natgillin/translations-raw huggingface dataset:
They examined the trend towards a global non-identity and searched for the common way we are writing Europe.
Raziskali so trend globalne neidentitete in iskali skupen način, kako zapisujemo Evropo.
"Written Europe" is a Comenius School Partnership which highlights the rich European history and its cultural traditions through the study of graphics in public spaces in several European cities.
„Zapisana Evropa“ je Comeniusovo šolsko par t-nerstvo, ki poudarja bogato evropsko zgodovino in njene kulturne tradicije preko študija grafike v javnih prostorih v več evropskih mestih.
Four European graphic design schools were involved in this project which lasted 3 years.
V ta projekt, ki je trajal 3 leta, so bile vključene štiri evropske šole grafičnega oblikovanja.
While exchanging experiences, many contacts with different institutions have been established throughout Europe and a frequently visited multilingual website has been created.
Med izmenjavanjem izkušenj je bilo vzpostavljenih mnogo stikov z različnimi ustanovami iz vse Evrope in ustvarjena je bila zelo obiskana večjezična spletna stran.
The European dimension for both school staff and students was present at all stages of the project.
Evropska dimenzija za šolsko osebje in študente je bila prisotna v vseh 3azah projekta.
This very original and well elaborated project substantially increased the awareness of globalisation and cultural integration amongst European young people.
Ta izviren in dobro izdelan projekt je trajnostno povečal ozaveščenost o globaliza6iji in kulturni integra6iji med evropskimi mladimi.
Materials and pupil and teacher experiences are available to a large public via an attractive website.
Gradiva in izkušnje učen6ev in učiteljev so splošni javnosti na voljo na privlačni spletni strani.
The project has also been presented at conferences, various museums, associations and institutions.
Projekt je bil predstavljen tudi na kon3eren6ah, v različnih muzejih, združenjih in ustanovah.
Several exhibitions have been organised.
Organiziranih je bilo več razstav.
Amsterdam, Madrid, Prague and Riga are the four cities involved in the project.
Amsterdam, Madrid, Praga in Riga so štiri mesta, ki so bila vključena v projekt.
Each year, a group of pupils of the respective graphic design schools studied a specific theme.
Vsako leto je skupina učen6ev z druge šole gra3ičnega oblikovanja raziskovala določeno temo.
The first theme which has been emphasised was "written cities".
Prva tema, ki je bila poudarjena, je bila „zapisana mesta“.
What do cities say to us?
Kaj nam mesta povedo?
Informative graphics, identity advertising, poetic utterances were detected and analysed.
Odkrivali in analizirali so in3orma-tivne gra3ike, oglaševanje identitet in poetično izražanje.
The following theme was written things and persons.
Naslednja tema je bila zapisane stvari in osebe.
For this action the pupils studied the mobile elements in the cities, small and big objects such as brands, trademarks, cars, public transport, or furniture.
Za to dejavnost so učen6i raziskovali mobilne elemente v mestih, majhne in velike predmete, kot so znamke, blagovne znamke, avtomobili, javni prevoz ali pohištvo.
Also the animals in cities were observed, their names, marks, etc.
Prav tako so opazovali živali v mestih, njihova imena, oznake itd.
And the same was done for people, their names, tattoos, marks on clothes and on bodies.
Enako so storili z ljudmi, njihovimi imeni, tetovažami, oznakami na oblačilih ali telesih.
The final phase of the project local, global and common graphics was a synthesis of the work carried out during the two previous years in the four cities.
Končna 3aza lokalne, globalne in skupne gra3ike projekta je bilo delo, ki so ga opravili v prejšnjih dveh letih v štirih mestih.
The local identities were compared to the global identity.
Lokalne identitete so primerjali z globalno identiteto.
PROJECT COORDINATORESCUELA DE ARTE NÚMERO DE MADRID
PARTNERSTVO4 partnerske šole iz ES, LV, NL in CZ
PROJECT DURATION 2003 - 2006
Branje – ključ do uspeha v šoli
Page 13
_BAR_ 13 učne dejavnosti v krožen teoretično-praktični pro6es.
_BAR_ 13 in a circular theory-practice process. In order to motivate pupils to read and to write and also to overcome their frustration, the teachers used non-conventional means, such as the production of cartoons, comics, videos, photo stories, etc.
Da bi motivirali učen6e za branje in pisanje in tudi da bi premagali njihove 3rustra6ije, so učitelji uporabili nekonven6i-onalna sredstva, kot je izdelava risank, stripov, videov, 3otogra3skih zgodb itd.
The teaching covered the different language registers like oral/written, informal/formal, confi dential/o cial, iconic, sms, etc.
Učenje je zajemalo različne jezikovne registre kot ustno / pisno, ne3ormalno / 3ormalno, zaupno / uradno, sliči6e, SMS itd.
Good reading abilities form an important part of the basic skills each European should have.
Dobre bralne sposobnosti so pomemben del osnovnih spretnosti, ki bi jih moral imeti vsak Evropejec.
The reality is often different and pupils with low reading skills risk social exclusion in later life.
Stvarnost je velikokrat drugačna in učenci s slabšimi bralnimi spretnostmi tvegajo socialno izključenost pozneje v življenju.
The schools involved in this Comenius School Partnership are all situated in socio-economically disadvantaged regions with high rates of unemployment.
Šole, vključene v to Comeniusovo šolsko partnerstvo, se vse nahajajo v socialno-eko-nomsko prikrajšanih regijah z visokimi stopnjami brezposelnosti.
Leaving school early is a well known phenomenon in these areas.
Na teh območjih je zgodnje zapuščanje šole razširjen pojav.
The project also led to an increased use of ICT in schools, intercultural awareness, and the development of synergies with local bodies and institutions.
Projekt je pripeljal tudi k povečani uporabi IKT v šolah, medkulturni ozaveščenosti in razvoju sinergij z lokalnimi telesi in ustanovami.
The contact with pupils from the partner schools increased the intercultural awareness of pupils and their families in an area normally cut-ofrom cultural contacts with other countries.
Stik z učen6i s partnerskih šol je povečal medkulturno ozaveščenost učen6ev in njihovih družin na območjih, običajno odrezanih od kulturnih stikov z drugimi državami.
The teachers, too, received a stimulus to improve daily routine and their approach in the classroom.
Tudi učitelji so bili spodbujeni, naj izboljšajo dnevno rutino in svoj pristop v učilni6i.
Though the emphasis was more on the process than on the product, several activities resulted in small products (cartoons, comics, and videos).
Čeprav je bil poudarek bolj na pro6esu kot rezultatu, je več dejavnosti pripeljalo do majhnih izdelkov srisanke, stripi in videi).
The concept of this project has a clear potential for transferability to other schools in similar situations.
Kon6ept tega projekta ima jasen poten6ial za prenosljivost na druge šole v podobnih situa6ijah.
The language and social and communication skills of pupils from the four partner schools in Italy, France and Sweden urgently needed improvement, and the Partnership aimed at discovering new methods in reaching this target.
Jezikovne, družbene in komunika6ijske spretnosti učen6ev iz štirih partnerskih šol v Italiji, Fran6iji in na Švedskem je bilo nujno treba izboljšati in partnerstvo si je prizadevalo za odkrivanje novih metod za doseganje tega 6ilja.
The cooperation started with the search for innovative strategies and methodologies to improve pupils’ motivation to read and to understand written texts.
Sodelovanje se je začelo z iskanjem inovativnih strategij in metodologij za povečanje motiva6ije učen6ev za branje in razumevanje pisnih besedil.
The teachers exchanged existing practices and approaches and were involved also in teaching activities in their partner schools.
Učitelji so izmenjali obstoječe prakse in pristope in so bili vključeni tudi v učne dejavnosti na partnerskih šolah.
During the three years of Partnership activities the partners assessed the di cul-ties experienced by pupils, developed suitable activities, assessed the results and adapted the teaching activities
V treh letih dejavnosti partnerstva so partnerji o6enili težave, s katerimi se srečujejo učen6i, razvili ustrezne dejavnosti, o6enili rezultate in prilagodili
PARTNERSHIP4 partner schools from IT, FR, and SE
PARTNERSTVO4 partnerske šole iz IT, FR in SE
CONTACT DETAILBrillante Massaro Via de’ Felice 2, IT 80125 Marcianisebrillmass@tin.it
KONTAKTNI PODATKIBrillante Massaro Via de’ Feli6e 2I-80125 Mar6ianisebrillmass@tin.it
PROJECT DURATION2002 - 2005
TRAJANJE PROJEKTA2002–2005
This Comenius School Partnership aimed at awakening the interest of young people in participation in political life at school, local, European and global level by analysing dangers and threats against democracy in different types of societies.
To Comeniusovo šolsko partnerstvo si je prizadevalo za vzbujanje zanimanja mladih za sodelovanje v političnem življenju na šolski, lokalni, evropski in globalni ravni preko analiziranja nevarnosti in groženj proti demokraciji v različnih vrstah družb.
But it also contributed to more democratic practices in the participating schools and to closer cooperation with the local communities and associated partners.
Vendar je prispevalo tudi k bolj demokratičnim praksam v sodelujočih šolah in tesnejšemu sodelovanju z lokalnimi skupnostmi in povezanimi partnerji.
The partners collaborated in organising meetings, conferences, comparative studies and exhibitions concerning these issues.
Partnerji so sodelovali pri organiziranju srečanj, kon3e-ren6, primerjalnih študij in razstav v zvezi s temi vprašanji.
And the project work was truly cross-curricular, involving history, religion, social science, native and foreign languages, geography, and thereby a large number of teaching staff.
Projektno delo je bilo resnično medkulturno, vključevalo je zgodovino, religijo, družboslovje, materne in tuje jezike, geogra3ijo in s tem številno učiteljsko osebje.
The schools involved associated partners such as the United Nations’ local associations and local politicians in their work.
Šole so pri delu vključevale povezane partnerje, kot npr. lokalne zveze Združenih narodov in lokalne politike.
The partnership also worked across different school levels by involving pupils of different ages.
Partnerstvo je delovalo tudi preko različnih šolskih ravni z vključitvijo učen6ev različnih starosti.
Pupils and teachers in five schools in Sweden, the Czech Republic, Spain, Bulgaria and Poland studied and discussed topics including the obstacles in the reintroducing and reconstructing democratic institutions, causes and background of terrorism, structural obstacles to the political participation of disadvantaged groups, the implementation of democratic values in the educational system and, last but not least, the role of women in political life.
Učen6i in učitelji na petih šolah na Švedskem, Češkem, v Španiji, Bolgariji in na Poljskem so raziskovali in obravnavali teme, ki vključujejo ovire pri ponovni vpeljavi in postavitvi demokratičnih ustanov, razloge in ozadja terorizma, strukturne ovire za politično sodelovanje prikrajšanih skupin, izvajanje demokratičnih vrednot v izobraževalnem sistemu in nenazadnje vlogo žensk v političnem življenju.
By studying the lack of, and the threats to, democracy in different parts of the world, pupils reached a deeper knowledge of other societies and learned to accept and listen to others.
Z raziskovanjem pomanjkanja demokra6ije v različnih delih sveta in groženj za leto so učen6i dosegli globlje znanje o drugih družbah in se naučili sprejemati in poslušati druge.
Teacher reported that students became more critical and politically aware throughout the project.
Učitelj je poročal, da so med projektom dijaki postali bolj kritični in politično ozaveščeni.
They gained a better understanding for other cultures and improved their skills to debate, to listen and to analyse the opinions of other young people.
Pridobili so boljše razumevanje drugih kultur in izboljšali svoje spretnosti razpravljanja, poslušanja in analiziranja mnenj drugih mladih.
The success of this Partnership inspired several new school projects and due to the clear impact on the schools’ working methods, the results have proved sustainable at local level.
Uspeh partnerstva je navdihnil več novih šolskih projektov in zaradi jasnega vpliva na šolske delovne metode so se rezultati izkazali za trajnostne na lokalni ravni.
Taking nature as a model?
Narava kot model?
_BAR_ 15 partner schools covered different aspects of this broad topic and by exchanging their results the schools were able to get a more complete picture and to learn about the discussions and approaches taken by their partners.
_BAR_ 15 druge vidike te obširne teme in z izmenjavo svojih rezultatov so lahko šole dobile bolj popolno predstavo in izvedele več o razpravah in pristopih, ki so jih uporabili njihovi partnerji.
The most concrete results of the project were the set up of an interactive exhibition and the creation of a web site.
Najbolj konkretni rezultati projekta so bili postavitev interaktivne razstave in spletne strani.
Project meetings, joint workshops and a "Bionic Day" were focal points of project work.
Projektna srečanja, skupne delavni6e in „Bionski dan“ so bile osrednje točke projektnega dela.
Bionics is the application of methods and systems found in nature to the study and design of engineering systems and modern technology.
Bionika je uporaba metod in sistemov, ki jih najdemo v naravi, za raziskovanje in oblikovanje inženirskih sistemov in sodobne tehnologije.
It does not yet belong to the core curriculum in schools in Europe.
V šolah v Evropi še ne sodi v osrednji učni načrt.
All the more interesting that four secondary schools in France, Germany and Luxembourg chose this topic to serve different goals: to interest pupils in scientific research and ethical questions and to motivate them to improve their language skills and enrich their vocabulary in French and German.
Ravno zato je toliko bolj zanimivo, da so štiri srednje šole v Franciji, Nemčiji in Luksemburgu izbrale to temo za doseganje različnih ciljev: da pri učencih zbudi zanimanje za znanstveno raziskovanje in etična vprašanja in da jih motivira, da izboljšajo svoje jezikovne spretnosti in obogatijo svoje besedišče v francoščini in nemščini.
The teachers also had the chance to exchange details of the different pedagogical methods used in each partner school and to learn more about the school system in the partner countries.
Učitelji so imeli tudi priložnost za izmenjavo in3or-ma6ij o različnih pedagoških metodah, ki jih uporabljajo partnerske šole, in da se naučijo več o šolskem sistemu v partnerskih državah.
The partnership raised their interest in further cooperation with schools from other European countries and at the same time succeeded in interesting their pupils in science.
Partnerstvo je povečalo njihovo zanimanje za nadaljnje sodelovanje s šolami iz drugih evropskih držav in istočasno uspelo zbuditi zanimanje njihovih učen6ev za znanost.
Over the three years of this Comenius School Partnership, pupils and teachers worked on ethical questions, discussed the future of the European social model, explored the possibilities to use bionic approaches in industry and production, and reflected on future opportunities and limitations of new technologies.
V treh letih tega Comeniusovega šolskega partnerstva so učen6i in učitelji obravnavali etična vprašanja, razpravljali o prihodnosti evropskega so6ialnega modela, raziskovali možnosti uporabe bionskih pristopov v industriji in proizvodnji in razmišljali o prihodnjih možnostih in omejitvah novih tehnologij. Vsaka izmed partnerskih šol je pokrivala
PARTNERSHIP4 partner schools from LU, FR, and DE
PARTNERSTVO4 partnerske šole iz LU, FR in DE
CONTACT DETAILJean-Marie Mangen30, Blvd Pierre Dupong, L – 1430 Luxembourgjean-marie-mangen@education.lu
KONTAKTNI PODATKIJean-Marie Mangen30, Blvd Pierre Dupong L-1430 Luxembourg jean-marie-mangen@edu6ation.lu
Toys of Yesterday – Toys of Today
Včerajšnje igrače, današnje igrače
Children certainly love toys.
Otroci imajo vsekakor radi igrače.
And especially younger children love to search for them, construct their own toys, learn about toys from former times or other countries.
In posebno mlajši otroci jih radi iščejo, izdelujejo svoje igrače, se učijo o igračah iz preteklosti in iz drugih držav.
This was the starting point for a School Partnership working with children in pre-primary and primary education.
To je bila začetna točka za šolsko partnerstvo za delo z otroki v predšolskem in osnovnošolskem izobraževanju.
The ongoing collaboration between the partner schools, the teachers, pupils and all other members of the education communities and the face-to-face project meetings improved language skills and intercultural competences.
Stalno sodelovanje med partnerskimi šolami, učitelji, učen6i in drugimi člani izobraževalnih skupnosti in medsebojna projektna srečanja so izboljšala jezikovne spretnosti in medkulturne kompeten6e.
The pupils communicated by sending information on their daily lives and hobbies, but also via video conferences.
Učen6i so komuni6irali s pošiljanjem in3orma6ij o vsakdanjem življenju in konjičkih, pa tudi preko videokon3eren6.
Teachers used the project also to exchange pedagogical practices and details of school organisation.
Učitelji so ta projekt uporabili tudi za izmenjavo pedagoških praks in in3orma6ij o šolski organiza6iji.
They improved their ICT competences and tried out new teaching techniques.
Izboljšali so svoje kompeten6e IKT in preskusili nove tehnike poučevanja.
Not only the cooperation between education staff and school management improved, but the project also influenced the relationship between parents and school and the contacts between the schools and the local community.
Sodelovanje med izobraževalnim osebjem in šolsko upravo se je izboljšalo, projekt pa je vplival tudi na odnos med starši in šolami ter na stike med šolami in lokalno skupnostjo.
Five schools from Portugal, Slovakia, Poland, Spain and Italy aimed to develop a European spirit and promote European culture through lots of activities concerning toys: research and exchanging of traditional toys, making toys, creating a photo album, a CD Rom and a thematic dossier on teaching with toys.
Pet šol iz Portugalske, Slovaške, Poljske, Španije in Italije si je prizadevalo razviti evropskega duha in spodbujati evropsko kulturo preko številnih dejavnosti v zvezi z igračami: raziskovanja in izmenjave tradi6ionalnih igrač, izdelave igrač, ustvarjanja albumov s 3otogra3ijami, CD-ROM-a in tematskih spisov o poučevanju z igračami.
The project opened up a new intercultural dimension for pupils, teachers and parents.
Projekt je odprl nove medkulturne dimenzije za učen6e, učitelje in starše.
Through the different activities accomplished it was possible to come up with a human approach to Europe and awaken the pupils’ interest in other cultures and languages.
Preko izvedenih različnih dejavnosti je bilo mogoče ustvariti človeški pristop do Evrope in prebuditi zanimanje učen6ev za druge kulture in jezike.
The topic "toys" was a good way to pass on important values, respect and tolerance.
Tema „igrače“ je bila dober način za posredovanje pomembnih vrednot, spoštovanja in strpnosti.
When constructing their own toys the pupils used recyclable material, developing a feeling for environmental questions but also aesthetics.
Pri izdelavi lastnih igrač so učen6i uporabili materiale, ki jih je mogoče re6iklirati, in razvijali čut za okoljska vprašanja in tudi estetiko.
They discovered many possibilities to use so-called rubbish in a fun way and to turn it into new objects.
Odkrili so veliko možnosti, kako na zabaven način uporabiti tako imenovane smeti in kako jih spremeniti v nove predmete.
Fictional characters representing different ethnic groups in the country inform about their life, their hobbies and beliefs.
Združevanje navdušenja mladih nad internetom z učenjem o rasizmu in antirasizmu je bil navdih za projekt Eurokid.
Combining young people’s fascination with the Internet with teaching about racism and antiracism was the inspiration behind the Eurokid project.
Namišljeni liki, ki predstavljajo različne etnične skupine v državah, sporočajo o svojem življenju, hobijih in prepričanjih.
Using this example the project partners invested also in research on the process and the outcomes of specific forms of web-development and pedagogical application.
Z uporabo tega primera so projektni partnerji investirali tudi v raziskovanje pro6esa in rezultatov posebnih oblik spletnega razvoja in pedagoških aplika6ij.
They developed a theoretical and research framework for the use of website technology in addressing antiracism issues in schools, youth groups and teacher education.
Razvili so teoretični in raziskovalni okvir za uporabo tehnologije spletne strani pri obravnavanju vprašanj antirasizma v šolah, mladinskih skupinah in izobraževanju učiteljev.
The project used the advantages of the Internet to provide on-line teaching resources which are transnational, interactive and engaging for young people.
Projekt je izkoristil prednosti interneta in zagotovil spletne učne vire, ki so mednarodni, interaktivni in privlačni za mlade.
The main target audience are younger teenagers.
Glavno 6iljno občinstvo so mladi najstniki.
The project partners from Spain, Italy, the UK and Sweden, all specialists in multicultural education, designed websites and produced additional teaching materials for teachers.
Projektni partnerji iz Španije, Italije, Združenega kraljestva in Švedske, vsi strokovnjaki za večkulturno izobraževanje, so oblikovali spletne strani in izdelali dodatna učna gradiva za učitelje.
This work resulted in four websites for each of the partner countries.
Rezultat tega so bile štiri spletne strani za vsako izmed držav partneri6.
The main outcomes of the project were not only excellent websites for classroom use, but also a training programme for teachers linked to each website, and a network of interested users.
Glavni rezultati projekta niso samo odlične spletne strani za uporabo v učilni6ah, ampak tudi program usposabljanja za učitelje, povezan z vsako spletno stranjo, in mreža zainteresiranih uporabnikov.
The project also resulted in the publication of a book on "Kids in Cyberspace".
Za projekt je bila izdana tudi knjiga „Otro6i v kibernetičnem prostoru“.
PARTNERSHIP4 partners from the UK, ES, SE, and IT
PARTNERSTVO4 partnerji iz UK, ES, SE in IT
PROJECT DURATION2000 - 2003
TRAJANJE PROJEKTA2000–2003
Early technical education
Zgodnje tehnično poučevanje
The main results of the project are an electronic manual with teaching materials on experiments and games and the above mentioned educational-didactical concept for teacher training as well as a handbook which informs on the current situation concerning research on early technical education.
Glavni rezultati projekta so elektronska navodila za uporabo z učnimi gradivi o eksperimentih in igral ter zgoraj omenjeni izobraževalno-didaktični kon6ept za usposabljanje učiteljev kot tudi priročnik, ki obvešča o trenutnem stanju v zvezi z raziskovanjem o zgodnjem tehničnem izobraževanju.
The project’s website which offers all these products also includes a chat room for pupils, students, instructors, lecturers and other interested people.
Spletna stran projekta, ki ponuja vse te produkte, vsebuje tudi klepetalni6o za učen6e, študente, vodje usposabljanj, predavatelje in druge zainteresirane.
The aim of this project was to promote early technical education through the development of an all-embracing pedagogical/didactical concept by means of interdisciplinary and international cooperation in the field of research, education and economy.
Cilj tega projekta je bil spodbujati zgodnje tehnično poučevanje preko razvoja vseobsegajočega pe -dagoškega/didaktičnega koncepta s sredstvi interdisciplinarnega in mednarodnega sodelovanja na področju raziskovanja, izobraževanja in gospodarstva.