Mediterranean Myths and Legends, Comenius 2012-2014

2012-2014 COMENIUS PROJECT: MEDITERRANEAN MYTHS AND LEGENDS: COMMON ORIGIN, COMMON FUTURE

INDEX Introduction of the project

pag.

1

SCHOOLS IN COMENIUS

pag.

2

Greek School

pag.

3

Italian School

pag.

7

Spanish School

pag.

12

Turkish School

pag.

16

Education System in Greece

pag.

21

Education System in Italy

pag.

24

Education System in Spain

pag.

28

Education System in Turkey

pag.

31

Myths through Art

pag.

33

Myths through Art- Greece

pag.

34

Myths through Art- Italy

pag.

37

Myths through Art- Spain

pag.

40

Myths through Art- Turkey

pag.

43

The Travelling Story

pag.

46

Comenius experience- Greece

pag.

73

Comenius experience- Italy

pag.

74

Comenius experience- Spain

pag.

76

Comenius experience- Turkey

pag.

77

Greetings

pag.

78 2

2012-2014 Comenius Project: Mediterranean Myths and Legends: a common origin, a common future In this project we have collaborated with European children and their teachers by sharing national legends and myths and using modern multimedia. The main focus of the project has been to involve the children in collaborative work. We have tried to promote an awareness of other cultures, pointing out similarities, bridge nationalities, and enriching creativity and a healthy lifestyle.

Each school has studied the creation of the world in the Mediterranean mythology, has made researches and chosen a traditional legend or myth relating to each country. The pupils have rewritten the legend and have created activities related to the legend or the mythology in order to verify the comprehension and help the partners to memorize them. The partners’ schools have illustrated the legends and performed them to the whole school and wider community using storytelling, music and art. The children have also created, written and illustrated their own legends, and new adventures for a common hero invented by all schools.

Our motivation for this project: Thanks to this project, we think that pupils’ perspectives of the world, of different cultures and communities have changed and progressed towards a common European direction. The world has become more accessible and familiar to them and encouraged them to travel, to learn other languages and discover different countries. Through this project, we wished to show that in spite of all the differences that have been created across the ages, we have always hoped for the same things and we have always had the same interests.

There are two priorities and reasons for our decision to undertake this project: the awareness of a common cultural heritage which gets us closer to one another, and the willingness to work together in order to improve our skills and to build new friendships.

Myths and legends are at the basis of our culture and religions. Origin myths explain the creation of the world and most of these myths, in an equivalent way of thinking, describe the same phenomena, the same experience of the beginning of natural and social life.

Our main aim has been to open up the European schools and bring the global dimension and cultures of other countries to the children and their parents in our schools. By exchanging myths and legends, children have discovered the similarities and differences existing between their own myths and legends and those from the other European countries.

Comenius project website: www.mythofmed.com 3

SPAIN MADRID Primary School "Ceip El Sol” Director Mrs Rodriguez Sanchez Suzanna

TURKEY

INSTANBUL

Primary School Nükte Sözen İlköğretim Okul Director Mr Gulder Shaki

GREECE-CRETE KISSAMOS

ITALY - Puglia - ALLISTE

3rd 8th/seated Elementary school Director Spanoudakis Antonios

Primary School Istituto Comprensivo“Italo Calvino” Director Filomena Giannelli

4

The

History

of

our

School

Our school was founded in 1989 with the number 451/89 PD and the

name

4/thesio

Elementary

School

3rd

Kissamos

.

It started functioning from the academic year 1989-90 as 6 classes and was housed in a rented two-storey building of the Holy Metropolis of Kissamos and Selino , which used to be lower vocational school . It consisted of six small classrooms and a teachers office in a total area of approximately 300 sq. m, which serve the most basic needs of a school .

In 1990 it was promoted to 6 classes , 7/thesio in 2008 , and in 2011 8/thesio until today.

In 2001 it moved to a new, comfortable and beautiful school building , built with modern standards , which is located on the west side of our city , on a hill in the middle of a developing area called "Tower ".

In front of it ,you can see the endless blue of the Gulf

of

Kissamos . The school is a two story building with eight classrooms for the needs of the elementary school , two rooms for the 3rd Kindergarten of Kissamos , library room , offices for teachers, gym - multipurpose room, conference room, for cultural events and other auxiliary spaces.

The same building houses the Office of School Advisor of the 4th District of Chania.

Kissamos ( Kastelli ) and its History .

The ancient Kissamos is located under the center of the town. In ancient times there was a naval and commercial center of Crete . There was the ancient seaport Polirinia but it was autonomous with its own coins

depicting

Mercury

on

one

side

and

a

dolphin

the

other

.

The position of the port was already identified by travelers of the last century in a place now called Black mole. At this point anchored Agamemnon returning from Troy and went for a sacrifice in the temple of Artemis in Polirinia . When he offered the sacrifice to the goddess he noted that some soldiers had set fire to his ships . Immediately he stopped the sacrifice , took the soldiers who accompanied him and went to take revenge.

5

In the raised land and a few meters from the sea , you can see a strong wall, which probably served as a breakwater . Because of the richness and coastal position the town was often attacked . The Venetians built the Castello ( castle ) and since then the town is called Kastelli ( Photo 1 ).

Although the public buildings that have come to light are few, the flourishing and prosperity of the city are certified by the luxurious homes and private urban villas with mosaic floors , which have come to light . A fuller picture of these villas is provide by the excavation in the area near the Health Center of Kissamos .

On the right of the bay it is the city of Kissamos and Cape Spada. And on the left of the bay lies the cape Gramboussa Here is the Venetian castle Gramboussa .It possessed a remarkable natural harbor , which the Venetians took advantage of by building an impregnable fortress on it in1579.. Despite the fact that it was impregnable ,it fell to the Turks in 1692 , after bribing the Italian garrison .

Grambousa played a decisive role in Crete during the liberation struggle , particularly after the fortress fell into the hands of the Cretan revolutionaries in 1825 . Then the island became a base for pirates and the

intervention

of

I.

Kapodistrias

,

in

1830

,was

needed

to

suppress

piracy.

At the same cape there is also one of the most famous lagoons of the Mediterranean called Balos The Ancient Falasarna is located at the western end of the Cape of Grambousa , on the west coast of Crete . In ancient times it was called Korykos and included the rocky promontory , the citadel , with its stunning

views

of

the

sea

of

western

Crete

.

Falasarna was one of the major ports of Crete and Polirinia , mainly flourished in the 4th and 3rd centuries . B.C. and the origin of the name is in the nymph

Falasarni . The beaches of Falasarna are in

terms of pure water and natural beauty, third in the list of best beaches in the Mediterranean.

Located 7 km to the south lie the ruins of the ancient city Polirinia . It was built on a naturally fortified hill , a short distance from the homonymous village . It was an important city of western Crete with strong citadel , as evidenced by the findings, inhabited from the Archaic to the Roman era . Repopulated in

the

10th

century

.

Ports

of

Polirinia

was

Falaserna

and

Kissamos.

Beautiful corners of our city are the port or fishing port of Kissamos , known as "Lake " , the beach of 6

Customs , the most famous Gulf of Kissamos , mainly due to its length and the Venetian fountain in the city center which has never stopped running out and the Venetian Castle. Also, the Archaeological Museum in the city center next to a beautiful square , the Town Hall of Kissamos in the entrance and offices of Metropolis of Kisamos and Selinou give visitors information about building and modern art .

4th meeting to Kissamos Our school has been housed in a new and modern building since 2001. It’s a new school established only in 1989. 140 pupils attend our school. 14 of them take a special course for students with learning difficulties.

There are also students from other European countries. They used to be about 15%, mainly from Eastern European countries, but this year they have been limited to 10% due to emigration, resulting from the economic crisis..

Our school tries and implements many programs in environmental education, traffic education, prevention, health education and is based on teachers love for their profession and students thirst for learning.

One of these programs is “ODYSSEUS”, program of the Department of the University of Crete, whose main aim is the pedagogical use of interactive videoconferencing. This program enables teachers and especially students – via teleconference – to carry out many activities, meet other students and teachers and get to know traditions and customs of other areas of our country.

Since the secondary school Geniko Lykeio Kissamos have been involved in a Comenius project, we hear and read the best comments about the effects resulting from their participation. That’s why our pupils who show the willingness to meet peers of the other European countries and our teachers who wish to improve 7

their pedagogical practices through the European programs, decided to take part in this project. In addition, it deals with mythology, an important element of culture.

Thanks to this project, we hope that students and teachers, across the Europe, we will communicate, will collaborate, will know better each other and will improve our skills in ICT and in English and German taught in our school.

During this project, we will host a meeting and will organise a workshop about traditional works about harvesting grapes and distilling. We will disseminate the project in our town and a school newspaper with all information about the project will be established. Our school will be the resource school for documentation of any material concerning Greek mythology.

[Digitare una citazione tratta dal documento o il sunto di un punto di interesse. Ăˆ possibile collocare la casella di testo in qualsiasi punto del documento. Utilizzare la scheda Strumenti casella di testo per cambiare la formattazione della citazione.]

Kissamos

8 Lafonisi

Η Ιστορία του Σχολείου μας Το Σχολείο μας ιδρύθηκε το έτος 1989 με το υπ’ αριθμόν 451/89 Π.Δ. και την επωνυμία 4/θέσιο Δημοτικό Σχολείο 3ο Κισάμου. Άρχισε να λειτουργεί από το σχολικό έτος 1989-90 ως 6/θέσιο και στεγαζόταν σ’ ένα διώροφο μισθωμένο κτίριο της Ιεράς Μητρόπολης Κισάμου και Σελίνου, στο οποίο παλαιότερα λειτουργούσε κατώτερη επαγγελματική σχολή. Αποτελούνταν από 6 μικρές αίθουσες διδασκαλίας και ένα γραφείο εκπαιδευτικών συνολικής επιφάνειας 300 περίπου τ. μ., που εξυπηρετούσε στοιχειωδώς τις διδακτηριακές ανάγκες του σχολείου. Το 1990 προήχθη σε 6/θέσιο, το 2008 σε 7/θέσιο, και το 2011 σε 8/θέσιο μέχρι και σήμερα. Το 2001 μεταστεγάστηκε σ’ ένα καινούριο, άνετο και όμορφο διδακτήριο, χτισμένο με σύγχρονες προδιαγραφές, το οποίο βρίσκεται στη δυτική πλευρά της πόλης μας, πάνω σ’ ένα λοφώδες ύψωμα, στο μέσο μιας αναπτυσσόμενης περιοχής, με την ονομασία «Πύργος». Μπροστά του απλώνεται το απέραντο γαλάζιο του κόλπου της Κισάμου. Είναι διώροφο και περιλαμβάνει οχτώ αίθουσες διδασκαλίας για τις ανάγκες του Δημοτικού Σχολείου, δύο αίθουσες για τη λειτουργία του 3ου Νηπιαγωγείο Κισάμου, αίθουσα βιβλιοθήκης, γραφεία εκπαιδευτικών, γυμναστήριο – αίθουσα πολλαπλών χρήσεων, αίθουσα συνεδρίων, προβολών και πολιτιστικών εκδηλώσεων και άλλους βοηθητικούς χώρους. Στο ίδιο κτίριο στεγάζεται και το Γραφείο Σχολικού Συμβούλου 4ης Εκπαιδευτικής Περιφέρειας Χανίων. Η Κίσαμος (Καστέλι) και η Ιστορία της Η αρχαία Κίσαμος εντοπίζεται κάτω από το κέντρο της κωμόπολης. Στην αρχαιότητα υπήρξε ναυτικό και εμπορικό κέντρο της Κρήτης. Υπήρξε επίνειο της αρχαίας Πολυρρήνιας , αλλά ήταν αυτόνομη με δικά της νομίσματα

που

απεικόνιζαν

στην

μία

μεριά

τον

Ερμή

και

στην

άλλη

ένα

δελφίνι.

Η θέση του λιμανιού της πόλης εντοπίστηκε ήδη από τους περιηγητές του περασμένου αιώνα στη θέση Μαύρος Μόλος. Σ’ αυτό το σημείο είχε αγκυροβολήσει ο Αγαμέμνονας γυρίζοντας από την Τροία και πήγε για θυσία στο ναό της Αρτέμιδας στην Πολυρρήνια. Όταν πρόσφερε θυσία στη θεά παρατήρησε ότι

9

ένα μέρος των στρατιωτών του είχαν βάλει φωτιά στα καράβια του. Αμέσως σταμάτησε τη θυσία, πήρε τους στρατιώτες που τον συνόδευαν και πήγε και κατέπνιξε τη στάση. Στην ανυψωμένη ξηρά και σε απόσταση λίγων μέτρων από τη θάλασσα, διακρίνεται επιμήκης ισχυρός τοίχος, που ίσως χρησίμευε ως κυματοθραύστης. Εξαιτίας του πλούτου και της παραθαλάσσιας θέσης του ήταν στόχος επιθέσεων. Οι Ενετοί έχτισαν το Castello (φρούριο) και από τότε η κωμόπολη ονομάζεται και Καστέλι (Φωτο 1). Αν και τα δημόσια οικοδομήματα που έχουν έρθει στο φως είναι λίγα, η ιδιαίτερη άνθιση και ακμή της πόλης πιστοποιείται από τις πολυτελείς οικίες και τις ιδιωτικές αστικές επαύλεις με τα ψηφιδωτά δάπεδα, που έρχονται στο φως. Την πληρέστερη μέχρι τώρα εικόνα για τις επαύλεις αυτές μας παρέχει η ανασκαφή του Κέντρου Υγείας Κισάμου. Δεξιά του κόλπου και της πόλης της Κισάμου βρίσκεται το ακρωτήριο Σπάθα και αριστερά του κόλπου βρίσκεται το ακρωτήριο Γραμπούσα Εδώ βρίσκεται το ενετικό κάστρο Γραμπούσα. Διέθετε αξιόλογο φυσικό λιμάνι, πράγμα που εκμεταλλεύτηκαν οι Ενετοί, χτίζοντας πάνω του, το 1579, απόρθητο φρούριο. Παρά το γεγονός ότι ήταν απόρθητο, έπεσε στους Τούρκους το 1692, ύστερα από δωροδοκία του Ιταλού φρούραρχου. Η Γραμπούσα έπαιξε αποφασιστικό ρόλο στη διάρκεια του κρητικού απελευθερωτικού αγώνα, ιδιαίτερα αφότου το φρούριο περιήλθε στα χέρια των Κρητικών επαναστατών το 1825. Στη συνέχεια το νησί έγινε ορμητήριο πειρατών και χρειάστηκε η επέμβαση του Ι. Καποδίστρια, το 1830, για να κατασταλεί η πειρατεία.

Στο ίδιο ακρωτήρι βρίσκεται και μία από τις διασημότερες λιμνοθάλασσες της Μεσογείου, ο Μπάλος. Η θέση της αρχαίας Φαλάσαρνας εντοπίζεται στο δυτικό άκρο του ακρωτηρίου της Γραμπούσας, στη δυτική ακτή της Κρήτης. Στην αρχαιότητα ονομαζόταν Κόρυκος και περιλάμβανε το βραχώδες ακρωτήριο, όπου βρισκόταν η ακρόπολη, με την εκπληκτική θέα στη δυτική θάλασσα της Κρήτης.

10

Η Φαλάσαρνα ήταν ένα από τα σημαντικότερα λιμάνια της Κρήτης και της Πολυρρήνιας, με κύρια περίοδο ακμής τον 4ο και 3ο αι. π.Χ. και η προέλευση του ονόματος της αποδίδεται στη νύμφη Φαλασάρνη. Οι παραλίες της Φαλάσαρνας βρίσκονται στην 3η θέση από άποψη καθαρότητας νερού και φυσικού κάλλους στη λίστα των καλύτερων παραλιών της Μεσογείου. Σε απόσταση 7 χιλιομέτρων προς νότο, βρίσκονται τα ερείπια της αρχαίας πόλης Πολυρρήνιας. Ήταν χτισμένη πάνω σε φυσικά οχυρό λόφο, σε μικρή απόσταση από τον ομώνυμο σύγχρονο οικισμό. Ήταν σπουδαία πόλη της δυτικής Κρήτης με ισχυρή ακρόπολη και, όπως φανερώνουν τα ευρήματα, κατοικήθηκε από την αρχαϊκή μέχρι τη ρωμαϊκή εποχή. Ξανακατοικήθηκε το 10ο αιώνα. Λιμάνια της Πολυρρήνιας ήταν τα Φαλάσαρνα και η Κίσαμος. Όμορφες γωνιές της πόλης μας είναι το λιμανάκι ή ψαρολίμανο της Κισάμου, γνωστό και ως «Λίμνη», η παραλία του Τελωνείου από τις πιο γνωστές του κόλπου της Κισάμου, κυρίως λόγω και του μήκους της, η ενετική κρήνη στο κέντρο της πόλης η οποία δεν έχει στερέψει ποτέ και το Ενετικό Κάστρο. Το Αρχαιολογικό Μουσείο στο κέντρο της πόλης δίπλα σε μια όμορφη πλατεία, το Δημαρχείο της Κισάμου στην είσοδό της αλλά και τα Γραφεία της Ιεράς Μητρόπολης Κισάμου & Σελίνου, αποκαλύπτουν στον επισκέπτη σύγχρονα στοιχεία δόμησης και τέχνης. Το σχολείο μας βρίσκεται στην Κίσαμο, μια μικρή πόλη 10.000 κατοίκων στο δυτικότερο μέρος της Κρήτης, όπου βρίσκονται μερικές από τις πιο γνωστές παραλίες. Τα ευρήματα των

αρχαιολογικών

εκθέτονται

στο

εκσκαφών

Αρχαιολογικό

που

Μουσείο

Κισάμου μαρτυρούν την μακρά ιστορία και κουλτούρα της πόλης μας. Το σχολείο μας στεγάζεται σε ένα νέο και μοντέρνο κτίριο από το 2001. Είναι ένα νέο σχολείο που ιδρύθηκε το 1989. Στο σχολείο μας φοιτούν 140 μαθητές. Από αυτούς, οι 14 παρακολουθούν ειδικά μαθήματα για μαθητές με μαθησιακές δυσκολίες. Υπάρχουν, επίσης, μαθητές από άλλες ευρωπαϊκές χώρες. Ήταν περίπου 15% κυρίως από χώρες της Ανατολικής Ευρώπης, αλλά φέτος μειώθηκαν στο 10% λόγω της μετανάστευσης, αποτέλεσμα της οικονομικής κρίσης.

11

Το σχολείο μας προσπαθεί και υλοποιεί πολλά προγράμματα περιβαλλοντικής εκπαίδευσης, κυκλοφοριακής αγωγής, πρόληψης, εκπαίδευσης σε θέματα υγείας και βασίζεται στους δασκάλους που αγαπούν το επάγγελμά τους και στους μαθητές που διψούν για μάθηση. Ένα από αυτά τα προγράμματα είναι το «ΟΔΥΣΣΕΑΣ», πρόγραμμα του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Κρήτης, κύριος στόχος του οποίου είναι η παιδαγωγική χρήση της διαδραστικής τηλεδιάσκεψης. Αυτό το πρόγραμμα επιτρέπει στους εκπαιδευτικούς και κυρίως στους μαθητές - μέσω τηλεδιάσκεψης - να πραγματοποιήσουν πολλές δραστηριότητες, να συναντήσουν άλλους μαθητές και δασκάλους και να γνωρίσουν τις παραδόσεις και τα έθιμα των άλλων περιοχών της χώρας μας. Από τότε που το Γενικό Λύκειο Κισάμου ενεπλάκει σε ένα πρόγραμμα Comenius, ακούμε και διαβάζουμε τα καλύτερα σχόλια σχετικά με τις συνέπειες που απορρέουν από τη συμμετοχή. Αυτός είναι ο λόγος για τον οποίο οι μαθητές μας, οι οποίοι δείχνουν την προθυμία να γνωρίσουν τους συμμαθητές των άλλων ευρωπαϊκών χωρών και τους δασκάλους, οι οποίοι επιθυμούν να βελτιώσουν τις παιδαγωγικές πρακτικές τους μέσω των ευρωπαϊκών προγραμμάτων, αποφάσισαν να λάβουν μέρος σε αυτό το έργο. Επιπλέον, ασχολείται με τη μυθολογία, ένα σημαντικό στοιχείο του πολιτισμού. Χάρη σε αυτό το έργο, ελπίζουμε ότι οι μαθητές και οι εκπαιδευτικοί, σε όλη την Ευρώπη, θα επικοινωνήσουν μαζί μας, θα συνεργαστούν, θα γνωρίσουμε καλύτερα ο ένας τον άλλο και θα βελτιώσουμε τις δεξιότητές μας στις ΤΠΕ, στα Αγγλικά και Γερμανικά που διδάσκονται στο σχολείο μας. Κατά τη διάρκεια αυτού του προγράμματος, θα φιλοξενήσουμε μια συνάντηση και θα οργανώσουμε ένα εργαστήριο για τις παραδοσιακές εργασίες της συγκομιδής σταφυλιών και της απόσταξης. Εμείς θα διαδώσουμε το έργο στην πόλη μας και μια σχολική εφημερίδα με όλες τις πληροφορίες σχετικά με το έργο που θα δημιουργηθεί. Το σχολείο μας θα είναι το σχολείο των πόρων για την τεκμηρίωση οποιουδήποτε υλικού σχετικά με την ελληνική μυθολογία.

Comenius 2012-14

4th meting

12

ISTITUTO COMPRENSIVO “ITALO CALVINO”

Our School has as its particular function the preparation of a peaceful learning environment, where the cultural literacy of the child can occur in an optimal way, because he/she can "learn to learn" in order to continue on his/her own on the long road of knowledge.

In implementation of the “Berlinguer Reformation” of 1997, in 2000 the School of Alliste became “Istituto Comprensivo”, which means that it took over (included) the Kindergarden School, the Primary School, the Secondary School and the fraction of Alliste, Felline, under the management of a unique Headmistress, Mrs Philomena Giannelli, former Director of the Institute “Italo Calvino”.

The Istituto Comprensivo of Alliste is the only public school in Puglia to be a centre for music international certifications: ABRSM (Associated Board of the Royal Schools of Music) Since June 2011, the Istituto Comprensivo “Italo Calvino” has been a centre for ABRSM exams, the most important music examiner institution worldwide.

The Certification Authority is responsible for the ABRSM specific training to those students who wish to acquire, through the study of the instrument, a good knowledge of the language of classical music from the Baroque to the twentieth century, its production and its interpretation.

In particular, it offers the possibility of learning, through an examination system which gives pupils the frame to measure their progress on the basis of the standard preparation recognized.

Our Institute consists of 7 school complexes located in the territory of Alliste and Felline. There are three levels: Kindergarden, Primary School and Secondary School Education: Organizational choices KINDERGARDEN: 1) Via Montello From Monday to Friday 8.00 a.m.-4.00 p.m.

Saturday 8.00 a.m.-1.00 p.m.

2) “Collodi” Alliste From Monday to Friday 8.00 a.m.-4.00 p.m.

Saturday 8.00 a.m.-1.00 p.m.

13

3) “G.Rodari” Felline (with an attached “Sezione Primavera” –Spring Section”) PRIMARY SCHOOL: 1) “I.Calvino” Alliste From Monday to Friday 8.30 a.m. -4.30 p.m. (full time) From Monday to Saturday 8.30 a.m. -1.00 p.m. (normal time) 1 re-entry on Tuesday for all students from 3.00 p.m. to 5.0 0 p.m.

From Monday to Friday functional re-entries for personalized activities for pupils with special educational needs.

2) “Don Bosco” Felline From Monday to Friday 8.30 a.m.-4.30 p.m. (full time) SECONDARY SCHOOL: Complexes : “D.Alighieri “ Alliste – “G.Deledda” Felline From Monday to Saturday 8.30 a.m. – 1.30 p.m.

Re-entry on Monday 3.00p.m.-- 6.00 p.m. for all students From Monday to Friday functional re-entries for personalized activities for pupils with Special educational needs.

THE PROJECTS OF OUR INSTITUTE 1) Orientation 2) Student Games 3) Safe School 4) Curricular laboratories of remedial classes, consolidation and excellence.

5) Theatre laboratory: course of action-research on the why of life.

6) English Language Lab certified Cambridge : movers/Ket levels 7) Health Education: Road Safety Education, Education to legality, Environment Education 8) Laboratory: School Newspaper.

9) Water Training 10) Laboratory of social inclusion in partnership with “L’Albatro” of Matino 11) Music 2020 12) Comenius 13) Rights at school 14) Spanish language Lab 15) Chinese language Lab 16) French conversation Lab

14

Lab. in the school of Alliste (Italy) with Spanish students and Comenius team.

5th meeting Comenius (9th January 2014) GUIDED TOURS

AND EDUCATIONAL TRIPS

Our Institute organizes guided tours and educational trips by which our students come into contact with important natural, economic and historical phenomena.

All that is very important for the students because it can increase and enrich their knowledge and culture.

The school community of Alliste works in unison in order to keep the centre of educational excellence of the territory, because education is the only way to build our future.

Saint Quentin Church Alliste Alliste is a rural village in the Italian province of Lecce, which is in Apulia region in the south-east of Italy. The most profitable activity in this place was the production of socks but now all manufacturing factories are closing and we are also experiencing the disappearance of traditional activities together with a strong decrease in the number of farms.

In such a reality, our school is a point of reference of great importance for the community and for youth formation.

15

The origins of Alliste are lost in legend. Probably during a Saracen raid, a group of refugees, who fled from Felline, founded a new village called Alliste, in memory of the wings with which an angel had protected them during the flight .

Again according to the legend , this angel was probably a cherub or the Archangel Michael, the most suitable saint to defend the people from the enemy’s danger.

Alliste officially enters history in September 14th, 1275 , when King Charles I of Anjou, confirms to William Pisanello the fiefs left to him as an inheritance from his father, among which was the house of Alliste .

This nice little rural town of Salento, located on the heel of Italy, is about 60 km from Lecce and 17 km from Gallipoli.

With an intact ancient historical centre and its characteristic narrow streets, in the warm summer evenings, Alliste comes alive with voices, sounds and flavours.

Its beautiful historical centre, the nearby crystalline sea and the surrounding countryside with its stone walls and the " caseddhi ", (stone houses) make it an attractive place for tourists.

You can visit, too:

Lecce

Lecce was the center of the ornate architecture called the barocco leccese and the city is full of Baroque monuments. Lecce is also a center for traditional paper machĂŠ crafts and the castle has an interesting Museum of paper machĂŠ. The historic center is a pleasant place for walking and there are plenty of places to taste the typical cuisine of southern Puglia.

16

Gallipoli

Gallipoli is a charming seaside town on the peninsula's east coast. The old town was built on an island that's now connected to the mainland by a bridge and it still retains some of the medieval walls. Its picturesque historic center is a pedestrian zone with a maze of alleys. In the center you can find the 17th century Baroque Sant' Agata Cathedral. Corte Gallo is an amazing courtyard that looks like an open-air ethnographic museum. Outside the walls there are a castle, a beautiful sandy beach, and a tourist harbor.

Otranto

Otranto is another charming seaside town, on the peninsula's west coast. Its pedestrian streets and small alleys are lined with whitewashed buildings reminiscent of Greece. Most of the old town is still partially enclosed within medieval walls with a castle at one end, said to be the inspiration for the first Gothic novel ever written. Be sure to visit the 11th century Cathedral to see the stunning 12th century floor mosaics and unusual chapel of skulls. Between the town's walls and the sea is a wide pedestrian street, the Lungomare, with cafes and a park, and within walking distance of the center, there's a sandy beach.

Beaches

Much of Salento is on the coast and is known for its many clean beaches with good swimming, sun-bathing, and water sports. Porto Cesareo, on the Ionian Coast, is a popular beach area with thermal springs set in a natural reserve. Porto Selvaggio is another beautiful beach in a natural reserve.

Santa Maria di Leuca, the peninsula's southern tip where the Ionian and Adriatic Seas meet, is a top beach destination. White buildings fill the town and the seaside promenade is lined with villas and trendy nightclubs. The area's mild climate gives swimming and sun-bathing a long season and the beaches are very popular. Another beautiful beach in the south is Marina di Pescoluse, with white sand dunes and shallow waters, making it a good choice for families.

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INTRODUCTION

“El Colegio El Sol” is a state school, with the identification number 28057015.

It is located in Las Rosas, it is made up of young families with medium or high cultural and economic level, and on the other hand there are other families that come from San Blas with low cultural and economic level.

Families are interested in the education of their children, and they have the aim that their kids get the High School degree at least.

“CEIP El Sol” wants a high quality public education for all. We also identify us, as an inclusive school that cares for the needs of their students, deaf and listener to ensure the most appropriate answer to their educational needs.

We want students committed to the society in where they live, well-informed and able to participate as citizens in the society where they belong.

The Centre chooses a bilingual model: Spanish Language - Spanish Sign Language (hereafter SSL).

SSL is as a necessary tool used in the process of teaching deaf students and who need it.

This bilingual tendency involves its use and its learning in our Centre, both Spanish language and SSL where hearing students can also learn it. Bilingualism as we understand it in our Centre recognizes the value of all the languages in use.

FACILITIES The school covers an area of 44,000 m2, with: One teaching Pavilion One boarding pavilion Two blocks of flats for teachers One indoor Swimming Pool Sports areas with an artificial grass football pitch and changing rooms Play grounds 18

An orchard A Parking area

STUDENTS The school has three classrooms in kindergarten at level 3, 4 and 5. In Elementary Education from first to sixth level four classrooms with 23 to 25 students per class, ages 3 to 12 years.

Special Education has 12 students per classroom. Currently we have four units of EBO with students from 6-16 years.

The school is for all deaf students from Madrid so most of them come from different areas of Madrid, getting to the center by one of the bus routes set for it.

TEACHING AND NON TEACHING STAFF Teachers: 65 Psychology: 1 Social worker: 1 Nurse: 1 Physiotherapist: 1 SSL Specialist: 3 Local Staff: 3 Working staff: 50

TOTAL 124

HISTORY The facilities of CEIP El Sol were created to host the National Institute of Education of the Deaf (INPS), which opened its doors as of April 1, 1970.

Its work was at national level and it offered a special training Centre for teachers and they did several educational research in this field. The Centre hosted deaf boarding students from all around the country. It offered upbringing from age 4 until the end of professional studies.

The educational approach it was orally but sign language was used among students, and in the boarding school was the common language of communication. It had the latest technologic developments in audiology and the best material resources.

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During the years 1970-1985, the INPS was the outstanding Centre in the education of deaf people, they prepared materials to spread in other schools and they took part in pioneering research projects.

In 1984, the INPS began as partial integration experiences with some of its students in regular schools, these students were accompanied by their teachers.

The experience finished for the creation of the "School Integration Program" where regular schools had students with special educational needs.

In April 1985, the National Institutes disappeared so the Centre becomes a special school for deaf from all Madrid, called: College of Special Education of Deaf (“EEC for Deaf”).

Between 1990 and 1995, it is produced the first incorporation of hearing children in the “EEC for Deaf”, with the creation of four classrooms of Social Guarantee.

During the year 1995-1996, a new methodological change that involves the incorporation of SSL in the framework of a bilingual model takes place. In the same year, it was created a Kindergarten School (called “Piruetas”) and a Regular Elementary School (called “CP Ana Maria Matute”) to create a mixed environment, these two new school were created in the building in front of “EEC for Deaf.”

During 1996-1997, in kindergarten education it starts a new experience using two languages (sign language and oral language) with a group of children aged 3-4 years In July 2001, the two Centres: “CP Ana Maria Matute” and “EEC for Deaf” formed one school, creating a new State School called “State School number 261”.

In September 2001 “CP 261” started to work, finally they called it “CEIP El SOL” and the symbol that was used was the "variation of sunshine" taken from an original painting by Levantine rock art found in Villar del Humo (Cuenca).

20

THE HISTORY OF OUR SCHOOL

Our school is constructed in Çekmeköy Merkez Street, Soğukdere district, by İstanbul Management of Province .

First founded as Koru Primary and Secondary School,our school started giving education on 15th September, 2008. After the contract between charitable Mrs. Nükte Sözen and İstanbul Management of Province , the name of school changed as Nükte Sözen Primary and Secondary School. Our School’s founder director was Hüseyin Kayıkçı. On 8th February 2010, Şakir Gülder was designated as new school director.

Among this period, too much importance was given for the improvement operations not only for education, but also for physical conditions of school. For instance, with the help of charitable Volkan Sırma, our school’s Conference Hall was opened on 29th April, 2010 to serve both for our school and the neighbourhood.

In 2011-2012 Education Year , new Nursery School building was opened in our school’s garden and after the references we have made, at the end of the same year, our school garden was widened and rearranged.

In 2012-2013 Education Year ,with the starting of 12 year compulsory education system, our school seperated two parts as Primary and Secondary Schools, connected to the same directorship.

The possession of school building belongs to Secondary School. After this change, physical conditions of our school were rearranged for the use of primary and secondary school students.

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Corridors and school enterences were seperated and necessary precautions were taken for common places.

Our school is constructed totally on 4070,80m2 area, and school building takes part on 1050m2.

Our school started giving education as Primary and Secondary Schools in 2008-2009 Education year with 15 classes and 400 students, it continues giving education in Secondary School with 12 classrooms and 527 students and classroom system is used at Secondary School Part.

Our school has İSO 9001:2008 International Standarts of Quality System Document and White Flag given for the convenience of cleanliness and hygiene rules. After the application we have made to be a ‘ Nutritious Friendy School’ , needed controls were made by concerning units and we are accepted as Nutritious Friendly School until 2015.

In 2011-2012 Education Year we applied for the Best Quality School of the Year Competition , organized by the Ministery of Education, and with the self esteem report we have prepared , we are choosen as the Best Quality School of the Year in Çekmeköy. In the same competition, our school took the award of Third Best Quality School of the Year in İstanbul.

In 2012-2013 Education Year we took the Best Quality School of the Year award in Çekmeköy again and second of the Çekmeköy district in the category of improvement team report.

Our school takes place in Comenius Project,what is defined as the programme of whole life learning , aims to improve quality of education and to strengthen Europe dimension in education.

In 2012, we started organizing a Comenius Project with Italian, Spanish and Greek partners with the original name ‘Myths and Legends of Mediterranean: A Common Origine, A Common Future ‘.

The Project has been continued between the years 2012-2014.

The Project consists of mutual visits of the students and teachers. Cultural gains from each other , improving talents about communication Technologies both for students and teachers , giving opportunity to improve and use foreign languages effectively for students and teachers are the main goals of our Comenius Project.

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Ä°STANBUL AND ITS HISTORY Mythology

Zeus, the king of gods The legend of the foundation of Istanbul is derived from classical mythology: Zeus fell in love with Io, the daughter of Inachus, King of the City of Argos and God of the River of Argos. The King of the Gods temporarily transformed the girl into a heifer in order to protect her from the wrath of his wife, Hera, Queen of the Gods. In her wanderings Io crossed the Bosphorus, giving the strait its name (''boos-foros'',''cow-ford''). After reassuming her original form, she gave birth to a girl, Keroessa. Later, Keroessa bore the son of Poseidon, sovereign deity of all waters from the Pillars of Hercules to the Hellespont. Keroessa's son, Byzas the Magerian, in time became the founder of Byzantium and named the Golden Horn ( Chrysokeras ) after his mother.

Istanbul is the largest city in Turkey and is among the 25 largest urban areas in the world. It is located on the Bosporus Strait and covers the entire area of the Golden Horn - a natural harbor.

Because of its size, Istanbul extends into both Europe and Asia. The city is the world’s only metropolis to extend into more than one continent.

23

Located in the center of the old world, Istanbul is one of the world's great cities famous for its historical monuments and magnificent scenic beauties The city of Istanbul is important to geography because it has a long history that spans the rise and fall of the world's most famous empires. Due to its participation in these empires, Istanbul has also undergone various name changes throughout its lengthy history.

Istanbul Today

Istanbul's many historical areas were added to the UNESCO World Heritage list in 1985. In addition, because of its status as a world rising power, its history, importance to culture in both Europe and the world, Istanbul has been designated the European Capital of Culture for 2010 by the European Union. culture in both Europe and the world. Çekmeköy and its history

Cekmekoy is a place with a very small population in the province of Istanbul, Turkey which is located in the region of Asia. It became a district in 2009 by secession from Ümraniye.

Also;Ömerli, Alemdağ, and Taşdelen villages, 17 quarter and four towns joined Çekmeköy district in the same year

24

Cekmekoy is just north of Umraniye on the Asian side of Istanbul and on the edge of the great forests that stretch to the Black Sea. It is the lungs of Istanbul where a person gets all daily dose of freshest air and be greeted by pine trees. It is away from the busy and populated Istanbul.

25

EDUCATION SYSTEM IN FOUR COUNTRIES A SHORT OVERVIEW OF EDUCATION IN GREECE The Greek education system is governed by national laws and legislative acts (decrees, ministerial decisions). The general responsibility for education lies with the Ministry of Education and Religious Affairs.

The administration of primary and secondary

education is conducted hierarchically by: the Ministry of Education and Religious Affairs; the Regional Education Directorates; the Directorates of Education (Prefecture); and the School.

26

Education in Greece starts as early as first months of children’s life in daycare centers. Pre-primary education begins at the age of 4 with children’s enrollment in pre-primary schools.

Attendance in those schools is compulsory for all 5 year old children. The next stage comprises of six years compulsory attendance of primary school which belongs to primary education sector. The three year attendance in lower secondary education constitutes the last period of compulsory education and is a prerequisite for enrolling and attending general or vocational upper secondary schools. The vast majority of students in Greece continue their studies to upper secondary. In parallel with day lower secondary operate evening schools in which attendance starts at the age of 14. The second tier of secondary education that lasts also for three years, constitutes the noncompulsory upper secondary education and comprises general and vocational secondary education.

Parallel to day General and Vocational upper secondary schools operate evening schools. Their timetable allows pupils to be in regular full time attendance and acquire work experience at the same time.

Between secondary and higher education operates post-secondary non-tertiary education. It is provided by Vocational Training Institutes offering formal initial and further vocational education and training and Colleges, classified as belonging in the informal post-secondary education and 27

training. Study or other certificates that Colleges provide are not academically equal to those granted within the framework of the Greek post-secondary system of formal education and higher education.

The new approach for education in Greece considers students as researchers, teachers as active agents of design and implementation and teaching as being differenciated based on learning needs of students, informed by learning goals not learning materials, established on cooperative learning and real-life experiences. Emphasis finally is also placed on technological and multiple materials’ recourses.

Academic year for primary and secondary sectors in Greece for the school year 2013-2014 started on the 11th of September 2013 and will end on the 13th of June 2014. General school holidays include two weeks during Christmas and two weeks during Easter holidays. Summer holidays for children last for about 12 weeks, from June to early September. Throughout the year there are about seven national or religious single day holidays as well.

Higher education constitutes the last level of education system and comprises the University and Technological sectors. The University sector includes Universities, Technical Universities, and the School of Fine Arts. The Technological sector includes the Technological Education Institutions and the School of Pedagogical and Technological Education. Higher education institutions are fully self-administered legal entities of public law. Collective bodies that are established and act in compliance with special legislation administer each institution.

Finally, Lifelong Learning policy in Greece is part of a wider development plan aiming at giving emphasis to human knowledge, abilities and skills.

Source: Ministry of Education: www.minedu.gov.gr

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Το ελληνικό εκπαιδευτικό σύστημα διέπεται από την εθνική νομοθεσία και τις νομοθετικές πράξεις (διατάγματα, υπουργικές αποφάσεις). Η γενική ευθύνη για την εκπαίδευση ανήκει στο Υπουργείο Εθνικής Παιδείας και Θρησκευμάτων. Η διοίκηση της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης ασκείται ιεραρχικά από: το Υπουργείο Παιδείας και Θρησκευμάτων, τις Περιφερειακές Διευθύνσης Εκπαίδευσης, τους Διευθυντές Εκπαίδευσης (Νομαρχία) και το σχολείο.

Η Εκπαίδευση στην Ελλάδα ξεκινά ήδη από τους πρώτους μήνες της ζωής των παιδιών σε βρεφονηπιακούς σταθμούς. Η προσχολική εκπαίδευση αρχίζει στην ηλικία των 4 ετών, με την εγγραφή των παιδιών στο Νηπιαγωγείο.

29

Η φοίτηση στα σχολεία είναι υποχρεωτική για όλα τα παιδιά ηλικίας 5 ετών. Το επόμενο στάδιο περιλαμβάνει έξι τάξεις υποχρεωτικής φοίτησης στο Δημοτικό Σχολείο που ανήκει στον τομέα της Πρωτοβάθμιας Εκπαίδευσης. Η συμμετοχή τριών χρόνων στο Γυμνάσιο αποτελεί την τελευταία περίοδο της Υποχρεωτικής Εκπαίδευσης και αποτελεί προϋπόθεση για την εγγραφή και συμμετοχή στο Γενικό ή Επαγγελματικό Ανώτερο Δευτεροβάθμιο Σχολείο. Η συντριπτική πλειοψηφία των μαθητών στην Ελλάδα συνεχίζει τις σπουδές στην Ανώτερη Δευτεροβάθμια. Παράλληλα με τα Ημερήσια Σχολεία της Δευτεροβάθμιας λειτουργούν τα Εσπερινά Σχολεία, στα οποία η φοίτηση αρχίζει από την ηλικία των 14 ετών. Η δεύτερη βαθμίδα της Δευτεροβάθμιας Εκπαίδευσης που διαρκεί επίσης 3 χρόνια, αποτελεί μη υποχρεωτική Ανώτερη Δευτεροβάθμια Εκπαίδευση και αποτελείται από την Γενική και Επαγγελματική Δευτεροβάθμια Εκπαίδευση. Παράλληλα με τα Ημερήσια Γενικά και Επαγγελματικά Σχολεία της Ανώτερης Δευτεροβάθμιας, ως Εσπερινά. Το χρονοδιάγραμμα επιτρέπει στους μαθητές να παρακολουθούν πλήρως τα μαθήματα και να αποκτούν εργασιακή εμπειρία ταυτόχρονα. Μεταξύ

της

Μεταδευτεροβάθμια

Δευτεροβάθμιας Μη

Τριτοβάθμια

και

Τριτοβάθμιας

Εκπαίδευση

που

Εκπαίδευσης παρέχεται

από

λειτουργεί τα

η

Ινστιτούτα

Επαγγελματικής Κατάρτισης που προσφέρουν τυπική αρχική επαγγελματική εκπαίδευση και κατάρτιση και τα Κολέγια, ταξινομούνται σε αυτά που ανήκουν στην Άτυπη Μεταδευτεροβάθμια Εκπαίδευση και Κατάρτιση. Σπουδές ή άλλα πιστοποιητικά που παρέχουν κολέγια που δεν είναι 30

ακαδημαϊκά ίσα με εκείνες που χορηγούνται στο πλαίσιο του Ελληνικού Συστήματος Μεταδευτεροβάθμιας της τυπικής εκπαίδευσης και της τριτοβάθμιας εκπαίδευσης. Η νέα προσέγγιση για την εκπαίδευση στην Ελλάδα θεωρεί τους μαθητές ως ερευνητές, τους εκπαιδευτικούς ως ενεργούς παράγοντες στον σχεδιασμό, την υλοποίηση και την διδασκαλία ως διαφοροποιημένη βάσει των μαθησιακών αναγκών των μαθητών, ενημερωμένους για τους μαθησιακούς στόχους, που βασίζεται στη συνεργατική μάθηση και τις πραγματικές εμπειρίες ζωής. Έμφαση, τέλος, δίνεται επίσης στους τεχνολογικούς πόρους και αυτούς των ποικίλων υλικών. Το ακαδημαϊκό έτος για την Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση στην Ελλάδα, για το σχολικό έτος 2013-2014 ξεκίνησε στις 11 Σεπτεμβρίου 2013 και θα λήξει την 13η Ιουνίου 2014. Γενικώς, οι σχολικές διακοπές περιλαμβάνουν δύο εβδομάδες κατά τη διάρκεια των Χριστουγέννων και δύο εβδομάδες κατά τη διάρκεια των διακοπών του Πάσχα. Οι καλοκαιρινές διακοπές των παιδιών διαρκούν περίπου 12 εβδομάδες, από τον Ιούνιο έως τις αρχές Σεπτεμβρίου. Κατά τη διάρκεια του έτους, υπάρχουν περίπου επτά εθνικές ή θρησκευτικές αργίες μέρα. Η Τριτοβάθμια Εκπαίδευση αποτελεί το τελευταίο επίπεδο του εκπαιδευτικού συστήματος και περιλαμβάνει τον Πανεπιστημιακό και Τεχνολογικό Τομέα. Ο τομέας του Πανεπιστημίου περιλαμβάνει τα Πανεπιστήμια, τα Πολυτεχνεία και την Ανωτάτη Σχολή Καλών Τεχνών. Ο Τεχνολογικός Τομέας περιλαμβάνει τα Τεχνολογικά Εκπαιδευτικά Ιδρύματα και την Ανώτατη Σχολή Παιδαγωγικής και Τεχνολογικής Εκπαίδευσης. Τα ιδρύματα τριτοβάθμιας εκπαίδευσης είναι πλήρως αυτοδιοικούμενα νομικά πρόσωπα δημοσίου δικαίου. Συλλογικά όργανα τα οποία συγκροτούνται και ενεργούν σύμφωνα με ειδική νομοθεσία για τη διαχείριση κάθε ιδρύματος. Τέλος, η πολιτική για τη Δια Βίου Μάθηση στην Ελλάδα αποτελεί μέρος ενός ευρύτερου σχεδίου ανάπτυξης με στόχο να δοθεί έμφαση στην ανθρώπινη γνώση, τις ικανότητες και τις δεξιότητες. Πηγή: Υπουργείο Παιδείας: www.minedu.gov.gr

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ITALIAN EDUCATION SYSTEM Primary education Scuola primaria (primary school), also known as scuola elementare, is commonly preceded by three years of non-compulsory nursery school (or kindergarten).

Scuola elementare lasts five years. Until middle school, the educational curriculum is the same for all pupils: although one can attend a private or state-funded school, the subjects studied are the same (with the exception of special schools for the blind or the hearing-impaired).

The students are given a basic education in Italian, English, Mathematics, Natural Sciences, History, Geography, Social Studies, Physical Education and Visual and Musical Arts.

Until 2004, pupils had to pass an exam to access Scuola secondaria di primo grado (Lower secondary school), comprising the composition of a short essay in Italian, a written math test, and an oral test on the other subjects. The exam has been discontinued and pupils can now enter Scuola secondaria di Primo Grado directly.

Secondary education Secondary education is divided in two stages: Scuola secondaria di primo grado (Lower secondary school), also known as Scuola media, which corresponds to the Middle School grades, and Scuola secondaria di secondo grado (Upper secondary school), which corresponds to the high-school level.

Scuola secondaria di primo grado The Scuola secondaria di primo grado lasts three years (roughly from age 11 to 13), and provides further education on the subjects studied at the scuola primaria, with the addition of Technology and a language other than English (typically French, Spanish or German). The curriculum is the same for all schools. At the end of the third year students sit an exam which enables them to continue their education.

Scuola secondaria di secondo grado The Scuola secondaria di secondo grado lasts five years (even though some istituti professionali might offer a diploma after only three years). Every tier involves an exam at the end of the final year, called Esame di Stato, required to gain a diploma and have access to further education.

The secondary school situation varies, since there are several types of schools differentiated by subjects and activities. The main division is between the Liceo, the Istituto Tecnico and the Istituto Professionale. Any kind of secondary school that lasts 5 years grants access to the final exam, 32

called Esame di Stato conclusivo del corso di studio di Istruzione Secondaria Superiore or Esame di Maturità. This exam takes place every year between June and July and grants access to University.

Types of Liceo include:  









Liceo Classico, which features Latin, Ancient Greek, Italian, history and philosophy as its most important subjects.

Liceo Linguistico puts emphasis on modern foreign languages learning and the languages usually taught are English, French, Spanish and German – although recently Russian, Arabic and Chinese have been introduced as well.

Liceo delle Scienze Umane, where the emphasis is more on relational, behavioural, educational and juridical topics, such as pedagogy, anthropology, psychology, sociology, law, political economy and social research. It replaces the previous Istituto Magistrale (which once educated elementary school teachers).

Liceo Scientifico, whose programme reminds in part that of Liceo Classico in teaching Italian, Latin, history and philosophy, but is more oriented towards mathematics, physics, chemistry, biology, Earth science and computer science and is also focused on drawing and art history.

Liceo Artistico, which is oriented toward arts teaching – both in a theoretical (i.e. art history) and practical (i.e. drawing sessions) way. Its subjects are painting, sculpture, decoration, graphics, design, audiovisual, multimedia, scenography and architecture.

Liceo Musicale e Coreutico, which comprises two sectors: o musicale, which specialises in music and teaches students to play an instrument. o coreutico, which specialises in dance and choreography.

Higher education

Superior Graduate School The Superior Graduate School (Grandes écoles )or Scuola Superiore Universitaria offer recognized national and international titles, including the Diploma di Perfezionamento equivalent to a Doctorate, Dottorato di Ricerca i.e. Research Doctorate or Doctor Philosophiae i.e. and are recognized by the Ministry of Education, Universities and Research (Italy) (MIUR) as fully autonomous.

There are three Superior Graduate Schools with "university status", three institutes with the status of Doctoral Colleges, which function at graduate and post-graduate level. Nine further schools are direct offshoots of the universities (i.e. do not have their own 'university status'). The first one is the Scuola Normale Superiore di Pisa (founded in 1810 by Napoleon as a branch of École Normale Supérieure), taking the model of organization from the famous École Normale Supérieure.

33

Summary Compulsory education is highlighted in yellow. level

name

duration

Pre-school education

Scuola dell'infanzia (nursery school) 3 years, age 3 to 6

Primary education

Scuola primaria (primary school)

5 years, age 6 to 11 although some children start primary school at 5 instead of at 6

Lower secondary education

Scuola secondaria di primo grado (first grade secondary school)

3 years, age 11 to 14

Upper secondary education

certificate awarded

Diploma di scuola secondaria di primo grado

Scuola secondaria di secondo grado 5 years, age 14 to 19 (second grade secondary school)

Diploma di liceo classico Diploma di liceo linguistico Diploma di liceo delle scienze umane Diploma di liceo scientifico Diploma di liceo artistico Diploma di liceo musicale e coreutico Diploma di istituto tecnico Diploma di istituto professionale

Formazione professionale

Qualifica professionale (3 years), Licenza professionale (5 years)

Laurea (Bachelor's degree) Diploma accademico di primo livello

3 or 5 years, age 14 to 17 or 14 to 19 3 years 4 years, only for "Scienze della formazione primaria" (Sciences of the primary education), necessary for teaching in nursery or primary schools

Laurea magistrale (Master's degree) Diploma accademico di secondo 2 years livello

Higher education Laurea magistrale a ciclo unico (Bachelor's + Master's degree)

5 years only for: "Farmacia" (pharmacy) "Chimica e tecnologie farmaceutiche" (chemistry and technologies of pharmacy) "Odontoiatria e protesi dentaria" (dentistry) "Medicina veterinaria" (veterinary medicine) "Giurisprudenza" (law) "Architettura" (architecture) "Ingegneria Edile-Architettura" (architectural engineering) 6 years, only for "Medicina e chirurgia" (Medicine and surgery)

Dottorato di ricerca (PhD) Diploma accademico di formazione alla ricerca Diploma di Perfezionamento – PhD (Superior Graduate Schools in Italy)

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SPANISH EDUCATION SYSTEM DESCRIPTION UP TO SECONDARY LEVEL PRIMARY SCHOOL SPANISH BACCALAUREATE (BACHILLERATO) HIGHER EDUCATION. UNIVERSITY

1. DESCRIPTION The current system of education in Spain is known as LOE after the Ley Orgánica de Educación, or Fundamental Law of Education. Education in Spain is compulsory, and free from 6 to 16 years of age, supported by the Government in each Region.

2. UP TO SECONDARY LEVEL Below Higher Education the system can be seen as consisting of four levels:    

Pre-school (Educación Infantil, segundo ciclo) - 3 to 6 years of age.

Primary School (Educación Primaria) six years of schooling - 6 to 12 years of age.

Compulsory Secondary Education (Educación Secundaria Obligatoria) four years of schooling - 12 to 16 years of age.

Post-Compulsory Schooling (Bachillerato) two years of schooling - 16 to 18 years of age.

Children from 3 to 6 years old in Spain have the option of attending the Pre-school stage (infantil or popularly known as preescolar), which is non-compulsory and free for all students. It is regarded as an integral part of the education system with infants' classes at almost every primary school. There are some separate nursery schools (Colegios Infantiles).

Children (whose parents chose that they should) enter pre-school (Educación Infantil) start their schooling at the age of three. Following this pattern, the ages given here as corresponding to the different phases are the ages turned by children in the calendar year in which the academic year begins. Age ranges are inclusive: 3 to 5 years of age is 3 academic years.

Spanish students aged 6 to 16 undergo primary (colegio) and secondary school (instituto) education, which are compulsory and (like the preceding preschool from age 3) free of charge. Successful students are awarded a Secondary Education Certificate, which is necessary to enter the postcompulsory stage of Schooling (principally the Bachillerato) for their University or Vocational (Formación Profesional) Studies. Once students have finished their Bachillerato, they can take their University Entrance Exam (Pruebas de Acceso a la Universidad, popularly called Selectividad) which differs greatly from region to region. The compulsory stage of secondary education is normally referred to by its initials: ESO (Educación Secundaria Obligatoria).

3. PRIMARY SCHOOL Structured as three year cycles:   

First Cycle (2-5 years of age) Second Cycle (6 to 10 years of age) Third Cycle (10 to 12 years of age 35

4. SPANISH BACCALAUREATE (BACHILLERATO) Spanish Bachillerato is the post-16 stage of education, comparable to the A Levels/Higher (Scottish) in the UK, the French Baccalaureate in France or the International Baccalaureate.

There are two parts, a core curriculum with the compulsory subjects, and a specialist part with a few pre-selected branches to choose from. The core curriculum is as follows:          

Spanish Language and Literature: 1st and 2nd years Co-official language (in case of Catalan, Basque and Galician): 1st and 2nd years First foreign language (English, French, German or Italian; mostly English): 1st and 2nd years Philosophy: 1st year History of Philosophy: Only 2nd year.

Physical Education: Only 1st year Spanish History: Only 2nd year Science to the contemporary world: Only 1st year Optional subject (2nd foreign language, psychology, information technology...): 1st and 2nd year Catholic Religion/All World Religions Studies: 1st and 2nd year (Optional)

The specialist part has up to four subjects (depending on the branch taken). 

Plastic Arts, Image and Design: o Volume (sculpture) (optional on the 2nd year) o Artistic drawing o Technical drawing (optional on the 2nd year) o Audiovisual Culture (first year) o History of art (2nd year) o Design (2nd year and optional) o Plastic Graphic Expression Techniques (2nd year and optional) o Information and communication technologies. (Optional)



Performing Arts, Music and Dance: o Musical Analysis (1st and 2nd year) o Applied Anatomy (1st year) o Audiovisual Culture (2nd year) o Performing Arts (1st year) o Musical Language and Practice (1st year) o History of Music and Dance (2nd year) o Music (Optional) o Performing Arts Workshop (2nd year and optional)



Nature and Health Sciences: o Biology o Chemistry o Physics or Earth Sciences o Mathematics



Sciences & Engineering: 36

o o o o o

Physics, Maths, Chemistry, Technical Drawing Industrial Technology



Social Sciences: o Applied Maths, o Economics, o Geography, o History of the Contemporany World (only 1st year)



Humanities: o Latin, o Greek, o History of Art/World Literature (only 2nd year) o History of the Contemporany World (only 1st year)

At undergraduate level, some degrees have their own branch requirements (such as medicine, engineering degrees, law...) and some courses accept students from any branch, such as Language studies, Social Work, Educational Sciences or Tourism.

5. HIGHER EDUCATION. UNIVERSITY The normal duration for University courses is 4 years, except Medicine, which is 6 years and the double and some other degrees, which are 5 years. University studies have "ECTS credits" as a measure for the lessons, and normally, 60 ECTS are taken each year, so, each course comprises 240 ECTS credits. Passing every subject, and getting the 240 ECTS credits, gives the right to obtaining an academic degree (Grado), architecture or engineering qualification.

Postgraduate courses are Master's degrees (Máster), and Doctoral degrees (Doctorado). Access is regulated by the university itself, through the Doctorate Commission. It is necessary to have the degree course, architecture or engineering.

Own degrees are nonregulated studies leading to an unofficial degree, recognized only by the granting university. These courses have the same structure as the regulated studies.

The universities regulate access to their own degrees and they fix the academic fees. They can also offer unofficial postgraduate degrees.

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Turkish Education System

Primary Education The structure of education in Turkey has undergone a number of significant changes in recent years.

With the passage of reform legislation in 2012, compulsory education has been extended to 12 years and split into three levels of four years each (4+4+4). Under the provisions of the new laws, students can enter technical or vocational schools as early as fifth grade after completing four years of primary education.

Along with changes to the structure of primary schooling, the age of entry has also been lowered.

Students who will reach 66 months (five and a half) during the school year are now required to enroll at primary school, which has essentially created a double cohort of entering primary school students in the current academic year (2012-13). In addition, children who turn 60 months during the school year are able to register in primary school with the consent of their parents.

The Ministry of National Education sets the primary school curriculum, in addition to preparing and approving textbooks and teaching aids. Prior to the reforms, subjects included arts and crafts, civics and human rights, career guidance, foreign language (English, French or German from grade four), mathematics, music, physical education, religious education and ethics, science, social studies, Turkish history, Turkish language and literature, and traffic safety and first aid.

Secondary Education Under the new structure, students enter secondary school after four years of primary school and four years of middle school. Under both structures, secondary school lasts four years (grades 9 through 12). In the post-2012 era, secondary school is compulsory.

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Students can study at a general, technical or vocational high school. Some high schools have an additional year of preparatory classes in a foreign language. Under the new system, students can enter the technical or vocational stream at the start of the new four-year middle school stage.

There are several different types of schools in the general high school stream. These include general high schools, fine arts high schools, religious high schools, science high schools and foreign language high schools. These schools are academically focused and prepare students for higher education and the university entrance examinations.

Three Upper-Secondary Branches Secondary education is divided into three branches: 1. General Academic Branch (4 Years) The first year academic curriculum is common to all students. In the second year, students declare a concentration from the following streams     

Natural sciences Literature and mathematics Social sciences Foreign languages and mathematics Art Graduates are awarded the Lise Diplomasi (Secondary School Diploma), which gives access to the university entrance examinations.



Technical Branch (4 Years)Graduates are awarded the Teknik Lise Diplomasi(Secondary Technical School Diploma) or Devlet Teknik Lisesi Diploması (State Technical High School Diploma), which grant access to university entrance examinations (although they will typically study at vocational/technical institutes).

Vocational Branch (4 Years)Graduates are awarded Meslek Lise Diplomasi (Secondary Vocational School Diploma) or Devlet Meslek Lisesi Diploması (State Vocational High School Diploma), which also grant access to university entrance examinations (although they will typically study at vocational/technical institutes).



Technical and vocational education is offered at technical high schools and vocational high schools.

Both prepare students for employment in various occupations, and for higher education. Technical and vocational high schools can be divided into four main types: industrial and technical; commerce, tourism and communication; social services; religious services. Graduates from both types of schools can apply for admission to a two-year higher vocational school or four-year higher school.

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Ο μεγαλοπρεπής ναός στην Ακρόπολη των Αθηνών, γνωστή ως Παρθενώνας, χτίστηκε μεταξύ 447 και 432 π.Χ. στην εποχή του Περικλή, και ήταν αφιερωμένη στην πολιούχου της πόλης θεότητα Αθηνά. Ο ναός κατασκευάστηκε για να στεγάσει το νέο λατρευτικό άγαλμα της θεάς, έργο του Φειδία και να διακηρύξει στον κόσμο την επιτυχία της Αθήνας ως ηγέτης του συνασπισμού των ελληνικών δυνάμεων που είχε νικήσει την εισβολή των περσικά στρατεύματα του Δαρείου και του Ξέρξη. Ο ναός θα παραμείνει σε χρήση για περισσότερα από χίλια χρόνια, και παρά τις καταστροφές του χρόνου, εκρήξεις, λεηλασίες, και ζημία από ρύπανση, εξακολουθεί να κυριαρχεί στην σύγχρονη πόλη της Αθήνας, μια υπέροχη μαρτυρία για την δόξα και την φήμη της πόλης που απολαμβάνουν σε όλη την αρχαιότητα . Ο ναός, ο οποίος θα βρίσκεται στο υψηλότερο σημείο της ακρόπολης, σχεδιάστηκε από τους αρχιτέκτονες Ικτίνο και Καλλικράτη, και το έργο εποπτεύεται από το γλύπτη Φειδία. Πεντελικό μάρμαρο από το κοντινό όρος Pentelicus χρησιμοποιήθηκε για την κατασκευή, και ποτέ δεν είχε χρησιμοποιηθεί τόσο πολύ μάρμαρο (22.000 τόνοι) σε ένα ελληνικό ναό. Το όνομα Παρθενώνας προέρχεται από ένα από τα πολλά επίθετα της Αθηνάς: Αθηνάς Παρθένου, που σημαίνει Virgin. Παρθενώνας μέσα «σπίτι της Παρθένου», που ήταν το όνομα που δόθηκε στην 5ου αιώνα π.Χ. με το θάλαμο στο εσωτερικό του ναού, που στεγάζεται το λατρευτικό άγαλμα. Ο Παρθενώνας θα γίνει το μεγαλύτερο δωρικό ελληνικό ναό, μετρούμενη 30.88 m από 69,5 m και κατασκευάστηκε χρησιμοποιώντας μια αναλογία 4: 9 σε διάφορες πτυχές.

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Η Κνωσός είναι ο μεγαλύτερος αρχαιολογικός χώρος της Εποχής του Χαλκού στην Κρήτη και θεωρείται η αρχαιότερη πόλη της Ευρώπης. Υπάρχουν ενδείξεις ότι η θέση κατοικήθηκε κατά τα νεολιθικά χρόνια (6000 π.Χ.). Πάνω στα ερείπια του νεολιθικού οικισμού χτίστηκε το πρώτο μινωικό ανάκτορο (1900 π.Χ.), όπου η δυναστεία του Μίνωα κυβέρνησε. Καταστράφηκε το 1700 π.Χ. και ένα νέο παλάτι χτίστηκε στη θέση του. Το παλάτι καλύπτει μια έκταση 22,000τ.μ., ήταν πολυώροφο και είχε ένα περίπλοκο σχέδιο. Εξαιτίας αυτού του γεγονότος το παλάτι είναι συνδεδεμένο με τους θρυλικούς μύθους, όπως ο μύθος του Λαβύρινθου με το Μινώταυρο. Μεταξύ 1700-1450 π.Χ., ο Μινωικός πολιτισμός ήταν στο αποκορύφωμά της και η Κνωσός ήταν η πιο σημαντική πόλη-κράτος. Κατά τη διάρκεια αυτών των ετών η πόλη καταστράφηκε δύο φορές από σεισμούς (1.600 π.Χ., 1.450 π.Χ.) και ξαναχτίστηκε. Η πόλη της Κνωσού είχε 100.000 πολίτες και συνέχισε να είναι μια σημαντική πόλη-κράτος μέχρι την πρώιμη Βυζαντινή περίοδο. Η πρώτη μεγάλης κλίμακας ανασκαφή πραγματοποιήθηκε το 1878 από τον πλούσιο φιλότεχνο Μίνωα Καλοκαιρινό. Ο Καλοκαιρινός ανέσκαψε τμήμα των δυτικής πλευράς και έφερε πολλούς μεγάλους πίθους (δοχεία αποθήκευσης) στο φως. Σε 1900-1931, ο Sir Arthur Evans ανάσκαψε όχι μόνο το ανάκτορο αλλά και ολόκληρη την ευρύτερη περιοχή της Κνωσού. Το Παλάτι της Κνωσού αποτελεί το μνημειακό σύμβολο του μινωικού πολιτισμού, λόγω της κατασκευής του, της χρήσης πολυτελών υλικών, του αρχιτεκτονικού σχεδίου, των προηγμένων τεχνικών δόμησης και του εντυπωσιακού μέγεθος.

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Στην ελληνική μυθολογία η Ευρώπη ήταν μια γυναίκα της υψηλής γενεαλογίας, από την οποία η Ευρώπη πήρε τελικά την ονομασία της ως ήπειρος. Λέγεται, γενικά, ότι είναι η κόρη του Αγήνορα, η φοινικική βασιλιάς της Τύρου ο ποιητής Συρακούσες Moschus κάνει η μητέρα της βασίλισσας Τηλεφάεσσας αλλά και αλλού η μητέρα της είναι η Αργιόπη. Οι μυθογράφοι λένε ότι ο Δίας ήταν ερωτευμένος με την Ευρώπη και αποφάσισε να την αποπλανήσει ή να την βιάσει. Ο ίδιος μεταμορφώθηκε σε ήμερο ταύρο και αναμείχθηκε με τα κοπάδια του πατέρα της. Ενώ η Ευρώπη και οι βοηθοί της μάζευαν λουλούδια, είδε τον ταύρο, χάιδεψε τα πλευρά του, και τελικά την πήρε στην πλάτη του. Ο Δίας πήρε την ευκαιρία και έτρεξε προς τη θάλασσα και κολύμπησε μαζί της στην πλάτη του, στο νησί της Κρήτης. Στη συνέχεια αποκάλυψε την πραγματική του ταυτότητα, και η Ευρώπη έγινε η πρώτη βασίλισσα της Κρήτης. Ο Δίας της έδωσε ένα κολιέ φτιαγμένο από τον Ήφαιστο και τρία επιπλέον δώρα: τον Τάλω, Laelaps και ένα ακόντιο που ποτέ δεν έχασε. Ο Δίας αργότερα δημιούργησε ξανά το σχήμα του λευκού ταύρου στα άστρα, που είναι τώρα γνωστός ως αστερισμός του Ταύρου.

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Capitoline Wolf

Description The sculpture is somewhat larger than life-size, standing 75 cm high and 114 cm long. The wolf is depicted in a tense, watchful pose, with alert ears and glaring eyes watching for danger. By contrast, the human twins - executed in a completely different style - are oblivious to their surroundings, absorbed by their suckling.

The Capitoline Wolf (Italian: Lupa Capitolina) is a bronze sculpture of a she-wolf suckling twin infants, inspired by the legend of the founding of Rome.

According to the legend, when Numitor, grandfather of the twins Romulus and Remus, was overthrown by his brother Amulius, the usurper ordered the twins to be cast into the Tiber River.

They were rescued by a she-wolf who cared for them until a herdsman, Faustulus, found and raised them. The Capitoline Wolf has been housed since 1471 in the Palazzo dei Conservatori on the Campidoglio (the ancient Capitoline Hill), Rome, Italy.

The age and origin of the Capitoline Wolf is a subject of controversy. The statue was long thought to be an Etruscan work of the 5th century BC, with the twins added in the late 15th century AD, probably by the sculptor Antonio Pollaiolo.

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Bacchus by Caravaggio

Bacchus (c.1595) is a painting

by Italian Baroque master Michelangelo Merisi da Caravaggio (1571-1610). It is held in the Uffizi Gallery, Florence.

The painting shows a youthful Bacchus reclining in classical fashion with grapes and vine leaves in his hair, fingering the drawstring of his looselydraped robe. On a stone table in front of him is a bowl of fruit and a large carafe of red wine; with his left hand he holds out to the viewer a shallow goblet of the same wine, apparently inviting the viewer to join him.

A mystery cult to Bacchus was brought to Rome from the Greek culture of southern Italy or by way of Greek-influenced Etruria. It was established c.200 BC in the Aventine grove of Stimula by a priestess from Campania near the temple where Liber Pater ("The Free Father") had a Statesanctioned, popular cult. Liber was a native Roman god of wine, fertility, and prophecy, patron of Rome's plebeians (citizen-commoners) and a close equivalent to Bacchus-Dionysus Eleutherios.

There is a little legend on the Apulian God Bacchus that we’ll tell you: “When he landed in Puglia, annoyed in seeing all that dry round, he kicked the stones and the ground. Later, he saw a little green branch, so he dug a hole in the ground and planted it; then he watered it to save it. Upon his return the wind had uprooted the little branch, so Bacchus planted it again and used a lion’s bone, a monkey’s bone and a pig’s bone to support it. Then he went around all over the world. The little branch grew and yielded bunches of grapes. People made an excellent wine with those grapes and when they drank it they absorbed the characteristics of the three animal’s bones. People in Puglia tell this story to the strangers to explain why their wine makes people as strong as a lion, as funny as a monkey, or like a pig when they drink it.”

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PIZZICA: SALENTO FOLK DANCE The "pizzica tarantata" is the music that marked the ancient healing ritual against the bite of tarantula, the dangerous poisonous spider.

According to tradition in order to drive out the demon thought to have taken possession of the victim, generally a woman, tambourines should be beaten incessantly.

The dizzily rhythmic sound of the tambourine combined with a frenzied hypnotic dance healed of the poison.

The ritual exorcism could happen at the church, in the public square of the town or at home and often other women and men danced with the bitten girl.

It was said, at the end of the exorcism,that the girl had been pardoned by St.Paul.

The Taranta dance: (Spider dance) usually consisted of three phases: first the woman crawled and clapped her hands and feet following the tamburines' rhythm, then she have herself up and while jumping and dancing she drawned wide figures in the air with a coloured foulard she had in her hands; at last she began to reel till she collapsed.

Pizzicarella dance - The Pizzica do' Core (pinch from the heart) or courtship dance expresses the feelings of love, eroticism and passion in the courtship between a man and a woman: a woman dancing to the frenzied rhythm of tambourines and violins, waving a red scarf, the color of passion, and doing so inviting the man she likes the most to dance with her.

Tired of this new dancing partner, she invites another and yet another at her will.

A the end of the dance she will give the red scarf to the man who steals her heart.

Nowdays behind the taranta's possession it sees the effect of a very strong will of redemption and deliverance and, possibly, even of an exhibition of the subordinate role of the women.

It’s a type of therapy; like the dances of the bacchanals of Dionysus – the Greek god of wine and drunkenness – the dance was an act that unleashed a certain sense of oppression shared by these women.

The bite of the local tarantula is not merely a physical event, but a psychic eruption, a mystery wrapped in legend, a secret of the soul. It is not so important if these spiders really did bite women in the past (and then mysteriously stopped), what is far more significant is what role these bites and their ritual cleansings had in the society of Southern Italy. It is a joy to watch for any lovers of Mediterranean culture, and especially for those interested in the culture of Magna Grecia, the lands of Southern Italy that were a major part of the Greek civilization before the rise of Rome. These are the lands where the synthesis of Greek and Roman culture first came about, forming the basis for our Western world.

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SPANISH MEDITERRANEAN MYTHS AND LEGENDS THROUGH ART 1. STATUES CROWINING BUILDINGS. THE MYTH OF PEGASUS 2. DECORATIVE FOUNTAINS. NEPTUNE FOUNTAIN 3. MYTHS THROUGH PAINTINGS. ‘MUSEO DEL PRADO’ 1. STATUES CROWNING BUILDINGS. THE MYTH OF PEGASUS Pegasus was a winged horse and a good flyer. The Pegasus was the result of the bad fated mating of Medusa and Poseidon. It was born from Medusa when her head was cut off by Perseus. Tamed by Bellerophon, it served as his mount during his adventures including his slaying of the Chimaera.

When Bellerophon attempted to fly Pegasus to Mount Olympus he was dismounted by Zeus. Pegasus continued on and directed it to Mount Olympus. Here Pegasus spent his days carrying lighting bolts for Zeus.

2. DECORATIVE FOUNTAINS. NEPTUNE FOUNTAIN Neptune, with the appearance of an old, bearded and with long hair old man, is usually represented in the act of bearing the trident, drawn by horses and dolphins on the cart.

Neptune, god of the sea, one of the twelve gods of Olympus, is the son of Saturn and Rhea, and brother of Jupiter. It also has the power to trigger violent storms and appease them. Sailors usually venerate him looking for protection when sailing.

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During the Civil War, the city was ravaged by a famine. In the figure of Neptune, it was placed a sign around his neck that read: “Give me to eat or leave out my fork”.

3.MYTHS THROUGH PAINTINGS IN “MUSEO DEL PRADO”

In Greek mythology, a Charis was one of the several Charites, goddesses of charm, beauty, nature, human creativity, and fertility. They are ordinarily numbered three, from youngest to oldest: Aglaea ("Splendor"), Euphrosyne ("Mirth"), and Thalia ("Good Cheer"). In Roman mythology they were known as the Gratiae, the "Graces". In some variants Charis was one of the Graces and was not the singular form of their name.

The Charites were usually considered the daughters of Zeus and Eurynome, though they were also said to be daughters of Dionysus and Aphrodite or of Helios and the naiad Aegle. Other possible names of their mother by Zeus are Eurydome, Eurymedousa, and Euanthe. Homer wrote that they were part of the retinue of Aphrodite. The Charites were also associated with the Greek underworld and the Eleusinian Mysteries. The river Cephissus near Delphi was sacred to them.

Name:"The three Graces" Museum:Madrid,"Museo del Prado",Spain Artist and Year:Hans Baldung Grien,ca. 1539 Theme:Portrait of the three Graces.

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Medusa Heads as Guardians

One of the most attractive features of this Cistern are two Medusa heads positioned as pedestals for columns located at the end of the Cistern. I was struck by the Medusa heads after passing the rows of columns. These two Medusa heads are masterpieces of Late Roman art. It is almost impossible not be curious about the origin of the Medusa heads here. According to one of the myths referenced here, Medusa was one of the three Gorgon sisters, female monsters in underground realm, who could turn people who looked at them into stone. According to another myth, Medusa was enamored with Perseus, Zeus’s son. Athena was also Perseus’s heroic protection from any harm.

Envious Athena turned Medusa’s hair into snakes, and Medusa could turn people who looked at her into stone. However, according to custom, Medusa heads were often placed on monuments, in this case watching over the Cistern as apotropaic guardians, since large Gorgon images were frequently used to protect important places in the Classical world. One of the Medusa heads is positioned upside down, and the other sideways. According to some interpretations, these heads were positioned as such in order to cancel out the power of the Gorgon’s petrifying gaze. Throughout the Cistern the columns are wet and smooth in touch and water drops harmoniously, producing a sound that reminds of Medusa’s melody to the visitors.

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The most sophisticated version of the legend appears in the Anonymous by a Russian traveler visiting Constantinople in between the years 1389 and 1395.

“When arrived at Hagia Sophia, the entrance of the landing platform is from the south gate. There is a little church dedicated to Saint Michael. St. Michael appeared to a young man who was the watchman of the construction site of the same church.

Saint Michael appeared all of a sudden and asked the young man this question; “Where is the construction masters of this church and what is the name of it?”

The young man answered Saint Michael in a confused and also in a fearful way; “The masters went to the Palace for dinner and the church doesn’t have a name [2]” “Go and inform your masters. They should finish the construction of this church dedicated to Hagia Sophia straightaway.

“My honorable lord, your appearance frightened me, your light made me blind. What is your name, my honorable lord?”

“My name is Michael” “Honorable lord Michael, I can’t leave this place until my masters come back” Hearing this, St. Michael asked the young man.

“What is your name?”

“My name is Michael” “Michael, go to the Emperor and tell him to order your masters to finish this church dedicated to Hagia Sophia straightaway: I will wait the construction site of Hagia Sophia on behalf of you and as I have the power of Holy God (Spirit) Jesus, I will not leave here until you return” Apprentice Michael appeared before the Emperor, told him St. Michael appeared to him and delivered his messages. After the Emperor heard what this young man has to say, he thought for a moment and then sent him to Rome. [3] Thus the apprentice will not go back to Hagia Sophia and Saint Michael will stay as the protector of Hagia Sophia and Constantinople forever.

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The legends of the minarets

The Sultanahmet Mosque is the only mosque in Istanbul that has six minarets and this provoked hostility at the time. Such a display was previously only preserved for the Prophet’s mosque in Mecca and the sultan was criticized for thinking a bit too highly of himself.

According to the most obvious urban legend, this whole issue was the result of a misunderstanding between the sultan and his architect. The sultan supposedly had asked to have altÄąn minare (minarets in gold) and the architect understood altÄą minare (which means six minarets). A second, less plausible legend is that the architect decided that gold minarets were too expensive and therefore decided to make six of them.

Whatever the true story behind the six minarets is, the sultan overcame the problem by paying for a seventh minaret at the mosque in Mecca.

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Μια φορά και έναν καιρό υπήρχε ένας ήρωας που τον έλεγαν Θεόσοφο και ζούσε στην Κρήτη. Ήταν δυνατός, δίκαιος και σοφός. Αγαπούσε τους ανθρώπους και τα ζώα και πάντα ήταν δίπλα τους.

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Ο Θεόσοφος είχε μια πολύ καλή φίλη που την έλεγαν «Ευρώπη». Συνήθιζε να σκαρφαλώνει στην κορυφή του βουνού, του Ψηλορείτη, για να την δει και να μιλήσουν, βλέποντας παράλληλα όλη τη Μεσόγειο Θάλασσα. Από εκεί όλα έμοιαζαν πιο όμορφα.

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Μια μέρα, όταν πήγε να την επισκεφτεί, είδε τη σπηλιά της άδεια. Κάθισε μπροστά από την σπηλιά και την περίμενε, αλλά εκείνη δεν εμφανίστηκε. Συνήθιζε να επιστρέφει στην ώρα της. Δεν αργούσε ποτέ. Αυτό έκανε τον Θεόσοφο να ανησυχήσει. Στάθηκε σε μια πέτρα και τη φώναξε: «Ευρώπη! Ευρώπη!». Ο αέρας σκόρπισε τη φωνή του αλλά δεν έγινε τίποτα. Η Ευρώπη είχε χαθεί.

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Έπρεπε να κάνει κάτι. Άρχισε να την ψάχνει παντού. Πέταξε πάνω από κάθε βουνό, δάσος και παραλία. Κοίταξε κάθε σπηλιά και ρώτησε τους φίλους του τα ζώα, αλλά κανείς δεν την είχε δει. Ακόμα και το «Κρι-κρι», η κρητική άγρια κατσίκα ή το σπάνιο είδος του γυπαετού που πετά τόσο ψηλά κάθε μέρα.

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Ήταν στεναχωρημένος και απεγνωσμένος. Κάθισε σε μια πέτρα να σκεφτεί. «Τι της συνέβη;», σκέφτηκε. «Αν βρίσκεται σε κίνδυνο;». Έπειτα, θυμήθηκε τους φίλους τους στην Ιταλία, την Ισπανία και την Τουρκία και τον όρκο που είχαν δώσει μια νύχτα κάτω απ’ τ’ αστέρια. «Ένας για όλους και όλοι για έναν!».

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Ετοιμάστηκε να φύγει. Ίσως η Ευρώπη ήταν σε μεγάλο κίνδυνο και χρειαζόταν να βιαστεί. Αποφάσισε να πάει πρώτα στην Ιταλία να συναντήσει τον φίλο του . . . Εκείνος θα μπορούσε να βοηθήσει. Πέταξε μέχρι το όμορφο Alliste στην Ιταλία όπου ζούσε ο φίλος του Itagrespatur *. *Τα αρχικά των χωρών που συμμετέχουν στο πρόγραμμα Comenius

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Μια ωραία ημέρα, ο ήρωας Θεόσοφος έφτασε στο Alliste, στην Ιταλία, ψάχνοντας για την φίλη του την Ευρώπη.

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Στο Alliste, ο Θεόσοφος συνάντησε τον Itagrespatur, τον Ιταλό φίλο του και του είπε ότι ανησυχούσε επειδή η φίλη τους η Ευρώπη αγνοούνταν… Στην επιστροφή, ο Itagrespatur είπε 60 στον φίλο του για τις ανησυχίες του όσον αφορά την Ευρωπαϊκή σημαία που του έδωσε η Ευρώπη. Είχε επίσης εξαφανιστεί η Ευρωπαϊκή σημαία.

Οι δυο ήρωες αποφάσισαν να χρησιμοποιήσουν τις δυνάμεις τους. Πρώτα έπρεπε να ψάξουν για την Ευρώπη και τη σημαία της. Την αναζήτησαν στην σπηλιά “Zinzulusa”, στην εξοχή, στο Caseddhi (ένα μικρό εξοχικό σπίτι από πέτρα) παντού!

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Ξαφνικά, άκουσαν έναν θόρυβο και ένιωσαν μια παράξενη κίνηση που προερχόταν από μια μεγάλη βελανιδιά πολλών αιώνων. Συνειδητοποίησαν ότι κάτω από την βελανιδιά υπήρχε μια αποικία των άτακτων Scazzamurreddhi (μικρών ξωτικών από το Salento) που γελούσαν και έκαναν γκριμάτσες φεύγοντας μακριά. Μόνο ένας, από περιέργεια, έμεινε κοιτάζοντάς τους.

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Ο Itagrespatur, γνωρίζοντας καλά τα άτακτα ξωτικά, προσπάθησε να μάθει νέα για την Ευρώπη και τη σημαία. Τα μικρά ξωτικά πάντα ήξεραν…τα πάντα! Εν τω μεταξύ, έφτασε το βράδυ και το μικρό ξωτικό αποκάλυψε στους δυο ήρωες ένα σημαντικό στοιχείο για να πετύχουν τον στόχο τους: μπορούσαν να βρουν την Ευρώπη και τη σημαία μόνο με την βοήθεια μιας όμορφης Τουρκάλας.

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Το μικρό ξωτικό μιλούσε τόσο πολύ! Και ο φίλος του το απομάκρυνε με την βία.

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Οι δυο ήρωες, χαρούμενοι για την αποκάλυψη αυτή, πήγαν προς την Τουρκία γεμάτοι ελπίδα…

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Οι δυο ήρωες μαζί με την Τουρκάλα ηρωίδα βρίσκονται στον Πύργο του Λεάνδρου στην Κωνσταντινούπολη. Το όνομά της είναι Ελπίδα, είναι όχι μόνο όμορφη αλλά και βοηθούσε όποιο χρειαζόταν τη βοήθεια της. Μόλις τους είδε, κατάλαβε τι γινόταν.

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Η Ελπίδα ανέφερε τα οράματά της: «Υπήρχε μια νέα κοπέλα σε ένα μέρος όπου βρισκόταν μια αρχαία εκκλησία που στεκόταν δίπλα σε ένα τζαμί για χρόνια».

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And also the young woman gave her a clue about specific events which would possibly happen in near future. The clue was that she would find which heroes were chasing on a path where two empires had come and gone. Επίσης, η νέα κοπέλα της έδωσε ένα στοιχείο σχετικό με συγκεκριμένα γεγονότα που πιθανόν θα συνέβαιναν στο κοντινό μέλλον. Το στοιχείο ήταν ότι θα έβρισκε ποιοι ήρωες καταδίωκαν σε μια διαδρομή όπου οι δυο αυτοκρατορίες έρχονταν και παρέρχονταν.

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Είχαν μείνει άναυδοι για το προβάδισμα επειδή ήξεραν σε ποιο σημείο αναφέρονταν: Την εκκλησία της Αγίας Σοφίας και του Μπλε Τζαμιού.

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Πήγαν στο Divan Path για να ακολουθήσουν την διαδρομή που ανέφερε η νέα γυναίκα στο όραμα.

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Ενώ ήταν στο Divan Path και δίπλα στον αρχαίο Οβελίσκο, εμφανίστηκε ένα κορίτσι που τους είπε: «Πρέπει να πάτε στην πύλη του ήλιου πριν το ρολόι σημάνει την έναρξη του νέου έτους».

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Αποφάσισαν να πάνε στην Μαδρίτη, καθώς ήξεραν το μέρος που περιέγραφαν. Ήταν το Puerta Del Sol (Η Πύλη του Ήλιου) στην Μαδρίτη.

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Όταν έφτασαν στην Πύλη του Ήλιου, βρήκαν τον Ισπανό φίλο τους, Billy. Τους βοήθησε και τους είπε να σκαρφαλώσουν στο καμπαναριό, για να βρουν περισσότερα στοιχεία.

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Εάν θέλετε να πάρετε πίσω την φίλη σας την Ευρώπη, πρέπει να μου δώσετε όλες τις δυνάμεις σας και να προσπαθήσετε να την βρείτε πριν χτυπήσει το κουδούνι του Νέου Χρόνου. Ξαφνικά, βρήκαν έναν ηλικιωμένο άντρα. Ήταν ο ωρολογοποιός που είχε ένα μήνυμα γι’ αυτούς.

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Όπως είπε ο ωρολογοποιός, χωρίς καμία από τις δυνάμεις, έπρεπε να δουλέψουν μαζί. Όλοι οι ήρωες ξεκίνησαν να αναζητούν την Ευρώπη μέχρι να βρουν ένα τούνελ, καθοδηγούμενοι από ένα ισχυρό αίσθημα φιλίας, πέρασαν το τούνελ.

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Μέσα στο τούνελ υπήρχαν δυο διαφορετικοί δρόμοι που μπορούσαν να πάρουν. Κανείς δεν ήξερε ποιος από τους δυο ήταν ο σωστός. Ξαφνικά, η Ελπίδα βρήκε το κασκόλ της Ευρώπης και έτσι αποφάσισαν να πάνε στο σωστό μονοπάτι.

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Στο δρόμο προς αναζήτηση της Ευρώπης, ανακάλυψαν ότι ο ωρολογοποιός απομακρύνονταν με τις δυνάμεις τους. «Ένας για όλους και όλοι για έναν!!», φώναξαν και βιάστηκαν να σταματήσουν τον κακό ωρολογοποιό. Τελικά, οι ήρωες πήραν πίσω τις δυνάμεις τους και έτρεξαν να σώσουν την Ευρώπη.

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Τελικά, έπιασαν τον ωρολογοποιό. Όλοι οι ήρωες ανακάλυψαν ότι χωρίς την βοήθεια ο ένας του άλλου, δε θα έβρισκαν την Ευρώπη. Ακόμα και ο κακός Scazzamurreddhi ήταν εκεί για να τους βοηθήσει!! Δυστυχώς, έπρεπε να επιστρέψουν στις χώρες τους, αλλά υποσχέθηκαν ένα πράγμα: «Θα ήταν εκεί για να αλληλοβοηθηθούν εάν συνέβαινε κάτι. Ένας για όλους και όλοι για έναν».

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COMENIUS EXPERIENCE (PERSONAL IMPRESSIONS) - GREECE

We have to confess that this European collaborative educational project we have been working on for the last two years has been an amazing experience. The Greek team of teachers and our students have really enjoyed this Comenius experience so much. Our impressions are the greatest.

All partners together, from Spain, Italy, Greece and Turkey, we have managed to make a friendship bridge between our nations. The most important value of this project was towards friendship and cooperation. We have enjoyed each other’s hospitality while we were visiting each country. We have made new friends by discovering and appreciating their culture. We have learned so many things about our partners’ history, geography, myths and legends, but also about their language, modern daily life, school routine, and life and school system. In other words, this experience has broadened our teachers’ and children’s horizons through learning about Italian, Spanish and Turkish civilizations.

Another thing is that now teachers and students in Greece are convinced of the necessity of learning a foreign language. A common language such as English or one of the languages of our new friends: Spanish, Italian or Turkish. Our students and teachers are really motivated now about learning one of the languages of the participating countries.

Moreover, we have really appreciated the creative spirit of our students and fellow students of the other countries, in drawings, creating the new hero, inventing a new adventure and all the other tasks students have completed (European passports, drawings, booklets, letters, cards etc.)

We could say a thousand words but one is enough: an amazing experience!

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ΕΜΠΕΙΡΙΑ ΑΠΟ ΤΟ COMENIUS (ΠΡΟΣΩΠΙΚΕΣ ΕΝΤΥΠΩΣΕΙΣ)-ΕΛΛΑΔΑ Πρέπει να ομολογήσουμε ότι αυτό το ευρωπαϊκό συνεργατικό εκπαιδευτικό έργο πάνω στο οποίο εργαστήκαμε τα τελευταία δύο χρόνια ήταν μια καταπληκτική εμπειρία. Η ελληνική ομάδα των εκπαιδευτικών και των μαθητών μας πραγματικά απόλαυσαν τόσο πολύ αυτή την εμπειρία του Comenius. Οι εντυπώσεις μας είναι οι καλύτερες. Όλοι οι εταίροι από κοινού, από την Ισπανία, την Ιταλία, την Ελλάδα και την Τουρκία, έχουμε καταφέρει να χτίσουμε μια γέφυρα φιλίας μεταξύ των λαών μας. Η πιο σημαντική αξία αυτού του εγχειρήματος ήταν προς την κατεύθυνση της φιλίας και της συνεργασίας. Έχουμε απολαύσει την φιλοξενία ο ένας του άλλου, κατά την επίσκεψή μας σε κάθε χώρα. Έχουμε κάνει νέους φίλους με την ανακάλυψη και την εκτίμηση του πολιτισμού τους. Έχουμε μάθει τόσα πολλά πράγματα για την ιστορία, τη γεωγραφία, τους μύθους και τους θρύλους των εταίρων μας, αλλά και για τη γλώσσα τους, την σύγχρονη καθημερινή ζωή, την ρουτίνα του σχολείου, τη ζωή και το εκπαιδευτικό σύστημα. Με άλλα λόγια, αυτή η εμπειρία έχει διευρύνει τους ορίζοντες των δασκάλων και των παιδιών μας μέσω της μάθησης για τον Ιταλικό, Ισπανικό και Τουρκικό πολιτισμούς. Ένα άλλο πράγμα είναι ότι τώρα οι εκπαιδευτικοί και οι μαθητές στην Ελλάδα είναι πεπεισμένοι για την αναγκαιότητα της εκμάθησης μιας ξένης γλώσσας. Μια κοινή γλώσσα, όπως τα Αγγλικά, ή σε μία από τις γλώσσες των νέων φίλων μας: Ισπανικά, Ιταλικά και Τουρκικά. Οι μαθητές και οι εκπαιδευτικοί μας πραγματικά έχουν ένα κίνητρο τώρα για την εκμάθηση μιας από τις γλώσσες των χωρών που συμμετέχουν. Επιπλέον, έχουμε πραγματικά εκτιμήσαμε το δημιουργικό πνεύμα των μαθητών μας και των μαθητών από τις άλλες χώρες, στο σχέδιο, δημιουργώντας τον νέο ήρωα, εφευρίσκοντας μια νέα περιπέτεια και όλες τις άλλες εργασίες που έχουν ολοκληρώσει (ευρωπαϊκά διαβατήρια, σχέδια, φυλλάδια, επιστολές, κάρτες κλπ). Θα μπορούσαμε να πούμε χίλιες λέξεις, αλλά μια είναι αρκετή: μια καταπληκτική εμπειρία!

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Italian consideration about this Comenius Project For this Institute “Italo Calvino” of Alliste –Italy has already had experience of participation in the Partnerships action.

The participation in the fourth Comenius project, from 2003-2014 has had a great importance on the territory because it has been another important door on Europe .

After this Comenius experience, we found out that our students have become more curious about getting to know different lives and customs .

They discovered that their own customs were not particularly the best ones.

They realized that they had many prejudices towards different countries but they weren’t true.

We experienced great hospitality and a willingness to cooperate, we all became friends and our motivation and curiosity has increased.

We have learned how important it is to create a trustful and respectful atmosphere in order to be able to take part in the dynamic process of multicultural group work.

We are convinced that Comenius projects are worthy of the effort and we would like to encourage others to this great experience.

All Comenius projects are a lovely experience of European Cooperation.

Some students wrote their considerations about this project: Emanuele Balsamo: “The experience we lived in Comenius Mobility has been fantastic and in general all Comenius Projects I participated have been beautiful and stimulating.

There we knew some guys ...What wonderful they were!!

When we arrived in the partner country, we had two suitcases: one for our clothes, and one for our prejudices. After few hours, we had left the second useless bag.

In every travel, we met new friends, who are now our best friends, in spite of the hundreds of miles which part us. I discovered that every different culture is wonderful ……..and it is an enriching experience……. ”

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Gabriele Gatto: “The experience in Turkey has given me a lot of emotions which probably I won't feel again in my life, emotions which have changed me a lot. It has been for me a source of reflection , a reflection which led me to review all the principles on which I had based my life until then. The Comenius project has given me this great opportunity , and I will be always grateful to those who gave me this opportunity. The thing that amazed me has been the great spirit of hospitality and enthusiasm with which they have welcomed us but at the same time with a great humility they have been at our disposal . These families have given us so much and, with their love , they have knocked down those walls of prejudices

we had ( even if unconsciously) before our arrival. We visited

magnificent and majestic monuments: huge mosques, buildings which tell the story of many empires which had succeeded to power in this city which has changed its name several times.

Living in the host families I have understood that we aren't so different, in fact their children have become our brothers; even their mothers and fathers have become our parents. All that with a great simplicity and a sincere love. Maybe I haven't seen much of the monuments in Istanbul , but I've had the honour of seeing into the hearts of the people who live there”.

Anna Laura Cazzato: “I want to thank my school for the opportunity of taking part in the Comenius Project, whose aim is to promote intercultural exchanges among different countries.

I went to Instanbul and that has been the most beautiful experience in my life: Turkish families have been very friendly with us. They treated us very well just as their children. All the teachers have been very kind too. Instanbul is amazing, there were so many bright colours that caught me. The city is a marvellous fusion of occidental and oriental beauty. The charm of Instanbul cannot be described using the simple words because it's impossible to describe its colours, its enganging fragrances, its oriental music, its squares, its buildings..... but I think the most beautiful thing is the people, so affectionate and loving. This experience has changed me deeply. In few days I understood that the only difference among all countries all over the world is the language, for the rest is only a wall of prejudices. I will never forget the wonderful people I met and the charming places I saw”.

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PERSONAL IMPRESSIONS ABOUT THE COMENIUS EXPERIENCE (a rellenar por todos, máximo un folio, un parrafito cada uno).

DAVID FERNÁNDEZ MIRAGALLA, European Coordinator.

It has really been a wonderful experience, unique and never-to-be forgotten. On the one hand, it has opened my mind through cultural references. On the other hand, Comenius is not only a word but a feeling, the feeling of a joined Europe through language and human relations. Europe is not only physical and political borders, but the common ‘passport’ that opens them: millions of hearts ready to meet and work together to make humans more human than ever.

BÁRBARA HERMANN BENITO, cooperative teacher.

LAURA MALILLOS CONDE, cooperative teacher.

DÉSIRÉE FERNÁNDEZ VICENTE, cooperative teacher.

For me, it has been a never-to-be-forgotten experience. Not only did I travel to different country but also I meet lovely people. In every trip, I have learnt about their culture, their Education Systems, I could see how they work… all in all, it has been a very enriched personal and professional experience.

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COMENIUS EXPERIENCE – TURKEY ‘Mediterranean Myths and Legends: A common origin, A common future’ project was a great experience for us. We gained a better view of Europe, got familiar with a new language, met a lot of interesting people, saw 3 European countries. Our European Education Project has been a tremendous success.

Teachers and students are alike, in each of the four participating schools have been enriched by this cultural interchange.

The project let us know many interesting things and made us think about the differences and similarities among the countries through Legends and Myths.

And also it gave us a lot of new knowledge about Greece, Italy and Spain. We know a lot about their habits, a style of living, educational system by visiting each country. Long story short, it helped us to understand their point of view which is necessary to overcome prejudice.

Our students had a great chance to see another country and culture by travelling to Alliste in Italy, Kissamos in Greece and Madrid in Spain as part of the project.

It’s a good way of increasing understanding and helping children see the value of speaking different languages, not only English but also Spanish, Italian and Greek.

This project was highly enjoyable and valuable for the personal and professional development of teachers. This gave us the unique opportunity to understand a European dimension to teaching and learning.

It was a dream of our school to participate in Comenius Project and now we are proud of being a part of project.

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LETTER OF THANKS On the 18th of July 2012 we were happy to receive news that our school’s application to the National Scholarship Foundation (I.K.Y.) for participating in a Multilateral School Partnership entitled “Mediterranean Myths and Legends: a common origine, a common future”, as part of the European Lifelong Learning Programme/Comenius, was approved.

The schools which collaborated and carried out the above Project were: 1. 3rd 8th/seated Elementary School of Kissamos, Crete – Greece, group headed by the teacher Spanoudakis Antonios.

2. Primary School – Ceip El Sol- Madrid – Spain, group headed by the teacher David Fernandez Miragalla.

3. Primary School - Nükte Sözen İlköğretim Okul – Instanbul – Turkey, group headed by the teacher Hürriyet Atmaca, and 4. Primary School –Istituto Comprensivo “Italo Calvino” – Alliste-Puglia-Italy, group headed by the teacher Giulietta Capone.

The program started on the 1st of August, 2012.

As part of this effort, which is heading towards the end, we feel obliged to sincerely thank: 1. The European Union, that, within the framework of its’ transnational partnerships and programs, is encouraging European citizens of tomorrow to march together in a common future and a common Europe.

2. The National Scholarship Foundation (I.K.Y.) that, by approving our application, has enabled students and teachers of a provincial school to participate in such an important educational endeavor. Especially, Mrs Xarchoulakou Maria and Mr Hatzipapas Spyros for their valuable and meaningful guidance and support throughout the duration of the program.

3. The countries of Spain, Italy and Turkey that were our esteemed partners in completing a program that ‘opens the borders’, shortens the distances and brings closer teachers and students.

Especially: a. The Director of the Spanish Primary School –Ceip El Sol, Mr Rodriguez Sanchez Suzana, and teachers Mr David Fernandez Miragalla (overall responsible of the program), Mrs Dezire Fenrnandez, Mrs Barbara Herman Benito.

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b. The director of the Italian Primary School –Istituo Comprensivo “Italo Calvino” Mrs Filomena Giannelli, the responsible teacher Mrs Giulietta Capone, and all teachers, the Mayor of the Municipality of Alliste Mr Ermenegildo Renna Antonio, the parents and the students of the school. c. The director of the Turkish Primary School - Nükte Sözen İlköğretim Okulu, Mr Gulder Shaki and the responsible teacher Mrs Hürriyet Atmaca, the Mayor of Municipality of Cekmekoy of Istanbul, Mr Poyraz Ahmet, the parents and the students of the school.

4.

The School Advisor of the 4th Educational District of Chania, Mrs Margarita Gerouki

for her official support, assistance and participation, throughout the duration of the program.

5.

The Chief Directorate of Primary Education of Chania, Mr Pontikakis Elias for his

presence in the reception of our guests, teachers and students.

6.

The Responsible of the European Programs of the Region of Crete, Mrs Psaltaki

Eugenia for her valuable instructions.

7.

The local newspaper “NEW HORIZONS” and its director Mr Mountakis Antonios

for the media coverage during the various stages of the program implementation.

8.

The Mayor of Kissamos, Mr Milonakis George, the Deputy Mayor Mr Mountakis

Michalis and the School Committee Chairman of Primary Education Mr Touloupakis Theodore, who stood beside us as valuable partners throughout the stay of our guests, teachers and students from the above countries.

9.

The Parents’ Association of our school and its Chairperson Mrs Kastanopoulaki

Roula, that ‘filled’ the heart and the luggage of our guests, with images, flavors, colors, aromas, knowledge and experiences from Kissamos.

10. All teachers of our school who gladly accepted and worked beyond their school schedule for implementing the program.

11. All students of our school who accepted with great joy and enthusiasm to participate in the European Program “Comenius”, acquiring new educational experiences.

Although the “Comenius” Program is over, it will always remain alive in our minds. It was a special, different and new for us program. A European ‘mosaic’, a variety of languages, customs and religions, a willingness for cooperation. The result of this was a distinctive Mediterranean cooperation: Spaniards, Greeks, Italians and Turks. Without having communication difficulties. Maybe because we were all speaking the same language: the educational.

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ΕΥΧΑΡΙΣΤΗΡΙΑ Με μεγάλη χαρά στις 18 Ιουλίου 2012 ενημερωθήκαμε, ότι εγκρίθηκε η αίτηση που υπέβαλε το σχολείο μας στο Ι. Κ. Υ. (Ίδρυμα Κρατικών Υποτροφιών) προκειμένου να συμμετάσχει σε Πολυμερή Σχολική Σύμπραξη με τίτλο: «Mediterranean myths and Legends: a common origine, a common future», στο πλαίσιο του Ευρωπαϊκού Προγράμματος Δια Βίου Μάθηση / Comenius. Τα σχολεία που συνεργάστηκαν και υλοποίησαν το παραπάνω Project ήταν: 1. 8/θέσιο Δημοτικό Σχολείο 3ο Κισάμου, Κρήτης – Ελλάδα, με υπεύθυνο τον εκπαιδευτικό Σπανουδάκη Αντώνιο 2. Primary school - Ceip El Sol – Madrid – Spain, με υπεύθυνο τον εκπαιδευτικό David Fernandez Miragalla 3. Primary school - Nükte Sözen İlköğretim Okulu – Instanbul – Turkey, με υπεύθυνη την εκπαιδευτικό Hürriyet Atmaca, και 4. Primary school

- Istituto Comprensivo “Italo Calvino” – Alliste – Puglia – Italy, με

υπεύθυνη την εκπαιδευτικό Giulietta Capone. Το πρόγραμμα ξεκίνησε την 1η Αυγούστου 2012. Σ’ αυτή την προσπάθεια, η οποία και οδεύει προς το τέλος της, νοιώθουμε την υποχρέωση να ευχαριστήσουμε θερμά: 1. Την Ευρωπαϊκή Ένωση, η οποία στα πλαίσια των προγραμμάτων της προσπαθεί μέσα από διακρατικές συνεργασίες οι αυριανοί Ευρωπαίοι πολίτες να συμπορευτούν σε ένα κοινό μέλλον και μια ενιαία Ευρώπη.

2. Το Ι. Κ. Υ. (Ίδρυμα Κρατικών Υποτροφιών) που με την έγκριση της αίτησης μας, έδωσε τη δυνατότητα σε μαθητές και εκπαιδευτικούς ενός επαρχιακού σχολείου να συμμετάσχει σε ένα τόσο σημαντικό εκπαιδευτικό πρόγραμμα. Ιδιαίτερα την κ. Ξαρχουλάκου Μαρία και κ. Χατζηπαπά Σπύρο για τις πολύτιμες και ουσιαστικές οδηγίες αλλά και την στήριξη καθ’ όλη τη διάρκεια υλοποίησης του προγράμματος.

3. Τις χώρες της Ισπανίας, της Ιταλίας και της Τουρκίας που συνεργάστηκαν άψογα μαζί μας, ολοκληρώνοντας ένα πρόγραμμα που ανοίγει τα σύνορα, μικραίνει τις αποστάσεις, φέρνει κοντά τόσο εκπαιδευτικούς, όσο και μαθητές. Ιδιαίτερα:

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α. Τη δ/ντρια του Ισπανικού σχολείου Primary school - Ceip El Sol, κ. Rodriguez Sanchez Suzana, και τους εκπαιδευτικούς κ. David Fernandez Miragalla (γενικό υπεύθυνο του προγράμματος), κ. Dezire Fernandez, κ. Barbara Herman Benito. β. Τη δ/ντρια του Ιταλικού σχολείου Primary school - Istituto Comprensivo “Italo Calvino” κ.

Filomena Giannelli, την υπεύθυνη εκπαιδευτικό κ. Giulietta Capone, και όλους τους εκπαιδευτικούς, το δήμαρχο του Δήμου Alliste κ. Ermenegiedo Rehha Antonio, τους γονείς και τους μαθητές του σχολείου. γ. Το δ/ντή του Τουρκικού σχολείου Primary school - Nükte Sözen İlköğretim Okulu κ. Gulder Shaki και την υπεύθυνη εκπαιδευτικό κ. Hürriyet Atmaca, το δήμαρχο του Δήμου Cekmekοy της Κωνσταντινούπολης κ. Poyraz Ahmet τους γονείς και τους μαθητές του σχολείου.

4. Τη σχολική σύμβουλο 4ης Εκπαιδευτικής Περιφέρειας Χανίων, κ. Γερούκη Μαργαρίτα για την υπηρεσιακή στήριξη, βοήθεια και συμμετοχή της καθ’ όλη τη διάρκεια υλοποίησης του προγράμματος.

5. Τον Προϊστάμενο Δ/νσης Π. Ε. Χανίων, κ. Ποντικάκη Ηλία για την παρουσία του στην υποδοχή των φιλοξενούμενων εκπαιδευτικών και μαθητών.

6. Την υπεύθυνη Ευρωπαϊκών Προγραμμάτων Περιφέρειας Κρήτης, κ. Ψαλτάκη Ευγενία για τις πολύτιμες οδηγίες της 7. Την τοπική εφημερίδα «ΝΕΟΙ ΟΡΙΖΟΝΤΕΣ» και το δ/ντή της κ. Μουντάκη Αντώνιο για τη δημοσιογραφική κάλυψη και δημοσίευση των σταδίων υλοποίησης του προγράμματος.

8. Το δήμαρχο Κισάμου, κ. Μυλωνάκη Γεώργιο, τον αντιδήμαρχο κ. Μουντάκη Μιχάλη και τον Πρόεδρο Σχολικής Επιτροπής Π. Ε. κ. Τουλουπάκη Θεόδωρο, οι οποίοι στάθηκαν δίπλα μας πολύτιμοι αρωγοί σε όλη τη διάρκεια της παραμονής των φιλοξενούμενων εκπαιδευτικών και μαθητών από τις προαναφερθείσες χώρες.

9. Το σύλλογο Γονέων και κηδεμόνων του σχολείου μας και την πρόεδρό του κ. Καστανοπουλάκη Ρούλα, ο οποίος «γέμισε» τη σκέψη, την καρδιά και τις αποσκευές των φιλοξενούμενων μας, με εικόνες, γεύσεις, χρώματα, αρώματα, γνώσεις και εμπειρίες από την Κίσαμο.

10. Όλους τους εκπαιδευτικούς του σχολείου μας που με χαρά δέχτηκαν και εργάστηκαν πέραν του σχολικού τους ωραρίου για την υλοποίηση του προγράμματος 11. Όλους τους μαθητές του σχολείου μας που δέχτηκαν με μεγάλη χαρά και ενθουσιασμό να συμμετέχουν στο ευρωπαϊκό πρόγραμμα Comenius αποκτώντας νέες εκπαιδευτικές εμπειρίες. Αν και τελείωσε, στο μυαλό μας για πάντα θα μείνει το προγράμμα Comenius. Ένα πρόγραμμα ιδιαίτερο, διαφορετικό και πρωτόγνωρο για μας. Ένα ευρωπαϊκό μωσαϊκό, μια ποικιλία γλωσσών, μια ποικιλία εθίμων και θρησκειών, μια διάθεση για συνεργασία. Και το αποτέλεσμα μια ιδιαίτερη μεσογειακή συνεργασία. Ισπανοί, Έλληνες, Ιταλοί και Τούρκοι. Χωρίς καμιά δυσκολία στην επικοινωνία. Ίσως γιατί μιλούσαμε όλοι μια γλώσσα: την εκπαιδευτική.

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ITALIAN GREETINGS It’s the end of our project but it’s not the end of our friendship.

We sincerely thank: 

The Director of Crete- Greece -

3rd 8th/seated Elementary School of Kissamos,

Spanoudakis Antonios 

The Director of the Spanish Primary School –Ceip El Sol, Mrs Rodriguez Sanchez Suzanna



The Director of the Turkish Primary School - Nükte Sözen İlköğretim OkuluInstanbul, Mr Gulder Shaki



The Director of the Italian School –Istituto Comprensivo “Italo Calvino”-Alliste, Mrs Filomena Giannelli

NATIONAL COORDINATORS : 

GREECE: The Director Mr Spanoudakis Antonios



TURKEY: The teacher Mrs Hürriyet Atmaca



SPAIN: The teacher Mr David Fernandez Miragalla (Main Coordinator)



ITALY: The teacher Mrs Giulietta Capone

TEACHERS 

We want to thank all the teachers of KISSAMOS- ALLISTE- MADRID- ISTANBUL who cooperated in this project.

MUNICIPALITY – PARENTS –STUDENTS



GREECE: The Mayor of Kissamos, Mr Milonakis George 

The School Advisor of the 4th Educational District of Chania, Mrs Margarita Gerouki for her participation, throughout the duration of the program.



The parents and the students of the school of Kissamos

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

TURKEY: the Mayor of Municipality of Cekmekoy of Instanbul, Mr Poyraz Ahmet



Mrs. Yasemin Oğuz Coşkun



Mr. Murat Atmaca, for his support and collaboration in this project



The parents and the students who hosted Italian students and cooperated with the teachers.



SPAIN: The parents and the students who hosted Italian students and cooperated with the teachers.

 ITALY: The Mayor of the Municipality of Alliste -Mr Renna Ermenegildo Antonio  The parents and the students who hosted Turkish and Spanish students and cooperated with the teachers.  The Main Director Mr. Franco Inglese – Ufficio Scolastico Regionale Puglia Basilicata  Italian LLP Agency, for its support.  European Commission which funded this project.  Mrs. Nazife Ozdemir Turkish translating and interpreting in Alliste

We would thank all the people who believed out in this project.

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SPANISH GREETINGS Thanks giving is, without any doubt, one of the most difficult tasks of the project… because evaluating final products is something methodological, even mathematical… just a mark in the ranking from 0 to 10… but how do you measure love and affection? That is almost impossible.

Throughout these two years of hard work, in which our working timetable goes further than the twenty four hours in a clock, we have learned a lot about what Europe is and where our continent goes to; Europe is its citizenship and the best politics are the feelings hidden in the hearts of every person, something immeasurable.

To begin with, we would like to thank the Educational Authorities for the chance of living our professions in a human way. Our common thread, ‘Mediterranean Myths and Legends’ could be transformed into ‘Mediterranean Hearts’, since the most powerful engine boosting all this has been heart beats.

In that respect, special thanks must be given to our European fellows: Italy, Greece and Turkey and to their country coordinators, Giulietta Capone (Alliste-Italy), Antonis Spanoudakis (Kissamos, Crete, Greece) and Huriiyet Atmaca Bakur (Istambul-Turkey). They have behaved like real heroes in this legend that we have all created together.

Thanks as well to all the teachers from these countries and schools who have contributed their bits with plentiful hands in the appropriate way: sometimes a full file, sometimes a specific work and sometimes just a smile and hands-shaking… but all in all, gathering all those ingredients for the recipe to be baked.

Me, David Fernández Miragalla, Main European Coordinator, I would like to thank my active Comenius team made up by Desirée Fernández, Bárbara Hermann and Laura Malillos, without whose help this would have not been possible. The best team on Earth.

Special thanks as well to the rest of staff members in our school, the parents association for their economical help and the children themselves for helping us raise this house in which we all live.

And thanks to all those who have believed in us, in our efforts and our work, although it has not always been easy. Sorry as well for the misunderstandings, if they have ever occurred. Our job has been transparent, sometimes blind, but it has really existed. A job that has surely helped many children nowadays to feel part of a pretty, beautiful, cultural and rich Europe, both in language and traditions. Because that is the Europe that we want to create. And we have to create it together. The Europe of love, affection and in which we all feel proud to live. We have already planted a seed.

Now let’s wait for love to make it grow.

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TURKISH GREETINGS

Acknowledgements I would like to thank the Turkish National Agency that has not only accepted but also supported the project as a consultant.

I would like to express my very special thanks to the following people. This project has proven to be a very challenging but worthwhile effort towards our goals in Mediterranean Myths and Legends: A common origin, a common future, and I could not have accomplished this project without the help and support of friends and family.

Mr. Şakir Gülder, Mrs. Yasemin Oğuz Coşkun Thank you for your support, understanding, patients, encouragement, and guidance. For help in the organisation of all the Project events in Turkey.

I would like to thank the teachers working for Project on its events.

The students participated in the project and the families who hosted the foreign students. I owe every challenge and every accomplishment to my loving parents. They are my family, my teachers, and my friends.

My thanks to Mr. Murat Atmaca whose help was invaluable and ,of course, thank you so much for ongoing support throughout the Project.

Mr. David Fernandez Miragalla Thank you for your help, support, encouragement and teachings.

Thank you to all involved for making this Project so spectacular! words cannot express our deepest gratitude for all the work you have put into this Project. I am certain that we can make a difference and we will! all of this would not be possible without you!

Mrs Giulietta Capone, Thank you for your support, encouragement, and friendship. I had a valuable and enjoyable experience working with you. I admire you and your profession. You are an inspirational teacher and friend.

Mr Antonis Spanoudakis, Thank you for your encouragement, and support Thank you for your ideas, suggestions, and administrative assistant skills.

Thanks to all the people we managed to successfully reach the end. It has been a pleasure and an honor to be a partner of this project. Together we made a great connection between people of same origin other than an ordinary procedure of paper work..

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Different websites for Kissamos (Διάφορες Ιστοσελίδες για την Κίσαμο)

http://3dim-kisam.chan.sch.gr/ http://en.wikipedia.org/wiki/Kissamos http://www.images.go-crete.net/kissamos/index.html http://www.explorecrete.com/crete-west/EN-kissamos-history.html http://www.youtube.com/watch?v=ClXcl5SwotU http://www.youtube.com/watch?v=VvN6f5VDZOM http://www.youtube.com/watch?v=_a3H4zaPAxo http://www.youtube.com/watch?v=fH7lBHG1ppU http://www.chania.gr/en/ http://www.explorecrete.com/chania/EN-Chania-history.html http://www.crete.gov.gr/index.php?lang=en http://www.explorecrete.com/ http://en.wikipedia.org/wiki/Crete http://www.kissamos.gr/ http://neoiorizontes-press.blogspot.gr/ http://neoiorizontes-press.blogspot.gr/2013/04/3-comenius-2012-2014.html http://neoiorizontes-press.blogspot.gr/2013/07/3-comenius-2012-2014.html http://neoiorizontes-press.blogspot.gr/2014/02/3-5-comenius-2012-14.html

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Different websites for Alliste-Puglia-Italy http://www.settimanasantainpuglia.it http://www.pugliainn.com Servizio turismo marketing territoriale tel.+39 0832 683643 email turismo@provincia.le.it sito web http://www.provincia.le.it/web/provincialecce/servizi/turismo http://www.repubblicasalentina.it/salentoslowlife.html http://www.ortodeiturat.it/ http://www.pugliaturismo.com/apt-lecce/ http://www.viaggiareinpuglia.it/aptlecce http://www.salentoviaggi.it/aziende-promozione-turistica-puglia.htm http://www.iat.it/?q=taxonomy/term/110

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