EUROPE : THE FUTURE IN OUR HANDS
Comenius Project (2009-2011) Scotland
Cyprus
The Netherlands
Forrester High School
Periferiako Gymnasio Kokkinotrimithias
Maaslandcollege
TABLE OF CONTENTS 1. Participating schools - Information .................................................................. 3 2. Introduction – Our project ................................................................................. 6 3. Film...................................................................................................................... 6 4. Meetings.............................................................................................................. 7 5. Final Products .................................................................................................. 40 6. What has already been done in our school to protect the environment: .... 62 7. Comments made by the students: ................................................................. 63 8. Logo of the project .......................................................................................... 63 9. Appendix 1 - "Knowledge competition"......................................................... 64 10. Appendix 2 - "Theatrical play" ...................................................................... 105 11. Appendix 3 - "Environmental survey" .......................................................... 114 12. Appendix 4 - "Environmental activities" ...................................................... 149 13. Appendix 5 - "Students' comments" ............................................................ 151 14. Appendix 6 - "The logo design".................................................................... 155 15. Names of the participants ............................................................................. 157
2
Participating schools - Information o PERIFERIAKO GYMNASIO KOKKINOTRIMITHIA - CYPRUS Periferiako Gymnasio Kokkinotrimithia was founded in 2002 and is located just 10km west of Nicosia, near the Buffle Zone. Kokkinotrimithia is a village of about 2000 people, situated near an industrial area. Because of that, many of the inhabitants are workers of a high percentage of migrants from other countries. Within our community we have a great percentage of refugees and imigrants. Our school is one of the few schools of the suburbs of Nicosia that serves students with special needs. About 430 students from the nearby communities and from different countries attend our school. About 55 full-time and part-time teachers teach various subjects in our school (Modern Greek, Ancient Greek, Maths, English, French, History, Physics, Chemistry, PE, Biology, Music, Arts, House Economy, Technology and Design, Theology, Computer Science).
PERIFERIAKO GYMNASIO KOKKINOTRIMITHIAS
3
o FORRESTER HIGH SCHOOL – SCOTLAND
The Forrester curriculum aims to ensure that every student makes the most of his or her abilities, in terms of both academic achievement and personal and social development. Teaching styles, course design and curricular materials are constatnly under review so that there is continuous improvement aimed at raising standards and students' levels of achievement. The school has a responsibility, in parnership with parents, to make sure that young people, as they progress towards adulthood, are fully prepared for their entry to the world of work or further education. Along the way, we trust that all sudents, irrespective of ability, will be motivated and challenged by their studies and experiences.
4
MAASLANDCOLLEGE – THE NETHERLANDS The lentis Maaslandcollege is part of a Group of schools in the Rotterdam region. The Maaslandcollege is situated in Maasland, a rural area on the outskirts of Rotterdam, in the ‘green heart’of Holland. It is an agricultural High school. This means that pupils get all the regular courses but also lessons in animal care, gardening and agricultural techniques. We have about 500 students currently. The pupils are in the ages between 12 and 17. In the same building there is another school. This is an agricultural school for Senior Secondary Vocational education. When students finish high school, they can choose to go here or to go to another Senior Secondary Vocational school. The Dutch educational system differs from most educational systems in Holland, in that it makes a distinction in levels at high school. When pupils are 12 they go to a high school that has one or more of 5 theoretical levels in which pupils can get a diploma. At a theoretical level we teach the lower three level. In return our students get the chance to develop their vocational skills from an early age. The vision of our school is to use the strengths and interests of pupils to help them accelerate their learning process. Doing so we aim to improve confidence so that it becomes easier for pupils to tackle learning difficulties. Many of our students have dyslexia, ADHD and other learning disorders. Providing a safe learning climate for pupils from the city and rural areas for pupils is one of the strengths of our school. Next to the theoretical subjects, we also have stables, a green house, a home economics room and a woodworks and metal works department. In our education we try to have different subjects collaborate and do projects to make learning more related to society and pupils’ fields of interest and future jobs. We have a reformed background but in recent years we have become an interconfessional school and we welcome all. More information about our school and other Lentiz schools can be found here: http://www.lentiz.nl/lentiz/home/home/?waxtrapp=ojltipCsHewOddPToBnBA
5
Introduction – Our project Our project, “Europe• the future in our hands”, is divided into two parts. The first part is about the European citizenship and the main purpose is to make students understand that Europe is like a small village and the people of the European countries are like the families who live in this village. They must develop relationships, communication and respect of their cultural differentiation. The second part of the project is based on environmental issues. The emphasis and concern is to make students and parents more sensitive with environment and sustainability.
Film
(see video “Europe – The future in our hands”)
SCOTLAND
HOLLAND
6
CYPRUS
Meetings o First meeting: 24th – 27th November 2009, Edinburgh – Scotland. The co-ordinators and teachers met in order to know each other and prepare the next meeetings and the whole process of the project. They set the high targets and themEs of the project:
THEME à Exploration of European Ideal à Europe of tomorrow o Citizenship o Knowledge of EU o Understanding and respecting cultural similarities and differences à Responsibilities as EU citizens o Sustainability o Directions / leadership o Case studies / problem solving à Researching each others’ countries views of major issues, i.e. global warming o Mock conference à Exploring traditions – use of cures / medicine / environment
Breaking the themes down … à European Ideal o Citizenship o Culture / Tradition / Difference / Similarities o Respect and Understanding (Creating a digital environment to share our materials) à Sustainability o Research countries views on global warming o Research behaviour change in each country o Present views digitally and in a mock conference
7
o Water management
Culture – developing each of the themes through creative arts à Music o Recycled instruments o Compose a piece of music and song focussed on our theme o Perform the piece o Use all three languages à Language o Ecological / digital newspaper o Some poetry / prose to accompany piece à Drama o Develop and perform a piece of theatre based on the theme à Art o Logo for project o Recycled jewellery o Engraved artifacts à End products o Final meeting = creating a cooperative piece of art, painting à Next Stage o Cyprus o March (teachers à development meeting. Thursday 11th travel, Friday 12th visit Monday 15th week, Thursday 18th travel) o 26th April, The Netherland, 24th April – 1st May
Tasks to Do à Digital environment à Wikispaces – Xmas à Sustainability o Action Aid Pack o Project based 8
o Build on water theme à European Ideal à Derive from Creative Arts o Citizenship and sustainability o Music / Art / Drama / Lit / Recycled instruments / Artefacts à Music o Score (end January) o Words to reflect key themes o Recycled instruments, project ongoing to end May (Cyprus) o Students à Cyprus in March (and tidy up questionnaire)
à Art o Recycled jewellery – investigate cultures and themes o Exhibitions: ongoing digital mainly (instruments) à Logo / Title o Train à Hope o Express à Power o Renaissance à unity = strenth o Renew à communication à Europe: The future is in our hands
A vision / hope for a renaissance Europe or lets all work for a better Europe.
Drama across all three schools (Role play) Work on a script to demonsrate / develop our themes. Leading to a performance on 2nd visits. March à students working on Logos Future dates 9
o November 2010 à Cyprus o March / April 2011 à The Netherlands o Late May 2011 à Scotland o March 11th 2010 à Cyprus o April 23rd 2010 à Netherlands Students emails to be shared.
The teachers had the chance to get an idea of their partners’ culture and visit various places of historical interest.
10
Visit to the castle of Edinburgh
11
Second meeting: 11th – 18th March 2010, Kokkinotrimithia – Cyprus (see video “Second meeting – Meeting in Cyprus”)
During this meeting, students who participated in the project visited Cyprus. Thus, they had the chance to meet and be hosted by Cypriot students and learn about our country, our problem and our culture. They worked together• they wrote the lyrics of the song about the future of our planet. The music of the song was composed by the Cypriot students. The guest students visited the classes and attended various lessons. They visited different parts of Cyprus (Paphos, Famagusta province and the old town of Nicosia).
12
13
14
Cypriot students perform a part of an Ancient Greek tragedy, “Eleni� by Eurypides at the ancient theatre, Curium.
15
Visit to the “Petra tou Romiou”
16
Visit Deryneia, close to the occupied city of Famagusta
17
o Third meeting: 21st – 24th April 2010, Maasland – The Netherlands Teachers and students from Cyprus and Scotland had the chance to enjoy the Dutch hospitality, learn about the country and continue their work on the project.
Visit the “Madurodam” in The Netherlands
18
Visit the Keukenhof in The Netherlands – The beauties of the nature ‌
19
Visit to some of the sightseeings in The Netherlands (Madurodam, Keukenhof, Neltje Jans).
Students and teachers leave from The Netherlands full of happy memories with the promise to meet again!
20
At the airport of Schiphol in The Netherlands with the promise to meet again soon!
21
Fourth meeting: 8th – 12th November 2010, Kokkinotrimithia – Cyprus The fourth meeting took place in Cyprus. Some new students and teachers from the partner schools who were involved in the project had the chance to visit Cyprus and try the local hospitality, cuisine and learn about the Cypriot culture and about the problem of the division of the island.
Lighting made with recycled materials
22
Rose made with tins
23
24
Invitation to attend the presentation of the Comenius project at Periferiako Gymnasio Kokkinotrimithias.
A presentation of the project was held at school for the parents, the students and the other residents of the nearby communities in an effort to make people more sensitive with issues that concern the protection of the environment. A short play, especially for the project to fight xenophobia, was acted by the students of the three schools. A song which was also composed for the purpose of the project was performed by the students and teachers in the three languages (Greek – Dutch – English).
25
26
27
Students and teachers compose the song for the purpose of the project.
Dutch brought tulipes bulbs and all together planted them to create a “comenius garden�.
28
Fifth meeting: 29th March – 3rd April 2011, The Netherlands The fifth meeting took place in The Netherlands where the Dutch students and teachers had the chance to return the hospitality to the Cypriot students and teachers and host the Scottish teachers and students. During the meeting the students attended classes with their hosting students thus they experience new subjects for them. They also learned about the differences and similarities of their countries, like the heavy rain in Scotland and The Netherlands, and the lack of water in Cyprus, the renewable sources of energy, windmills in The Netherlands and solar power in Cyprus.
29
30
Sixth meeting: 23rd – 29th June 2011, Edinburgh – Scotland The sixth meeting took place in Scotland. The partners, teachers and students met again to present the final products, discuss the procedure, evaluade the project activities and the whole work in general.
ACTIVITIES
The sixth meeting was the last one for the present project but we promise that this will not be the last one. We hope we will have the chance to work together for another project but for sure we will continue our friendship that was formed the last two years we worked together.
31
Day trip to the Castle of Edinburgh
32
33
34
35
Evening concert at Forrester High School All students from the three participating countries sing the Comenius song, “The future in our hands�
36
37
38
39
Final Products The teachers of the participating schools in an effort to involve in the project as many students as possible, instructed and monitored them to make various products: i. Musical instruments:
(see video “Musical Instruments�)
The students tried to make musical instruments using recycled materials which they exhibited during the presentations of the final meetings in each school.
40
41
42
ii. Scarecrows:
(see video folder – “Scarecrows”)
Scarecrows were mostly made by the Dutch students as their school is an agricultural school and pictures of them were shown for the other partners to understand that they are used to frighten wild birds and animals thus protect their cultivations instead of using insecticides and pollute the environment.
43
44
A picture is worth a thousand words ‌ All these pictures ‌
45
46
iii. Jewels and ornaments: The students of the participating schools used recycled materials and make jewels and other ornaments. Recycled things were also used to make other things for decoration, like Christmas trees, lightings and balls for decoration.
47
48
49
50
From the exhibition for the local community
51
iv. Knowledge competition about Europe 1: A knowledge competition was organized in our school, Periferiako Gymnasio Kokkinotrimithia, about the European Union. All the classes participated and the finals of each class were held in the presence of our partners. These were the questions that were used at the finals:
v. Song: A song was composed by a group of students with the help and guidance of the music teachers. The lyrics were written and sung in the three languages of the participating schools. The theme of the song is based on the environmental issues and the need to protect our environment – our world! All participating students and teachers perform the song in concerts during the presentation of each participating school.
1
Appendix 1
52
Couplet (Greek) Στον κόσμο αυτό που ζήσαν οι προγόνοι μας Και τώρα αφήσανε σε μας για κληρονομιά Οι πάγοι λιώνουνε τα δάση κόβονται Και όλα πάνε πλέον να χαθούν μα πρέπει να σωθούν. Refrain Μικροί μεγάλοι να έρθετε να δώσουμε πνοή Για να σώσουμε μαζί τον πλανήτη μας τη γη.
53
Couplet (Dutch) Waar zijn de bossen? Het is niet wat her hoort te zijn. Ook het ijs is straks verdwenen, Wat Hebben we gedaan. Refrain Maar Er is hoop, het is Niet te laat, Doe je mee, Wat gaan we doen? Pak de Fiets of loop is een Keer, begin Nu dan komt het goed.
Why do the forest and wild life go before our eyes Why do children go hungry filling the land with their cries Refrain All we want is to try and make the world a much better place For our children and for us We can change the world is our chance.
Couplet (English)
vi. Theatrical play 2 The fight against xenophobia and stereotypes was the basis of the theatrical play, written and performed by our students and teachers.
vii. Environmental survey 3 A questionnaire concerning the environment, recycling and renewable sources of energy was prepared by students and teachers. This questionnaire was answered by 50 students and 50 adults from each participating school. The most important reason of the questinnaire was to make parents and students more sensitive about issues concerning the environment.
2 3
See Appendix 2 See Appendix 3
54
Analysis of the questionnaire: Question 3: “What are your country’s most important energy sources now?” Energy Soyrces Πηγές Ενέργειας
Coal (Άνθρακας)
Nuclear (Πυρηνική)
Oil (Πετρέλαιο )
Solar (Ηλιακή)
Water (Hydro)
Wave (Κύμματα )
Wood (Ξυλεία)
Gas ( Γκάζι )
Tidal (Παλίρροια)
Wind (Αιολική)
Geothermal (Γεωθερμική)
30 25 20 15 10 5 0
Question 4: “What will your country’s main sources of energy be in the future?” Future Energy Sources Μελλοντικές Πηγές Ενέργειας
Coal (Άνθρακας)
Nuclear (Πυρηνική)
Oil (Πετρέλαιο )
Solar (Ηλιακή)
Water (Hydro)
Wave (Κύμματα )
Wood (Ξυλεία)
Gas ( Γκάζι )
Tidal (Παλίρροια)
Wind (Αιολική)
Geothermal (Γεωθερμική)
16 14 12 10 8 6 4 2 0
For the 3rd and 4th questions, most of the students and adults agree that solar, oil and wind are and will be the most important sources of energy.
55
Question 5: “What issues does your country have with water?” Lack of it(Έλλειψη)
Does your country do its best to keep the water away with rising sea levels? (Η χώρα σου κάνει ό,τι μπορεί για να αποτρέψει την ανύψωση της στάθμης της θάλασσας;) Finding the best way to maximise its potential (make a profit)
(Η χώρα σου εκμεταλλεύεται θετικά το νερό;)
Most of the students and adults agree that lack of water is a serious issue in our country.
Question 6: “Which transport type do you use most often to get to work/school?”
Transport Types Car
(Αυτοκίνητο)
Bus
(Λεωφορείο)
Train
(Τρένο)
Tram
(Τράμ)
Cycle
(Ποδήλατο)
Motorcycle (Μοτοποδήλατο) Walk
(Με τα Πόδια)
Other
(Άλλο)
In this question, most students answered the “bus” because most of them travel to school by bus, but the answer from parents was car as they do not use the public transport. In this question it is really important to mention the fact that no one of the adults and very few students use the bicycle to move.
56
Question 7: “How important is sustainability (green issues) in your country?” 16 14 12 10 8 6 4 2
9 po rt a nt
8
7
6
Li t tl e
4
5
3
2
10
1
Ve ry
No t
Im
Im
po rta nt
0
Most of the students and adults agree that sustainability is very important.
Question 8: “Do you pick up other people’s litter?”
Yes (Ναι) Sometimes (Μερικές φορές) Never (Ποτέ)
This is very important as well because we see that most of the students and the adults avoid to pick up other people’s litter (sometimes)even though in the previous question they consider sustainability very important.
57
Question 9: “Do you buy organic food?”
Yes (Ναι) Sometimes (Μερικές φορές) Never(Ποτέ)
Most of the students and adults sometimes buy organic food.
Question 10: “Do you consider where products are from when you buy them?”
Yes (Ναι) Sometimes(Μερικές φορές) Never(Ποτέ)
Most students and adults sometimes consider where products come from but we do not know whether they consider origin or quality.
Question 11: “Are you a member of any environmental charities/organisations such as Greenpeace?”
It seems that neither the students nor the adults pay much attention to the environment as nearly no one Yes (Ναι) No(Όχι)
belongs to an environmental organisation.
58
Question 12: “What kind of materials do you recycle at home?” Materials Recycle at Home 2500 2000 1500 1000 500 Others (Άλλα)
Water (Νερό)
Clothes (Ρούχα)
Paper (Χαρτί)
Glass (Γυαλί)
Plastic (Πλαστικά)
Tins – Cans (Τενεκεδάκια)
0
Most of the material that students and adults recycle are paper and plastic.
Question 13: “What kind of materials do you recycle at school / work?” Materials recycle at School 30 25 20 15 10 5 Others (Άλλα)
Water (Νερό)
Clothes (Ρούχα)
Paper (Χαρτί)
Glass (Γυαλί)
Plastic (Πλαστικά)
Tins – Cans (Τενεκεδάκια)
0
More or less, the same materials are recycled at home or at work by students and adults.
59
Question 14: “Do you ever buy products that come from recycled material? ”
Yes (Ναι) No(Ποτέ) Sometimes(Μερικές φορές)
As far as it concerns recycled products, students and adults sometimes buy them.
Question 15: “Do you still use products that harm the environment?”
Yes (Ναι) No(Ποτέ) Sometimes(Μερικές φορές)
Only few students and adults do not use products that harm the environment.
Question 16: “Do you ever use herbs for medical care?”
Yes (Ναι) No(Ποτέ) Sometimes(Μερικές φορές)
Students and adults sometimes use herbs for medical care.
60
Question 17: “What do you do at home or at school/work to protect the environment?”
Question 18: “What do you think should be done to protect the envronment?” From the comments the students and adults made we see that mostly they take care of the environment as far as it concerns their place, but not much is done to protect it. The main concept that comes out from the environmental survey is that Cypriots in general are not very sensitive about matters that concern the environment. It is our obligation to pass the message that everybody has to care about the environment, not only our home.
Dvd The Comenius project in an electronic version includes all the activities.
61
What has already been done in our school to protect the environment: Emphasis was given in the involvement of the students and the nearby communities in activities aiming to protect the environment. 4 o The students, the teachers and the staff of our school made a campaign and tried to recycle various materials, such as paper, plastic, tins and other materials and used them to make other things. o Water is collected in a reservour and used to water plants. o A wind generator is used to produce energy for the operation of an electric label.
4
See Appendix 4
62
o The environmental survey was answered by students and parents, not only to get the results but to make the students and parents more sensitive with matters that concern the environment as well. o New plants and flowers were planted by the students and they undertook the responsibility to look after them. o Slogans about the environment were written in the languages of the partner schools.
Comments made by the students: 5
Logo of the project 6
5 6
See Appendix 5 See Appendix 6
63
Appendix 1
64
65
66
67
68
69
70
71
72
73
74
75
Question 11α • How do we say «tall» in French?
Grand
Question 11β • How do we call the «Athletic Type» in French?
Sportif
76
Final Knowledge competition of European and Environmental Matters Classes B2 – B6
77
Question 1a
•
What is the population of the E.U. (approximately)?
Question 1b
•
How long does the Commissioner’s service in the E.U. last?
• 5 years.
78
Question 2a
•
When will Cyprus have the presidency of the council of Europe?
• The second half of 2012.
Question 2b
•
Which country has the presidency of the council of Europe from January to June 2010?
•
Spain
79
Question 3a
•
Which is the capital of Slovakia?
•
Bratislava
Question 3b
•
Which is the capital of Slovenia?
•
Loumbliana
80
Question 4a
•
What do the two parallel lines in € (euro) symbolize?
•
The Stability of euro.
Question 4b
•
Where does the symbol of € (euro) come from?
•
From the Greek letter Epsilon (E) the first letter of the word EUROPE.
81
Question 5a
•
What is Androula Vasiliou΄s post in the E.U.?
•
Educational Commissioner.
Question 5b
•
Which post did Markos Kyprianou have before he became the Minister of Foreign affairs?
•
Health Commissioner.
82
Question 6a
•
Which are the three symbols of the E.U.?
• The flag, the hymn, the currency (euro).
Question 6b
•
Name three goals set by the E.U.
• Environment Protection, economy, fight of poverty.
83
Question 7a
•
Which Scandinavian Country hasn’t joined the E.U.?
•
Norway
Question 7b
•
When was the Berlin wall brought down?
•
1989
84
Question 8a
•
Name the Balkan countries that are members of the E.U.
•
Greece, Bulgaria, Romania.
Question 8b
•
Name three countries of the E.U. that are not washed by the sea.
• Hungary, Austria, Slovakia, Republic Luxemburg.
85
Question 9a
•
Which ancient Italian town was destroyed by the volcano Vesuvius?
•
Pompeii.
Question 9b
•
Where is the active volcano Etna?
•
Italy (Sicily).
86
Question 10a
•
What does the increased amount of carbon dioxide in atmosphere cause?
•
It causes global warming, or it causes an increase in the mean temperature of the atmosphere of the earth.
Question 10b
•
Name three ways of what we can do to avoid global warming.
• Reduce the amount of fossil fuels which are burnt, plant more trees (stop deforestation) use alternative sources of energy that do not produce greenhouse gases (e.g. solar energy).
87
Draw
88
Question 11a
•
Mention three countries of the E.U. that are crossed by the river Danube.
• Germany, Austria, Hungary, Bulgaria, Romania.
Question 11b
•
Mention three rivers that cross the E.U.
• Danube, Tiber, Seine, Rhine, Thames. 89
Question 12a
•
What does the French expression «tete a tete» mean?
• «Face to face».
Question 12b
•
What does the French expression «alliz-vetour» mean?
• «To go and come back».
90
Final Knowledge competition of European and Environmental Matters
C1 - C6
91
Question 1a
• In which city is the European Bank?
•
In Frankfurt.
Question 1b
•
•
In which city is the European Auditor Congress?
In Luxemburg.
92
Question 2a
•
What are the colours of the Dutch flag?
• • •
White red and blue
Question 2b
•
What are the colours of the Irish flag?
• • •
White red and green
93
Question 3a
•
In which political group of the European Parliament does the political party AKEL Left New Powers belong to?
•
It belongs to the Progressive Alliance of the social and Democratic group (Sociodemocrafic)
Question 3b
•
In which political group of the European Parliament does the Political party «Democratic Rally» belong to?
•
It belongs to the European Popular Party (Christiandemocratic).
94
Question 4a
•
Mention two negative results for the environment caused by deforestation.
•
Change of climate, soil erosion, destruction of the ecological system, greenhouse effect
Question 4b
•
Mention two fossil fuels.
• • •
Petrol gas and coal
95
Question 5a
•
What is called «Aquis Communitaire»?
•
Everything the community has succeeded and it is included in the European Legislation.
Question 5b
•
What are the three criteria a state must have in order to become a member of the E.U.?
•
It must be democratic, have high standard of economy and the public administration
•
must follow the European Legislation.
96
Question 6a
•
Mention 4 possible consequences of global warming.
• • • •
Glaciers melt sea level rises low-lying areas flood climatic changes
Question 6b
• •
Mention three benefits that a country joining the E.U. has.
Free transport of products, services, people, capital, commitment for peace, democracy and respect of the human rights.
97
Question 7a
•
Refer to two serious reasons why parents must avoid smoking.
•
They endanger their health and their children's health as well (pathetic smokers) and they become bad models for their children.
Question 7b
•
Mention two possible consequences in the embryo or the newborn baby if the mother smokes during pregnancy.
•
Delayed embryo development, underweight newborn, abortion, death of the embryo or newborn.
98
Question 8a
• •
What is biological agriculture? It's the developing sector of the production of fruits and vegetables, quite delicious, using methods friendly to the environment. (Alternation of the cultivations for the protection of the soil and break the circle of some of the weeds, no chemical insecticides and fertilizers, choosing flora and fauna resistible to diseases).
Question 8b
•
What does «sustainable development» tourism mean?
•
Holidays that don’t violate the environment (respect energy, maintenance of cultural inheritance of the host countries)
99
Question 9a
•
Mention two benefits of the globalization of trade.
•
A wide range of products in lower prices, better quality products due to competition, export of products to many developing countries that escaped from poverty, decrease of unemployment.
Question 9b
•
Mention two problems globalization has caused.
•
Trafficing of illegal products (drugs, imitations) and increase of illegal migration and terrorism
100
Question 10a
•
Give a short definition of what E.U. is.
•
It is a group of European countries that agreed on the same laws concerning a wide range of matters.
Question 10b
•
What was the vision of the people who first had the idea of a United Europe?
•
Peace in Europe. After the Second World War the Europeans decided that there should be no more disasters and loss of lives.
101
Final Knowledge competition of European and Environmental Matters
DRAW C1 – C6
102
Question 11a
•
•
What did the countries members of the E.U. agree in Sengen in 1995?
They agreed on free transport in E.U. without passport control
Question 11b
•
In the treaty of Mastrict in 1992 the European community was renamed European Union. Mention two other decisions taken in Mastrict that were important for the future of the E.U.
•
Rules concerning the currency, foreign affairs, closer cooperation of the members of the E.U. on safety regulation matters. 103
Question 12a
•
What does « tete a tete » mean in French?
•
Face to face
Question 12b
•
What does « allez-retour » mean in French?
•
Two way
104
Appendix 2 Pride and Prejudices: Stereotypes in Modern Europe Music: Ode to Joy (European Anthem) Scene 1 Dora and Pieter are packing cases. Dora:
I can’t believe we’ve come to the end of our studies. Four years in Scotland seem to have rushed past.
Pieter:
I know…but the past three years have been the happiest so far.
Dora:
Because you met me?
Pieter:
Of course….and because you’re not what I expected
Dora:
In what way?
Pieter:
Well, you know. We always think people from other countries will be very different from ourselves – but they’re not really.
Dora:
I know what you mean. When I first arrived at the university in Scotland, I had a very clear image of what Scottish men would be like. I thought I would be able to tell where everyone came from, just by looking at them
Pieter and Dora exit. Boy enters wearing striped tee-shirt, moustache, beret and carrying onions Boy:
Hello there everybody. Nice to see you, pal. I am whit you’d call a typical Scotsman!
Girl enters Girl:
What are you talking about? You’re not a Scotsman, you’re a Frenchman!
Boy:
What do you mean?
Girl:
You have a moustache, you’re wearing a striped t-shirt and beret – and you’re carrying onions! That makes you French!
Boy:
Mon dieu! Quel faux pas!
Boy exits Girl:
The reason I knew he wasn’t Scottish is that I AM. You can tell a Scot from everybody else in the world. We are the friendliest nation there is – we welcome everybody with open arms…..well, except the English.
105
We all have red hair – well, I don’t but it must be in my genes somewhere. We have great traditional names like Fiona and Rhona and Alasdair and Ceilidh – or is that a dance? We wear kilts too – except, I don’t really like them, They’re too old-fashioned – and itchy –and – well, you don’t have to wear them all the time to prove you’re Scottish Boy enters wearing kilt, red hair, bunnet, Scotland t-shirt and carrying a bottle of whisky. Boy:
(sings a football chant) Here we go, here we go, here we go
Girl:
Excuse me. What are you doing?
Boy:
I’m being a Scotsman. Everyone knows we get drunk and sing too loudly at football matches – or rather, in the streets after football matches.
Girl:
That’s just not true. That’s a terrible stereotype. People from other countries may think that but there’s more to being Scottish than that.
Boy:
Well, you were describing us as a stereotype too. People don’t wear kilts all the time. Hardly anyone has a traditional name and as for red hair, well, some people have it and others don’t. It’s not important. Unfortunately, there is a problem with the way some Scots think about the English. Some members of my family are English and I don’t see why anyone thinks there’s anything wrong with them. Anti-English comments are racist.
Girl:
I didn’t think of it that way. You’re right, I’m sorry. Do you think people in other countries think of us in a stereotypical way?
Boy:
They might, until, they get to know us. You thought the boy in the stripey t- shirt must be French. You are thinking about the French in a stereotypical way.
Girl:
You’re right again. I feel really silly. (Exits)
Dutch boy (DB) enters DB:
Hello. My name is Jan. I am Dutch.
Boy:
Hi, I’m John. I’m from Scotland. Wow! You’re really tall. Well, I suppose that’s because you are Dutch. All Dutch people are giants, aren’t they?
Jan:
Well, some of us are quite tall, but not everybody.
John:
Well, I’ve read about Holland. Don’t you all go around wearing those wooden shoes?
Jan:
You mean clogs? (Dutch word) Well, again, some people wear them sometimes, but I’m not wearing them now, am I?
John:
Oh, no, you’ve got some pretty cool trainers. Can you dance in trainers when you are in the windmills?
Jan:
Why would I be in a windmill?
John:
Don’t you live in one?
Jan:
No! Don’t be ridiculous. We have houses just like you. There are windmills but people don’t live in them.
John:
Really? Oh well.
106
Jan:
Why do you think like this about the Dutch people? Have you ever visited The Netherlands?
John:
No. I thought it would be really boring because it’s so flat.
Jan:
Well, it is a flat country but it’s also really diverse. You should come to see it sometime. We could have boat trips on canals, see the windmills and eat cheese, and perhaps we could visit a nightclub in Amsterdam. Or, we could go to see a football match or a music concert, try sailing on the coast, visit a nature sanctuary or find out more about the fantastic engineering projects we have.
John:
Sounds good. Maybe I will visit after all. (Exits)
Dutch girl enters DG:
Hello Jan. (In Dutch first, then English) Who was that strange boy?
Jan:
Hello ………. (Dutch first) He was a Scottish boy. His name is John.
DG:
John? I thought all the Scottish boys were called Jock!
Jan:
Now, don’t you start. I’ve just finished telling him not to judge Dutch people in a stereotypical way and now you are judging him! (Exits)
DG:
I suppose he’s right. I would be annoyed if people expected me to look like the traditional ‘Little Dutch Girls’ like a costume doll.
Enter Cypriot girl (CG) wearing jeans and trendy top CG:
(In Greek first) Hello
DG:
Hello. Where are you from?
CG:
I’m from Cyprus.
DG:
Really? But I thought the women wore black dresses and looked old-f fashioned. – or wore white robes, with cords tied around them
CG:
Why on earth would you think that? We are not living in historical times. Most girls of my age will dress like this.
DG:
Really? Aren’t jeans very hot when you are working in the kitchen?
CG:
What do you mean?
DG:
Well, I’ve heard that girls in your country do all the work, the cleaning, cooking, washing, because the men won’t help. They think it’s women’s work.
CG:
That’s a stereotypical view of Cyprus and Greece. Of course there are some men who think that way, but aren’t there some in your country too? Most of us realise that’s a very old- fashioned way to behave.
DG:
So, tell me more about your country. Does everybody dance in the restaurants and do you always smash your plates at the end of a meal? Doesn’t that become very expensive?
CG:
You really don’t know much about us, do you? Have you ever visited Cyprus?
DG:
No. I thought it would be too dangerous with all the fighting going on.
107
CG:
There is no fighting going on. Our island is split and that is very sad, but we are not always fighting with each other.
DG:
I’m sorry, I suppose I got the wrong impression from somewhere.
CG:
Yes. Too many people believe what they see on TV and in films, or they remember something from a history lesson and don’t realise that the situation has changed. You have to really visit a country and get to know its people and discover that we are all the same, especially in Europe. We have much more in common than you think.
DG:
Yes. My friend, Jan, told me I had the wrong view of Scottish people.
CG:
Oh, the Scots. They are very violent, aren’t they? I suppose it’s because they drink whisky all the time.
Scottish girl enters again SG:
Hey, that’s not fair and it’s just not true. (Exits)
Dora and Pieter enter Dora:
I can’t believe I thought like that. Luckily I found out that we are all just the same – good people and bad people in every country. I can’t wait to take you home and introduce you to my family
Pieter:
I hope your mother will like me. I’m sure she would have wanted a nice Greek boy for her daughter.
Dora:
Don’t be silly. She’ll be happy if I am happy. She won’t care where you come from.
Scene 2 A middle-aged woman speaks on the phone in the sitting room of a province house Mrs. Panayiota:
Well Julia, I am very happy, my Dora is arriving any moment. Fortunately she finished her studies. Thank God… She is coming home….No. I will not complain anymore that I am all alone.
The door bell rings Mrs. Panayiota:
Well, Julia, I have to leave you. The bell is ringing. My beloved little girl has come!
Mrs. Panayiota opens the door full of joy and astonished she sees her daughter with a stranger. Her expression and mood change immediately Dora:
Mum! (She hugs her…)
Mrs. Panayiota:
Dora welcome! The boy? .. Is he from Greece?
Dora:
No mum. He is Dutch!
108
Mrs. Panayiota:
Dutch? How did he happen to be in Cyprus?
Dora:
What do you mean? How did he happen to be in Cyprus? We came together!
Mrs. Panayiota:
Is he on holiday?
Dora:
No, mum. He is my boyfriend. We live together.
Mrs. Panayiota:
Live together? What do you mean “live together”?
Dora:
What do I mean? We used to live together in Scotland and now he has come with me. We are a couple. I was going to tell you but it never seemed to be the right time. Then I thought I would just surprise him. You’ll like him a lot.
Mrs. Panayiota:
I see!
Dora:
Sorry Pieter. This is my mum, Rania Panayiota.
Pieter:
Nice to meet you Mrs. Patayiota!
Dora:
Pana-yiota!
Mrs. Panayiota:
Nice to meet you. Nice to meet you. (Full of astonishment.)
Dora:
Mum, we will go into my room to leave our luggage.
Mrs. Panayiota:
Yes, ok, ok.
Dora:
Pieter, follow me.
Dora and Pieter go into the room. After a while Dora comes out to get a glass of water. She sees her mother thoughtful Dora:
What’s wrong? You look so worried.
Mrs. Panayiota:
(angrily) I don’t understand Dora. I had you studying in Scotland for such a long time spending so much money and now you come back with the tall guy from Holland. Where did you find him?
Dora:
At the University mum. We were studying together at the Environmental Studies Department.
Mrs. Panayiota:
How are you going to communicate?
Dora:
Mum, he speaks English! So do I!!!
Mrs. Panayiota:
I’ll bet he’s an atheist!
109
Dora:
He is Christian mum, but his religion doesn’t matter.
Mrs. Panayiota:
Yes, but you are not the same. He isn’t Greek!
Dora:
We are both Europeans mum.
Mrs. Panayiota:
(angrily) What does this mean? Tomorrow or the day after you will come home with an Italian, a Spaniard or a Scot?
Dora:
We are all human beings mum. Why do you stick to the stereotypes? I thought you were not a racist.
Mrs. Panayiota: Instead of studying you were interested in having love affairs. Dora:
Mum. Haven’t you ever fallen in love?
Mrs. Panayiota:
Yes with your father, who left me for a German woman!
Dora:
That’s why you dislike foreigners so much!
Mrs. Panayiota:
That’s not true.
Pieter comes in Pieter:
Sorry, I am thirsty.
Dora gives him a glass of water. Mrs. Panayiota goes to her room angry. Dora looks very sad and upset Pieter:
What is going on baby?
Dora:
Sorry Pieter. (She hugs him.)
Pieter:
I feel your mother doesn’t agree with our relationship. I think we had better leave.
Dora:
Yes, you are right. You have to leave and ... I have to come with you. You know how much I love you.
Pieter:
But it’s your country here, your home and your mum.
Dora:
So what? What if my mum doesn’t want me to be happy? I had better leave.
They go back to their room. The door bell rings and Mrs. Panayiota opens the door. Panayiota’s sister, Julia, comes in
110
Mrs. Panayiota: I am glad you are here my sister. I need you. Julia:
What happened? You sounded very worried on the phone. What were you talking about?
Mrs. Panayiota:
How can’t I be so upset and angry! I had her studying in Scotland for five years and all she had in mind was her love affair. She used to live with that one she has brought here.
Julia:
(laughing) Brought here?
Mrs. Panayiota:
Yes a Dutch boy!
Julia:
And so what? What’s the problem?
Mrs. Panayiota:
Have you heard? She came to Cyprus with a foreigner, who she says, is her boyfriend!
Julia:
I think, dear sister, you have forgotten your own story.
Mrs. Panayiota:
Which story?
Julia:
You were in love with a boy from Greece but our mum did not approve it so you finally split!
Mrs. Panayiota:
Yes, but he was Greek and we spoke the same language.
Julia:
Who told you that our Dora can’t communicate with her Dutch boyfriend?
Mrs. Panayiota:
She communicates very well.
Julia:
Then, why do you interfere? Things have changed Panayiota. We are European citizens now.
Mrs. Panayiota:
I don’t want to lose her. She is the only one I have. I will be all alone if she leaves.
Julia:
Here you are again. You are going to lose her forever if you continue to contradict her all the time.
Mrs. Panayiota:
Yes, but…
Dora and Pieter come in with their luggage ready to leave Dora:
Aunt Julia! (they hug)
111
Julia:
But ... Where are you going with your luggage?
Dora:
Mum doesn’t want us here.
Julia:
What are you talking about my girl? Panayiota!
Mrs. Panayiota:
What are you talking about Dora? Don’t I want you here? I have been waiting for such a long time. I said what I said because I was surprised. You will both stay here with me as long as you want.
She shakes hands with Pieter and kisses him on both cheeks. Mrs. Panayiota:
Pieter welcome to Cyprus and to our home. We may be different, but we are the same!
Scene 3 A year later in the sitting room of their house Pieter is checking his e-mail on his laptop. Dora comes in, interrupts and hugs him Dora:
What are you doing Pieter?
Pieter:
I’m just checking my e-mail. Lots of our friends are wishing us all the best., but they can’t make it to come for our wedding.
Dora:
Yes, but we are sure that they love us and they would like to be here with us to share our happiness.
Pieter:
Yeah. Sit next to me baby. I will answer to Sjord. (She sits next to him.)
Meanwhile Mrs Panayiota comes in speaking on her mobile phone. Mrs. Panayiota:
Everything is ready Julia. There are two more days for the kids’ wedding … Of course I am very happy. How can’t I be? Will you pass by later? We will have a party for the kids … Ο.Κ sister? I have to leave you now as I have to arrange a few things. I am thinking of sending them away as it going to be a surprise party.
She switches off the phone Dorita! Dora:
Yes mum.
Mrs. Panayiota:
Finish your work and get out of here. I want to prepare the place.
Dora:
Why do you want to get rid of us?
Mrs. Panayiota: A small party. We ‘ve talked about it.
Dora:
(Sadly) Party without friends? How can it be?
Mrs. Panayiota:
Eh they can’t come. Cyprus, Scotland and Holland aren’t exactly in the same neighbourhood!
112
Dora:
Pieter:
You are right. Pieter , let’s go shopping. My mum wants to organize a party for us. Good idea. Let’s get some fresh air. I’ll take you to the café..
Pieter switches off his P.C. while Dora takes her bag and they leave Dora:
Call us when you are ready mum. (They leave.)
Music. Dim lights. The place is decorated with balloons. Mrs. Panayiota receives the kids’ friends Greek, Dutch and Scottish. Finally she calls her children to come. Pieter comes into the room. The lights on the stage are turned on Their friends:
(Shout) Surprise!!!
Pieter:
Sjord !!!
Dora:
Emily!!!
They hug each other. They look so happy Emily:
We wouldn’t miss your wedding for anything!
Loud music , Greek songs, Scottish and Dutch songs - such us Helena Papparizou, Tha me allios/ Yparxei zwh, Drake, Forever, Armin van Buuren, In and out of love Tiesto etc -They dance together
113
Appendix 3
COMENIUS ENVIRONMENTAL SURVEY
SCOTLAND
CYPRUS
HOLLAND
Question 1: What country do you reside in? (Από ποια χώρα είστεX) Scotland
Holland
Cyprus
Question 2: What are you? (Είστε:) Adult Ενήλικας
Student Μαθητής
Question 3: What are your country’s most important energy sources now? (Tick top three) Ποιες είναι οι πιο σημαντικές πηγές ενέργειας της χώρας σας.
·
Geothermal (Γεωθερμική)
·
Water (Hydro)
·
Wind (Εολική)
·
Solar (ηλιακή )
·
Tidal (Παλίρροια)
·
Oil (πετρέλαιο )
·
gas ( γκάζι )
·
Nuclear (Πυρηνική)
·
wood (ξυλία )
·
Coal (Άνθρακας)
·
Wave (κύμματα )
Question 4:
114
What will your country’s main sources of energy be in the future? (Tick top three) Ποια θα είναι η πηγή ενέργιας της χώρας σας σε μερικά χρόνια. ( να σημειώσετε 3) ·
Geothermal (Γεωθερμική)
·
Water (Hydro)
·
Wind (Εολική)
·
Solar (ηλιακή )
·
Tidal (Παλίρροια)
·
Oil (πετρέλαιο )
·
gas ( γκάζι )
·
Nuclear (Πυρηνική)
·
wood (ξυλία )
·
Coal (Άνθρακας)
·
Wave (κύμματα )
Question 5: What issues does your country have with water? (Tick one or more) Ποιες είναι τα ζητήματα στη χώρα σου αναφορκά με το νερό; ·
Lack of it
·
Does your country do its best to keep the water away with rising sea levels
(Η χώρα σου κάνει ό,τι μπορεί για να αποτρέψει την ανύψωση της στάθμης της θάλασσας;) ·
Finding the best way to maximise its potential (make a profit)
(Η χώρα σου εκμεταλλεύεται θετικά το νερό;) ·
None
Question 6: Which transport type do you use most often to get to work/school? (Tick one) Ποια μεταφορικά μέσα χρησιμοποιείς για να πάεις στη δουλειά/σχολείο σου ·
Car
(Αυτοκίνητο)
·
Cycle
·
Bus
(Λεωφορείο)
·
Motorcycle (Μοτοποδήλατο)
·
Train
(Τρένο)
·
Walk
(Με τα Πόδια)
·
Tram
(Τράμ)
·
Other
(Άλλο)
Question 7:
115
(Ποδήλατο)
How important is sustainability (green issues) in your country? (Πόσο σημαντική είναι η περιβαλλοντική σταθεροποίηση στη χώρα σουX) 10 = Very Important
10
5 = Little
1 = Not Important
(Πολύ σημαντικό)
( Λίγο)
( Όχι σημαντικό)
9
6
8
7
5
4
3
2
1
Question 8: Do you pick up other people’s litter? (Μαζεύεις τα σκουπίδια που πετούν άλλοιX)
Yes (Ναι)
Sometimes (Μερικές φορές)
Never (Ποτέ)
Question 9: Do you buy organic food? (Αγοράζεις βιολογικά προϊόντα;) Yes
Sometimes
Never
(Ναι)
(Μερικές φορές)
(Ποτέ)
Question 10: Do you consider where products are from when you buy them? (Κοιτάζεις από που είναι η προέλευση των προϊόντων που αγοράζεις;) Yes (Ναι)
Sometimes (Μερικές φορές)
Never (Ποτέ)
Question 11: Are you a member of any environmental charities/organisations such as Greenpeace? (Είσαι μέλος κάποιου περιβαλλοντικού συνδέσμου, όπως η Greenpeace;) Yes (Ναι)
No (Όχι)
116
Question 12: What kind of materials do you recycle at home? (Τι υλικά ανακυκλώνεις στο σπίτι;) ·
Tins – Cans (Τενεκεδάκια)
·
Clothes (Ρούχα)
·
Plastic (Πλαστικά)
·
Water (Νερό)
·
Glass (Γυαλί)
·
Others (Άλλα)
·
Paper (Χαρτί)
Question 13: What kind of materials do you recycle at school / work? (Τι υλικά ανακυκλώνεις στο σχολείο / εργασία σουX)
·
Tins – Cans (Τενεκεδάκια)
·
Clothes (Ρούχα)
·
Plastic (Πλαστικά)
·
Water (Νερό)
·
Glass (Γυαλί)
·
Others (Άλλα)
·
Paper (Χαρτί)
Question 14: Do you ever buy products that come from recycled material? (Αγοράζεις προϊόντα από ανακυκλωμένα υλικά;)
Yes
No
(Ναι)
Sometimes (Ποτέ)
(Μερικές φορές)
Question 15: Do you still use products that harm the environment? (Χρησιμοποιείς ακόμη προϊόντα που είναι επιβλαβή στο περιβάλλον;)
Yes (Ναι)
No (Ποτέ)
Sometimes (Μερικές φορές)
117
Question 16: Do you ever use herbs for medical care? (Χρησιμοποιείς βότανα για θεραπευτικούς λόγους;) Yes (Ναι)
No (Ποτέ)
Sometimes (Μερικές φορές)
Question 17: What do you do at home or at school/work to protect the environment? (Τι κάνεις στο σπίτι ή στο σχολείο / εργασία σου για να προστατέψεις το περιβάλλον;) _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ____________
Question 18: What do you think should be done to protect the envronment? (Τι νομίζεις ότι μπορεί να γίνει για να προστατέψουμε το περιβάλλον;) _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ____________
118
Comenius Environmental Survey Results June 2011
Environmental Survey • As part of our project we conducted a survey across the three nations on our attitudes towards our environment. • We hope you find the results interesting. • The project has allowed us to think about our differences in terms of energy and water but has also allowed us to think about our future and the importance of Global and European citizenship.
119
Question 1 What are your countries most important energy sources now?
20 15 10 5 0
ot he
rm a W l in d Ti da l Ga s Tr ee s W av e W at er So lar O Nu il cle ar Co al
Series1
Ge
%
What are your countries most important energy sources now? Scotland
Energy Sources
120
Question 1 What are your countries most important energy sources now? What are your countries most important energy sources now? Holland
O i uc l le ar C oa l N
W
eo th er m G
Ti da l G as Tr ee s W a t Wa er v (H e yd ro ) So la r
Series1
al in d
%
35 30 25 20 15 10 5 0
Energy Sources
Question 1 What are your countries most important energy sources now?
30 25 20 15 10 5 0
Energy Sources
121
Nu
al Co
cl e
ar
il O
Tr ee s W av e W at er So la r
as G
da l Ti
ind W
ot he
rm
al
Series1
Ge
%
What are your countries most important energy sources now? Cyprus
Question 2 What will your country’s main energy sources be in the future?
30 25 20 15 10 5 0
Energy Sources
122
l Co a
O Nu il cle ar
al W in d Ti da l G as Tr ee s W av e W at er So la r
Series1
G eo th er m
%
What will your contry's main sources of energy be in the future? Scotland
Question 2 What will your country’s main energy sources be in the future?
30 25 20 15 10 5 0
G eo
O i uc l le ar C oa l N
al W in d Ti da l G as Tr ee s W W at a er v (H e yd ro ) So la r
Series1
th er m
%
What will your country's main sources of energy be in the future? Holland
Energy Sources
Question 2 What will your country’s main energy sources be in the future?
25 20 15 10 5 0
Energy Sources
123
C oa l
O il N uc le ar
So la r
W at er
W av e
Tr ee s
as s G
Ti da l
in d
Series1
W
G eo th er m al
%
What will be your country's main sources of energy in the future? Cyprus
Question 3 What issues does your country have with water? What issues does your country have with water? Scotland
Lack of it Keeping it out due to sea level rising Finding the best way to maximize it potential None
124
Question 3 What issues does your country have with water? What issues does your country have with water? Holland Lack of it
Keeping it out due to sea level rising Finding the best way to maximise its potential (profit) None
Question 3 What issues does your country have with water? What issues does your country have with water? Cyprus
Lack of it Keeping it out due to sea level rising Finding the best way to maximise it's potential. None
125
Question 4 Which transport type do you use most often to get to work/school? Which transport type do you use most often to get to work/school? Scotland Car Bus Train Tram Cycle Motorcycle Walk Other
126
Question 4 Which transport type do you use most often to get to work/school? Which transport type do you use most often to get to work/school? Holland Car Bus Train Tram Cycle Motorcycle Walk Other
Question 4 Which transport type do you use most often to get to work/school? Wh i c h t r a n sp o r t t y p e d o y o u u se m o st o f t e n t o g e t t o w o r k / sc h o o l ? C y p r u s
Car Bus T r ai n T r am Cycl e Motor cycl e Wal k Other
127
Question 5 Do you pick up other people’s litter? Do you pick up other people's litter? Scotland
Yes Sometimes Never
128
Question 5 Do you pick up other people’s litter? Do you pick up other people's litter? Holland
Yes Sometimes Never
Question 5 Do you pick up other people’s litter? Do you pick up other people's litter? Cyprus
Yes Sometimes Never
129
Question 6 Do you buy organic food? Do you buy organic food? Scotland
Yes Sometimes Never
130
Question 6 Do you buy organic food? Do you buy organic food? Holland
Yes Sometimes Never
Question 6 Do you buy organic food?
Do you buy organic food? Cyprus
Yes Sometimes Never
131
Question 7 Do you consider where products are from when you buy them? Do you consider where products are from when you buy them? Scotland
Yes Sometimes Never
132
Question 7 Do you consider where products are from when you buy them? Do you consider where products are from when you buy them? Holland
Yes Sometimes Never
Question 7 Do you consider where products are from when you buy them?
Do you consider where products are from when you buy them? Cyprus
Yes Sometimes Never
133
Question 8 Are you a member of any environmental charities/organisations such as Greenpeace? Are you a member of any environmental charities/organisations such as Greenpeace? Scotland
Yes No
134
Question 8 Are you a member of any environmental charities/organisations such as Greenpeace? Are you a member of any environmental charities/organisations such as Greenpeace? Holland
Yes No
Question 8 Are you a member of any environmental charities/organisations such as Greenpeace? Are you a member of any environmental charities/organisations such as Greenpeace? Cyprus
Yes No
135
Question 9 What kind of materials do you recycle at school/work? What kind of materails do you recycle at home? Scotland
Tin- cans Plastic Glass Paper Clothes Water Others
136
Question 9 What kind of materials do you recycle at school/work?
What kind of materials do you recycle at home? Holland
Tins/cans Plastic Glass Paper Clothes Water Other
Question 9 What kind of materials do you recycle at school/work? What kind of materails do you recycle at home? Cyprus
Tins/Cans Plastic Glass Paper Clothes Water Other
137
Question 10 What kind of materials do you recycle at school/work?
What kind of materials do you recycle at school/work? Scotland
Tin- Cans Plastic Glass Paper Clothes Water Others None
138
Question 10 What kind of materials do you recycle at school/work? What kind of materials do you recycle at school/work? Holland
Tins/cans Plastic Glass Paper Clothes Water Other
Question 10 What kind of materials do you recycle at school/work? What kind of materials do you recycle at school/work? Cyprus
Tins/Cans Plastic Glass Paper Clothes Water Other
139
Question 11 Do you ever buy products that come from recycled material? Do you ever buy products that come from recycled material? Scotland
Yes No Sometimes
140
Question 11 Do you ever buy products that come from recycled material? Do you ever buy products that come from recycled material? Holland
Yes No Sometimes
Question 11 Do you ever buy products that come from recycled material? Do you ever buy products that come from recycled material? Cyprus
Yes No Sometimes
141
Question 12 Do you still use products that harm the environment? Do you still use products that harm the environment? Scotland
Yes No Sometimes
142
Question 12 Do you still use products that harm the environment? Do you still use produts that harm the environment? Holland
Yes No Sometimes
Question 12 Do you still use products that harm the environment? Do you still use products that harm the environment? Cyprus
Yes No Sometimes
143
Question 13 Do you ever use herbs for medical care? Do you ever use herbs for medical care? Scotland
Yes No Som etimes
144
Question 13 Do you ever use herbs for medical care? Do you ever use herbs for medical care? Holland
Yes No Sometimes
Question 13 Do you ever use herbs for medical care? Do you ever use herbs for medical care? Cyprus
Yes No Sometimes
145
Question 14 What do you do at home or at school/work to protect the environment? • ‘Give money to charities’ • ‘Recycle’ • ‘I don’t take long showers’ • ‘I sell the things I don’t use on e bay’ • ‘I buy green electricity’ • ‘Projects on recycling’
146
Question 15 What do you think should be done to protect the environment? • • • • • • •
‘Drive economically’ ‘Use less electricity’ ‘The polluter pays’ ‘Free public transport’ ‘Cooperation between counties’ ‘More environmental education’ ‘Bring more nature back into our cities’
And the most interesting response…….. • ‘Everybody should use lamas for transportation’ (Holland)
147
Thanks
148
Appendix 4
149
Periferiako Gymnasium Kokkinotrimithias Environmental Programme “Botanic Garrden�
150
Appendix 5 Trip o the Netherlands (2009-2010) Το ταξίδι μας στην όμορφη Ολλανδία, τη χώρα των τουλιπών στα πλαίσια του προγράμματος Comenius ήταν για μας μια μοναδική και ευχάριστη εμπειρία. Είχαμε την ευκαιρία να γνωρίσουμε μέρος της χώρας, τους ανθρώπους και τον τρόπο ζωής. Η επίσκεψη μας στο Άμστερνταμ που είναι μια ολοζώντανη πόλη χτισμένη κυριολεκτικά πάνω στο νερό, με κτίρια παραδοσιακής αρχιτεκτονικής και αναρίθμητα φυσικά κανάλια, τα οποία διασχίσαμε με τα ποταμόπλοια ήταν πραγματικά υπέροχη. Το μουσείο των κέρινων ομοιωμάτων, Madame Tussaud, και η φωτογράφηση μας με διασημότητες όπως ο Μπαράκ Ομπάμα, Brad Pitt, Angelina Jolie, Julia Roberts, Luciano Pavarotti, Πάπας Βενέδικτος, Bob Marley και άλλοι πολλοί θα είναι μια εμπειρία που θα μας μείνει αξέχαστη. Η φιλοξενία και η αγάπη που μας πρόσφεραν οι καθηγητές, οι μαθητές και οι οικογένειες τους θα μείνει πάντοτε μέσα στη καρδιά μας και για όσα έχουν κάνει για να αγαπήσουμε τη χώρα τους και να θέλουμε να την επισκεφτούμε ξανά! Χριστίνα Αριστοτέλους Γ4 Ευδοκία Ασπρομάλλη Β6
Unforgettable memories from the trip to The Netherlands (2009 – 2010) Aπό τον Φλεβάρη κανονίζαμε το αναμενόμενο ταξίδι μας στην Ολλανδία. Ο ενθουσιασμός μας από την πρώτη στιγμή ήταν απερίγραπτος. Και ενώ όλα κυλούσαν ομαλά, οι διεθνείς εξελίξεις με την ηφαιστειακή λαβα έκοψαν τα φτερά μας. Όχι όμως για πολύ... Έτσι το ταξίδι μας πήρε σάρκα και οστά στις 16 Απριλίου. Η παραμονή μας στα σπίτια των οικογενειών που μας φιλοξενούσαν ήταν καταπληκτική! Δεν μπορώ να ξεχάσω πως στο σπίτι που έμενα ήμασταν εννέα συνολικά άτομα. Το σπίτι άνοιγε και ενωνόταν με την εκκλησία! Με ξενάγησαν και είχα την ευκαιρία να δω από κοντά και να ακούσω να παίζουν εκκλησιαστικό όργανο. Η φιλοξενία που τύχαμε από του φίλους μας τους Ολλανδούς ήταν πολύ θερμή. Προσπαθούσαν συνεχώς να μας φέρουν σε επαφή με τη δική τους κουλτούρα και τις τοπικές τους γεύσεις. Οι λέξεις είναι λίγες για να περιγράψουν την ομορφιά αυτής της υπέροχης χώρας. Θεωρώ πολύ τυχερή που έλαβα μέρος σ’ αυτό το ευρωπαϊκό πρόγραμμα και ευχαριστώ που με επέλεξαν να εκπροσωπήσω τη χώρα μου κερδίζοντας παράλληλα μία μοναδική και αξέχαστη εμπειρία! Χριστίνα Ανδρέου, Γ3
151
Εμπειρίες από το ταξίδι στην Ολλανδία
Όταν συμπλήρωνα την αίτηση για το comenious , ποτέ δεν φαντάστηκα ότι θα ήμουν μέσα στα παιδιά που θα επιλέγονταν για να ταξιδέψουν. Αφού πληροφορήθηκα πως θα ταξίδευα , από εκείνη την στιγμή άρχισε να με κυριεύει μια παράξενη αγωνία και πολύς φόβος ταυτόχρονα. Παρόλο που φοβόμουν για τα πάντα , το σπίτι, την συμπεριφορά του κοριτσιού που θα με φιλοξενούσε , τους γονείς της , ανυπομονούσα να πάω. Επειδή ήξερα πως θα ήταν μια εντελώς διαφορετική εμπειρία , έτσι και πήγα. Με το που ανέβηκα στο πρώτο αεροπλάνο για ένα λόγο ούτε αγχώθηκα ούτε τίποτα .Πέρασαν οι ώρες , τα λεπτά , τα δευτερόλεπτα , άλλαξε η μέρα και να που επιτέλους μετά από ένα χρονοβόρο ταξίδι φτάσαμε στην Ολλανδία. Όταν φτάσαμε αντικρίσαμε ένα τοπίο εντελώς διαφορετικό και σύγχρονος υπέροχο. Παντού υπήρχαν ποτάμια με πάπιες , αγελάδες και κατσίκες οι οποίες περιφέρονταν στο υπέροχο πράσινο που υπήρχε από τις δύο πλευρές του δρόμου. Η χώρα διέθετε σπίτια μεγάλα και μικρά με όμορφους κήπους , γεμάτους όμορφα λουλούδια της εποχής. Αυτό που μου έκανε εντύπωση είναι που υπήρχαν παντού ποδηλατοδρόμοι , αλλά καθώς επίσης και χώροι στάθμευσης για αυτά. Όταν φτάσαμε στο σχολείο των ολλανδών ένιωσα κάπως διαφορετικά γιατί δεν έμοιαζε καθόλου με το δικό μας. Διέθετε διαφόρων ειδών ζώα (αγελάδες, πάπιες , κατσίκες , γουρούνια κτλ) , αφού αντίκρισα αυτά μας οδήγησαν σε μια αίθουσα όπου συναντήσαμε τα παιδιά που θα μας φιλοξενούσαν , για δεύτερη φορά. Εκεί βρίσκονταν και οι γονείς τους όπου τους γνωρίσαμε .Η μητέρα του κοριτσιού που θα με φιλοξενούσε όταν την γνώρισα μου φάνηκε πολλοί φιλική και οικία. Έτσι γνωριστήκαμε και στην συνέχεια πήγαμε στο σπίτι . Τα συναισθήματα μου ήταν απερίγραπτα ούτε φόβο , ούτε άγχος ένιωθα , αφού η ίδια η μητέρα της ήταν πολύ φιλική πράγμα που δεν το περίμενα και τόσο .Το σπίτι της , όπως και το σχολείο της δεν είχε καμία σχέση μετά δικά μου. Το απόγευμα γνώρισα την αδερφή , τον πατέρα και το αδερφό της . Επιπλέον αυτοί ήταν το ίδιο φιλική και φιλόξενοι όπως και η μητέρα της .Δεν είχα κανένα παράπονο από την πρώτη κιόλας μέρα και αυτό με ευχαριστούσε γιατί όλα ήξερα πως θα κυλούσαν ομαλά. Κάθε πρωί πηγαίναμε στο σχολείο με το τραμ και το λεωφορείο. Επιπρόσθετα έχω να προσθέσω πως το φαγητό τους είναι διαφορετικό και κάπως παράξενο για εμάς που έχουμε συνηθίσει διαφορετικά. Σιγά σιγά πέρασαν οι μέρες χωρίς να το καταλάβουμε και έφτασε η μέρα της επιστροφής .Λυπόμασταν που θα φεύγαμε αλλά θα θυμόμαστε για πάντα τις όμορφες στιγμές που περάσαμε στην Ολλανδία .Τέλος ελπίζω να μου ξαναδοθεί αυτή η ευκαιρία και να επισκεφτώ και άλλη χώρα. Μαρία Κυριακίδου, Γ2
152
2M1M-2M11
Just like any other student, I decided to take part on the Student Exchange program on my first year in Secondary School mostly because it seemed exciting enough and I also liked the idea of the journey to a foreign country. So, I signed up along with some of my friends, expecting to gain lots of experiences along with a lot of new friends. On the first year of the program we were all full of excitement and a little tiny bit nervous, which turned out to be unnecessary. We had prepared a lot of things for the people from Scotland and Holland. We tried to make them feel as comfortable as possible, trying to include them to everything we did. I didn’t host someone on the first year, instead the teachers thought it would be a lot better if I left that for the seniors since they were going to High School next year and they needed to have a chance to gain as much experiences as they could. But that didn’t stop me from socializing with them, on the contrary; I talked to them a lot, getting to know them a bit, even teaching them a little bit of Greek. The second year is the last one. This time I was hosting a girl from Scotland, Sophie and I couldn’t be happier. We exchanged a few e-mails as soon as I got her e-mail address and we got to know each other a little before she came here. I also sent her a picture of me just so she could recognize me when she got here. The week they stayed here we had a whole lot of fun. Parties, walks, a little bit of sight-seeing and tiny bit of shopping. Then, there was a play, written from a teacher of our school. It was about the stereotypes people put and all the prejudices a society has about foreigners. I had a part in that, along with others from all three countries. Our goodbye was full of tears, hugs and promises to see each other really soon. We are already counting down the days for our journey for the closing of the program in Scotland. I feel lucky for being one of the few that are going, but it would be a lie to say that I’m not saddened by the fact that this is going to be the end. I don’t want it to finish. Of course, I’ll keep in touch with all the friends I made. We exchanged e-mail addresses, phone numbers, normal addresses etc. We already talk via Facebook, MSN, MySpace and all that, exchanging news or just talking about random teenage stuff, catching up! I feel pretty confident that we’ll never stop talking, we’ve become great friends.
153
The program didn’t disappoint me at all. It’s been everything I wanted and so much more. I’ve gained a lot of experiences and I had the chance to expand my horizons to places beyond Cyprus. I made a lot of friends and I can’t wait to see them again. J Other Students’ opinions: - “I expected it to be good from what my friends said, it was amazing, so yeah I liked it. It turned out good. I basically enjoyed my time...” Emma Stewart - “I think that it’s a really good way to learn about other cultures and a great way to make new friends!” Jamie Guthrie - “I think it was really good! And that I’ll never forget it” Mandy Lee Stewart
Eleni Charalambous
154
Appendix 6 The logo was designed by a group of students from class B: Paraskeuas Skarparis, Constantinos Hadjicostis, Nicolas Loizou and Alexandros Themistokleous.
155
156
Names of the participants Periferiako Gymnasium Kokkinotrimithias - Cyprus o Teachers: -
Maria Topouzi
-
Lambros Hadjilambris
-
Rita Sourmeli
-
Avgi Kozaki
-
Maria Petrou
-
Marianna Polykarpou
-
Antonia Hadjikyriakou
-
Elena Christodoulou
-
Maria Antoniou
-
Giorgos Michael
-
Melina Constantinou
-
Despo Katsidiari
-
Ιοannis Demetriades
o Students: -
Giorgos Markou
-
Dimitris Colas
-
Tereza Masonou
-
Styliani Stavrou
-
Andria Tsiampou
-
Giorgos Loucaides
-
Christina Aristotelous
-
Christina Andreou
-
Eudokia Aspromalli
-
Iakovos Iakovou
-
Constantinos Hadicostis
-
Nicolas Pipis
-
Iakovos Exadaktylos
-
Frixos Frixou
-
Maria Pavlou
157
-
Chistiana Stavrou
-
Andria Nicolaidou
-
Antigoni Agathocleous
-
Eleni Charalambous
-
Michalis Loucaides
-
Rafaella Gavrielidou
-
Maria Kyriakidou
-
Ioannis Tsiapinis
-
Christina Tsiapini
-
Charalambos Gregoriou
-
Chara Nicolaou
-
Myria Stylianou
-
Nikoletta Serdari
-
Dimitris Panagi
-
Andreas Michael
-
Paola Leonte
-
Paraskeuas Skarparis
-
Christodoulos Kyprianou
-
Rafaella Pitsillou
-
Alexia Pissa
-
Alexandros Souroupetsis
-
Alexandros Kaouris
-
Eirini Constantinou
-
Stella Pempetsiou
-
Rafaella Ioannou
-
Evagoras Savvides
158
159
Maaslandcollege – The Netherlands
o Teachers: -
-
Aydan Karatas René Hendriks Edward Weerdesteijn Ton de Koning José Mourits Ilse Franken Sandra Bolkenbaas Dinka van der Kolk Jacomijn Klein Brigitte Scholtes Rens Looij Peter Wubben Eppo Hartman Leen van Leeuwen Sandra Bolkenbaas
o Students: -
Carmen v. Starrenburg Jordy Galjaard Jade Voskamp Kaylee bijl Beau Hulst Priscilla Heij Boy Schenk Manon van Santen Salice Riedijk Romy Vastenburg Lisanne Plooij Celeste Davida Mensert Vincent Atzori Thomas Verkouter Sven Eijeriks Steven Lucardie Sauvana de Haan Ruben van Marion Richelle Broeders Nicky Galjaard Marvin Schaareman Luuk Reijns Jeroen Haring Demi Ouwersloten
160
-
Cherryl Vriezen Yvonne de Jong Lisa Koorneef Willem van der Mark Michael de Jonge Michael van den Berg Diana van Houts Sophia van den Boogert Joyce Valkenburg Sanne Vellekoop
161