E.V.C. MAGAZINE (D.G.T. PROJECT) No. I by Andrei Dais

                                            ţ     ă ţ  ă       ş    ă     ţ    ţ

Asso c i at i o n pr e se nt s

D. G . T.

   



       

      page        page 

   page 

      page 

   page 

    

 

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                     

          

  

                                                                                                             

                            

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            

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                   

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        

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                     

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      

                                                                                              http://eacea.ec.europa.eu/youth/programme/who_participate_en.php

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                                                                                                                                 

                                                         

                                                                                           

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                                                                                                                                                                 

               

                                                                                                                                   

                  ăș                                                                                                                                                                                                                                                                        

 

 

  

Ecology is a science that investigates living beings’relations with each other and their environment. And the Ecosystem is the whole of living beings and the environment. Ecology is interested in the basic topics that are shared and affected by beings. Ecology includes not only how living things interact with each other, but how they interact with their physical environment: things such as climate, water, and soil. Recently, there appeared lots of dangerious events related to ecology such as global warming, air pollution, environmental pollution, energy crisis, and so on. In Bulgaria, we try to manage these problems with some Projects and with the help of our government and local authorities. Ministry of Education held a Project called “ Save Energy” and It was held in all schools. And also there is another project that is held in most of agricultural areas, the target of this project is the organical agriculture.

by the bulgarian team

 

     

Thats how we should try to solve cultural and social issues: see beyond the borders and think internationally. Being citizens it’s not just a matter of living in a specific places, but it’s about being actively involved in the process that helps society grow. The word citizenship is connected with the idea of active participation and is related to all the areas of human life and social living. Nowadays a big gap still exists between what citizenship is and what it should be. This that times duthe are the for

implies most of rights and ties of citizens not observed in same way everybody.

This Exchange (Eco-Volunteer Citizenship) is an example of how we can improve our concept of active citizenship, based on the sharing of common spaces, living experiences, different traditions and the feeling of being part of the same community. wrote by the italian team

 

       

Volunteering is doing some activites without any profits and benefits when somebody feels responsibilty for others or his/her enviroments. Volunteers are using their knowledge, experiences, power and abilities by their own decisions without any force. They can do it as an individual and a group of people. Volunteers generally take an action on different fields such as taking care of children, young people, old people, disabled people, environmental problems, animals and world. They are sensitive to other’s problems, trying to make people have awareness of surroundings and they are working for different projects like social, local, national, international as a participant, leader, an organizer, contact person or manager, working for part or full time. In Croatia, we have lots of organizations where volunteers can work. There are over 36.000 registered non-governmental organisations in Croatia. Although the official registry of NGO's does exist, it includes only basic information, such as name, address, scope of work and names of legal representatives. By contrast, the NGO database, created to fulfill the society needs, includes information such as contact details, organisational structure, vision and mission, available resources, past, ongoing and upcoming activities and projects, partnerships and other information which ensures transparency of work. Transparency enables NGOs to inform and include citizens, especially youth, in their work, as beneficiaries, volunteers, employees, or active partners. Transparent NGOs create partnerships with national or local governments, institutions, businesses and other organizations much easier. The EU accession procedure has created a need to find quality partners in particular geographic region, either national or European-wide.

written by the croatian team  

    

      

Non formal education is an education which is out of school for young people, adults and especially people with disadvantages to provide their needs and interests. It is various and flexible. It changes according to target groups ages, level of education and aims. It consists of education of literacy, art, technology and health, awareness of ecology, intercultural learning, trainings to improve abilities and understanding the roles of social life and gender. It does not last like formal education and it is applied in a short and flexible time. It is individual, practical, student centered, focused on selfcontrol , based on outcomes of the education and done according to needs of the society. It is also used by life long learning programmes. In modern life, formal education is not enough if it is not supplied by non formal education. Students must be provided with alternative educational programmes to improve themselves on different subjects. Besides students, people who are working in different jobs and graduted from colleges and universities cannot use their knowledge throughout their life. They should refresh their knowledge with the ne ones. As the technology develops everyday and information is also changing . To reach recent event and information, people who graduated and finished their education should go on with non formal education. In Turkey, there are lots of non formal education institutions. There are some privite courses provided by teachers for the students to take help with their lessons in addition to school. And also for adults, there are some literacy courses. In addition to these there are various kind of courses provided by the government. They are about topics like art,technology, health,literacy and so on.Everyone

written by the turkish team

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whoever wants can participate them.

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         

Romania is a member of the EU since January 2007 and, even though progress has been made, there are still huge gaps in the environmental field. Main problems are: selective collection, high level of carbon emissions, waste depositing and disposal, eco-education. The people are not informed, but also very passive when it comes to ecological issues. This is due to the fact that Romania has a broad pallet of problems (economical, political, social, etc), which take most of the public attention. There are ancient ecological activities that can be easily applied in our days: planting trees, using natural fertilizer, saving water, more physical activities, recycle different materials and have a special and deeper connection with the environment. From our point of view everything starts from the bad management of the local and central authorities, but also from the negative behavior at personal level. Education and, most important, eco-education should be a priority in the immediate future in order to see some impact. In addition, changes in the environmental legislation need to occur, not only because of the ecological issues, but also because of the possible future sanctions coming from the EU Commission. We propose the Eco-aholic 10 ways of lifestyle!

written by the romanian team

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          

As with most worthwhile endeavors, the task of improving the ecologic state of the world requires far more work than there will ever be paid compensation for. The need for volunteerism in this field is integral. Yet, volunteerism is a concept laden with idealism and susceptible to contradictory motivations. Ecological volunteerism combines the challenges of volunteering with those of the ecological movement, meaning that planning must address both sets. Primary amongst those are: What constitutes ecologic volunteering and how can efficacy be measured? These two questions are not merely related. The former depends on the latter’s answer. Volunteering to clean a school playground suffers from limited efficacy if the students of that school fill the grounds with refuse again at the end of each day. Likewise, trying an educational program about the benefits of properly disposing of their refuse is no guarantee that students would clean their playground, even if they stopped personally adding to the problem. In both cases, real and sincere work would have been done by volunteers with little to show for it. If these volunteers returned to their homes feeling that they had done a good job, they would actually be doing a disservice to their cause if that feeling of satisfaction disinclines them to critically evaluate their efforts. If a sustainably clean playground was the end-goal, simply giving forth one’s time and effort is not enough. However, it is enough if the volunteer’s motivation comes from their desire to benefit socially. There are very real social benefits rendered as payment to volunteers, and while there is nothing wrong with benefiting from volunteering, the satisfaction received will differ from another volunteer who is motivated to change the situation. The result of which is that a volunteer who spent all afternoon cleaning up a playground may go home feeling very good about themselves and the appreciation shown by their community. That same volunteer may lament that the playground was trash-strewn again a few days later, while still feeling satisfied about their effort. Thus, a volunteer’s motivation is spent and lost with nothing to show for it. Clarity of purpose is the critical component of any volunteerism worthy of respect. The volunteer must know the reasons motivating them to volunteer, the goals they are after, and the ways they will evaluate the results of their efforts. No single volunteer effort is universally respected, worthy or valuable. Observers will always be in a position to draw their own critical conclusions, yet it is up to the volunteer to decide for themselves. Waiting until afterward to make this decision makes little sense. written by Michael from U.S.A.  

       

         