discovery of

America in the activity 1.2

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It’s the case of corn, which remained almost ignored, hosted as a curiosity in the botanical gardens , only at the end of the sixteenth century it was sown in some places in Europe – in the Veneto region in Italy – where they wanted to experiment a new forage. The potatoes arrived yet after, with sugar.

But the most important achievement was that achieved by European planters who put out in the tropical worldwide lands the cultivation of plants that finally made the fortune of capital-ism: cocoa, tobacco, sugar and coffee, which also added the tea, but it came from Asia and it could hardly be grown elsewhere.

The possibility of the inclusion of crops from other lands was facilitated by the extension of colonialism, which allowed the European mercantile powers an extraordinary availability of territories to be exploited and at the same time vast markets where to transfer the surplus of production that was not sold in Europe.

4. MEDITERRANEAN: SEA OF THE ONENESS OF GOD

The monotheistic religions Judaism, Christianity and Islam have alternated in the Mediterra-nean according to the historical periods and peoples who landed on the shores of the sea. Religion at times served as a glue between people sometimes like a discriminating factor that led to religious wars.

The principle on which the Jewish religion is based is the belief in one God, closely linked to this is the principle of the alliance between the Jewish people, the chosen people and God that originally Abraham made with God. At the base of the Jewish system there are the ten Commandments that God gave to Moses on Mount Sinai. The symbol of Judaism is the Star of David.

Christianity was born two thousand years ago in the land of Israel, following the preaching of Jesus of Nazareth, which called for the coming of God’s kingdom, that is, of a world in which you had to fulfill God’s will, the love of all men and respect for justice. The sacred text for Christians is the Holy Bible. Despite times of persecution by many Roman emperors, Christianity spread in the following centuries to become the state religion in the sixth century thanks to Emperor Con-stantine who recognized it and used it as a factor of political cohesion. I

n the seventh century a new religion, Islam, was born in the Arabian peninsula and spread rapidly throughout the territories of North Africa and even in Europe thanks to the preaching of Muham-mad prophet of Allah. The five pillars of Islam are; the testimony of faith; daily prayer five times a day; alms; the testimony of faith, fasting during Ramadan period; the pilgrimage to Mecca (Saudi Arabia) at least once in life. The holy book is the Koran.

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Today in Jerusalem, the three monotheistic religions coexist and that’s why it is considered the holy city.

5. CULTURAL VALUES

When we talk about cultural values and greatness of man our gaze rests necessarily on the shores of the Mediterranean sea. Greater literature, the first philosophy of Pythagoras from Crotone, the first historiography and the rudiments of science and mathematics all have roots in the Mediterranean as well as music, painting, sculpture, dance which starting from Rome have been disseminated throughout the known world.

Mediterraneanness is a word that in our minds evokes the sea and the lands bordering this sea, the many and different peoples that live there, their cultures, their traditions, their reli-gions. The people of the Mediterranean are very open to comparison through a variety of expressive and cultural forms that range from theatre to literature, music, cinema.

We can talk of a Mediterranean character , a common denominator to the different peoples bordering mare nostrum and useful to identify the elements that are part of the same chal-lenging dialogue that stimulates exchanges and interactions.

Cinema, music are forms of communication to build a peaceful and constructive coexistence among human groups that live together since they have the chance to explain, spread ideas, opening a large win-dow on the world. Cinema , because it stimulates the spread of culture and the movement of ideas, reveals extreme social importance because it helps to form inter-culturality that is the basis of cooperation among the peoples of the Mediterranean shores and mutual understanding between different civilizations. .

The Mediterranean character is made clear and felt in musical contamination where you can perceive the unity in diversity of voices, feelings , moods, and instrumental timbres to found common traits through the use of musical instruments to testify the vitality of exchanges and interactions between the sounds of Mediterranean. Music and Cinema can be transnational tools to short distances bringing people together, transmitting common values between different cultures, opposing the spread of conflict and prejudice for a better understanding of others.

Activity: now you can do a multiple choice on religions in the activity 1.3

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HISTORY UNIT 2

1. HISTORY ACROSS EUROPE

The history of a people is made by men and among them those who firmly carry on the ideals of equality, justice, freedom emerge so that the people they represent will fight to gain som basic rights that lead to human free-dom to live in a democratic country whose sovereignty belongs to the people and which guarantees freedom of thought, freedom of the press, of association, political pluralism. Europe has had many men who fought and sometimes lost their lives to affirm these inal-ienable rights.

We want to introduce to you some national heroes who gave their contribution to democ-racy in their country. In a chronological order they are : Giuseppe Garibaldi Italian, Mustafa

Activity: Discuss how people of different cultural traditions can interact stressing out

– the importance of music and cinema as tools to build up good relationships , stimu-lating the spread of ideas, feelings, emotions, culture.

– interculturality meant as the willingness to experience the culture of another person and to be open minded, interested and curious of his world.

in the Activity 1.4

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Kemal Ataturk, Turkish, Vasil Levski Bulgarian, Nicolau Titulescu Romanian, Jonas Basanovic Lithuanian, Vaclav Havel Czech, King Cuan Carlos I Spanish, Janes Potocnick, Slovenian.

The above mentioned national heroes we are going to give a brief profile of don’t have in common their age or the special conditions under which they operate and, not even, the places where they live, think, act. However they are remembered for their commitment, because all of them , in different ways and times and with different fortune, have made their lives a single great mission: to gain free-dom. Freedom that gives the right to self-de-termination, equality, justice, peaceful coexist-ence, and therefore a different way of saying progress.

Progress is in the emancipation from the persistent chains such as poverty, ignorance, apathy. Each of these men, with strong energy and patience, but never making use of violence, has led those who wanted to break the physical and mental chains that always is the exploitation of man.

Humanistic Thought and French Revolution ‘s children , lay heirs of Christian values , at the turn of the twentieth and twenty-first century, have welcomed and given to this continent what Mahatma Gandhi gave to India and to the world: the political action and social environ-ment for a new opportunity to live together. They make us feel more powerful and stronger to fight for the man and not against the man giving, in this way, a different, higher value to the same concept of progress.

Giuseppe Garibaldi (1807–1882) Italy

He was a patriot and soldier, a leading figure in the Risorgi-mento. He renounced his Republican views and supported a united Italy under Victor Emanuel II of Sardinia. He led 1,000 volunteers “red shirts” in a spectacular conquest of Sicily and Naples. Then he relinquished his conquests to Sardinia and-Victor Emanuel was proclaimed King of Italy. He was called the “hero of two worlds”.

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Vasil Levski (1837–1873)

He is considered a national hero, the greatest hero of all times of Bul-garia. Levsky was known as the “Apostle of liberty” He also had a nick-name “ lion” . He ideologised and planned a revolutionary movement to free his country from the Ottoman rule. He not only wanted to set Bulgaria free from the Ottomans but he also dreamed of giving his country a republican establishment of ethnic and religious equality. He was hanged in Sofia by Ottoman authorities.

Jonas Basanavičius Lithuania (1851–1927)

Patriot, writer, scientist, physician, folklorist and a leader of the Lithuanian national movement. His father wanted him to be a priest. Two languages coexisted in the country. Polish language spoken by the nobility while Lithuanian language was used by Lithuanian peasants. He edited the first number of the magazine Auṧra (“Dawn”) printed in the Lithuanian lan-guage , banned by the tsarist’ regime, in the Latin alphabet and that influ-enced very much the development of the Lithuanian national movement. He founded the Lithuanian Scientific Society in 1907. He had the honorific title of the “ Patriarch of the Nation”

Mustafa Kemal Atatürk Turkey (1881–1938)

He was a Turkish army officer , a revolutionary and first President of Turkey. Founder of the Turkey Republic his name “Atatürk” means father of the Turks and was given to him by the Turkish Parliament. To transform the for-mer Ottoman Empire into a modern secular nation-state, he started polit-ical, economic, cultural reforms: primary education free and compulsory, equal civil and political rights to women, reduced taxes to peasants. The principles of his reforms are known as Kemalism.

Nicolae Titulescu (1883–1941)

He was a professor of civil law, a politician, a statesman, foreign minis-ter, finance minister in 1920 but his unpopular fiscal reforms caused the fall of the government. He was a permanent representative of Romania to the League of Nations in Geneva. He fought for the peace between the bordering countries regardless the country size , to prevent any form of aggression by respecting each sovereignty and equality of all nations in the international community through the maintenance of peace.

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Václav Havel (1936–2011)

He was a non-violence revolutionary and great intellectual, a martyr of the repression in the Soviet ‘’ evil empire “ and always a promoter of dialogue. He was a clandestine democratic opposition leader under communism and the inspirer of the” velvet revolution “in non-violent ‘ autumn 1989 and then head of state of Czechoslovakia which returned to democracy. But he was also the first president of the Czech Republic.

Juan Carlos King of Spain (1938– )

He became king in 1975. He married princess Sophia of Greece. Fran-cisco Franco named him his successor as ruler. After Franco’s death Juan Carlos became the first Spanish king since his grandfather was deposed in 1931. Carlos introduced reforms to dismantle Francoist regime and begin the Spanish transition to democracy. He encouraged the refor-mation of political parties and granted amnesty to political prisoners. A constitutional monarchy was established after a referendum in 1978. In 1981 he blocked a wright-wing military coup.

Janez Potocnik (1958– )

He got a bachelor’s degree and a PhD in economics from the University of Ljubljana. He was a European Commissioner in 2009 and Minister Coun-cilor at the Slovenian Prime Minister’s Cabinet (2001–2002) and Minister for European Affairs (2002–2004). He was in the team for the Accession of Slovenia to the EU. He was a European Commissioner for science and research and for environment for the last 5 years. He worked on preserv-ing natural heritage and providing growth opportunities and new jobs.

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Activity: Do the crossword about special people information about their life and ide-als. After that, discuss about heroes:

– Are they real persons or are they from literature? – Who are the heroes of 21st century according to you?

Use the activity 2.2 forum

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HISTORY UNIT 3

1. FOOD CULTURE

1.1. A cultural historical vision of a globalized food: Pizza

Pizza is one of the most known, loved, cheap-est food in the world since no matter people’s age, race, social background it meets every-body’s taste. There are no limits to the varie-ties of toppings as you can put any ingredient on it but that depends also by each country’s traditional foods and personal tastes. Pizza is an international food and the combination of ingredients from Eastern and Western world prove its global roots.)

Many pizzerias were opened when Italian immigrants moved to Americas in XIX and XX centuries ( Northern and Southern countries) Canada , Australia and in Europe to find a job and settle there. They brought skills, know –how and opened pizza places and some of them made a fortune.

Activity: After doing the crosswords and visioning the material of the slide share (learn more about special people slide show)discuss in he forum of two heroes that you like stressing the qualities that you appreciate the most. Use the activity 2.4 forum

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With the Schengen Treaty (1985) which made possible the free circulation of people and goods, the birth of the European Union (since 1957) and the fall of Berlin Wall (1989), dis-tances were shortened and people in search of job moved to other European countries. Pizza became an Italian traditional food icon all over the world. Italians opened their pizze-ria in other European countries, Russia, China, Japan and people coming from Europe and other Mediterranean area places , Africa, Middle East came to Italy to find a job in a pizzeria. Some of them after learning the pizza know-how, that is pizza related knowledge, went back to their country to open their own pizza place. Many students’ after graduation started piz-zeria start-ups with European funds. Many drop-out students, adult ones go back to school , especially catering schools to get skills in this field and eventually work in the catering busi-ness. Nowadays Pizza business is still a real business.

You can learn a lot about pizza . Visit:http:/pizzabusiness.altervista.orghttp://pizzacrosseuropetorneo.blogspot.it

1.2 History

It dates back to the birth of civilization itself, 6000 years ago when the civilizations of the Mediterranean basin , Babylonia, Greece, Etruria discovered the way to mince the wheat and other cereals and by mixing flour to water they gave the dough the shape of a disk to be cooked on red-hot stones.

Later the Egyptians discovered the leavening process; some raised pasta added to some flour and water gave the dough the property of raising and that made bread more digestible and tastier. It was also in Egypt that the first oven made with clay bricks set in circle was built.This flattened round bread had different names maza or picea, pitta, pinsa, pizza in Greece, placenta or picea in ancient Rome.

The Greeks gave the oven a dome form, and on flat bread they added toppings such as olives , olive oil, herbs. From the center of the Mediterranean sea this new way of mak-ing bread landed in Italy. Naples is where the picea would have had through centuries a big success and diffusion. But this form of bread that would have been later called pizza is strictly linked to the introduction of buffalo breeding. Buffalo mozzarella is soon used as a topping to the pizza made with tomato, basil and oregano.

The first pizza margherita was made in Naples by the pizzaiolo (pizzaman) Raffaele Esposito owner of the famous pizzeria, “Pietro il piz-zaiolo” which later became “ Pizzeria Brandi”. In 1889 the king was at Capodimonte royal pinterest (3)

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Palace in Naples .The king asked him to prepare in the kitchen of the palace their special pizzas. He prepared three pizzas : the first one with scraps on pig fat, cheese and basil ; the second one with oil and tomato; the third one with mozzarella, tomato and basil, represent-ing the Italian flag. The queen Margherita liked it a lot and from then on it was called pizza margherita.

1.3. What’s the secret for a good pizza?

The pizzaiolo (pizzaman): he should be able to use his hands in a skillful way both to balance the ingredients and work the dough. It takes time and experience by an experienced piz-zaiolo , school training is not enough like old pizzamen say.

The flour: to make pizza it is usually 00 flour; The water: it should be potable with a temperature ranging from 16° to 12° but in Win-ter it should be 22° and Summer 18°; The oil : it should be extra added towards the end when the dough is almost done; The yeast : the one used in a pizzeria is the industrial type.

Needless to say that pizza is a complete meal of the Mediterra-nean diet since flour provides the necessary energy to the body by means of carbohydrates (starch) , extravergin olive oil, rich in vita-mins, is the prince condiment of our Mediterranean kitchen being an important antioxidant which prevents the storing of cholesterol HDL in blood vessels preventing the heart from the beginning of heart attack and other cardiovascular diseases, tomato rich in vita-min C and licopene , substances that reinforce our body immune system preventing the start of malignant tumors. Pizza thanks to its goodness and great variety of toppings, well combined and balanced, that can propose (vegetables, cheeses, mozzarella, ham) is a type of food that is included by dieticians in diets as a single meal with great appreciation of both young and adult people.

– what do you think of online orders that some chains offer

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Activity :

– discuss with your partner of your country’s pizza and if there are pizza chains. – exchange information about how often you have pizza and the people you go with

to a pizzeria(friends and/or family

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1.4 Pizza Chains

Pizza was brought to America from Italian immigrants . As food of poor people and street food it soon become food for all people regardless their social status . As eating habits changed because of long working hours outside home pizza stands, pizza parlors , restau-rants were offering pizzas at reasonable price. American pizza is quite different from Italian pizza especially for the ingredients although nowadays some restaurants owned by Italian people make it trying to stick to the golden Italian rules to make a good pizza especially on the choice of ingredients and preparation of pizza dough. The true Italian pizza is not crispy and there is a right balance between ingredients , while the American pizza is thicker and rich in ingredients.

In America people had the chance to take home their pizza and many places had also take out /delivery pizza service but nowadays all pizza places located in Europe and other foreign countries offer this service . Many Pizza chains mushroomed in few decades in the USA and later abroad.

The most known and biggest ones are:

Pizza Hut born in Wichita, Kansas with annual sales for $ 12.9 billion and more than 14,967 outlets spread across 90 countries in the world.Domino Pizza, a chain with $ 10,886 billion annual sales with more than 11,000 outlets in 70 countries.

Papa Johns ‘ Pizza with $ 2.6 billion annual sales and pizza places in more than 4,464 in 34 countries in the world.

Little Caesars , a take away pizza chain has 3, 940 locations with 2.9 billion dollars in annual sales.Papa Murphy International with 1, 424 pizzerias in USA, Canada and United Arab Emirates. It’s a” take-n-bake” chain with more than $ 785 million invoices per year.

The demand is growing in the USA and some multinationals are trying to focus on consumers’ personalized service mov-ing on the net and mobile devices with frozen pizza ready.Recently Pizza Hut with its Xbox apps Pizza Hut which allows the consumer to order pizza from their videogame console earned more than 1 million dollars in few months.The above data show a new tendency in the pizza chains marketing : Internet is the place where multinationals will compete for pizza turnover. As for Italian Pizza chains they are : Spizzico (the biggest), Rosso Pomodoro, Pizza New . The annual turnover is 10 billion euros.

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1.5. Pizza in the Arts

Pizza has been celebrated by Cinema with many Italian films as well as American ones. It’s worth mentioning as for Italian Films:

– The gold in Naples by Vittorio De Sica starring Sofia Loren where she plays a hot-tempered pizzaiola

As for American films:

– The French connection – Mistic Pizza –Nightmare to Elm street- The Caddy featuring Dean Martin’s song “That’s amore”- Toy story- I love you to death to name a few. As far as music concerns pizza is celebrated in two famous Italian songs , one by Neapolitan singer Aurelio Fierro “a pizza cà pummarola” and the other one by also Neapolitan singer Pino Dan-iele “Fatte na pizza” . You can listen to the songs if you click on the url below. http://www.pizzabusiness.altervista.org/cinema-and-music.html

Poems have also been written for this poor tasty flavorsome food where the art of making pizza, how a true pizza should be is enhanced in the verses of the two poems we are going to mention: one is by a Neapolitan poet Raffaele Viviani and it is called “O’ pizzaiuolo” , the other one is an American writer Arnold Adoff , famous for writing children’s books. This is his Poem celebrating pizza and it recites :

The baker Wanted me to know That underneathThe cheese and sausage bits

And pepperoni slicesAnd beneath

the onions and green peppers diced the only thing that counted was the dough

2. ITALIAN ART IN THE WORLD

2.1. Leonardo Da Vinci : a timeless genius

Leonardo da Vinci was one of the leading figures of the Italian Renaissance. He was born in a small rural village near Florence, Vinci, on 15th April 1452 . When he was 17 he was sent for his drawing abilities to Andrea Verrocchio’s art workshop in Florence

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Activity: do the crosswords on Pizza. Use the activity 3.2.

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During this period Leonardo started writing and drawing in his journals. He was a keen stu-dent of the universe and his observation led to brilliant plans and theories.

Some of his designs were realized in his times, others were made centuries after his death because the machines to produce them were not yet invented. During his stay as state engi-neer and court painter to the duke of M ilan he painted The Last Supper mural about 1495 (Sta. Maria delle Grazie Milan) and on his return to Florence painted the Mona Lisa 1503–6 (Louvre, Paris).

Artist, scientist, mathematician, engineer, inventor, anato-mist, sculptor, architect, botanist, musician and writer, he was a self-taught artist , very curious , an inexhaustible curi-osity equaled only by his genius. At the age of thirty he left Florence to settle in Milan where he opened his own work-shop. But after a few years he realized that he needed steady incomes so he sent a letter to the duke of Milan , Ludovico Sforza, who was known by the nickname the Moor where he informed him that we was working on some inventions concerning war machines like portable lightweight bridges, mortars, catapults, assault vehicles and weapons meant to fortify the duke’s position in wars. The duke of Milan became his patron and Leonardo Da Vinci during his stay at his court designed a heating system, painted portraits, decorated the ceiling vaults and supervised the construction of cannons.

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Activity: Discuss on the forum of Leonardo da Vinci’s genius and what aspect of his talent (sculptor, inventor, painter, etc.) you like the most. Use the activity 3.3

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He returned to Florence around 1500 where he was architect and engineer to Cesare Borgia (1502) and then back to Milan in 1506.

In 1516 Leonardo went to France to the court of Francis I where he spent his last years peacefully.

He was hosted with his devoted students Francesco Melzi and Baptist de Vilanis in the castle Cos-Lucé near Amboise, on the Loire. He designed the royal palace of Romorantine for Lousie of Savoy , mother of Francesco I.

Leonardo died on May 2, 1519. Fifty years after his death, because of religious riots in France, his tomb was sacked and its remnants scattered.The tomb of Leonardo da Vinci is now in the chapel of St. Hubert, in the Amboise Castle, France.

He influenced many of his contemporary artists including Raphael, Michelangelo and Giorgione.Other famous works hosted in Italy and other Museums abroad are:

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– The Lady with the ermine, the royal castle in Kracow, Poland– The Virgin of the rocks, Czartoryski Museum , Kracow, Poland– A portrait of a Florentine noblewoman, The National Gallery of Art houses, Washing-

ton, USA– Madonna and child with flowers, Hermitage Museum, St. Petersburg, Russia– Adoration of the Magi, Uffizi Gallery, Florence, Italy– Da Vinci’s Drawings and Notebooks, The British Museum, London, England– The Vitruvian man,Gallerie dell’ Accademia, Venice, Italy– The Madonna of the Yarnwinder, Scottish national Gallery, Edinburgh, Scotland– Madonna of the Carnation , The Alte Pinakothek, Munich, Germany– St. Jerome in the wilderness (unfinished) Vatican Museum, Rome, Italy

Activity : Match the paintings to the place where they are hosted.

Use the activity 3.4.

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Progress owes much to Leonardo da Vinci since thanks to his concepts, intuitions , wit, stud-ies on war machine, flying machine, musical machines, theatrical machines and much more, we can enjoy the pleasure to take a plane, to play a musical instrument and thanks to his studies benefit of all the technological progress we reached in all fields till now.

3. MUSIC AS WITNESS OF IDEAS AND CULTURAL MEETINGS.

3.1. Classical music and contamination.

Contamination in music does not involve just one genre but many. Many rock, jazz bands and classical music musicians, orchestras have started collaborations with artists of other musical genre over the years to create new rhythms, sounds , melodic formulations as expression of globalization which becomes both a rich investigation ground and a very inspiring and stimulating one. Music allows different languages to cooperate so that everyone is ready to welcome the other, becoming so a symbol, an encouragement to the dialogue between people of different cultures; it synthesizes the many and different fusions in one , a rich multifaceted element, a deep and varied experience which transforms the meeting between differences into a unique , absolute original richness. Bela Bartók was a forerunner of the contamination of “classical “ music with folk elements.

3.2. The case of Bela Bartók, a brotherhood and peace composer.

Composer and pianist of paramount importance, Bartók was born in 1881 in Nagyszentmik-los, a town in the Hungarian Transylvania today found in Romania just across the border with Hungary.

It was his mother who played the piano and gave him the first lessons in music that passed on him the passion for music. For five years the Bartóks led a wandering existence, finally they settled in Hungary in Poszony. When he was eighteen he moved to Budapest, where he completed his studies in composition. He was admitted to the Vienna Conservatory, one of the most prestigious music schools in Europe but he declined the opportunity to study there, enrolling instead at the Academy of Music in Budapest.

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Activity: Discuss with your partner of music contamination and the fruitful collaborations between some artists that you really like. Use the activity 3.5

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Hungary was, at that time, part of the Haps-burg empire, ruled by Austria. Many Hungar-ians hated Austrian domination, since they were relegated to second-class status within the empire. That anger gave rise to national-ist sentiments, a pride in Hungarian ethnicity and culture.

His decision to reject the offer to study in Vienna and remain in Hungary instead was the first strong sign of a patriotic impulse that would have guided much of his later work. When Bartók graduated from the Academy of Music in 1903, he started his career as a com-poser. He was a talented pianist and soon he began to make concerts in Hungary and elsewhere.

Bartók had for the first time the chance to listen to an authentic folk song that fascinated him very much in 1904. He was captivated by the music and found out that the rural villages of Hungary were a vast mine of folk music unknown even to the residents of Budapest.

The songs , some of them , centuries old, sounded very fresh to his ears. With Zoltán Kodály he travelled all over Hungary recording with a gramophone the folk songs but he widened his research area to Bulgaria, Romania, Slovakia, Yugoslavia, Albania and later, part of North Africa and Turkey. It was a work of recording, classi-fying, publishing the folk songs of Hungarian peasants and the other countries’ peasants as well. He was one of the greatest scholar in the field of ethnomusicology.

In 1940 Hungary sided with the Nazy Germany so Bartók moved to the USA and remained there till his death.

Among his works worth mentioning : Bluebeard’s Castle (opera), Microcosmos (piano), the Miraculous mandarin (ballet), Concerto for Orchestra.

Bartók’s Concerto for orchestra was his best work imagined and created as his personal expression of “his homesick-ness and hope for his country and of peace and brother-hood for the world” moreover the entire movement is like a dance , open hearted and close to the earth and it repre-sents in Bartok’swords “ the brotherhood of all nations , in spite of wars and

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conflicts. A whirling of paroxysm and dance in which all the peoples of the world join hands”. His philosophy of Brotherhood for all people influenced bothhis life and his music.

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Do the multiple choice exercise on Bartok. Use the activity 3.6

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EUROPEAN CITIZENSHIP

1. HISTORY AND CURRENT EVENTS OF EUROPEAN UNION BY IVO ZAMBELLO

1.1 Milestones

1.1.1 Timeline of European Union1946 Churchill speech for building a kind of United States of Europe1947 the Marshall Plan, aid from the USA, to recover Europe from destruction.1948 the foundation of the Organisation for European Economic Cooperation (OEEC

after 1961 the OECD)1949 The Council of Europe, 47 countries of Europe.1950 Robert Schuman Declaration1951–1952: The European Coal and Steel Community. The six founding members (Belgium,

France, Germany, Italy, Luxembourg and the Netherlands)1957: The same six countries sign the Treaties of Rome, setting up the European

Economic Community (EEC) and the European Atomic Energy Community (Euratom)

1979: The first direct elections to the European Parliament (EP)1985: Schengen Agreement1993: The Treaty of Maastricht establishes the European Union (EU)2004: Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slo-

vakia and Slovenia join the EU2009: The Lisbon Treaty comes into force, changing the way the EU works 2016: Here is the list of member states of EU before the Brexit: Belgium, France, Ger-

many, Italy, Luxembourg, the Netherlands, Denmark, Ireland, United Kingdom, Greece, Spain, Portugal, Austria, Finland, Sweden, Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia, Slovenia, Romania, Bulgaria, Croatia.

1.1.2 The European UnionThe European Union (EU) are 28 democratic Member States (2016), 4 million km² and 506 million inhabitants. This European Union is set up with the aim of ending wars between neighbours, which culminated in the Second World War with the collapse of Europe in terms of political and economic issues.

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1.1.3 The founding fathersSome politicians, known as the founding fathers, like Schuman, Jean Monnet, Adenauer, Bech, Beyen, De Gasperi, Hallstein, Mansholt, Spinelli and Spaak, inspired the creation of the European Union. European nations need to work for the same objective: create a space of peaceful, united and prosperous Europe.

1.1.4 Europe as projectThe EU firsts steps were to foster economic cooperation becoming economically interde-pendent and to avoid conflict, establishing a democratic, free and single market and work-ing for a common future in a “European Federation”. The European Communities (the ECSC- Coal and Steel Treaty 1951-, EEC- European Economic Community.1957- and Euratom) were the first steps for a united Europe. The Council of Europe (founded in 1949), 47 members, was set up to promote democracy and protect human rights and the rule of law in Europe.The Official European Union Symbols are the flag with 12 stars meaning unity, solidarity and harmony among the peoples of Europe, currency- euro, motto: united in diversity, Europe Day: 9 May and Anthem, the Ninth Symphony composed in 1823 by Beethoven.From 1957 the EU has grown from the six original members to 28 Member States as a result of six enlargements.

1.1.5 Criteria. The treaty on European Union (Art.49) and the Copenhagen criteria provide the framework of enlargment . The official membership criteria was agreed in the Copenhagen summit 1993 and candidate countries must achieve:• Stable institutions guaranteeing democracy, the rule of law, human rights and respect for

and protection of minorities; • A functioning market economy and the capacity to cope with competition and market

forces in the EU; • The ability to take on and implement effectively the obligations of membership, including

adherence to the aims of political, economic and monetary union.

1.2 European Citizenship (definition, principles, values, consequences)

1.2.1 Definition

Classical concept of citizenshipCitizenship is a legal and political status: it allows citizens to acquire some rights (civil, polit-ical, social) and duties (taxes, military service, loyalty...) in relation to a State.

1.2.2 European Citizenship along with the most important TreatiesThe EU institutions and powers have been developed step by step through Treaties. Every action taken by the EU is founded on Treaties approved by all EU Member States. Citizen-ship of the EU has been established by the Maastricht Treaty, as well as the EU itself.

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Citizenship has evolved through the EU Treaties “step by step” in negotiation processes from the first “the peoples of the Europe States” in Rome Treaty (TEC) to “citizens are directly rep-resented ” in Lisbon Treaty (TEU).European anthem and European Union Passport were established.The European Union itself does not print or publish ordinary passports, but national pass-ports issued by 28 member states share a common layout and format.

1.2.3 Principlesa) Primacy of Union law over the law of the Member States According to the European Community law, where there is conflict between European

law and the law of Member States, European law highly prevails.b) Equality before the law The doctrine that all persons, regardless of wealth, social status, or the political power

exerted by them, are to be treated the same before the law.c) Legal certainty As a general principle in European Union law it means that the law must be certain, in that

it is clear and precise, and its legal implications foreseeable, especially when applied to financial obligations. In European Union law the general principle of legal certainty pro-hibits retroactive laws i.e. laws should not take effect before they are published.

d) Subsidiarity The principle of subsidiarity aims to ensure that decisions are taken as closely as possible

to the citizen and that constant checks are made to verify that action at EU level is justified in light of the possibilities available at national, regional or local level.

Specifically, it is the principle whereby the EU does not take action (except in the areas that fall within its exclusive competence), unless it is more effective than action taken at national, regional or local level.

e) Proportionality principle Like the principle of subsidiarity, the principle of proportionality regulates the exercise of

powers by the European Union (EU). It seeks to set actions taken by EU institutions within specified bounds. Under this rule, the action of the EU must be limited to what is neces-sary to achieve the objectives of the Treaties.

1.2.4 European values “The Union is founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities.

1.2.5 European rightsAny person who holds the citizenship of an EU country is automatically also an EU citizen. EU citizenship is additional to and does not replace national citizenship. It is for each EU country to lay down the conditions for the acquisition and loss of citizenship of that country. All the European citizens have the right:a) To non-discrimination on the basis of nationality when the Treaty applies

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b) To move and reside freely within the EUc) To vote for and stand as a candidate in European Parliament and municipal electionsd) To be protected by the diplomatic and consular authorities of any other EU countrye) To petition the European Parliament and complain to the European Ombudsman f) To contact and get a response from any EU institution in one of the EU’s official

languages

1.2.6 Europe and the WorldEurope is a major actor on the global stage. The EU aims to lead by example, through its relations with other countries, setting good practice in areas like employment conditions and social solidarity, trade, sustainable development, and environmental protection. The EU supports and develops partnerships with civil society organisations in other countries, espe-cially those where the EU has established a structured dialogue.

1.2.7 CosmopolitanismThe European Citizenship and the political identity by its side, deals mainly with justice and culture. The cosmopolitan democracy exposes the necessity to deal with democracy beyond national borders in the current times where poverty, human rights and the environmental problems have achieved global dimensions. The cosmopolitan paradigm applies to Euro-pean Union as political system that fights for justice and democratic participation for its citizens.

1.2.8 European Union as a Global actor The EU’s external action in human rights matters has its legal basis in the Treaties and particu-larly in the Charter of Fundamental Rights. The relation between national and EU citizenship has some political implications that favours a “transnational democracy”: some rights and duties are determined not only by one political authority (national) but by several suprana-tional policies.

2. THE MAIN EUROPEAN INSTITUTIONS BY FRANCESCO PRENDIN, SALVATORE FILELLA AND IVO ZAMBELLO

2.1 The European Parliament

2.1.1 DescriptionTogether with the Council (of Ministers) it constitutes one of the two “chambers” exercising the legislative power of the Union. It also shares with the Council the function of budget. The Parliament is the only European Institution that is directly elected by the European citi-zens who are over 18 years old with proportional method. It is stated the incompatibility of a European parliamentary position with a National parliamentary mandate. It is the Euro-pean Council that unanimously adopts, on the initiative of the European Parliament and with its approval, a decision to define the composition of it.

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2.1.2 How the European Parliament runsThe European Parliament meets and decides in public sessions, by the majority of the suf-frages expressed (deliberative quorum). Its regulations are published in the Official Gazette of the European Union. Most of the parliamentarians are enrolled in a political group: they are groups of European parliamentarians belonging to different member States, but joint by political affinity, that is belonging to similar political families. The European Parliament shares with the Ministers’ Council the legislative power; wield a power of democratic control on the actions of the other Institutions, shares with the Council the power of budget.

2.1.3 Legislative FunctionIn the case the Commission does not present a proposal, motivations have to be communi-cated to the Parliament. Parliament can apply a motion of censure to the result.

2.1.4 Budget FunctionThe budget cannot be adopted without the approval of the Parliament and the Council.

2.1.5 Control FunctionAn other institution under the controll of the Parliament is the Auditours’ Department, whose members are elected by the Council (of Ministers) after previous opinion of the Parliament.Actually, the European Council, at the end of each summit, reports to the European Parlia-ment on the results, through a proper account. The Parliament influences the work of the Commission and towards the Commission it can decide: questions, that each member of Parliament can ask the Commission receive requests on matters of European interest. The Treaty of Maastricht has institutionalized the right of petition to the Parliament from European citizens.

2.2 The European Commission

2.2.1 DescriptionThe third major force in the European Union in addition to the Council and the European Parliament is the European Commission.

When we talk about the European Commission, we mean the administration and the college of commissioners. the executive arm of the EU that proposes laws, polices agreements and promotes the Union common interest.The Commission attends all the sessions of Parliament, where it must clarify and justify its pol-icies. It also replies regularly to written and oral questions posed by Members of Parliament.

European Parliament. 1. The Member State governments propose a new Commission President, who must be

elected by the European Parliament.

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2. The proposed Commission President, in discussion with the Member State governments, chooses the other members of the Commission.

If approved, the new Commission can officially start work the following January.

2.2.2 How the Commission runsThe commission is headed by a president who is determined for five years by the heads of state and elected by the European Parliament. The European Commission is also the admin-istration of the European Union. The European Commission is taking initiatives for the fur-ther development of the European Union and submit to the Council and Parliament pro-posals. This right of initiative, the Commission has exclusive in the EU. The commission has the control in the EU, that all the member states and companies follow to the taken rules. If a Member State violates European law and does not respond to a warning by the European Commission, the EU can open infringement proceedings against this Member State.

2.2.3 The European Commission has four main roles:a) To propose legislation to Parliament and the Council: Under the EU Treaty, the Commission has the ‘right of initiative’. That is to say, the Commission

alone is responsible for drawing up proposals for new European legislation, which it presents to Parliament and the Council. The Commission will propose action at EU level only if it con-siders that a problem cannot be solved more efficiently by national, regional or local action.

b) To manage and implement EU policies and the budget: As the European Union’s executive body, the Commission is responsible for managing

and implementing the EU budget and the policies and programmes adopted by Parlia-ment and the Council.

c) To enforce European law The Commission acts as ‘guardian of the treaties’. If it finds that any EU country is not

applying a Union law, and therefore not meeting its legal obligations, the Commission takes steps to put the situation right. This involves sending the government an official letter explaining why the Commission considers this country is infringing EU law, and setting it a deadline for sending the Commission a detailed reply.

d) To represent the Union around the world The High Representative for Foreign Affairs and Security Policy is a Vice-President of the

Commission and has responsibility for external affairs. In matters concerning foreign affairs and security, the High Representative works with the Council. humanitarian aid.

Humanitarian action now occupies a key position in the European Union’s external activ-ities — indeed, the EU is the world’s main player in this field. It is up to the Commission President to decide which Commissioner will be responsible for which policy area, and to reshuffle these responsibilities (if necessary) during the Commission’s term of office.

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2.3 The European Council

2.3.1 Description“European summit”) for giving new impulse to the political cooperation, setting aside formal Community procedures. At a formal level, European Council appeared the first time in the Single European Act (Art. 2), and it became a European Institution with the entrance into force of Lisbon Treaty (01.12.2009): from that moment onward it assumed the function of political policy body.The Union European Treaty, as modified by Lisbon Treaty, at the article 15.1 states: “The European Council shall provide the Union with the necessary impetus for its develop-ment and shall define the general political directions and priorities thereof. It shall not exer-cise legislative functions”.

As a summit of heads of states of European Union Countries it represents the highest level of political cooperation among member States. Decisional role remains assigned to the other three bodies: Parliament, Council (of Ministers) and Commission. It is composed of the Heads of State and Government of the member states, the President and the President of the Commission.

The High Representative of the Union for Foreign Affairs and Security Policy takes part to the proceedings, even if he is not part of the Council.

2.3.2 The President of The European CouncilThe work of the European Council is coordinated by the President , who represents The Union on the outside concerning the subjects related to the CFSP (Common Foreign and Security Policy) except for the competences due to the High Representative of the Euro-pean Union for Foreign Affairs and Security Policy. The President is elected by The European Council with a qualifying majority for a two-year mandate renewable only once.

2.3.4 How the European Council worksThe Treaty on European Union (art. 15, 4) adopted the previous procedure for the resolutions of the European Council, based on “Consensus” d.m. except for different disposition of the treaties for specific scopes. The vote is expressed by simple majority for procedure issues and adoption of internal regulations of the Council. In any case, to the voting procedures are not admitted the President of the European Council and the President of the Commission. The competences of the European Council are mostly limited to the common foreign and security policy (CFSP). In the case one member of the other Council (of Ministers) declares that, for important reasons of National Policy, wants to oppose a decision which requires a qualifying majority and if the High Representative is not able to negotiate an acceptable solution, the Council (of Ministers) itself can ask by a qualifying majority that the European Council is appointed to pronounce unanimously. Actually, the European Council carries out specific tasks in particular sectors:

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2.4 The Council of Ministers

Three Councils in Europe?

The European CouncilTogether with its President and the President of the European Commission is the highest level policy making body in the European Union, that is why its meetings are often called ‘summits’

The Council Also known as the Council of Ministers, this institution consists of government ministers from all the EU countries. The Council meets regularly to take detailed decisions and to pass Euro-pean laws.

The Council of EuropeThis is not an EU institution at all. It is an intergovernmental organisation which aims to pro-tect human rights, democracy and the rule of law. To enable citizens to exercise their rights under that Convention it set up the European Court of Human Rights. The Council of Europe now has 47 Member States, including all EU countries, and its headquarters are in Stras-bourg, France.

2.4.1 DescriptionThe Council of Ministers, also called ‘the Council’, is one of the key institutions of the Euro-pean Union. The Council is composed of 28 ministers, one of every member state.

In the Council, ministers of EU Member States meet to discuss EU matters, take decisions and pass laws. The ministers who attend these meetings have the authority to commit their government to the actions agreed in the Council meetings.

2.4.2 How the Council runsThe Council directs the work of the EU and, with a few exceptions, together with the Euro-pean Parliament, the EU legislator. The Presidency of the Council rotates between the Member States every six months. Council ministers take many decisions.Moreover, each minister in the Council is answerable to the elected national authorities. This ensures the democratic legitimacy of the Council’s decisions.

2.4.3 How the Council worksThe Council has some important responsibilities:

a) To pass European laws. In most fields, it legislates jointly with the European Parliament. a number of agreements between the European Union and non-EU countries, as well as with international organisations.

b) To adopt the EU’s budget, jointly with the European Parliament.

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Decisions in the Council are taken by vote. Starting from 2014, the method in force is “ dou-ble majority voting”.To be passed by the Council, proposed EU laws will then require a majority not only of the EU’s member countries (55 %) but also of the EU population (65 %). This will reflect the legiti-macy of the EU as a union of both peoples and nations. It will make EU lawmaking both more transparent and more effective.

2.5. The European Ombudsman

2.5.1 DefinitionThe European Ombudsman is an European Institution that defends European citizens rights through the extrajudicial way.

The European Ombudsman can only deal with complaints concerning the EU administration and not with complaints about national, regional, or local administrations, even when the complaints concern EU matters.

2.5.2 How the European Ombudsman runsThe European Ombudsman investigates complaints about poor administration by EU institutions or other EU bodies. eo@ombudsman.europa.eu. Moreover, associations and businesses may lodge also complaints against EU public bodies about poor administration.

2.5.3 How the European Ombudsman worksThe Ombudsman investigates different types of poor administration, for example:1. unfair conduct2. discrimination3. abuse of power4. lack of information or refusal to provide it5. unnecessary delays6. incorrect procedures7. red tape

All European Citizens and Associations mentioned above, should submit a complaint: within two years of becoming aware of the facts on which your complaint is based; The form can be submitted electronically or printed out and sent by post. It is also available in paper for-mat from the European Ombudsman’s office on request. You may submit your complaint in any of the 24 official languages of the EU. If you are not satisfied with an EU institution, body, office or agency, you should first give it a chance to correct things. If that fails, you can apply to the Ombudsman. The Ombudsman’s office opens investigations in response to complaints or on its own initiative. It takes no orders from any government or other organi-sation. The Ombudsman may be able to solve your problem simply a) by giving information to the institution concerned. If more is needed, every effort is made

b) to reach an amicable solution that will put matters right. Should this fail, the Ombudsman

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c) can make recommendations to the institution. If these are not accepted, the Ombudsman d) can draw up a special report to the European Parliament, which must then take appropri-

ate action.

3. TRAVEL, STUDY AND WORK IN EUROPEAN UNION BY LUIGI CUOGHI AND SALVATORE FILELLA

3.1. Travel in EU

Thanks to the laws being in force in European Union, most European citizens can travel in Europe as though they travelled inside their own country. In touristic zones of European countries which do not adopt the Euro, many hotels, shops and restaurants accept payments in euro even if they are not legally forced to do it. When European Citizens are in a European state different from that of origin, can do withdrawals from cash points and pay for goods and services with debit or credit papers without additional costs, since European banks must apply the same foreseen committees as for national transactions, if the payment happens in euro. Thanks to the ICT technologies, several online journey companies offer their custom-ers the possibility of finding and booking, from one’s own house, holiday packages, car hires, hotels and flights carried out by hundreds of flight companies with destinations in all the world. It is possible to cross the countries of the Schengen area inside EU without undergo-ing frontier checks. If a citizen of EU falls ill or has an accident during a temporary period of time in a country of the EU abroad he/she has the right to be cured with the same attentions and the same costs of the people resident in that country. Passengers rights are listed and presented in all the EU languages at the portal: http://europa.eu/youreurope/citizens/health/unplanned-healthcare/temporary-stays/index_en.htm

http://europa.eu/youreurope/citizens/travel/passenger-rights/air/index_en.htm. European Union has arranged common rules to ensure free services for passengers with disability or reduced mobility who can travel enjoying, without any discrimination form, ade-quate services to one’s own demand. Disabled people or with reduced mobility who travel by car in the Union countries have right to park in reserved spaces in all the countries of EU, using the car park mark valid in their country of origin. If services which satisfy the indi-vidual demands are not well-documented, it is possible to contact the hotels or the tour-ist structures which, on precise requests, should be available to give further information. Europe, a continent with hundreds of years of history, a rich cultural and artistic heritage and breath-taking natural environments, is, at present, the area most visited in the world.

Tourism in Europe is an important economic activity on the way of strong development which involves several public and operators and produces occupation, particular for many young people who, in this sector, represent a very high manpower. Tourism contributes in a significant extent to the realization of the main objectives of the treaty of Lisbon (of EU), as the economic growth and the occupation, as well as the economic and social cohesion between the European areas. Tourism is an excellent life experience; practised in proper and civil forms is one of the most important tools which foster knowledge and comprehension

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among peoples, international relations, peace promotion and economic development. The delicate balance between tourism, fragile ecosystems and cultural identities, has a capac-ity of load which, if exceeded, can cause social, economic and environmental degradations, which can reduce the touristic appeal of a resort. Awareness of the negative effects of the tourism has contributed to develop conscience for a sustainable tourism which, based on the joined actions among resident administrations, tourists, resident people and enterprises of sector can exploit local natural and cultural resources ensuering a high satisfaction level for the current tourists without compromising the possibility for the next generations to sat-isfy their own.

3.2. Study in Europe

Economic and political integration has required to form citizens of the new Europe reconcil-ing the sense of belonging to one’s own national culture with that of belonging to the Com-munity (now Union). The most important documents in national and European policies have assigned the school a prominent role to get the full development of the human person and awareness of civil, social and professional rights. Education is a lever for social changes; pri-mary purpose is to guarantee the formation of free men aware of the importance to take part actively in political and social life. At present the most significant efforts of the European gov-ernments are aiming at fighting the school’s premature abandonments and levels of unem-ployment of young people and little qualified grown-ups. The European strategy 2020 aims to develop a more and more competitive economy to create new jobs and reduce poverty. A country which invests in education and training, increasing the level of learning of their citizens, will support not only young people participation to the democratic life of Europe, but will ensure also scientific research, technological innovation and high occupation levels. The European countries are supported by the Erasmus+ programme which provide an undoubted support in the sector of education and training for the youth and a support for sport in the period 2014-2020. The Erasmus+ programme, so conceived, can provide a pre-cious contribution to face the problems of the youthful unemployment through study oppor-tunities, training, working experiences, voluntary service abroad and through a greater and greater cooperation between the education and formation world and the world of the work.A study trip abroad is an important life experience which, if from a side allows an intellectual enrichment linked with the study, from the other side allows to meet people and under-stand customs, habits, tongue of another country. Lately an uninterrupted refugees’ flow and migration towards Europe has happened: in the Union countries. Lot of people coming from very different countries have settled and more and more people with various histories and various cultures will settle. An answer to this challenge comes from Creative Europe, a Euro-pean Union programme, which finances projects for culture sectors, visual arts (cinema and television), shows and music to promote the refugees’ and migrants’ integration in Europe, the intercultural dialogue, supporting intercultural dialogue, religious tolerance and recip-rocal respect among cultures. (The expected output is a limited number of high-quality con-sortia (Creative Partnerships) formed by bodies working in the creative and cultural sectors).

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3.3. Work in Europe

European citizens have attained freedom to freely travel, work and study in European Union Countries thanks to a series of agreements which have taken to the present rights and advantages for citizens and countries of the Union. An important aspect of Amsterdam summit (signed on 1997) is the abolition of border checks by incorporation of the original Schengen agreement into EU law for all member states, except Britain and Ireland. Iceland, Norway, Switzerland are incorporated into Schengen agreements, even if they are not Euro-pean Union (EU) member states. The Treaty on European Union, signed in Maastricht (Neth-erlands) on the 7th February 1992 by the members of the European Community, introduced the institute of European citizenship, which includes two important rights for European citi-zens: the right to circulate throughout EU and the right to take up the residence in each EU member State. The European citizenship implies the abolition of each discrimination, based on nationality, between workers of the Member States, as regards employment, remuner-ation, conditions of employment, including the right to ask for job vacancies. The Treaty of Lisbon combats social exclusion and discrimination, and promots social justice and protec-tion, equality between women and men, solidarity between generations and protection of the rights of the child, including the the childbirth that can happen in any country of the EU at the same conditions of the origin country. By the Maastricht Treaty the EU wants guaran-tee the security of the European citizens, promoting the mutual police cooperation among the member states to combat terrorism, drug trafficking and other international crimes. The Treaty of Lisbon gives a further boost to labor mobility in European Union by the Article 1–3 which sets out the key objectives of the European union. In particular, the third point declares that “The Union shall work for the sustainable development of Europe based on balanced economic growth and price stability, a highly competitive social market economy, aiming at full employment and social progress, and a high level of protection and improvement of the quality of the environment. It shall promote economic, social and territorial cohesion, and solidarity among Member States. It shall respect its rich cultural and linguistic diversity, and shall ensure that Europe’s cultural heritage is safeguarded and enhanced”. The Lisbon goal of creating a more competitive and dynamic economy requires a labor force that is skilled and adaptable, and a labour market more and more open and accessible; indeed European citizens willing to work abroad can easily obtain information about employment opportuni-ties and about everyday life requirements as well, e.g.: public service system, taxes, banking system, health insurance (public/private), transportation, food and price levels in the country where they are going to work.

In an increasingly globalized contest the knowledge of one or more foreign languages (Eng-lish firstly since it is the most widespread language in the technological world) and the ability of using computer have become essential skills to work, study, travel and communicate with all people we meet. The knowledge of foreign languages and the ability of using a computer are common among young people but far less among adults. In order to fill in the gener-ation gap worked up between young and adults, many European Institutions, engaged on adult education, organize special language and computer study courses. In particular, those skills cannot be renounced from those who have to face working and study experiences abroad. In the latest years the number of people interested in undertaking professional experiences abroad is increased considerably . People looking for occupation can find lot

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of precious information on work market in Europe visiting the portal EURES, a portal easy to access because offers information in all languages of all countries of the European Union. To enter the working world in Europe it is necessary to present one’s own Curriculum Vitae (CV), the visiting card for the working world; actually with the Curriculum Vitae a person introduces himself/herself to a firm when applies for a new job. Looking for a job in Euro-pean Union Countries it is advisable to use the CV Europass in European format, suitable to present clearly personal skills.

The main objectives of Europass are: a) o help citizens communicate their skills and qualifications effectively when looking for

a job or training; http://europass.cedefop.europa.eu/en/documents/curriculum-vitae and

b) create the CV online,

In any case a good CV must contain: – Name, telephone number/cellular, address and e-mail of the candidate. – Professional Experience (the most important part that will be read with much attention).

One’s own working experiences relevant in order to the job should be listed, emphasiz-ing the covered role, the duration of the experience.

– Education and Training. Describe secondary education studies, University and every rel-evant specialization course.

– Skills. Information about one’s own competences on the field of ICT and knowledge of languages.

– Interests.- Additional interests. – References.

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SLOVENIA

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BASIC ENGLISH

This chapter was created in order to help you improve your Basic English skills. Each part contains theoretical part and practical part, as well as links to additional exercise.It contains information and exercise about:- verb to be- have got- Possesive adjectives- Present Simple forms- Adverbs of frequency- Can/can´t- Some vocabulary: professions, nationalities, cardinal and ordinal numbers, family, daily

activities and free time activities.

1. GRAMMAR.

In this section you will learn about verb to be, phrase have got, possessive adjectives, Present Simple forms, adverbs of frequency and modal verb can/can´t.

1.1. Verb To Be In Present Simple.

Verb to be is an exception in English and is formed a bit different than other words in English.The form of the verb depends on the sentence subject, so let us take a look at the subject pronouns we can use in English first and their translations into 7 different foreign languages: Bulgarian, Czech, Italian, Romanian, Slovenian, Spanish and Turkish.

Subject pronouns(source: openclipart) ENGLISH BULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH TURKISH LITHUANIAN

I a3 já io eu jaz yo ben ašWe ние my noi noi midva, mi nosotros biz mesYou Вие vy tu tu ti, vidva, vi tú sen tu

They те oni essi ei Onadva, oni ellos onlar jieHe той on lui el On él o jisShe тя ona lei ea Ona ella o ji

It – for objects,

concepts and

animals

то to esso aceastaZaimek za stvari,

pojme, živalieso o jis

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Once we know the sentence subject, we can create the correct form of the verb to be, accord-ing to the subject. You can find the rules in the following chart:

SENTENCE SUBJECT VERB TO BE

I AM

we ARE

You ARE

they ARE

Subject in plural ARE

He IS

She IS

It IS

Subject in singular IS

1.2. Possesive Adjectives

We have already talked about personal subject pronouns, but we have to mention another very important group of pronouns – possessive pronouns. We use them to express ownership.Their forms are listed in the following chart:

Activity: Choose the correct sentence.

1. a) I am hungry. (correct) b) He am hungry. c) They am hungry.

2. a) He are at home. b) He am at home. c) He is at home. (correct)

3. a) They am happy. b) They are happy. (correct) c) They is happy.

4. a) We are not here. (correct) b) We is not here. c) They is not here.

(source: www.openphoto.net)

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SUBJECT PRONOUN POSSESIVE PRONOUN

I my Belonging to me.

We our Belonging to us.

You your Belonging to you.

They their Belonging to them.

He his Belonging to him.

She her Belonging to her.

It its Belonging to an object or an animal.

source: http://www.freefoto.com/

Activity: Choose the correct answer.

1. This car belongs to Jim.a) It is his car. b) It is her car.c) It is their car.

2. This is Carol´s ball.a) This is his ball.b) This is my ball.c) This is her ball. (correct)

3. This house belongs to my father and mother.a) It is our house.b) It is their house. (correct)c) It is its house.

4. I know Sarah´s brother.a) I know his brother.b) I know her brother. (correct)c) I know our brother.

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1.3 Present Simple.

We use Present Simple for expressing the following:

• Repeated Actions:– when an action is repeated or usual (He

always wears glasses.);– to express a habit, a hobby, an every-

day event, a scheduled event or some-thing that often repeats or happens (She plays table tennis.);

– to express something a person often forgets or usually does not do (She never tidies her room).

• Facts or Generalizations– when the speaker believes that a something was true before, is true now, and will be

true in the future (Children are cute); – this fact does not have to be correct, – we can also use it for generalizations about people or

things (Dogs are good friends.)

• Scheduled Events in the Near Future– when we talk about scheduled events in the near future;– most common when talking about public transportation

(The bus leaves at 7 o´clock.); – it can be used with other scheduled events (The movie

starts at 8 o´clock.).

• Now (Non-Continuous Verbs)– to express the idea that an action is happening or is not happening now,– it can only be done with Non-Continuous Verbs and certain Mixed Verbs (He is here now.).

The form of verbs in Present Simple depends on the sentence subject. The rules are the following:

AFFIRMATIVE SENTENCES IN PRESENT SIMPLE

1.) If the subject of the sentence is:– I– we– you – they – or any subject in plural FOR EXAMPLE: We play basketball every day. (There is no ending)

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https://pixabay.comthe verb is in infinitive form

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2.) if the subject of the sentence is:

– he– she– it– or any subject in singular

FOR EXAMPLE: He plays basketball every day. (Verb gets an ending -s).

*the verb gets an ending –es only if it ends on –sh, -s, -ch, -o or –xFOR EXAMPLE: He washes his clothes every day. OR She goes shopping every day.

NOTE!With verbs ending in –y: -y changes to ies (fly – flies) Exception: if the verb ends in a vowel + y: (play – plays)

INTERROGATIVE SENTENCES IN PRESENT SIMPLE

1.) If the subject of the sentence is– I– we– you– they– or any subject in plural

FOR EXAMPLE: Do we play basketball every day?

2.) if the subject of the sentence is:– he– she– it– or any subject in singular

FOR EXAMPLE: Does he play basketball every day?

NEGATIVE SENTENCES IN PRESENT SIMPLE

1.) If the subject of the sentence is:– I– we– you

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the verb gets an ending –s or –es*

DO + verb in infinitive

DOES + verb in infinitive

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– they– or any subject in plural

(DON´T)

FOR EXAMPLE: We don´t play basketball every day.

3.) if the subject of the sentence is:– he– she – it (DOESN´T)– or any subject in singular

FOR EXAMPLE: He does not play basketball every day.

ADVERBS OF FREQUENCY IN PRESENT SIMPLEAdverbs of frequency are adverbs that change the meaning of a sentence by telling us how often or how frequently something happens. They are adverbs of time and they describe how often something occurs. You will find some of the most common ones and their transla-tions to some other languages in the following chart. We place these adverbs between the subject and the verb in the sentence.

ENGLISH BULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN

Always Винаги vždy sempre mereu vedno siempre visada

Usually обикновено obvykle generalmente de obicei običajno generalmente paprastai

Never Никога nikdy mai nu nikoli Nunca niekada

Often Често často di frequente de multe ori pogosto a menudo dažnai

Rarely Рядко zřídka raramente rareori redko raramente retai

Normally нормално normálně normalmenteîn mod normal

normalno normalmente paprastai

FOR EXAMPLE: I always drink coffee.He usually drives to work.They never come to his house.We often eat fish.He rarely visits his mother.I normally eat at school.

We often use phrases with EVERY: every day, every week, every month, every year, every summer, every Monday,… Adverbs with every are usually placed at the end of the sentence.

FOR EXAMPLE:I talk to my father every day.He goes to the seaside every summer.

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DO NOT + verb in infinitive

DOES NOT + verb in infinitive

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VERB TO HAVEVerb HAVE is a little exception when forming Present Simple.

For example: He has four children.

Activity: Choose the correct sentence.

1. a) om play basketball. b) Tom plays basketball. (correct) c) Tom playes basketball.

2. a) We like chocolate. (correct) b) We likes chocolate. c) We chocolate like.

3. a) I eat never breakfast. b) I never eat breakfast. (correct) c) I never eats breakfast.

4.) a) He every day plays football. b) He plays football every day. (correct) c) He play football every day.

5. a) He studys in London. b) He study in London. c) He studies in London. (correct)

6 a) We don´t eat meat. (correct) b) We doesn´t eat meat. c) We not eat meat.

7. a) Do he have a dog? b) Have he a dog? c) Does he have a dog? (correct)

In affirmative sentences with he/she/it or any subject in singular – have changes to HAS.

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1.4. Have Got/Has Got

We use HAVE GOT to talk mainly about possessions or personal attributes.

IN AFFIRMATIVE SENTENCESIf the subject of the sentence is:

– I– we– you – they – or any subject in plural

FOR EXAMPLE: They have got two dogs.3.) if the subject of the sentence is:

– he– she – it– or any subject in singular

FOR EXAMPLE: He has got two dogs.

IN INTERROGATIVE SENTENCESIf the subject of the sentence is:

– I– we– you – they – or any subject in plural

FOR EXAMPLE: Have they got two dogs? 4.) if the subject of the sentence is:

– he– she – it– or any subject in singular

FOR EXAMPLE: Has he got two dogs?

IN NEGATIVE SENTENCESIf the subject of the sentence is:

– I– we– you– they – or any subject in plural

HAVE GOT

HAVE + SUBJECT + GOT

HAS GOT

HAS + SUBJECT + GOT

HAVEN´T GOT

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FOR EXAMPLE: They haven´t got two dogs. 5.) if the subject of the sentence is:

– he– she – it– or any subject in singular

FOR EXAMPLE: He hasn´t got two dogs.

1.5. Can/Can´t

“CAN” is one of the most commonly used modal verbs in English.We can use it to:

– Express ability: I can play piano.– Express opportunity: You can stay with

me.– To request or offer permission: Can

I go out tonight?– To show possibility or impossibility:

Anybody can do this.

Activity: Choose the correct sentence.

1. a) I has got a cat. b) I have got a car. c) I haves got a car.

2. a) He has got a new car. b) He have got a new car. c) Ha haves a new car.

3. a) Have he a girlfriend? b) Has he got a girlfriend? c) Haves he a girlfriend?

4. a) They hasn´t got any friends. b) They not have any friends. c) They haven´t got any friends.

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HASN´T GOT

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FORMATION OF SENTENCES WITH CAN IN PRESENT SIMPLEAFFIRMATIVE SENTENCES

FOR EXAMPLE: He can ride a bike.They can speak English.I can blow a balloon.

CAN + SUBJECT + VERB IN INFINITIVEFOR EXAMPLE: Can he ride a bike?Can they can speak English?Can I blow a balloon.

NEGATIVE SENTENCES

SUBJECT + CAN + VERB IN INFINITIVE

INTERROGATIVE SENTENCES

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Activity: Choose the correct sentence.

1. a) I can drive a car. b) I can drives a car. c) I cans drive a car.

2. a) He cans ride a bike. b) He can ride a bike. c) He can rides a bike. 3. a) Can he do open the window? b) Can he open the window? c) Can he opens the window?

4. a) He can´t read. b) He not can´t read. c) He can´t don´t read.

SUBJECT + CAN´T + VERB IN INFINITIVE

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2. VOCABULARY

2.1. Professions

In this chapter you will learn some expressions for professions in English and their transla-tions to some other languages. • Accountant

BULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

касиер счетоводител účetní contabile contabil računovodja contable buhalteris muhasebeci

• Actor/ActressBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

актьор/актриса

herec/herečka attore/

attriceactor/actriţă

igralec/ igralka

actor/Actriz

aktorius/aktorė

aktör/aktris

• ArchitectBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

архитект architekt architetto arhitect arhitekt arqui-tecto architektas mimar

• BakerBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

пекар pekař panet-tiere brutar pek panadero kepėjas fırıncı

• Bus DriverBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

шофьор на автобус

řidič auto-busu

autista șofer de autobuz

avtobusni voznik

conduc-tor de

busautobuso

vairuotojasotobüs şöförü

• ButcherBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

касапин řezník macellaio măcelar mesar carnicero mėsininkas Kasap

• Chef/CookBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

зъболекар zubař dentista dentist zobozdravnik dentista dantistas dişçi

• DoctorBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

лекар doktor medico doctor zdravnik doctor gydytojas doktor

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• ElectricianBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

електротех-ник elektrikář elettrici-

sta electrician električar electri-cista elektrikas elektrikçi

• FarmerBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

земеделски производител

zemědě-lec

contadi-no agricultor kmet agricultor ūkininkas çiftçi

• FiremanBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

пожарникар hasič vigile del fuoco pompier gasilec bombero gaisrininkas itfaiyeci

• HairdresserBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

фризьор kadeřník parruc-chiere coafeză frizer peluque-

ro kirpėjas kuaför

• JournalistBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

журналист novinář giorna-lista ziarist novinar perio-

dista žurnalistas gazeteci

• LawyerBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

адвокат právník avvocato avocat odvetnik abogado teisininkas avukat

• MechanicBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

механик mecha-nik

mecca-nico mecanic mehanik mecánico mechanikas mekanik

• NurseBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

медицинска сестра

zdravotní sestra

infermie-ra

asistent medical

medicinska sestra

enfer-mera slaugytoja hemşire

• PilotBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

пилот pilot pilota pilot pilot piloto pilotas pilot

• PlumberBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

водопровод-чик instalatér idraulico instalator vodovodar fontanero santechnikas tesisatçı

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• PoliticianBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

политик politik politico politician politik político politikas politikacı

• Policeman/PolicewomanBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

политик politik politico politician politik político politikas politikacı

• PostmanBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

пощаджия listonoš postino poştaş poštar cartero paštininkas postacı

• ReceptionistBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

рецепционист recepční addetto alla re-

ception

recepţioner receptor recepcio-nista

registratorė resepsiyo-nist

• SecretaryBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

секретар sekre-tářka

segreta-rio secretar tajnica secretario sekretorius Sekreter

• Shop AssistantBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

продавач prodavač venditore vanzator trgovec vendedor pardavėjas satıcı

• TailorBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

шивач krejči sarto croitor krojač sastre siuvėjas terzi

• TeacherBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

учител učitel insegnan-te profesor učitelj profesor mokytojas öğretmen

• Travel AgentBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

туристически агент

cestovní agent

agente di viaggi

agent de turism

Potovalni agent

agente de viajes

kelionių agentas

seyahat acentesi

• Waiter/WaitressBULGARIAN CZECH ITALIAN ROMANIAN SLOVENIAN SPANISH LITHUANIAN TURKISH

cервитьор/сервитьорка

číšník/servírka

camerie-re/

cameriera

Chelner/chelneriţă natakar camarero/

camareraPadavėjas/padavėja

Garson/Garson

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Activity: Circle the correct word for profession in the picture.

1. http://www.istockphoto.com/ a) butcher b) waiter c) cook

2. http://www.istockphoto.com/ a) electrician b) secretary c) travel agent

3. http://www.istockphoto.com/ a) policeman b) farmer c) fireman

4. http://www.istockphoto.com/ a) lawyer b) secretary

5. http://www.istockphoto.com/ a) secretary b) plumber c) nurse

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COMPARATIVE GRAMMAR

1. COURSE DESCRIPTION

This course lasts for a period of six months and represents a part of a non-formal Transna-tional Adult School Prototype and in a blended education program. All the partner insti-tutions are part of this transnational school designed to educate adults and each partner provides a course that will be divided into several online classes that contain supplying con-tents, practice activities and assessment. This course is called “Comparative Grammar” as it focuses on offering the learning process and experience as a way of improving not only skills and abilities related to grammar notions and concepts, but also communication between different learners with different backgrounds and cultural values.Besides this obvious aim, the course is conceived to serve as a multi-lingual basic diction-ary that will allow adult learners to develop basic elementary level language and grammar skills in all the languages spoken in the project: Bulgarian, Czech, Greek, Italian, Lithuanian, Slovenian, Spanish, Romanian and Turkish. The contents of this course will also efficiently help adult learners to acquire skills for further studying and be able to cope with different challenges and opportunities offered by the open European labor taking into consideration the general current and continuous migration trend.The course is an opportunity for acquiring knowledge and skills for all types of learners, no matter the environment they come from. The adult learners involved in the project will have computer access granted by their institution in order to be able to fully benefit from the available online courses and overcome any computer illiteracy that might still exist.

2. OBJECTIVES

The objectives of this “Comparative Grammar Course” can be divided into 2 categories:

2. 1. General Objectives:

• Improve and promote communication between different nations;• develop learners’ computer skills and skills to work with digital tools;• encourage learner oriented learning and self assessment as an integrating part of the

learning process• develop and improve Teacher-Learner and Learner-Learner cooperation online• attract learners into virtual learning versus the traditional face-to-face teaching• make learners aware of the each other’s unique language and grammar patterns• encourage peer help within the virtual class• encourage learners to promote their own cultural values and raise their awareness

towards other cultures• develop strategies for the learners to cope with the language barrier between different

nationalities;

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2.2. Specific Objectives:

• Re-activate and improve students’ previous grammar knowledge;• improve learners’ English language skills as the only means of accessing the contents of

the course;• guide students to actively acquire basic elementary language skills in all the languages

used by the partners of the project (Bulgarian, Czech, Greek, Italian, Lithuanian, Slove-nian, Spanish, Romanian and Turkish)

• make learners aware of how grammar knowledge and notions can help them in the lan-guage acquisition process;

• enable learners to produce basic words and sentences in Bulgarian, Czech, Greek, Italian, Lithuanian, Slovenian, Spanish, Romanian and Turkish;

• determine learners to take in the role of teachers as a source of by providing information about how the topic of each class is addressed in their native language and guide each other’s learning by creating practice activities.

2. 3. Key competences and methodological aspects

The present course promotes lifelong learning* and the eight key competences as stated by The European Parliament and Council. These key competences focus on successfully com-bining knowledge and the skills and attitudes needed for an individual involved in the life-long learning process. The main key competences that this course targets are:

• communicative in mother tongue, English and all the others languages involved in the project;

• cultural awareness and expression;• citizenship;• social and civic competence;• learn to learn• digital competences as an implicit direct result of the specificity of the courses held online

This course also follows the basic principles of the Common European Framework of Refer-ence for Languages (2001). Due to the contents of this “Comparative Grammar Course” ori-ented both towards grammar notions and language acquisition, the level used corresponds to A1 – elementary up to a maximum of A2 lower elementary.

* Recommendation of the European Parliament and Council 2006/962/EC [Official Journal L 394 of 30.12.2006]. From the point of view of the methods and approaches used in this course, the following will be addressed:a. The communicative approachb. Student oriented learningc. Task-based learning

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2.4. Core contents

The core contents for this course involve a review of basic grammar together with a strong accent on basic conversation skills distributed into topics that cover most themes for lan-guage acquisition at elementary A1 level and A2 lower intermediate level. The topics accord-ing to A1 and A2 level include:

– Greetings;– Numbers;– Asking for the time;– Describing people and actions

All the online classes start from a basic explanation in English followed by the same topic translated into Romanian. The learners must act as teachers too, providing information about the topic lesson in the other languages of the project: Bulgarian, Czech, Greek, Italian, Lithu-anian, Slovenian, Spanish and Turkish. Assuming the role of teachers will help progress and self-assessment of oneself skills and abilities.

The contents will be divided into topic online sessions as follows:

Topic 1: GREETINGS & NUMBERS

– The structure of greetings in English from the grammatical point of view;– Examples of greetings in all the other languages of the project provided by the learners

of each country;– Similarities and differences between the grammatical structures of greetings in the lan

guages of the project;– Practice activities of the type fill-in exercises, multiple-choice, T/F sentences, gap filling– Telling the time: Cardinal numerals, The Days of the week, The Months of the Year

Topic 2: Describing People

– Subtopic 2.I. Personal pronouns– Subtopic 2.II. Adjectives

– The place of adjectives and nouns– Degrees of comparison in different languages– Pragmatics interpretations and stylistic considerations

Topic 3: Describing Basic Actions

– the verb TO BE– the verb TO HAVE– A short selection of verbs describing basic needs

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2.5. Assessment and Learning Standards

Assessment within this online is continuous and follows after each topic online session. There will be used a variety of assessment methods suitable for A1 elementary level for learners to cope with: – Multiple choice exercises – Peer assessment – TRUE/FALSE statements – Fill-in the gaps activities – Matching activities

Feedback is essential in the process of learning and it is requested after each online topic session. Learners are requested to offer feedback in a wide variety of ways so as to make them feel comfortable with the idea of online learning and change any aspects that need improvement.

Feedback activities: – Short satisfaction questionnaires in which learners need to rank their satisfaction level

from 1 to 5 (1 being the lowest level and 5 the highest)– Interactive feedback activities of choosing the suitable emoticon according to how their

feel from a list given – Feedback activity of choosing a word from a list given that describes best the learner’s

current state after each online session

The Learning Standards according to elementary A1 level of competence request the learner to: – understand and use familiar everyday expressions – understand and use very basic phrases aimed at the satisfaction of needs of a concrete type – can introduce him/herself and others – can ask and answer questions about personal details such as where he/she lives, people

he/she knows and things he/she has – can interact in a simple way provided that the other talk slowly and is willing to help. In order to communicate with other people, especially with foreign people and students you need to acquire a set of competences that will help you manage in various situations. According to The Common European Framework, the target language level for this course is A2 – basic user – way stage. What does this mean? It means you must acquire some com-municative competences that can be grouped under the following categories:

A. General competences – from which we can mention:– knowledge of the world, – sociocultural knowledge, – intercultural awareness, – skills and know-how, etc

B. Communicative language categories – that can be divided into 3 categories: – linguistic competences,– sociolinguistic competences – pragmatic competences

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But what should an A2 user be able to do from the sociolinguistic point of view? Here is an extract from the Common European Framework:

“Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. Can socialize simply but effec-tively using the simplest common expressions and following basic routines. Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and respond to invitations, suggestions, apologies, etc”

Of course that before becoming an A2, we should not forget the skills needed for A1 as quoted: “Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry”

The focus of the first unit is SOCIOLINGUISTIC COMPETENCES. But what are sociolinguistic competences? These competences refer to the knowledge and skills needed to face the social dimension of language use. The social dimension refers to linguistic markers used in social relations, politeness conventions, expressions, dialect and accent.

The linguistic markers of social relations are of course different in each country because of its culture and language and usually depend on factors like relative status, closeness of relation, register, etc.

Greetings are very important linguistic markers and their use and choice can be divided under the following 3 occasions:1. on arrival2. introductions3. leave –taking

When we meet new people, the first thing we have to know are greetings. Greetings are very important in every country and in many cases they may be associated with special gestures.

1. The structure of greetings in English from the grammatical point of view;Before actually learning new Greetings in all the projects’ languages, let us make a short revision of greetings in English:

• Good morning!• Good afternoon!• Good evening!• Good night!

If we look at all these greetings from a grammatical point of view, we can see they are formed by an adjective (good) + a noun corresponding to different moments of the These are the most common formal greetings, but of course we also have informal ones like Hi! Or Hello! when we meet with friends or bye!, see you soon! when we leave.

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When we meet someone for the first time, we see his/her physical appearance. That is why we need to know how to describe people. When it comes to physical appearance, we can think of various categories like:

A. BUILT- when we talk about this feature we mainly focus on HEIGHT (how tall a person is) or WEIGHT (how much a person weighs).

• in English we use the following most important words to describe a person’s HEIGHT: – Tall– Short– of medium/average height

• The words most frequently used for WEIGHT in English are the following:– fat– overweight– slim– thin– medium/average built – well-built

B. HAIR-when describing someone’s hair we can divide features into 3 categories: • Length (how long hair is) and here we have: long, medium, short, shoulder-length

• Color – the most common words used in English are: fair-haired, red, dark, brown

• Hair texture: straight, curly, wavy

C. AGE– even if asking about age is not always polite, there are some basic English words necessary in any description

D. FACIAL FEATURES AND SKIN COLOUR – there are many facial features that make each of us unique. Among these, the most used are: beard, moustache, freckles -if we talk about skin color, we talk about a pale/fair skinned person, tanned or maybe dark-tanned.

Whether we are learning one or more foreign languages, the very basic verbs we must learn in order to be able to form elementary sentences are TO BE and TO HAVE. Let’s have a short revision of them in English using simple sentences.

I am a student.He is a teacher.She is a journalist.

It is a book.We are boys.

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You are pilots.They are policemen.

The negative is formed with the help of NOT as you can see in the examples:

Singular Plural

I am not We are not

You are not You are not

He is notShe is not

It is not

All of us have different needs like: the need to relax, the need to play, the need to sleep, etc. One need might be very important to some of us, while another is number 1 for our parents, for example. The age plays also an important role. For example, when we are children we consider our biggest need is to play, when we are teenagers we all want to make new friends and socialize, while later on, in adult life, getting enough sleep seems our main need.

Maslow’s hierarchy of needsOur needs have been studied a lot along the years and one American psychologist called Abraham Harold Maslow devoted a great period of his life to study people and elaborate on a theory about their needs. His hierarchy of needs contains a number of five main categories grouped as follows:

1. Physiological needs2. Safety needs3. Love and belonging4. Esteem5. Self-actualization

Unfortunately we will discuss briefly only about the first category, which represents the basic needs in his theory.”Physiological needs are the physical requirements for human survival. If these requirements are not met, the human body cannot function properly and will ultimately fail. Physiological needs are thought to be the most important; they should be met first. Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. “ In the following page we will try to have a look at some verbs corresponding to these basic needs.

• For the need of air we will use the verb TO LIVE. • For the need of water, of course we will consider TO DRINK.

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• For the need of food we have TO EAT• For clothing the most used is TO WEAR• For shelter and protection, let us consider a more general verb like TO SURVIVE• For shelter we can also discuss TO SLEEP as it is a vital process in our life.

One last topic worth mentioning are The Days of the WeekThe days of the week in English are always written with capital letters. Most of you students may already know the days of the week in English, but do you know why they are called like that? Let us have a look at each day and the origin of its name.

SundayThe name comes from the Latin dies solis, meaning “sun’s day”: the name of a pagan Roman holiday. It is also called Dominica (Latin), the Day of God.

MondayThe name comes from the Anglo-Saxon monandaeg, “the moon’s day”. This second day was sacred to the goddess of the moon.

TuesdayThis day was named after the Norse god Tyr. The Romans named this day after their war-god Mars: dies Martis.

WednesdayThe day named to honor Wodan (Odin).The Romans called it dies Mercurii, after their god Mercury.

ThursdayThe day named after the Norse god Thor. In the Norse languages this day is called Torsdag.The Romans named this day dies Jovis (“Jove’s Day”), after Jove or Jupiter, their most impor-tant god.

FridayThe day named in honor of the Norse goddess Frigg. In Old High German this day was called frigedag.

SaturdayThis day was called dies Saturni, “Saturn’s Day”, by the ancient Romans in honor of Saturn.

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SCIENCE AND TECHNOLOGY

1. BASIC DIGITAL COMPETENCES

1.1. Elements of a Computer System.

What is a computer system?

A TV set, is available in different models and colors, but its essential components remain the same. All TV set have a tuner, display, and loudspeakers for the purpose of viewing televi-sion. Similarly, computers are available in various sizes and shapes, but they all have com-mon components that work in the same manner. Just like any system, a computer system is composed of several subsystems or components. The essential components of a computer are:

• Hardware• Software

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Each component performs a particular function vital to the overall operations of the entire computer system. If one subsystem is missing or rendered inoperable,the computer system will not be able to function correctly. In fact, it can even cease to function.

In this lesson, you will learn what the hardware components of a computer are. Knowledge of these physical components and their functions; will enable you to understand how the parts of a computer relate to one another. It will also help you troubleshoot when you meet problems in using computer systems and will enable you to understand the most important characteristics that you should look at when choosing a computer.

1.2. Computer hardware

1.2.1. What is Hardware?Hardware is any electronic or mechanical part you can see or touch. Generally, hardware is categorized according to which of the fivebasic computer operations it performs:

• Input – data is captured electronically into a form that can be processed by a computer;

• Processing and memory (CPU) micro-processor, primary memory and other pro-cessing devices used for manipulating data into information;

• Output – production of processed informa-tion into a usable form;

• Secondary storage – data, information and programs are stored in computer- process-able form;

• Communications – enables the transfer of data from one place to another and facili-tates resource sharing.

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1.2.2. What is inside a PC system?Hardware devices are used to process data that has been input. The result of processing is then passed on to the output or storage devices.The processor and the main memory devices are very important parts of the hardware. They are the brains of the computer and they housed in the system unit.

The processor, also known as the CPU or central process-ing unit, interprets and executes instructions while the main memory serves as the computer’s work space. When you press a key or click your mouse a signal is sent to the pro-cessor. The processor then decides what the best course of action is for the signal. The processing power of a computer largely depends on the speed of the processor and size of its main memory. The CPU handles millions of instructions per second. A faster processor leads to faster execution of instructions, and a bigger memory provides a bigger work space so that more data can be processed at one time.How your computer works?

Activity: Complete this diagram of a PC system.

Use the platform Activity 2.1 to answer it

(1)________

ROM

(3)________

(5)________Keyboard

(8)________(9)________ Keyboard

(10)________ DVD driveFlash drive

PC system

(2)________

(7)________

Physical units attached to the

computer

Output devices(6)________

Main memory (4)________

Programs, e.g. graph-ics package,web browser

Mechanical and elektronic equipment

The "brain" of computer

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Processing The processor The processor is the nerve centre of a computer. This is built into a single chip which executes program instructions and coordinates the activities that take place within the computer system. It is a small piece of silicon called an integrated circuit with a complex electrical circuit and have three typical parts:• the control unit, which examines instructions from

memory;• the arithmetic and logic unit (ALU), which performs arithmetic and logical operations;• the registers, high-speed units of memory used to store and control data.

The speed of a processor is measured in gigahertz (GHz). The hertz is equivalent to cycles per second. For example, a CPU running at 4 GHz can make about four thousand million calculations a second. An internal clock sends out signals at fixed intervals to measure and synchronize the flow of data.

The motherboardThe main circuit board inside your system is known as the moth-erboard. This contains the CPU, the memory chips, expansion slots and controllers for peripherals, connected by internal buses, or paths, that carry electronic signals. For example, the front side bus carries all data that passes from the CPU to other devices. The size of a bus, called bus width, determines how much data can be transmitted.The larger the width, the more data can travel along the bus. For example, a 64-bit bus can transmit 64 bits of data.Expansion slots allow you to install expansion cards which pro-vide extra functions, e.g. a memory, a video card, a sound card or a modem.

RAM and ROMThe programs and data which pass through the processor must be loaded into the main memory in order to be processed. Therefore, when you run a program, the CPU looks for it on the hard disk and transfers a copy into the RAM chips. RAM (random access memory) is volatile or temporary i.e. when the computer is turned off its information is lost. However, ROM (read only memory) is non-volatile, containing instructions and routines for the basic operations of the CPU. The BIOS (basic input/output system) uses ROM to control communi-cation with peripherals e.g. disk drives.

The amount of RAM determines the number of programs you can run simultaneously and how fast they operate. It can be expanded by adding extra RAM chips.

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Activity: Now, Labe the diagram with the correct items 1 – 9.

1. monitor

2. case

3. motherboard

4. CPU (Central Processing Unit or Processor)

5. main memory (RAM)

6. expansion cards (video, graphic)

7. power supply unit

8. optical disk drive

9. hard disk drive

Use the platform Activity 2.2. to answer it

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1.2.3. How memory is measured?Bits and bytesComputers do all calculations using a code made of just two numbers – 0 and 1. This sys-tem is called binary code. The electronic cir-cuits in a digital computer detect the difference between two states: ON (the current passes through) or OFF (the current doesn’t pass through) and represent these states as 1 or 0. Each 1 or 0 is called a binary digit, or bit.Bits are grouped into eight-digit codes that typically represent characters (letters, numbers and symbols). Word sizes thereafter were naturally multiples of eight bits, with 16, 32, and 64 bits being commonly used. A six – bit word containing the binary encoded representa-tion of decimal value 40. Most modern CPUs employ word sizes that are a power of two, for example 8, 16, 32 or 64 bits.Eight bits together are called a byte. Thus, each character on a keyboard has its own arrange-ment of eight bits. For example, 01000001 for the letter A, 01000010 for B, and 01000011 for C. Computers use a standard code for the binary representation of characters. This is the American Standard Code for Information Interchange, or ASCII – pronounced /’aeski/. In order to avoid complex calculations of bytes, we use bigger units such as kilobytes, mega-bytes and gigabytes.We use these units to describe the RAM memory, the storage capacity of disks and the size of a program or document.

Note: bit is pronounced /bit/; byte is pronounced /bait/

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Activity: Read the text and then answer these questions

1 How many digits does a binary system use?2 What is a bit?3 What is a collection of eight bits called?4 What does ASCII stand for?5 What is the purpose of ASCII

Use the platform Activity 2.3 to answer it

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1.3. BUYING A COMPUTER.

1.3.1. Comparing and finding differences or similarities in common functions in computer.Where should I start? How to make the right decision?What to look for in a computer?When you read articles about thelatest com-puter, or you want to buy a new device or mobile phone, or need to make a decision about the most suitable computer system for you. You must know the three basic features that make a big difference: the CPU speed, the amount of RAM and the size of the hard drive. Therefore, you may have to use and understand expressions like the ones in these examples: “Desktop computer with an Intel Core 2 Duo processor”; “TheiMac has two gigabytes of RAM” etc.

In addition, these factors affect the overall performance of the computer. The more memory you have, the faster you’ll be able to load your files. To run highly demanding applications you’ll need a fast processor, plentiful RAM and a spacious disk. Unlike CRT monitors, LCD ones are light. While a dial-up connection is usually cheap, it is very slow.

1.3.2. To make the right decisionThe first question you have to ask yourself is what you’ll use the computer for. Then you can decide what system will fit your needs by considering the following factors:

– The quality you need and the price you are willing to pay;– Then find and compare differences or similarities in common functions a computer in the

technical specification;– If you already have peripherals and software, you’ll have to ensure they are compatible

and can be used with the new computer;– Whether the computer system you allow to add on new peripherals;– Most standard computers offer integrated, built-in, sound cards. But if you’re want to lis-

ten music with higher quality, you should also buy separate, external, speakers.– Finally, make sure the system you buy is reliable.

And do not forget to check that you will receive a warranty and good technical support.

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HOW TO READ A COMPUTER AD?Activity: Now study the text below to find this information:

1 What is the memory size of this PC?5 What is the capacity of the hard drive?

Inspiron 17 7000 Series Touch

– 5th Generation Intel® Core™ i5 Processor

– 12GB Memory RAM, expandable to 16GB

– 1TB Hard Drive

– DVD-ROM drive (optical DVD burner)

– Integrated modem and Bluetooth

– Windows Vista Home Premium

– Thin and light, weight (1.17”, 2.4 kg)

– Comes with Windows 8.1 Pro

Look at the notes you made about your ideal computer systemUse the platform Activity 2.4 discuss your choices

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ART & DESIGN

PABLO PICASSO Painter (1881–1973)

Pablo Picasso was born in Malaga, Spain in 1881, and was raised there before going on to spend most of his adult life working as an artist in France. Throughout the long course of his career, he created more than 20,000 paint-ings, drawings, sculptures, ceramics and other items such as costumes and theater sets. He is universally renowned as one of the most influential and celebrated artists of the twentieth century.

Others have seen what is and asked why. I have seen what could be and asked why not.“ Pablo Picasso

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Material developed by Teachers and Members belonging to the Project (T.A.S.P)

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Picasso‘s ability to produce works in an astonishing range of styles made him well respected during his own lifetime. After his death in 1973 his value as an artist and inspiration to other artists has only grown. He is without a doubt destined to permanently etch himself into the fabric of humanity as one of the greatest artists of all time. His work has been divided roughly by periods of time in which he would fully develop themes and feelings to créate a unifying body of work.

• The Blue Period(1901–1904)• The Rose Period(1904–1906)• African Influence(1907–1909)• Cubism(1909–1919)• Classicism,Surrealism and Sculpture• Final Years

Every act of creation is first of all an act of destruction.“Pablo Picasso

Picasso’s Masterpieces

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The Old Guitarist

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SALVADOR DALÍ Painter (1904–1989)

Salvador Dali was a prominent Spanish surrealist painter who was born in Figueres, Catalonia, Spain. Dali was a skilled draftsman, best known for striking and bizarre images in his surrealist work. Dali is perhaps best known for his painting of melting clocks, persistence of Memory. In 1920s, he went to Paris and began interacting with artists such as Picasso, Magritte and Miro, which led to Dali’s first surrealist phase.

The only difference between me and a madman is that I‘m not mad. ”Salvador Dali

During his career, he focused on cubism, futurism, as well as metaphysical painting work, until in 1929, he joined the group of surrealists, and this art movement which he felt a con-nection to. His fame and notoriety, and talent in the art world, quickly made him a leading force in the Surrealist movement, and he became one of the representatives of the art move-ment during the 1930s.

The secret of my influence has always been that it remained secret. ”Salvador Dali

Much of what Dali does has its roots in the great traditions of painting, and the artist has always freely acknowledged his debt to the great masters, such as Raphael, Johannes Ver-meer, and Diego Velazquez. His technique is traditional. in 1980, Dalí was forced to retire from painting due to a motor disorder that caused permanent trembling and weakness in his hands. No longer able to hold a paint brush, he’d lost the ability to express himself the way he knew best. More tragedy struck in 1982, when Dalí’s beloved wife and friend, Gala, died.

In November 1988, Salvador Dalí entered a hospital in Figueres with a failing heart. After a brief convalescence, he returned to the Teatro-Museo. On January 23, 1989, in the city of his birth, Dalí died of heart failure at the age of 84. His funeral was held at the Teatro-Museo, where he was buried in a crypt.

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Masterpieces of Salvador Dali

MIMAR SINAN Architect (1490–1588)

Khoca Mimar Sinan Ağa was the chief Ottoman architect and civil engineer for sultans Suleiman I, Selim II, and Murad III. He was responsible for the construction of more than three hundred major structures, and other more mod-est projects, such as his Koran schools (sibyan mektebs). Trained as a military engineer, he rose through the ranks to become first an officer and finally a Janissary commander, with the honorific title of ağa. He learned his architectural and engineering skills while on campaign with the Janis-saries, becoming expert at constructing fortifications of all

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Melting Watch

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Spain

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kinds, as well as military infrastructure, such as roads, bridges and aqueducts. At about the age of fifty, he was appointed as chief royal architect, applying the technical skills he had acquired in the army to the “creation of fine religious buildings” and civic structures of all kinds. His masterpiece is the Selimiye Mosque in Edirne, although his most famous work is the Suleiman Mosque in Istanbul. He is considered the greatest architect of the classical period of Ottoman architecture, and has been compared to Michelangelo, his contemporary in the West.] Michelangelo and his plans for St. Peter’s Basilica in Rome were well-known in Istan-bul, since Leonardo da Vinci and he had been invited, in 1502 and 1505 respectively, by the Sublime Porte to submit plans for a bridge spanning the Golden Horn.

Masterpieces of Mimar Sinan

Süleymaniye Mosque Topkapi Palace

Mostar Bridge

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MICHELANGELO Painter, Architect, Poet, Sculptor (1475–1564) Michelangelo was born on March 6, 1475, in Caprese, Italy. Born to a family of moderate means in the banking busi-ness, Michelangelo became an apprentice to a painter before studying in the sculpture gardens of the powerful Medici family. What followed was a remarkable career as an artist in the Italian Renaissance, recognized in his own time for his artistic virtuosity. His works include the „David“ and „Pieta“ statues and the ceiling paintings of Rome‘s Sistine Chapel, including the „Last Judgment.“

Painter, sculptor, architect and poet Michelangelo, one of the most famous artists of the Ital-ian Renaissance, was born Michelangelo di Lodovico Buonarroti Simoni on March 6, 1475, in Caprese, Italy. Michelangelo’s father, Leonardo di Buonarrota Simoni, was briefly serving as a magistrate in the small village when he recorded the birth of his second of five sons with his wife, Francesca Neri, but they returned to Florence when Michelangelo was still an infant. Due to his mother’s illness, however, Michelangelo was placed with a family of stonecutters, where he later jested, “With my wet-nurse’s milk, I sucked in the hammer and chisels I use for my statues.”Michelangelo is widely regarded as the most famous artist of the Italian Renaissance. Among his works are the „David“ and „Pieta“ statues and the Sistine Chapel frescoes. Although he always considered himself a Florentine, Michelangelo lived most of his life in Rome, where he died in 1564, at the age of 88.

Masterpieces of Michelangelo

Pixabay (17) “Pieta” SculpturePixabay (16) “David’s” Sculpture

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MIHAI CRISTEPainter (1975–…….)

Mihai Criste is a creative Romanian painter who is fasci-nated by abstration, mystery and surrealism. He graduated from the Visual Arts Academy in Romania in 2001 and since then has been participating in group exhibitions along with illustrating children’s books, such as the The Wizard of Oz. The graceful composition of his paintings, along with his creative concepts and titles, give his pieces a special touch and him a great degree of distinction. A painting profes-sional for more than 10 years, Mihai has participated in numerous contests and exhibitions. His artworks combine

several subjects in an attempt to confuse the viewer of what is reality.

Taking surrealistic cues from Dali and Magritte, painter Mihai Criste expands on the unusually expressive art form in his illusionary images. The Romania-based artist boasts a vast portfolio of imaginative works that tackle the cunning abilities of visual elements. Each image offers dual perspectives. It’s a matter of what the spectator sees first and their ability to reevaluate what’s in front of them, in order to see the optically crafty details. This viewing practice, for me, is then followed by admiration for the artist’s ability to see something more.In addition to the optical illusions, there is a quirky presence in many of Criste’s paintings. In his piece entitled The King is dead. Long live the King., the artist presents an open-casket funeral for a chess piece, sur-rounded by its chess piece brethren. Criste breathes life into inanimate objects and really has an eye for seamlessly melding the inorganic and living worlds.

Sistine Chapel frescoes

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The Kiss of Autumn

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Masterpieces of Mihai Criste

All the world is a stage

The Memories Of the Future

Jurnal de bord

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GEDIMINAS BARAVYKASArchitect (1940–1995)

Chief project architect since 1984. 1976 m. Prize of the USSR Council of Ministers (the Vilnius marriage palace architecture)

• 1976. SSR Honored architect• 1985 m. USSR State Prize for Kaunas Ninth Fort memo-

rial complex

1988 m. Member of the USSR Academy of Arts Correspondent

Vilnius municipal government in 2010 year. March 1, the day passed a resolution to provide more for anony-mous Vilnius streets names. It was decided unnamed street near the Forum Palace arena, between Constitution Avenue and River Street named in honor of the architect, moreover nearby stands architect designed by the National Art Gallery. It was scheduled for the official opening of the street on April 12 the day, but the announced state of mourning after Pol-ish delegation jet crash near Smolensk , celebration postponed to Friday, April 16 day. It was held for 16 hours. Gathered architect relatives and former colleagues, playing orchestra was uncovered Table Gediminas Baravyko street. The event extended Lithuanian Union of Architects headquarters is shown in the 6-minute film about the architect.

Masterpieces of Gediminas Baravykas

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Vilnius church of blessed Jurgis Matulaitis Modern Art Museum

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JOSEF LADAPainter-Writer (1887–1957)

Josef Lada (born 17 December 1887 in Hrusice, Bohemia – 14 December 1957 in Prague, buried at Olšany Cemetery) was a Czech painter and writer. He is best known as the illustrator of Jaroslav Hašek’s World War One novel The Good Soldier Švejk, having won the Deutscher Jugendlit-eraturpreis in 1963.

The asteroid 17625 Joseflada has been named after him.Born in the small village of Hrusice in a cobbler’s family, he went to Prague at the age of 14 to become an appren-tice binder. Entirely self-taught, he created his own style as a caricaturist for newspapers, and later as an illustrator. He produced landscapes, created frescoes and designed costumes for plays and films. Over the years he created

a series of paintings and drawings depicting traditional Czech occupations, and wrote and illustrated the adventures of Mikeš, a little black cat who could talk.Lada produced nearly 600 cartoons of the Švejk charac-ters, depicting Austuria-Hungary officers and civil serv-ants as incompetent, abusive and often drunk. All subse-quent editions of Švejk used Lada’s illustrations, except for the 2008/2009 Czech edition illustrated by Petr Urban.

Ninth Forth

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Masterpieces of Josef Lada

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PRAXITELESSculptor ( 4th century BC)

Praxiteles is an ancient Greek sculpture of Hermes, discov-ered in 1877, in the ruins of the Temple of the Hera , Olim-pia, Greece. He is one the greatest Attic sculptors beside being one of the most original of the Greek artists.

He profoundly influenced the subsequent course of Greek sculpture by transforming the detached and majestic style his immediate predecessors into one of gente and grace and sensous charm.

A new pose which is called as Praxitlean was implemented by Praxiteles. This pose can be easily seen in his sculptures especially on one of his famous masterpieces that is called as Hermes with infant Dionysus.

Praxiteles was not only a ground-breaking artist but also he had a uniqueness style which set him above all the old masters of his time.His stylistic mannerism blazed a path for sculptors later in time. He gave the body natural life and a luminous essence that no other sculptor hade ever reached.

Masterpieces of Praxiteles

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Apollo Sauroctonos

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Knidos Afroditi Hermes Olimpia

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CHRISTO YOTOVPainter (1951–…….)

Bulgarian painter Christo Yotov, who has staged 19 exhi-bitions in Turkey, is currently displaying his newest pieces at Nurol Art Gallery in Ankara.

Yotov‘s new work, focusing on the human form, is a contin-uation of an exhibit he held at the same gallery two years ago.

Noting that he often went to Gallipoli and produced works of art there, he said: I have to stay there for a long time to totally sense this magnificent area. Work created during my stay in Gallipoli, for instance, is quite different from my other work because the soul of the artist is nourished by his surroundings.

He said he had held 19 exhibitions, including art fairs, in Turkey in the course of 16 years. I have exhibited both in my own country and in many Western countries. Yet I feel at home here. People here are very hospitable. They see me as one of their own, and this affection fascinates me. This is the reason I’m here, he said.

Yotov, who was born in Sofia in 1951, graduated from the National Academy of Arts with a specialty in “fine art painting.” The artist has shown at over 30 solo exhibitions in Austria, Switzerland, the United States, Turkey, Greece and the Slovak Republic.

Masterpieces of Christo Yotov

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Motion

Whale Melancholia

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ENTREPRENEURIAL SKILLS

1. HOW TO START OWN BUSINESS?

Entrepreneurship includes necessity to overcome obstacles and to be enthusiastic for fundamental personal change. How to develop in oneself this feeling? Everything is closely linked with the motivation. Maybe the most appropriate expression is a proverb: “Where there is will there is a way.”

1.1. Motivation as a basis for success

Motivation is an internal propulsion power which is driving men´s activity to desired result. Attempt to establish own busi-ness does not have to be appropriate for everyone as well as we do not have the feeling that it is the right decision. This is the reason when it is very important to know why we are set about to start the business. The reason (motivation) has to be very strong, has to be a dream, a goal for which we have decided to sacrifice a lot. The reasons as a wealth or financial benefits are not the best and as a gen-eral rule they are not enough as a long-term motivation.If you are considering about some change and you want to start your own business it can be recommended to prepare a list of arguments why you want it and what it will take (pros and cons). If there is more disadvantages than advantages it is better not to start it.

Before you start to consider all pros and cons which are leading you to consider about starting the pro-cess of your own entrepreneurship try to go through the following questions and find the answers:Pros to start the business:

• Financial reasons – to earn for your living?• Social reasons – to gain social status, to meet new

people?• Social aspects – to create new jobs (employment)?• Personal aspiration – to prove yourself something?• Your hobbies – to do something I like, to make use

of my abilities and potential?• Opportunities – possibility to manage your time, I have an idea, I have an opportunity to

change something?

However it is also important to consider the cons which might be hidden under following questions:

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• Will I lose my spare time?• Will I have less time for my family and friends?• Will I be able to make decisions (positive and also negative ones)?• Will I go through stress?• Will I face bigger risks – sufficient income, understanding to financial issues, paperwork?• Am I going to higher life uncertainty?

However be always aware that FEAR IS A GROUND FOR FAILURE even if it is a natural state of uncertainty which affects time to time everyone.The objective of self-evaluation is to try – if possible objectively – to consider personal expec-tations which are fundamental for the success of the entrepreneurship. We are not talking about if you are good, bad, competent or incompetent. It is necessary to understand that every person is different. Some preconditions suit better to solve creatively problems and find the way to start business. The fact that person has less appropriate personality traits do not mean that he/she is useless. He/she just has to surround oneself by other “enthusi-asts” and creatives who would help him/her to find appropriate solutions to start entrepre-neurship. Thus do not lose from your sight the most important thing – harmonious, balanced, happy life. Entrepreneurship can be just one of many paths to such life and it is important to judge if it will not cause the very opposite.

2. ENTREPRENEURSHIP IN PRACTICE

Introduction of business ideas into practice requires some specific skills and knowledges. Everyone has experienced during lifetime a feeling of having vision or great idea which is worth to implement. But how to transfer this feeling into creative energy and establishment of conditions for business startup? Creativity – certain time-proven steps and tools might help you to develop your idea and transform it into concrete business.Are you looking yourself or with your team for an interesting idea? Do you solve complicated problems? Learn methods how to develop your idea into busi-ness activity. Creativity is a building block to launch the processes that create new innovative solutions and transfer ideas into concrete busi-ness activities. Startup process is a comprehensive procedure which enables identify needs of clients (customers) through new methods and create new products and services to satisfy needs of customers that are leading to financially sustainable form of entrepreneurship. It is about the methods that enable some change – deliberate process with the objective to reach new markets which allow the space for self-employment. The process does not only support creative abilities but it is a pro-cess of ideas´ transformation into concrete activities, products and services.

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3. GETTING STARTED – YOUR BUSINESS PLAN ON ONE PAGE

Your entrepreneurship begins with the ideation process. During the ideation you form an idea (or ideas) to be further developed towards business startup. The ideas may stem from your knowl-edge, thoughts, opinions etc.

One of the tools used to start an ideation for business is Lean Canvas Model. It is an adaptation of Business Model Canvas created by Alexander Osterwalder. Lean Canvas is a simpli-fied business model summarizing your business idea on one large paper sheet or poster that visually shows to all your part-ners or colleagues the main points of your business. It enables you to draw up overview of different important aspects of your business with the others. After designing your business idea you may discuss and further develop it in your group.

Why?• Do you want to create new product or service?• Don´t you want to miss anything important?• Lean Canvas is simplified business plan on one page which will give comprehensive

overview of your idea and in the same time it won´t let you expand too much.

Scheme 1: Creativity test

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What will you know after finishing the lesson?• You will perceive your business in all complexity – Lean Canvas records the most impor-

tant milestones of your project. You will realize casual links.• You will identify the most significant risks – Lean Canvas enables to detect those sectors

you haven´t recorded. You will know your priorities. • ąYou will be able to describe your business idea fast and in a simple way – Lean Canvas

allows to debate it in the team, with the investors or advisors. You will be quickly on your track.

Activity 1: The Business Model Canvas Prepare large surface sheet describing your idea / transforming your idea into the business model by using following instructions:

Scheme 2: Business Model Canvas

Key partners

- Existing & po-tential / need-ed partners

Key activities

- description of most import-ant activities of the company

- internal ac-tivities (within your enter-prise)

- external activ-ities towards customers, partners, sup-pliers etc.

Value propositions

- Products/services pro-vided for the customers and their key attri-butes

- Comparison of the products/ services and their main advantages against the competitors

Channels

- Description how you plan to distribute products / ser-vices to your customers

Customer relationships

- The way of your commu-nication with the customers (e.g. personal assistance, creation of FB community etc.)

Customer segments

- Clients defi-nition and diversification (existing or potential you plan to ad-dress in the future

Key resources

- Human- Financial- Physical- Technological- Intellectual

Cost structure

- Fixed costs- Variable costs- Possibilities of savings / cutting the costs

Revenue streams

- The mode how you plan to collect pay-ments from the customers (asset sale, usage fee, renting, licensing etc.)

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4. PREPARATION OF “FULL” BUSINESS PLAN

Planning

Planning is one of basic activities of the enterprises´ man-agers and precedes their other activities. The content is to set aims and methods how to achieve the aims.

Business Plan & Business ModelDiversification of Business Plans from the views:

• Time frame• Level of decision making process• Factual content of the plan• Purpose

From the Time frame point of view we divide plans on long-term (5 years and more, mid-dle-term (1–5 years) and short-term (1 year and less). According to the decision making level we are talking about strategic, tactical and operational plans. From the purpose point of view we can mention plan intended for business development which will be used as a material to obtain loan from a financial institution or investor.

When preparing Business Plan the basis is knowledge of the main firm´s intentions. And if the Business Plan is going to be a tool which decides about further course of an enterprise it has to foresee future development in advance. To achieve this it is necessary to possess appropriate information. But the information is exactly one thing which startups are missing. Persons who start the business project are often trying to solve some problem they have discovered or have the problem themselves. This is all their intention. At the beginning they do not even know if the problem really exists also for someone else, how many people or companies have it or in which way the problem might be solved. Their ideas are to some extend only speculations or hypothesis which can come out as completely wrong at the end.

Business Model is a description of method how a company creates and distributes values to its customers. Simultaneously it shows how the different components of the model are connected. Thus simple tool emerges that can describe core of the business, share it with other founders, investors or customers and step by step develop the model which will work.

Structure of your business plan may be for example following:Title of the business plan:Identification of enterprise / proposer of the business plan:Contact details:1. Summary of the entrepreneurship2. Uniqueness of the business plan

- In which way you are unique?- Key words of your business project

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3. Marketing analysis- Analysis of customers – target groups- Analysis of competitors- Analysis of suppliers

4. Evaluation of risks - Title of the risk with its characteristics and description- Extent of possible influence

5. General characteristic of proposed solution- Objectives of the business project- Description of the entrepreneurship

6. Financial plan - Drawing up the costs, profits and their description

7. Time plan / schedule- Introduction, testing and implementation of business plan

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5. BUSINESS PROCESS MANAGEMENT OF AN ENTERPRISE

Business Process Management („BPM“) has become in the last decades well proven tool for the effective management of the enterprises. It is a methodology which describes and draws graphically course of all operations by process models. It shows hot working proce-dures and ideas are distributed towards the employees. The processes are measured con-tinuously, their performance and added value for the customers (or segments of customers) is detected. Nevertheless it does not matter if it is an external customer paying for the output or so called internal customer which uses partial results of colleagues’ work to create fur-ther added value. It is recommended to detect a customer and generated benefit for each process. BPM is possible to use also outside the commercial sector. Respectively it is possible to implement it in social enterprises or by social innovators. Benefits of implementing BPM may be following:• Better readiness & higher transparency of the organization for potential customers, inves-

tors, funders, partners etc.• Standardization of performed activities and their sharing across organization structure.• Employees´ involvement into wider spectrum of business activities, their understanding

of process importance and its value for the customers by all employees.• Segmentation of complicated activities into individual process steps that allows originally

difficult work package to be executed partially and by less skilled employees (e.g. hand-icapped etc.).

• Reduction of redundant activities which does not have clear impact for the final out-comes and value for customers – improvement of the competitiveness & sustainability of the enterprise.

BPM implementation is often very complicated project which can be committed to external professionals. It can be supported by purchasing appropriate SW solution.

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6. ENTERPRISE´S MARKETING

Marketing of an enterprise becomes an element which fundamentally influences its success on the competitive market. Enterprise´s position on the market may be demonstrated by the following illustration.

Scheme 3: Global Process Model, Model of Process Flow, Basic chart describing the process

Scheme 4: Enterprise´s view, position of marketing and enterprise´s environment

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Value for customers:

Key aspect when composing marketing strategy is customer´s identification and creation of the value for the customer („VfC“) by formula

Σ expected value for customer

Σ customer´s costs

Value is not an absolute quantity but comparative. Needs and financial situation are chang-ing with different customers. Keys for the differences are based on diversity of customers´ motivations on preferences and rate of customer´s needs satisfaction. Natural economic behavior of each customer is to achieve maximum satisfaction of his/her needs within his/her budget. However it is clear that the efforts to maximize the value by the customer have the limits: a) Not-required, i.e. too high or, on the contrary, too low amount of customers´ required

benefit,b) Customers´ buying power.

Business oriented producer on the path to maximize the value for the customer cannot exceed any of these limits. He has to choose following approach:

1. Optimization (not maximization) of benefit that the product or service offer,2. Optimization of costs with the inclination to minimize them.

The value for customer grows in the following 5 cases:

VfC =

Scheme 5: Possibilities of the customer´s value growth

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1. Faster growth of the benefits (customer´s satisfaction) with slower growth of costs,2. Growth of the benefits (customer´s satisfaction) with the same costs,3. Growth of the benefits (customer´s satisfaction) with the costs decrease,4. The same benefits (customer´s satisfaction) with the costs decrease,5. Slower decrease of the benefits (customer´s satisfaction) with faster decrease of costs.

Five above mentioned approaches to the growth of the value for customer can be described even more precisely by the strategic approaches of the enterprise to the market:

1. Strategic approach „More for (even) More“.2. Strategic approach „More for the Same“.3. Strategic approach „Same for Less“.4. Strategic approach „Less for (even) Less“.5. Strategic approach „More for Less“.

More for More – it is a strategy of such enterprises that have in their portfolio unique prod-uct or service and ask high price to cover the production costs. Such products usually falls into the category of luxurious goods, they are supposed to be better in the performance characteristics, better quality, design, style, durability etc. The price very often significantly exceeds truly declared quality. Products & services falling into this category are often vulner-able – they attract imitators offering similar products for lower price. The luxurious goods are also jeopardized in the periods of economic crisis.

More for Same – Some enterprises succeed to attack the label of the strategic approach „More for More“ in the way that they introduce to the market a product with higher quality and performance for the same price. Afterwards it is up to customer to compare it he/she really gains higher benefits purchasing this new product.

Same for Less – one of the most common strategies used by the startups. It is based on the idea that customer will be pleased to get the product or service of the same quality for lower price. The enterprises are trying with this approach to convince customers that they are able to offer the products or services of the same quality and help them to save the money in the same time.

Less for Less – second most common strategy used by the startup enterprises. The concept complies with the customers complaining that they get from some producers more benefits in the products they ask for and are obliged to pay higher price.

More for Less – it is clear that the best value proposition would be to offer customers „More for Less“. The success of the stores with so called “commodity killers” is based on this strat-egy. Such store is operated by some wholesalers purchasing from the producers huge quan-tities of products to gain very competitive prices and subsequently they are able to sell with very low commercial surcharges or fees.

Product´s life cycleIt is quite often that marketing strategy changes several times during product´s life cycle. The changes of economic changes and competitors´ attacks are one of the reasons. But the

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changes in the interests and requirements of customers are the main issue. This is why the enterprise has to prepare different strategies for all stages of product´s life cycle:

Life cycle of the technology demand is an initial impulse of new product´s creation. At the begin-ning a person does not require or want concrete product but more likely something to satisfy some need. Such need of “something” actu-ally creates a demand for certain technology. Changing quantity of a need ca be described by the curve of demand´s life cycle. A need might be satisfied by different technologies. Each technology is characterized by its own life cycle of the technology´s demand.

Product´s life cycle is characterized by different stages of product´s sales history. Different opportunities and problems influencing marketing strategy and profit potential occur in dif-ferent stages of product´s life cycle. If the product has life cycle it signifies:• The products have limited lifetime. The product goes through different stages which

poses different challenges for retailers.• Profits vary in different stages.• A product requires in different stages of its life cycle different marketing strategies.

For specific stages is typical:

• Introduction – slow sales increase, usually without any profit because an introduction to the market is con-nected with high costs.

• Growth – the stage of fast product´s adaptation on the market and significant growth of the profit.

• Maturity – sales decrease connected to product´s acceptance by majority of potential customer, the profit is stable or decline, marketing costs are growing.

• Decline – sales and profits declines significantly.

Scheme 6: Product´s life cycle

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Introduction stage begins at the moment of launching new product to the market. Its sale increases slowly and sometimes the stage may last for several years. In this stage the profit is none or negative. The costs for promotion, new distribution channels as well as new custom-ers are high. There are only few competitors in this stage. Marketing is aimed on the groups with higher income. In pursuit of eliminate high costs the trend is to keep high zone pricing.

Growth stage is characterized by steep sales´ increase. First customers are satisfied with the product and many of ordinary customers start to buy it as well. New competitors access the market. They create new attributes to the product which leads to further market extension. The price level stands or lightly decreases. The promotion costs increases as well as the profits. The growth pace starts to slow down in some time. It is a turning point for changing the strategy.

In certain point the sales´ increase stops and the product enters the maturity stage. This stage is usually longer than previous one and thus poses a challenge for the marketing to exploit it. Some producers even leave the market and orient on new products. Retailers as well as producers should consider strategies to modify market, modify product and modify marketing mix. Marketing strategies in the maturity stage are usually three:

• Market´s modification means extension of market for your brand.• Product modification.• Marketing mix modification:

– Price change – not only reduction but even possible raise connected with the product modification.

– Distribution change – product´s introduction into the new distribution channel.– Promotion changes.– Increase of the service´s quality.– Direct marketing.

Decline stage. Most products have limited market lifespan and their sales fall off to minimum. Technological progress, customers´ priorities change or increases of competition are the reasons. All these effects lead towards continuous price and profit decrease. Marketing strat-egies in the decline stage have to start identifying weak products and step by step substitute such products. The changes of market´s environment are simultaneous with the product´s life cycle.

Scheme 7: Product´s life cycle

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TEACHER TRAINING

1. COMMUNICATION

Effective communication is one of the most essential life skills we must learn and develop throughout our life. Adult students must be good communicators, if they are to study or do their work well. Unfortunately, many are never taught how to do this or don’t usually put a lot of effort into that themselves. Hundreds of our students desperately need these basic communications skills. Somehow we expect them to be learned from somewhere. But where? In the streets? At home? In school? Thus, teachers’ role is to do their best to teach students communication basics. Students must be taught how to introduce themselves properly, how to make meaningful eye contact, how to comprehend body language, how to start and maintain conversations, how to interact with all kinds of people, how to give a successful interview, develop relationships, and eventually stand up to and address a live audience with confidence. These are the basic compo-nents of nearly every affirmative human interaction in realizing the 21st Century Skills.

Steps for improving communication skills of students:

- establish the ground rules and norms for class discussion early on;- encourage all students to participate in class discussion;- avoid focusing on the students that are always willing to answer;- assign frequent opportunities for small group/pair discussion;- adopt a policy of openness with your students.- suggest training/practicing speech/text material (before making presentations, saying

speeches, retelling, reciting);

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- calm down/concentrate to look confident and compelling;

- pronounce words correctly (make the speech clear);- develop effective listening skills;- sight and evaluate audience reactions; - watch your body language (eye contact, gestures, tone

of voice, ect.);- get rid of unnecessary conversation fillers;- manifest constructive attitudes and beliefs;

Communication in English There are about 375 million English as a first language speakers and 750 million English as a second language speakers. English has official or special status in at least 70 countries. These numbers give us an inkling that English is a very important, useful and helpful lan-guage for every citizen in today’s world. If you have decided to raise your level of English clear motives are crucial to achieve your goal. If you are not motivated to study English you will become frustrated and give up. There are many ways to improve the level of English, but only you can find the best way for you. Ask yourself:

- why do you need to learn/improve English?- what skills do you need to learn/improve? (reading, writing, speaking, listening)?- how much time and finances can you afford to devote to learn English?

Here are a few tips that also might help you improve your English:

- set yourself achievable goals and steadily follow it up to achieve the best result:- join an online or real/class English courses according to your level,- read an English book or a comic every week/month,- learn a group of new word every day/week,- read a news article on the net every day,- watch a film in English at least once a week/month,- do 10–15 minutes listening practice every day;- try to find an English speaking companion (online or in a real life)- travel to an English speaking country (the most effective way to get the best result)- encourage yourself to speak English, do not be afraid of making mistakes.- establish a system of rewards and punishments to meet your goals.

The process of language learning is a long journey with delays and frustrations along the way. Sometimes learners are in the fast lane and other times they stuck in traffic. But in each journey step by step they discover that knowledge of languages open the door to new col-ourful horizons.

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2. LIFELONG EDUCATION

Continuing or lifelong education movement began in the twentieth century. As the world moved to an industrialized economy the need for continued education challenged tradi-tional educational trends and created opportunities for both professional and personal skill enhancement. In the twenty-first century such factors as unbounded access to information, increased global interactions, quick changes of technology, rising requirements at work are-driving adult demand for lifelong learning.

The fallowing questions listed underneath have been a great concern of adult educators for many years:

- Why do some adults participate in continuing education programmes and other don’t ? - What stimulates people to attend? - What are the barriers to participation? - Why do some adults pull out and others complete a program? - Are the reasons for participation consistency and obstinacy diverse for different types of

people? - How can adult educators stimulate learners to participate and engage in their educa-

tional programs?.The process of lifelong learning is complex and flexible, as it encompasses a broad range of learning settings, contexts and validity of certificates (if applicable). People learn in formal, non-formal and informal settings.

Types of education:

Formal learning is a planned learning guided by a formal curriculum, leads to a formally recognized credentials such as a high school completion diploma or a degree and is usually guided and recognized by government. Teachers are trained as professionals in this type of education. This type of education is provided by pre-schools, primary schools, high schools, VET providers, colleges, universities, ACE-advanced continuing education institutions and etc.

Non-formal learning is purposive but voluntary learning that takes place in various environments and situations. This type of learning usually embraces specific target groups, but rarely docu-ments or certifies learning outcomes or achievements in clearly visible ways. Though it doesn’t result in a diploma or formal degree, non-formal education is very enriching and builds an indi-vidual’s skills and capacities. No particular school or professional qualifications are required for participating in non-formal adult education. This type of education may be led by a professional teacher or by a leader with appropriate experience. Non-formal education can be provided by labour market programs, professional associations volunteer organisations, learning circles, work experience programs, distance education, universities of the third age and etc.

Informal learning is non-purposive or semi-purposive learning which takes place in

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everyday life contexts in the family, close environment, in the community, at school or work, during leisure time and etc. Most people are involved in some type of informal learning, sometimes without even knowing it. This type of learning is difficult to quantify. The teacher is simply someone with more experience such as a parent, grandparent, a friend or even a good book, informative broadcast or valuable online information.As adult education becomes increasingly significant worldwide, to promote adult learners‘ enrolment, persistence and successful completion of educational courses it is crucial to understand adult learners’ motives and goals. Students enter adult education programs for many reasons: to acquire skills needed to get a job, meet a formal, work-related require-ment, step in a new career field, be literate, productive, and successful in their recent work-place or close environment, to improve the ability to serve the community, the need to make new friends, intellectual recreation, the joy of learning and etc.

Barriers to adult learning/teaching. How to overcome them?

Nowadays there are opportunities for learning all around us. But despite all these various learning opportunities around us, a lot of people who have taken the time to review oppor-tunities never actually get started. Others, having started full of enthusiasm at the prospect of creating their new future, find that something happens to stop them. There are some factors that act as barriers to adult learning. The barriers could be divided into: - situational barriers (time, money, child care, shift or overtime work, transportation,

weather, poor health)- institutional barriers (the educational service provider inconvenient class schedules, full-

time fees for part-time study, restrictive locations),- sociodemographic barriers (age, sex, income, educational level, and geographical loca-

tion, race)- internal factors (individual personality traits, temperament, genetics, self-esteem, group

participation).

Learning styles

Learning is a complicated concept as everyone is unique in their own way, and learns in their own way as well. Students come to our classrooms with a large variety of learning styles. What are the main learning styles and what is their role in teaching and learning? Learning styles are collections of personal characteristics and strengths, describing how individuals accept, store, and process information.

Learning styles/models are divided into:

Visual: these learners prefer to use pictures, images, diagrams, colours, displays, handouts, demonstrations, films, and spatial understanding.

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Musical/auditory: people who transfer of information through listening. Sounds, music, rhythms, and recordings help them learn.

Physical: these are the people who learn by touching, feeling, holding, doing, practical hands-on experiences.

Verbal: the verbal learners prefer using words, both in speech and in writing. They make the most of word based techniques, scripting, and reading content aloud.

Logical: the people who prefer using logic, reasoning, and “systems” to explain or under-stand concepts.

Social: these people are the ones who enjoy learning in groups or with other people, and aim to work with others as much as possible.

Solitary: the solitary learner prefers to learn alone and through self-study.

Mixed: the style consists of two or more learning styles.

Teaching practice shows that in reality, most students use a few learning styles, depend-ing on the subject, learning content or activity type. Sometimes a combination of multiple styles helps learners succeed in the study that takes place. Teachers should be aware of their students’ teaching styles to make the teaching effective. It is also important for students to know their learning style strengths and weaknesses and to develop a set of learning strate-gies to use their strengths and compensate for weaknesses.

Teaching methods and strategies

Most teachers would agree that adults learn differently from younger students. Adults have special needs as learners and these needs should be taken into consideration when plan-ning training for adults. There are some assumptions about adult learning: their need to know, learner’s self-concept, experience of an adult learner, readiness to learn, learning ori-entation, and motivation to learn. What experienced teachers have also acknowledged is that the richest resources for learning reside in adult learners themselves.There are a lot of different teaching methods that teachers can adopt and combine to have the greatest impact on their students. In most classes effective learning of adults is achieved through the use of creative strategies combination of active teaching methods (group dis-cussion, simulation exercises problem-solving, case methods, games, and role-play, etc.), and common ones (lecture by teacher, lecture-demonstration by teacher/another instructor, presentation, textbook assignments, etc.).

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Career education

Schools play a critical role in making young and adult people work ready as learners in the 21st century need to be able to respond to more diverse career development patterns and changes in life and career direction. The ultimate aim of career education and guidance is to develop the understandings, skills, and attitudes that they may need to make positive career decisions throughout their lives. In most EU schools the subject of Career Education is integrated into other subjects. Some schools have a distinct space in the curriculum for students to learn about careers and employability. To make career education effective each school needs to develop a way of integrating career education into their school curriculum that is specific to their school and their learners. In some cases, this learning is focused on more theoretic teaching other insti-tutions develop practical career skills including the ability to: search for a job vacancy or educational course online; write a job application or a CV; prepare for an interview; or evi-dence meeting the requirements of a job description.

Some guidelines to successful development of school-based Career Education:

- Creation and development of a stable career educa-tion programme.

- Constant observation of career and labour market information and its adjustment to Career Education.

- Addressing the needs of each student – relevant to stu-dents’ age and circumstances.

- Linking curriculum learning to marketable and prom-ising careers especially in STEM (science, technology, engineering and mathematics).

- Encounters with employers and employees.- Experiences in workplaces.- Collaboration with Vocational training and Higher edu-

cation institutions.- Provision of personal guidance.

For many people today, a career for life is no longer an option. Most people will hold jobs with a variety of employers and move across different employment sectors through their working life so they need to be mentally prepared for lifelong career changes and also flexi-ble (personal characteristics) and qualified (professional skills) in their working.Nowadays employers are often looking for skills that go beyond educational degrees, certifi-cations and licenses. While your education may make you eligible to apply for a job, you will need to exhibit a mix of skills to be successful at the job. Employability skills are generally divided into three skill sets:

- Basic academic skills (reading, writing, listening, effective communication, computer and technical literacy,

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- Critical thinking skills (creative thinking, reasoning, decision making, problem solving, organizing, planning, leadership and planning)

- Personal qualities (responsibility, self confidence, self control, social skills, honesty, teamwork skills, punctuality, efficiency, integrity, self direction, integrity and etc)

Europass. Writing a CV and cover letter

As the European Union grows with its new member states, more standards are being imple-mented by the European Parliament in order to make the EU policy transparent and equal to all its residents.

Wherever you apply for a job, college/university studies or experience gain courses inside any member states of EU, one of the most important issues is to be able to make your exper-tise and capabilities clearly understood to your potential employer or study course provider.That is why on December 15, 2004, through Decision No 2241/2004/EC, the European Parliament and the Council adapted a framework for qualifications and competences by establishing Europass. It aims to make a person‘s skills and qualifications clearly understood throughout Europe

Europass brings together five different documents:

- Europass CV,- Europass Language Passport,- Europass Diploma Supplement,- Europass Certificate Supplement,- Europass Mobility document.

The first two we can fill in ourselves, while the other three are filled in and issued by compe-tent organizations.

A CV and knowing how to write it can help us apply for jobs throughout Europe. CV stands for curriculum vitae, which is Latin for ‚course of life‘. It is a summary of your experience, skills and education. A CV is a marketing tool and may be one of the most important documents you write in your professional life. Because your CV is like a personal advertisement, it should convince a potential employer that you are an outstanding candidate for the job or studies. To prepare a successful CV, you need to know how to review, summarize, and present expe-riences and achievements on one page. A CV needs to be filled in with relevant informa-tion to help an employer/school authority make the decision to hire you or to approve your application.

Here is a guideline to what personal information you should and shouldn‘t include in your CV, and how to ensure that you do not fall victim to discrimination about your sex, age, nationality or religion.

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Your CV should include: personal information (full name, address, mobile phone number and email address, etc.), education and training, personal skills (language, job-re-lated skills, organizational skill, digital competences, driv-ing licence, etc.), work experience, additional information (projects, publications, presentations, etc.), annexes (cop-ies of degrees, research or publications, etc.).

Sometimes you will be asked to attach a reference letter written by people who would confirm positive comments on your previous employment or experiences.You should leave out of your CV: marital status and family (unless you think your status will make your application become more attractive), date of birth (you may include your birth date if you wish; however, it is no longer necessary since the Equality Act of 2010 http://www.legislation.gov.uk/ukpga/2010/15/contentsNationality (with the exception of government positions) The Equity Act also prohibits dis-crimination on the grounds of colour, race, or nationality (including citizenship, ethnicity or national origin).

Job search sites in some European countries

In the 21 first century we find that the word has grown smaller and the words people have become almost one community. People move from one country to another and they do that for different reasons: to take up a great challenge, broaden horizons, improvesocial skill, because of the weather, to improve or learn a new language, and find work opportunities. The latter one is getting more and more common as international labour markets are getting more global. There is a wide niche of job offerings online and it is often really easy to feel overwhelmed when trying to find the right job.International job websites, search engines and social media are key players and helpers in the job search process today. Here prospective employees can locate and fill out a job appli-cation or submit resumes over the Internet for the advertised position.

These are the most popular online job search engines:

http://www.indeed.com/http://www.linkup.com/http://www.simplyhired.com/http://www.monster.com/https://www.linkedin.com/http://www.careerbuilder.com/https://www.glassdoor.com/http://www.headhunter.com/

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Most popular job search websites in the European countries:

In Lithuania

www.ldb.ltwww.cv.ltwww.cvonline.ltwww.cvmarket.ltwww.cvbankas.ltwww.cvinfo.ltwww.ieskom.ltwww.noriudarbo.ltwww.darbo.lt

www.dirbu.ltwww.skelbimas.ltwww.skelbiu.ltwww.skelbimai.ltwww.lenta.lthttp://ad.lrytas.lthttp://kauno.diena.ltwww.alio.ltwww.manager.lt

www.darbaslietuvoje.ltwww.nemokamiskelbimaiwww.isidarbink.ltwww.100skelbimu.ltwww.zars.ltwww.plius.ltwww.darbubankas.ltwww.papildomasdarbas.ltwww.infotopas.ltwww.siulodarba.lt

In Germany

https://www.arbeitsagentur.dehttps://www.arbeiten.de/listings/index.stephttp://www.stellenanzeigen.de

https://www.stepstone.dehttp://www.academics.dehttp://www.jarocco.de

In the United Kingdom

http://www.monster.co.uk/http://www.fish4.co.uk/http://www.reed.co.uk/http://www.totaljobs.com/http://jobseekers.direct.gov.uk

http://www.jobsite.co.uk/https://www.rec.uk.com/about-us/membership/member-directoryhttp://www.tes.co.uk/jobsHub.aspx/http://jobs.guardian.co.uk/

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In Denmark

https://www.workindenmark.dk/http://www.jobindex.dk/english

In Norway

https://www.manpower.no/http://www.adecco.no/Pages/De-fault.aspxwww.adecco.nowww.manpower.nowww.personalhuset.nowww.proffice.no

http://www.proffice.com/en/Con-tact1/Proffice-Norway/ www.toptemp.no backup-personell.nocareerjet.nowww.xtra.no

In Spain

http://www.jobrank.org/es/job-bo-ards.htmhttp://www.infojobs.net/http://www.infoempleo.com/http://www.computrabajo.es/

https://www.oficinaempleo.com/http://www.monster.es/http://www.sepe.es/contenidos/in-termedia.html

In Italy

http://www.lavoronline.com/de-faultTwo.asp?cv=32691&offer-te=11743http://www.monster.it/

http://www.europalavoro.it/http://www.jobdirect.it/http://www.executivesurf.it/

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ICT in teaching and learning

ICT is an acronym that stands for Information Communications Technology. ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the way these different uses can work with each other. Technology is progressing at a speed humanity has never seen before For most European countries, the use of ICT in education and training has become a priority during the last few decades. However, the progress of ICT integration in educational process is not equal in different education institutions . Indeed, we can meet some educational institutios in some countries that achieved high levels of effective use of ICT to support and change the teaching and learning process in many subject areas. Others are still in the early phase of Information and communication technologies adoption. Educational ICT through curriculum integration has a significant and positive impact on student achievement, mostly in terms of knowledge, comprehension, practical skill and presentation skill in different subject areas. However, in some cases you can notice confusion among educators about how to choose the right ICT solution. Before integrating technology into the classroom by adding computer devices and other technology tools to the learning environment, teachers must to be aware of the advan-tages and disadvantages so they can be fully prepared to handle unexpected issues.

Advantages of ICT tools for education. Through ICT:

- Educators can easy explain complex instrucions and ensure students‘ comprexension.- Teachers and students will be able to prepare interactive lessons in such a way making

them more attractive that would improve student concentration and interest in the subject.- Images be easily used in teaching and improving a long-term memory of students- ICT enables students with special needs or difficulties.- Students can Access educational resources regardless of time and geographical barriers.- ICT use raises motivation to learn. ICTs such as videos, television and Multimedia com-

puter software combine soundm text, colour and moving images provide challenging and authentic content that engages students of all ages into the learning processs. ICT devices commected to the internet makes communication faster accross geographical barriers.

Despite of many advantages of ICT tool use in the process of education there are some dis-advantages as well.

Disadvantages of ICT tools for education:

- Setting up the devices can be very trublesome.- ICT tools are expensive to afford.- ICT devices need permanent care and repair.- Disrepair ICT devices cause problems in daily educational process.- Some teachers are still lack of experience in using ICT tools in full extent.

In education ICT could be used for presentation, demonstration, drill and practice, interaction, and collaboration. The potential of each technology varies according to how it is used.

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SPAINREFERENCES INTERCULTURALITY

– Bender, A. 2010. The particular sadness of lemon cake. New York: Anchor Books.– Christie, A. and C. Osborne. 1998. Black Coffee. London: Harper Collins. – Cisneros, S. 2004. The House on Mango Street. London: Bloomsbury. – Esquivel, L. 1993. Like water for Chocolate. London: Black Swan.– Gardner, H. (ed.). 1983. The New Oxford Book of English Verse. Oxford: Oxford University

Press.– Grass, G. 1997. The Flounder. London: Vintage Classics.– Merriam, C. and G. Merriam. (ed.). 1976. Webster´s New Elementary Dictionary. Spring-

field: Merriam-Webster.– Poe, E. A. 2015. The Bells. London: Forgotten Books.– Steward, C. 2009. Driving Over lemons: An Optimist in Andalucía. London: Sort of Books. – Thomas, D.2014. Under Milk wood. London: W&N.– Vázquez Gómez, J. 1995. “the Making of a Modern Mexican Cook” Los Angeles Times.

Available on the Internet: http://articles.latimes.com/1995-09-21/food/fo-48266_1_modern-mexican-cook (seen on February 2nd, 2016).

LITERATURE

– Alighieri, D. 2008. The Divine Comedy. Oxford: Oxford University Press.– Cărtărescu, M. 2016. “Europe has the shape of my brain”. Conference Europa. Available

on the Internet: http://conference-europa.eu/en/leurope-a-la-forme-de-mon-cerveau-par-mircea-cartarescu/ (seen on 01/03/2016).

– Cervantes, M. 1992. Don Quixote. Ware: Wordsworth Editions.– Pamuk, O. 2011. Istanbul: Memories and a city. London: Faber and Faber.– Pamuk, O. 2015. The black book. London: Faber and Faber.– Pamuk, O. 2015. The new life. London: Faber and Faber.– Pamuk, O. 2015. The white castle. London: Faber and Faber.– Sruoginis, L. (ed.) 1996. Lithuania: In Her Own Words: An Anthology of Contemporary

Lithuanian Writing. Ann Arbor: Michigan University Press.– Vazov, I. 2015. Under the Yoke: A Romance of Bulgarian Liberty. London: Forgotten Books– Brenan, G. 2008. South from Granada. London: Penguin Classics.– Garcia Lorca, F. 1987. Poem of the Deep Song. San Francisco: City Lights Books.– García Lorca, F. 2004. Bodas de Sangre. Madrid: Ediciones Cátedra.– García Lorca, F. 2007. Yerma. Madrid: Ediciones Cátedra.– García Lorca, F. 2005. La Casa de Bernarda Alba. Madrid: Ediciones Cátedra.– García Lorca, F. 2015. Poesía Completa. Santiago de Compostela: Editorial Galaxia.– Gibson, I. 2015. Poeta en Granada. Barcelona: Ediciones B.– Greene, G. 2008. Monsignor Don Quixote. London: Penguin Classics.– Hemingway, E. 2002. The Sun Also Rises New York: Scribner Books.

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– Hemingway, E. 2004. For Whom the Bell Tools. London: Arrow.– Hemingway, E. 2000. the Old Man and the Sea. London: Vintage.– Hemingway, E. 2004. To Have anad Have Not.London: Arrow.– Hemingway, E. 2004. Across the River and into the Trees. London: Arrow.– Hemingway, E. 2004. A Farewell to Arms.London: Arrow.– Irving, W. 2009. The tales of the Alhambra. Las Vegas: First Rate Publishers.– Orwell, G. 2000. Homage to Catalonia. London: Penguin Classics.– Scott, B. 2013. Hemingway and Lorca: Blood, Sand and Duende. Nashville: Landheart

Press.

AUDIOS

• 01 – https://www.youtube.com/watch?v=MLiK8NtQElc• 02 – https://www.youtube.com/watch?v=ytdjYjM-cLg

ITALYREFERENCESUNIT 1 (MEDITERRANEAN SEA AS A MEETING PLACE BETWEEN CULTURES)

• http://www3.unict.it/emuni/ • http://www.intercultural-europe.org/site/ • http://www.ancient.eu/mediterranean/ • Webster’s New Universal Encyclopdedia, Barnes & Nobles Books, New York , 1997 • Judith S. Levey and Agnes Greenhal, The Concise Columbia Encyclopedia, Columbia

University Press, 1983 • Michael Grant, The world of Rome, Mentor New American Library, 1960 • Le basi della storia antica, Volume N. 1 e n.2, Edizioni scolastiche Bruno Mondadori • Lane Fox Robin, IL MONDO CLASSICO.STORIA EPICA DI GRECIA E ROMA, Einaudi,

2016 • Vittoria Calvani, SPAZIO STORIA- MEDIEVO ED ETA’ MODERNA, VOLUME UNICO, B.

MONDADORI • De Madariaga Salvador, Cristoforo Colombo, edizioni Res Gestae, 2015• Mircea Eliade, Trattato di storia delle religioni, Bollati Boringhieri, Torino, 2008.

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UNIT 2 (HISTORY ACROSS EUROPE)

• Webster’s New Universal Encyclopdedia, Barnes & Nobles Books, New York , 1997 • Judith S. Levey and Agnes Greenhal, The Concise Columbia Enciclopedia, Columbia

University Press, 1983 • http://www.repubblica.it/esteri/2011/12/18/news/morto_havel_cecoslovacchia_ex_

presidente_vaclav-26811751/ • http://win.storiain.net/arret/num146/artic2.asp • http://www.britannica.com/

UNIT 3 (OTHER HISTORIES OF ITALY CROSSING WITH OTHER EUROPEAN HISTORIES)

• Etwinning school project on pizza • http://www.pizzabusiness.altervista.org/cinema-and-music.html• http://pizzacrosseuropetorneo.blogspot.it/• http://www.treccani.it/enciclopedia/leonardo-da-vinci_(Il-Contributo-italiano-alla-sto-

ria-del-Pensiero:-Filosofia)/ • Webster’s New Universal Encyclopdedia, Barnes & Nobles Books, New York , 1997 • Judith S. Levey and Agnes Greenhal, The Concise Columbia Encyclopedia, Columbia

University Press, 1983 • Webster’s New Universal Encyclopdedia, Barnes & Nobles Books, New York , 1997 • Judith S. Levey and Agnes Greenhal, The Concise Columbia Enciclopedia, Columbia

University Press, 1983

REFERENCESEUROPEAN CITIZENSHIP

– http://europa.eu/publications/slide-presentations/index_en.htm – http://europa.eu/about-eu/countries/index_en.htm – http://europa.eu/about-eu/facts-figures/living/index_en.htm – http://marshallfoundation.org/marshall/the-marshall-plan/ – http://www.churchill-society-london.org.uk/astonish.html – http://europa.eu/about-eu/eu-history/founding-fathers/index_en.htm – http://europa.eu/about-eu/basic-information/symbols/europe-day/

schuman-declaration/index_en.htm – http://www.nobelprize.org/nobel_prizes/peace/laureates/2012/eu-facts.html – http://www.europarl.europa.eu/news/en/news-room/20150511STO54590/

Live-Martin-Schulz-receives-International-Charlemagne-Prize– http://ec.europa.eu/enlargement/policy/conditions-membership/index_en.htm – http://ec.europa.eu/enlargement/countries/check-current-status/index_en.htm – http://europa.eu/pol/cit/index_en.htm – http://www.un.org/en/universal-declaration-human-rights/index.html – http://www.statelessness.eu/ – http://eur-lex.europa.eu/collection/eu-law/treaties.html – http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV%3Axy0022

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– http://ec.europa.eu/archives/emu_history/documents/treaties/rometreaty2.pdf – http://europa.eu/eu-law/decision making/treaties/pdf/treaty_on_european_union/

treaty_on_european_union_en.pdf – http://www.ombudsman.europa.eu/en/home.faces;jsessionid=527893891EF15610875

74C0933017CF6 – http://europa.eu/eu-law/decision-making/treaties/pdf/treaty_of_amsterdam/

treaty_of_amsterdam_en.pdf – http://www.euractiv.com/section/future-eu/linksdossier/

constitutional-treaty-key-elements-archived/ – http://eur-lex.europa.eu/legal-content/EN/TXT/

PDF/?uri=OJ:C:2010:083:FULL&from=EN – http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2012:326:TOC – http://ec.europa.eu/citizenship/index_en.htm – http://www.coe.int/en/web/about-us/the-european-flag – http://www.europeanunion.promotion.org.pl/european-anthem.htm – http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2012:326:TOC – http://ec.europa.eu/justice/fundamental-rights/charter/index_en.htm – http://ec.europa.eu/justice/citizen/consular-protection/index_en.htm – http://ec.europa.eu/justice/citizen/complaints/ombudsman/index_en.htm – http://ec.europa.eu/justice/effective-justice/files/com_2014_144_en.pdf – http://ec.europa.eu/eurostat/statistics-explained/index.php/

Migration_and_migrant_population_statistics – http://ec.europa.eu/priorities/stronger-global-actor_en – http://www.ombudsman.europa.eu – http://europa.eu/youreurope/citizens/consumers/financial-products-and-services/

payments-transfers-cheques/index_en.htm – http://ec.europa.eu/programmes/erasmus-plus/ – https://ec.europa.eu/eures/public/en/skills-and-careers – http://europa.eu/youreurope/citizens/residence/worker-pensioner/rights-conditions/

index_en.htm – https://www.europol.europa.eu/content/page/history-149 – https://ec.europa.eu/eures/eures-searchengine/page/main?lang=en#/simpleSearch– https://nationalcareersservice.direct.gov.uk/advice/getajob/howtofindajob/Pages/

recruitmentagencies.aspx – https://ec.europa.eu/eures/public/en/homepage – https://ec.europa.eu/eures/public/en/eures-in-cross-border-re-

gions?lang=it&app=0.7.1p2-build-0&pageCode=cross_border#/list

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SLOVENIAREFERENCESBASIC ENGLISH

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ant-gm480150474-68280139?st=0cc4b99– http://www.istockphoto.com/vector/red-carpet-gm513133125-47752096?st=a2543ac– http://www.istockphoto.com/vector/architect-gm488435514-74133829?st=3a6ea62– http://www.istockphoto.com/vector/cook-baker-cooking-bread-icon-on-bakery-back-

ground-flat-design-gm492073710-76109141?st=3d4cf37– http://www.istockphoto.com/vector/

waiting-for-the-departure-time-2-gm472309485-23937089?st=1b8eba9– http://www.istockphoto.com/vector/butchersseal-gm465055234-59533494?st=16ed

90e– http://www.istockphoto.com/vector/cook-gm524474693-52508464?st=7f39608– http://www.istockphoto.com/vector/

boy-at-dentists-gm165924783-22183907?st=e3c59ae– http://www.istockphoto.com/vector/

young-male-doctor-standing-with-stethoscope-gm482948082-70220585?st=88ca21e– http://www.istockphoto.com/vector/

electrician-working-on-a-pylon-gm104666725-13232724?st=1090841– http://www.istockphoto.com/vector/farmer-3-in-1-gm155918697-22067769?st=3f94b3– http://www.istockphoto.com/vector/fireman-gm523900003-51621778?st=93ffd30– http://www.istockphoto.com/vector/hairdresser-gm165631087-9405009?st=197275e– http://www.istockphoto.com/vector/news-anchor-gm475307002-65913651?st=a0eca6f– http://www.istockphoto.com/vector/

justice-concepts-gm538100915-58317196?st=dd301d6– http://www.istockphoto.com/vector/

mechanic-holding-a-wrench-gm496157712-78392055?st=6edb39a– http://www.istockphoto.com/vector/doctor-woman-in-a-full-length-on-a-white-back-

ground-gm509587545-46279884?st=821075f– http://www.istockphoto.com/vector/

pilot-and-copilot-inside-the-cockpit-gm469149382-61809212?st=3ab1618– http://www.istockphoto.com/vector/

plumber-guy-with-wrench-gm181105395-24604668?st=7db08c9– http://www.istockphoto.com/vector/

politician-making-a-speech-gm469517960-61964252?st=82b4a45– http://www.istockphoto.com/vector/policeman-gm481755073-16730045?st=b687097– http://www.istockphoto.com/vector/

cheerful-postman-gm523900007-51622380?st=d260891– http://www.istockphoto.com/vector/reception-gm484226768-71208255?st=4ba0c3e

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– http://www.istockphoto.com/vector/woman-secretary-hard-working-busy-business-woman-gm534696809-56644994?st=9f16486

– http://www.istockphoto.com/vector/young-cashier-woman-standing-in-supermarket-gm505365262-83639123?st=29b4e6a

– http://www.istockphoto.com/vector/tailor-cartoon-gm165731286-11824833?st=b603f51– http://www.istockphoto.com/vector/

teacher-at-blackboard-gm480585601-36833014?st=e4977fb– http://www.istockphoto.com/vector/

female-travel-agent-holding-globe-with-pointers-gm526256415-52872274?st=49d97a0– http://www.istockphoto.com/vector/waiter-gm466745276-60643182?st=ebe1836– http://www.istockphoto.com/vector/

national-flag-of-the-united-kingdom-gm185692665-28074140?st=bfab8df– http://www.istockphoto.com/vector/waving-bulgarian-flag-gm487303440-73100565?st=

badeafa– http://www.istockphoto.com/vector/

flag-of-the-czech-republic-gm467645870-60482618?st=257f39d– http://www.istockphoto.com/illustrations/romanian+flag?facets={%22text%22:[%22ro-

manian%20flag%22],%22pageNumber%22:1,%22perPage%22:100,%22abstract-Type%22:[%22illustrations%22],%22order%22:%22bestMatch%22,%22f%22:true}

– http://www.istockphoto.com/vector/flag-of-slovenia-gm174350657-25969800?st=6c4b207

– http://www.istockphoto.com/vector/flag-of-spain-gm176621296-24765141?st=033d6d2– http://www.istockphoto.com/vector/lithuanian-flag-gm187666627-28968524?st=f1b1222– http://www.istockphoto.com/vector/flag-of-turkey-gm539205779-59030440?st=9a3636e– http://www.istockphoto.com/vector/belgium-flag-gm469890077-34578000?st=4ca47d9– http://www.istockphoto.com/vector/belgium-flag-gm469890077-34578000?st=4ca47d9– http://www.istockphoto.com/vector/flag-of-italy-gm537287279-58156092?st=c0762a3– http://www.istockphoto.com/vector/

digital-code-background-gm517118259-49016886?st=675ba24– http://www.istockphoto.com/vector/

digital-code-background-gm517118259-49016886?st=675ba24– http://www.istockphoto.com/vector/

where-do-babies-come-from-gm486128992-72485513?st=517a11e– http://www.istockphoto.com/vector/

father-and-daughter-cartoon-illustration-gm521321761-50290818?st=f6514b7– http://www.istockphoto.com/vector/daddy-and-boy-gm477759958-66993943?st=6a8faf7– http://www.istockphoto.com/vector/

old-woman-standing-gm494096021-40519808?st=4465975– http://www.istockphoto.com/vector/senior-adult-gm472378783-32860424?st=c51e181– http://www.istockphoto.com/vector/

young-mother-with-a-newborn-baby-in-her-arms-gm487444894-73055167?st=ecfca56– http://www.istockphoto.com/vector/father-and-son-gm165024929-785237?st=8377618– http://www.istockphoto.com/vector/

children-on-the-hill-gm492420636-76291243?st=47aeb5a– http://www.istockphoto.com/vector/

mom-holding-hands-with-son-gm455589717-23433379?st=b58da73

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– http://www.istockphoto.com/vector/adorable-little-toddler-girl-gm165762250-16357153?st=a502ba5

– http://www.istockphoto.com/vector/girl-in-kitchen-gm535942959-57636384?st=709c5b4

– http://www.istockphoto.com/vector/woman-with-iron-gm155272853-21860981?st=155067c

– http://www.istockphoto.com/vector/businessman-attracts-money-gm505137832-83527625?st=2c97178

– http://www.istockphoto.com/vector/needle-and-thread-gm472718826-64359897?st=86a31db

– http://www.istockphoto.com/vector/girl-reading-a-book-do-not-disturb-sign-imagina-tion-gm534698785-56836604?st=e8d4522

– http://www.istockphoto.com/vector/child-watching-television-gm487968078-73902805?st=00245e8

– http://www.istockphoto.com/vector/sleeping-boy-with-counting-sheep-gm487316794-73334659?st=c8a8791

– http://www.istockphoto.com/vector/illustration-of-children-eating-on-a-white-back-ground-gm479705372-68029793?st=2ff815d

– http://www.istockphoto.com/vector/isometric-vegetable-garden-gm452039679-25429046?st=5a5cc05

– http://www.istockphoto.com/vector/isometric-vegetable-garden-gm452039679-25429046?st=5a5cc05

– http://www.istockphoto.com/vector/bonjour-gm156393538-11672812?st=4d2575e– http://www.istockphoto.com/vector/kids-eating-gm489951274-74954363?st=3fda0e9– http://www.istockphoto.com/vector/

people-having-dinner-outdoor-gm486699630-73559383?st=df19c27– http://www.istockphoto.com/vector/businessman-running-concept-gm499455297-428

22314?st=7344921– http://www.istockphoto.com/vector/businessman-running-concept-gm499455297-428

22314?st=7344921– http://www.istockphoto.com/vector/

swimming-competition-gm470083568-62253704?st=99d8406– http://www.istockphoto.com/vector/

disco-dancers-gm534268331-56514672?st=29442e5– http://www.istockphoto.com/vector/

men-fashion-style-illustration-in-flat-style-gm479685818-67996237?st=c5df624– http://www.istockphoto.com/vector/

little-boy-reading-a-blue-book-gm472044838-63610853?st=db3a79c– http://www.istockphoto.com/vector/

children-drawing-of-family-and-house-gm173630106-8486614?st=46b6290– http://www.istockphoto.com/vector/

bikeman-in-front-of-modern-bike-gm482108282-69733455?st=cc7663e– http://www.istockphoto.com/vector/

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– http://www.istockphoto.com/vector/photographer-flat-illustration-gm492371044-76266501?st=84623a1

– http://www.istockphoto.com/vector/businessman-listening-to-music-gm525862825-52746438?st=425a370

ROMANIAREFERENCESCOMPARATIVE GRAMMAR

– Common European Framework of reference for languages: learning, teaching, assessment. Available on the Internet: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

– Marin, A.M, 2012,“English 1 : Grammar practice”, Bucharest , Booklet publishing house – Norris, R., 2014,”Ready for FCE workbook”, Oxford, Macmillan publishing house – “English 1 : Grammar practice”, Booklet publishing house, Bucharest 2012 – ”Ready for FCE workbook”, Macmillan publishing house, 2014 – https://www.espressoenglish.net/english-idioms-for-personality-character/ – http://www.pantheon.org/miscellaneous/origindays.html

BULGARIAREFERENCESSCIENCE AND TECHNOLOGY

– http://www.computerhistory.org/revolution/memory-storage/8/325/2208– https://en.wikipedia.org/wiki/– https://www.techopedia.com/

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TURKEYREFERENCESART AND DESIGN

– https://www.quora.com/How-do-you-paint-purely-from-imagination– www.quora.com– https://en.wikipedia.org/wiki/Western_painting#Expressionism.2C_Symbolism.2C_

American_Modernism.2C_Bauhaus– https://en.wikipedia.org/wiki/Main_PageWestern painting - Wikipedia – en.wikipedia.org– http://www.getty.edu/education/for_teachers/curricula/expressing_emotions/– www.getty.edu– https://en.wikipedia.org/wiki/Art_of_Europe– https://en.wikipedia.org/wiki/Painting– https://en.wikipedia.org/wiki/Western_painting

CZECH REPUBLICREFERENCESENTREPRENEURIAL SKILLS

– http://www.socialnipodnikani.info/jak-na-socialni-firmu/– Brančíková L.; 2010; Sociální přidaná hodnota podnikání: jak jí identifikovat, vymezit

a využít; AfterCare;– Dohnalová M., Průša L.; 2011; Sociální ekonomika; Praha, Wolters Kluwer ČR;– Dohnalová M. a kol.; 2012; Sociální ekonomika, sociální podnikání, Podnikání pro

každého; Praha; Wolters Kluwer ČR;– European Commission; 2011; Cohesion Policy 2014 – 2020; Luxemburg; Office for Euro-

pean Union Publications;– Kubin, K.; 2008; The Social Economy in Poland; Warszawa, Foundation for Social and

Economic Initiatives;– Kurková G., Francová P.; 2012; MANUÁL: Jak založit sociální podnik; Praha People, Planet,

Profit, o.p.s. – Matoušek a kol.; 2012; Základy sociální práce; Praha; Portál;– Srpová, J.;2010; Základy podnikání, Praha, GRADA Publishing a.s.

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– Svaz českých a moravských výrobních družstev; 2010; Manuál pro přežití sociálního pod-nikatele.; AfterCare;

– Václavíková, M.; 2012, První kroky v podnikání, Brno, BizBooks– http://bpm-sme.blogspot.cz/

LITHUANIAREFERENCESTEACHER TRAINING

– Paul J. Meyer. Communication – the human connection – is the key to personal and career success.

– V. Baršauskienė, B. Janulevičiūtė-Ivaškevičienė, Komunikacija:teorija ir praktika – J.Fiske, Įvadas į komunikacijos studijas– P. Newton, H. Bristoll, Effective Communication

– http://busyteacher.org/10366-what-every-teacher-adult-esl-students-needs-know.html – http://advancedlifeskills.com/blog/14-very-effective-communication-skills/ – http://www.ldonline.org/article/19260/– http://www.ncca.ie/uploadedfiles/P_Mod_Comm.pdf– http://www.myenglishteacher.eu/blog/ways-to-improve-your-english-communication-

skills/– http://www.ieaa.org.au/documents/item/– http://www.essentiallifeskills.net/goodcommunicationskills.html– http://www.humankinetics.com/excerpts/excerpts/good-communication-skills-are-key-

to-successful-coaching– http://www.skillsyouneed.com/ips/improving-communication.html– http://www.sdcentras.lt/pr_cremole/guidebook.pdf– http://www.sdcentras.lt/leid.htm– https://www.quest ia .com/l ibrary/educat ion/higher-and-adult -educat ion/

lifelong-learning– http://www.infonet-ae.eu/articles-science-55/2122-challenges-problems-and-achieve-

ments-of-adult-educators-in-lithuania– http://www.ccdf.ca/ccdf/NewCoach/english/ccoache/e2a_overcoming_learning_barri-

ers.htm– http://www.umassd.edu/dss/resources/facultystaff/howtoteachandaccommodate/how-

toaccommodatedifferent learningstyles/– http://www-tc.pbs.org/teacherline/courses/rdla130/pdfs/edth_learning_styles.pdf

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– http://www.inclusiveclassrooms.org/inquiries/fan-fiction-examples-lessons-and-scaf-folding

– http://www.pbslearningmedia.org/collection/ketae/– http://teaching.uncc.edu/learning-resources/articles-books/best-practice/

instructional-methods/150-teachingmethods– http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=8318– http://www.aarpworksearch.org/Inside/Pages/HowEmployableAmI.aspx– https://www.careers.govt.nz/assets/pages/docs/research-report-rethinking-career-edu-

cation-in-schools.pdf– https://cica.org.au/wp-content/uploads/Careers-in-the-classroom-report.pdf– http://www.whataroa.school.nz/wpcontent/uploads/2014/06/career_education_guid-

ance_procedures.pdf– http://www.oecd.org/edu/innovation-education/19975192.pdf– http://www.skillsyouneed.com/general/employabilityskills.htmlhttp://www.apa.org/

ed/precollege/psn/2013/09/jobapplicants.aspxhttps://europass.cedefop.europa.eu/en/documents/curriculum-vitae/templatesinstructionshttp://work.studentnews.eu/s/3695/75535-Format-CV.htm

– https://www.fip.org/files/ypg/Guides/YPG%20Guide%20to%20Writing%20a%20CV.pdf– https://www.prospects.ac.uk/careers-advice/cvs-and-cover-letters– http://work.studentnews.eu/s/3695/75535-Format-CV.htm– http://www.job-hunt.org/findingjobs.shtml– http://cvzona.lt/– http://www.rileyguide.com/jobsrch.html– http://www.ielts-mentor.com/writing-sample/writing-task-2/1130-ielts-writing-task-2-

sample-222-peopleleave-their-country-to-work-abroad-and-take-their-family-with-them– http://content.wisestep.com/top-advantages-and-disadvantages-of-working-abroad/– http://portal.unesco.org/education/en/file_download.php/52eaf96a69a77c7bb

b29708e41b40383thorpe_study.pdf– http://www.tutor2u.net/business/reference/ict-what-is-good-information– https://support.microsoft.com/lt-lt/help/18614/windows-essentials– http://windowsmoviemakers.net/Tutorials/– https://www.youtube.com/watch?v=7GREeD2icUo– https://www.youtube.com/watch?v=JNKRCaiox4E– https://www.youtube.com/watch?v=ZGQN3nkGBa4– https://www.youtube.com/watch?v=vh82WqBQ_2c– https://www.youtube.com/watch?v=DSSdlP6OC-Y– http://research.microsoft.com/enus/um/cambridge/projects/autocollage/Default.aspx– https://www.youtube.com/watch?v=JHmIWwqHiK– https://www.google.com/intl/en_ie/edu/products/productivitytools/?_ga=1.184707498

.244917791.1459191281#0– https://www.google.com/docs/about– http://www.bznstart.lt/verslas/verslo-gidas/768/Kaip-parengti-gera-prezentacija-Ke-

li-patarimainorintiems-suzaveti-publika– http://laikrastis.vz.lt/index.php?act=mprasa&sub=article&id=33298– http://www.garrreynolds.com/preso-tips/design/– http://www.wikihow.com/Make-a-GreatPowerPoint-Presentation

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SPAINPICTURESINTERCULTURALITY

• 01 – https://pixabay.com/es/narrativa-la-historia-sue%C3%B1o-decir-794978/• 02 – https://pixabay.com/es/mujer-la-lectura-libro-leer-hamaca-945427/• 03 – https://pixabay.com/es/m%C3%A1scaras-personaje-dualidad-833421/• 04 – https://pixabay.com/es/molino-molino-de-viento-viento-208570/• 05 – https://pixabay.com/es/tel%C3%A9fono-pantalla-tecnolog%C3%ADa-1052023/• 06 – http://www.wartgames.com/themes/clipart.html• 07 – https://pixabay.com/es/campanas-bell-suena-la-campana-1028706/

LITERATURE

• 01 – https://pixabay.com/es/narrativa-la-historia-sue%C3%B1o-decir-794978/• 02 – homemade using this images:

https://pixabay.com/es/libro-escritor-lectura-paisaje-1014197/• Our logo flags• 03 – https://openclipart.org/download/65905/Eye-03-Europe-Africa.svg• 04 – homemade using our logo• 05 – http://www.iesmarin.com/mod/resource/view.php?id=2669• 06 – https://pixabay.com/es/robot-r2d2-modelo-juguetes-planeta-1084776/• 07 – https://pixabay.com/es/comedia-cara-teatro-tragedia-157719/• 08 – Ilustration by Pablo Picasso (1955) – Musée d´art et d´histoire de Saint-Denis, Paris• 09 – https://openclipart.org/detail/183927/music• 10 – https://openclipart.org/detail/185127/turkish-prisoner• 11 – https://openclipart.org/detail/202676/steam-man-robot• 12 – https://pixabay.com/es/alfred-nobel-cient%C3%ADfico-explosivos-294365/• 13 – https://openclipart.org/detail/16867/above-earth-in-space• 14 – https://pixabay.com/es/lotus-flor-nen%C3%BAfar-nen%C3%BAfar-blanco-150693/• 15 – https://pixabay.com/es/estanter%C3%ADa-librer%C3%ADa-de-madera-29811/

TOPIC 3

• 01 – https://pixabay.com/es/narrativa-la-historia-sue%C3%B1o-decir-794978/• 02 – homemade • 03 – https://pixabay.com/en/travel-traveler-pack-open-book-164574/• 04 – homemade• 05 – http://www.fiuxy.net/ebooks-gratis/3970222-todo-sobre-federico-garcia-lorca-pdf.

html• 06 – http://www.abc.es/Media/201304/26/resi--644x362.jpg

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• 07 – http://it.stlawu.edu/~swhite/detailedinfo/poet_ny4.htm• 08 – https://pixabay.com/en/ernest-hemingway-author-journalist-401493/• 09 – https://pixabay.com/en/harry-potter-actor-round-glasses-1091160/• 10 – https://pixabay.com/en/clef-music-lines-notenblatt-799256/• 11 – https://pixabay.com/en/film-projector-movie-projector-738806/• 12 – https://pixabay.com/en/button-speaker-symbol-icon-web-304218/

ITALYPICTURES UNIT 1 (MEDITERRANEAN SEA AS A MEETING PLACE BETWEEN CULTURES)

• 01-> https://pixabay.com/en/learning-geography-teaching-child-928638/ • 02-> https://it.pinterest.com/pin/496873771369763222/ • 03-> https://pixabay.com/en/athens-acropolis-greece-1004327/ • 04-> https://pixabay.com/it/roma-lupa-capitolina-1266015/ • 05-> https://pixabay.com/en/caesar-ave-rome-ruler-1020139/ • 06-> https://pixabay.com/en/colosseum-ruin-rome-gladiators-1235219/ • 07-> https://it.pinterest.com/pin/496873771369763191/ • 08-> https://pixabay.com/en/aztec-figures-history-mural-ritual-157562/ • 09-> https://pixabay.com/it/coesistere-islam-simbolo-di-pace-1211709/ • 10-> https://pixabay.com/it/melodia-musica-note-volano-doga-148443/

UNIT 2 (HISTORY ACROSS EUROPE)

• 01-> https://pixabay.com/en/learning-geography-teaching-child-928638/ • 02-> https://pixabay.com/en/reflection-water-canal-mirroring-101005/ • 03-> https://pixabay.com/en/be-being-presence-here-now-spirit-511557/ • 04-> https://it.wikipedia.org/wiki/Giuseppe_Garibaldi#/media/File:Giuseppe_Garibal-

di_(1866).jpg • 05-> https://it.wikipedia.org/wiki/Vasil_Levski#/media/File:Vasil_Levski.jpg • 06-> https://es.wikipedia.org/wiki/Jonas_Basanavi%C4%8Dius#/media/File:Jonas_

Basanavicius_%281851-1927%29.jpg • 07-> https://es.wikipedia.org/wiki/Mustafa_Kemal_Atat%C3%BCrk#/media/File:Atat-

urk_in_1923.jpg • 08-> https://en.wikipedia.org/wiki/Nicolae_Titulescu#/media/File:Nicolae_Titulescu.jpg • 09-> https://it.wikipedia.org/wiki/V%C3%A1clav_Havel#/media/File:Vaclav_Havel_IMF.jpg

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• 10-> https://it.wikipedia.org/wiki/Juan_Carlos_I_di_Spagna#/media/File:Juan_Car-los_I_2009_3.jpg

• 11-> https://it.wikipedia.org/wiki/Janez_Poto%C4%8Dnik#/media/File:Janez_Po-to%C4%8Dnik,_Strasbourg_-_Diliff.jpg

UNIT 3 (OTHER HISTORIES OF ITALY CROSSING WITH OTHER EUROPEAN HISTORIES)

• 01-> https://pixabay.com/en/learning-geography-teaching-child-928638/ • 02-> http://pizzacrosseuropetorneo.blogspot.com.es/2009_02_01_archive.html • 03-> https://uk.pinterest.com/pin/351984527106621084/ • 04-> http://pizzacrosseuropetorneo.blogspot.com.es/2009_02_01_archive.html • 05-> http://wersm.com/wp-content/uploads/2016/02/wersm-pizza-hut-leap-day-marry-

me-proposal-657x360.png • 06-> https://es.pinterest.com/pin/237001999112724007/ • 07-> https://a.ltrbxd.com/resized/film-poster/9/9/5/2/9952-the-gold-of-naples-0-230-0-

345-crop.jpg?k=a840423366 • 08-> https://en.wikipedia.org/wiki/Leonardo_da_Vinci • 09-> https://en.wikipedia.org/wiki/List_of_works_by_Leonardo_da_Vinci • 10-> https://en.wikipedia.org/wiki/Mona_Lisa• 11-> https://en.wikipedia.org/wiki/List_of_works_by_Leonardo_da_Vinci • 12-> https://pixabay.com/es/saxof%C3%B3n-sax-jugador-m%C3%BAsico-918904 • 13-> https://it.wikipedia.org/wiki/B%C3%A9la_Bart%C3%B3k • 14-> https://s-media-cache-ak0.pinimg.com/736x/8c/ae/e9/8caee920442076822f-

2335c4bd471bb0.jpg • 15-> https://images-na.ssl-images-amazon.com/images/I/61lPrch%2B-lL.jpg

SLOVENIAPICTURESBASIC ENGLISH

• 01 – https://pixabay.com/en/union-jack-british-flag-uk-english-1027896/• 02 – https://pixabay.com/en/dictionary-words-abc-letters-390027/• 03 – https://openclipart.org/detail/191099/pronoun-i• 04 – https://pixabay.com/en/me-reflection-blue-538251/• 05 – https://openclipart.org/detail/170087/calendar• 06 – https://pixabay.com/en/yes-letters-tablets-arrangement-1137274/• 07 – https://pixabay.com/en/road-sign-attention-right-of-way-63983/• 08 – https://pixabay.com/en/board-error-please-do-not-disturb-728530/

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• 09 – http://www.istockphoto.com/photo/never-give-up-message-on-notebook-gm497142411-41665552?esource=AFF_IS_IR_SP_FreeImages.com_240652&asid=-FreeImages.com&cid=IS&irgwc=1

• 10 – http://www.istockphoto.com/es/foto/puede-ayudar-usted-gm462119383-32061016?esource=AFF_IS_IR_SP_FreeImages.com_240652&asid=FreeImages.com&cid=IS&irgwc=1

ROMANIAPICTURESCOMPARATIVE GRAMMAR

• 01 – https://openclipart.org/detail/2185/writing• 02 – https://pixabay.com/en/hourglass-time-hours-sand-clock-620397/

BULGARIAPICTURESSCIENCE AND TECHNOLOGY

• 01 –> https://pixabay.com/bg/workstation -405768/• 02 –> https://en.wikipedia.org/wiki/Computerhardware/media/VonNeumannArchitecture.• 03 –> https://en.wikipedia.org/wiki/Central_processing_unit#/media/ABasicComputer.gif• 04 –> https://pixabay.com/es/cpu-procesador-electrnica-equipo-447483/• 05 –> https://en.wikipedia.org/wiki/Motherboard#/media/File:Motherboard_diagram.svg• 06 –> https://pixabay.com/es/memoria-ram-tecnologa-pc-683250/• 07 –> https://en.wikipedia.org/wiki/Central_processing_unit#/media/File:Binary_Forty.PNG• 08 –> https://pixabay.com/bg/photos/• 09 –> https://pixabay.com/bg/photos/• 10 –> https://pixabay.com/es/ordenador-port%C3%A1til-negro-azul-33521/

158ROMANIA

TURKEYPICTURESART AND DESIGN

• 01 –> https://pixabay.com/tr/m%C3%BCze-sanat-duvar-resmi-398761• 02 –>https://pixabay.com/tr/adam-ya%C5%9Fl%C4%B1-%C3%A7izim-senior-eski-505353/• 03 –> https://pixabay.com/tr/boyama-%C3%A7izmek-kalemler-suluboya-911804/• 04 –> https://pixabay.com/tr/kanada-quebec-eski-%C5%9Fehir-dekorasyon-1182855/• 05 –> https://pixabay.com/tr/sanat-boyama-boyal%C4%B1-sanat-eseri-1045107/• 06 –> https://pixabay.com/tr/salon-boyal%C4%B1-hall-greenwich-1121750/• 07 –> https://pixabay.com/tr/g%C3%B6r%C3%BCnt%C3%BC-ger%C3%A7ek%C3%BC-

st%C3%BC-boyama-sanat-1094060/• 08 –> https://pixabay.com/tr/photos/?image_type=&cat=&min_width=&min_

height=&q=europe+paint&order=popular• 09 –> https://pixabay.com/tr/mona-lisa-leonardo-da-vinci-74050/• 10 –> https://pixabay.com/tr/cephe-boyama-duvar-sanat-freskler-1183690/• 11 –> https://pixabay.com/tr/adam-sanat%C3%A7%C4%B1-sokak-ressam-boyama-343674/• 12 –> https://pixabay.com/tr/duvar-yaz%C4%B1s%C4%B1-sanat-sprey-

p%C3%BCsk%C3%BCrt%C3%BCc%C3%BC-419931/• 13 –> https://pixabay.com/tr/grafiti-duvar-duvar-resmi-boyama-569265/• 14 –> https://pixabay.com/tr/duvar-yaz%C4%B1s%C4%B1-berlin-duvar%C4%B1-du-

var-745071/• 15 –> https://pixabay.com/tr/duvar-yaz%C4%B1s%C4%B1-berlin-duvar%C4%B1-du-

var-745066/

CZECH REPUBLICPICTURESENTREPRENEURIAL SKILLS

• 01->https://pixabay.com/en/fitness-motivation-healthy-1208141/• 02->https://pixabay.com/en/thumb-high-thumbs-up-finger-hand-1013967/• 03->https://pixabay.com/en/company-personal-silhouettes-973949/• 04->https://pixabay.com/en/businessman-cartoons-training-607831/• 05->https://pixabay.com/en/arts-artistic-artist-painter-155495/

159TURKEY

• 06->https://pixabay.com/cs/den%C3%ADk-%C5%A1koly-kancel%C3%A1%C5%99-vzd%C4%9Bl%C3%A1v%C3%A1n%C3%AD-147191/

• 07->https://pixabay.com/cs/masky-persona-dualita-polarita-827729/• 08-> https://pixabay.com/cs/podnikatel-technologie-dovolen%C3%A1-1311172/• 09-> https://pixabay.com/cs/ulice-silnice-staro%C5%BEitnost-pozn%C3%A1mka-562573/

LITHUANIAPICTURESTEACHER TRAINING

• https://pixabay.com/en/system-network-news-connection-1527685/• https://pixabay.com/en/smartphone-hand-photo-montage-faces-1445489/• https://pixabay.com/en/presentation-coach-tutor-business-407291/• https://pixabay.com/en/women-art-action-697928/• https://pixabay.com/en/mobile-phone-iphone-music-616012/• https://pixabay.com/en/abstract-autumn-backgrounds-740257/• https://pixabay.com/en/spider-web-with-water-beads-network-921039/• https://pixabay.com/en/computer-macbook-tablet-editing-767781/• https://pixabay.com/en/presentation-coach-tutor-business-407291/• https://pixabay.com/en/questions-who-what-how-why-where-1328465/• https://pixabay.com/en/running-athlete-web-banner-web-1012478/• https://drive.google.com/open?id=0B1AS9Go0_cf6MHV4bGRPZDdPZkk• https://pixabay.com/en/traffic-sign-directory-training-808760• https://pixabay.com/en/business-tree-growth-success-team-1137367/• https://pixabay.com/en/mark-marker-hand-leave-success-534419/• https://pixabay.com/en/job-work-businessman-time-clock-1257202/• https://pixabay.com/en/presentation-coach-tutor-business-407291/• http://popcorntimeforios.com/wp-content/uploads/2015/11/Photo-Grid-CollageMaker-Lo-

go-150x150.jpg• https://pixabay.com/es/flor-rosa-naturaleza-florales-1023470/• http://cdn.ndtv.com/tech/images/google_hangouts_logo_chat_website.jpg• https://pixabay.com/es/presentaci%C3%B3n-powerpoint-reuni%C3%B3n-36911/• https://pixabay.com/en/lithuania-country-europe-flag-1758830/