INTERNATIONAL NOTE BB8 - BEYOND BOUNDARIES:PEOPLE about financial topics (conventions are ready) and the agenda of the next LLTA (C1 then C2)

 

BeBoP8 (Be.yond.Bo.undaries: People)

13/12/2023 – Seventh INTERNATIONAL COORDINATION note BB8

^^become a friend of the project holders and get in our Facebook closed group NBE+^^

Hello Dear Friends.

STUDY TRAVELS. Concerning the C1 and C2 cooperative mobilities scheduled in Çesme then in Riga/Baldone (both are called "LLTA" in the language of the EU) I would like to give you in this note some ideas as to the nature of the work that you could request for your students to prepare before these study trips. (so that they can present some of their results to other delegations). It is also a way to help hosts plan some local workshops that they can set up to respect the distribution of responsibilities and tasks in our Gantt chart. Please consult the information provided below on this subject. / NOTE ALSO: NOTE: we will take 10 or 11 students from France for each of these two activities intended to get the project off the ground but each partner is supposed to take only 4 to 5 students according to the application form, accompanied by 1 or 2 teachers - you can increase (or not) this theoretical gauge, as we did, but you must consider that this extreme increase in the number of learners from Saint-Jean de Luz is linked to the status of coordinator of the Lycée Ravel where he will probably be able to be financed by transfers from management funds (a solution that you cannot apply in your schools); other information: our accountant will not be present in Çesme (in fact, he is supposed to leave our school permanently within a few weeks).

OTHER QUESTIONS / 1. I remind you first it is very necessary (and useful) if each of you fill the special grid of relevance awhen he is holding a local workshop. The goal is to make easier our process of Quality Control and especially the switch between the first and the second pedagogic phases (40% of our funds given each time, but an interim report to write). 2. Concerning this switch phase : our aim must to be able to declare we spent 70% of the first part of funds (100 000 € we are now processing to share) as soon as next summer, in order me to complete the interim report in june (and obtain in consequence the second payment at the time we'll go back to school, in september, 2024). I believe we must absolutely avoid to wait more. If the deadline for spending 70 000€ was fixed further than june, 2024 we shall be obliged to postpone the mobilities C4 and C5 - normally to be implemented between january and june 2024. Not a good thing I believe.

YOUR SUBCONTRACTS: find in attachment the special conventions between your school (partner) and Lycée Ravel (main beneficiary). You have to check first all the datas (especially bank account details) then ask for your boss to sign it. Please give me back by mail the form after your headmaster/headmistress sign it (the paper can be concretely given in a few months, during one of the meetings). You will be paid after the convention come back (probably in january since the Portuguese team insisted not to be paid before Xmas for some administrative reasons but it may be earlier for the other partners, if you are quick enough!).

MOBILITIES IN ACTIVITIES

You can check the schedule online (address in BB7 note) and use the progression already giben in the BB6 note (on next page).

PROGRESSION

Each mobility (and local support workshps implemented around) must increase in intensity from the beginning to the end, like in this planning grid (indicative planning)

	DANCING WP5 Petite Planète	FILMING WP4 Dans tout le Royaume	SCIENCE WP3 Vers l'infini et au delà	FRONTIERS WP2 Sur les Frontières
TR	Local dances and improvization	Training sessions	Brainstorming to fix the issues	Borders in History European frontiers
LV	Local dances and a little common production	First transnational productions of short movies	Dispatching of the tasks	Borders and conflicts Frontiers inside Europe
RO ?	Common dances	Second transnational productions of short movies	Hardwork Maths	Frontiers inside societies and countries
PT	Common dances and with external people	Documentary writing	Hardwork Maths and Physics	Migrations from Europe
IT ?	Ballet preparation	Documentary filming	Design (Making of the graphic chart..)	Migrations to Europe
FR	Ballet execution	Postproduction and presentation	Dissemination	Inclusion of results in the documentary

For C1

Two French girls are specially in charge of the coordination of our team to present a Basque dance. At a moment, a wokshop may be implemented in order each country to show a sample of a traditional dance ; in my opinion it is better to do that not too early in the meeting, to let time for training.

Two other students will have to present the History of spanish migrants in southern France, Other topics as limits of the ancient cities and fundation rituals, or frontiers beween citizens and pilgrins must be prepared. Results can be shown in one or two classrooms inclusions with slides presentations?

Some indications about documentary movies technics and footages can be given also by students afer they had a training at school (learning sessions and transnational expriences are supposed to be done during C2 with our expert): to help leaners to report the mobility and cultural school trips ?

For C2

Two pupils are thinking about a choregrahy workshop to be implemented with the goal to dance together on the project's hymn.

Some students are in charge of a presentation centered on migration problems nowadays, on our french spanish fontier. And perhaps on the topography of the Pyrenenan borders. A team is studying the mytic frontier between Known and Unknow in the ancient times (strange are strnagers). Results can be shown in one or two classrooms inclusions with slides presentations?

All the pupils normally have something to prepare / a way to feed the meetings and to produce some outputs in order to disseminate ; a little brainstormings between project holders can be useful each time (Follow Up)

ENJOY THE END OF YEAR'S FESTIVITIES and BEST REGARDS, Pierre-Laurent Vanderplancke

LAST MOBILITIES IN/or FROM SAINT JEAN DE LUZ: ERASMUS+ ACTIVITIES IMPLEMENTED AT Lycée Ravel / DURING THE FIRST TRIMESTER 2023-2024

For Green Citizens

GREEN ACROSS BORDERS: 

ACCUEIL (EN OCTOBRE) DES PARTENAIRES NORVÉGIENS
This mobility is a part of the new cooperative action presented in our coordination, website NBE+ / cliquez sur l'image pour en savoir plus en consultant NOTRE BUREAU EUROPÉEN

OU: voir plus d'images sur :  le site de médiatisation LegendE+

MORE INFORMATION IN OUR DISSEMINATION WEBSITE LegendE+

LAND OF LEGENDS  &   
Beyond Boundaries: People 

VOYAGE D'ÉTUDE (EN SEPTEMBRE)  EN TURQUIE
This mobility was the last of the cooperative partnership presented in our coordination, website NBE+ 

cliquez sur le logo de notre école partenaire à Antalya (ci-dessus) pour en savoir plus en consultant NOTRE BUREAU EUROPÉEN

INFORMATION in Notre Bureau Européen NBE+ or in the public website LegendE+

SEE ALSO ILARGIA n°7 / focused on Be.Bo.P's beginnings 

and TERRE DE LÉGENDES'RESULTS:

A mag created with Madmagz.

LANCEMENT DU PROJET Be. Bo.P
First remote transnational meeting: plenar committeee implemented online by the project holders the 11th of October / VIDEOCONFERENCES DURING THE "ERASMUSDAYS 2023"

erasmusdays: THE SEVENTH DAY

 CLICK TO SEE MORE

A videoconference was set up today Wednesday November 29 in order to carry out the presentations and debates focused on maritime borders that the Ravel high school and its partners in the Be.Bo.P Erasmus+ cooperation action had planned to do in October before being prevented by unforeseen constraints.

This workshop allowed exchanges with the Ulusoy maritime high school in Çesme (Turkey) and the teaching teams from Montijo (Portugal) and Baldone (Latvia).

It completed the remote work already put in place during the #Erasmusdays from October 9 to 14, 2023. In total, six workshops, including five videoconferences, will have been organized under the leadership of the Lycée Ravel by the six secondary schools taking by the "Beyond Boundaries: people" project which is interested in borders and more generally in overcoming all barriers and will last three years during which the high school students will have to produce different results, including the production of a documentary film .

Une visioconférence a été mise en place aujourd'hui mercredi 29 novembre afin de réaliser les présentations et débats centrés sur les frontières maritimes que le lycée ravel et ses partenaires de l'action de coopération Be.Bo.P Erasmus+ avaient prevu de faire en octobre avant d'en être empêchés par des contraintes imprévues.

Cet atelier a permis des échanges avec le lycée maritime Ulusoy de Çesme (Turquie) et les équipes pédagogiques de Montijo (Portugal) et Baldone (lettonie).

Il complétait les travaux en distanciel déja mis en place pendant les #Erasmusdays du 9 au 14 octobre 2023. En tout, ce sont six ateliers, dont cinq visioconférences, qui auront été organisées sous l'impulsion du Lycée Ravel par les six  écoles secondaires prenant par au projet "Beyond Boundaries: people" qui s'interesse aux frontières et plus généralement au dépassement de toutes les barrières et  durera trois années durant lesquelles les lycéen.ne.s auront à produire différents résultats, dont la réalisation d'un film documentaire.

LOL8 / the last international coordination note of the "TERRE DE LÉGENDES" project: BEFORE THE FINAL REPORT SUBMISSION

 My dear colleagues

I have to send the final report of our cooperative project before Thursday and there are still some birthday details missing in the beneficiary module (about Turkish boys on outing mobility in Cluj-Napoca and Kwidzyn).

Concerning the impacts, I would like to add to the report the results of the surveys completed by the students in order to show the learners' feelings on this point. You can read about it below. Surprisingly, English is not the only course offered to E+L.o.L students. which they think that their participation in the project can help them to be more efficient in this subject: this is also the case for History! (and in one case: Latin). I believe that this unexpected result is the result of the good work done by the teachers to introduce local heritage to the participants involved in the mobilities.

In addition to this report on the responses to the satisfaction questionnaires given to students, please look at the list of our objectives and please tell me for each of them whether, in your opinion, it was targeted or not ( or partially) through relevant activities. This is to allow me to provide more precise answers. Please specify what type of indicator allows you to respond? (for example, exam grades have increased and this is proof of effectiveness for you).

This is probably the last international note before acceptance by the National Agency is notified. Fingers crossed and hope that it will be made very soon and that we will get all the remaining funds from the promised grant.

BEST REGARDS

P-L Vanderplancke / plvanderplancke@gmail.com

SUMMARY

OBJECTIVES REMINDER and a QUESTIONNAIRE  pp 1-2

REPORT ON STUDENTS SATISFACTION QUESTIONNAIRES pp 3-6

Reminder about our intentions

I - Most relevant horizontal priorities according to the objectives of the E+ L.o.L. partnership.
HORIZONTAL: Inclusion and diversity in all fields of education, training, youth and sport
II - Additional priorities according to the objectives.
HORIZONTAL: Common values, civic engagement and participation

(I think we can add the Biodiversity protection, a goal in the C3 mobility and in the 3^rd pedagogic phase)

SATISFACTION QUESTIONNAIRES

completed by students taking part in the mobilities

IMPACTS SYNTHESIS

All the study travels were a good ooportunity according to the learners, who did enjoy these activities and most of the times gave the judgement:excellent ! to the organizers. 6% are a liitle bit less enthusiastic but it's a satisfaction none thought one of the mobilities was « bad » or even « normal ». This confirms the eminently mobilizing nature of European cooperation and, within this type of partnership, the importance of concrete meetings.

GOOD EXPERIENCE. Tous les voyages d'études ont été une bonne opportunité selon les apprenants, qui ont apprécié ces activités et ont la plupart du temps donné le jugement : excellent ! aux organisateurs. 6% sont un peu moins enthousiastes mais c'est une satisfaction qu'aucun n'ait trouvé une des mobilités « mauvaise » voire « normale ». Voilà qui confirme le caractère éminemment mobilisateur des coopération européennes et, à l'intérieur de ce type de partenariats, l'importance des rencontres concrètes.

Les porteurs de projet se sont efforcés de trouver un équilibre satisfaisant entre les ateliers faits en classe, les moments de convivialité dans l'école et hors de celle-ci, les travaux scolaires et artistiques, et il sont tâché de présenter le patrimoine local à leurs visiteurs : on doit considérer que, du point de vue des lycéen.n.es concerné.e.s, interrogé.e.s après chacune des mobilités, le résultat est atteint, comme l'atteste les chiffres mentionnés dans le graphe ci-dessus.

DIVERSIFIED ACCOMODATIONS. On a expérimenté dans le cadre de ce projet des pratiques dont beaucoup de partenaires n'étaient pas familiers, ou vis à vis desquelles ils avaient des réticences : c'est notamment le cas de l'hébergement dans les familles, qui pose a priori le problème des élèves internes ou peu désireux de recevoir en réciprocité un correspondant étranger, et paraît devoir casser la dynamique de groupe entre visiteurs (souvent réunis ans le même hôtel). Tou.te.s les lycéen.n.es n'ont pas été systématiquement impliqué.e.s par le dispositif, mais au total 67% du public scolaire ayant pris part aux mobilités. On a demandé à tous les élèves leur opinion sur la réussite de l'échange (du point de vue de ses bénéficiaires) mais recueilli aussi l'avis de tous les apprenants sur la conséquence induite par des hébergements différents. On s'aperçoit que près de 100% des élèves placés en famille ont trouvé la pratique « excellente » (une infime minorité l'a qualifié « seulement de « plutôt bon » système e t personne ne s'est plaint (voir le graphique ci-dessous). Par ailleurs, les apprenants n'ont pas pensé que le fait d'héberger certains dans les familles et d'autres à l'hôtel n'avait eu d'effet pervers oui discriminant, contrairement à ce qu'une partie des professeurs avait redouté.

As part of this project, we experimented with practices that many partners were unfamiliar with, or had reservations about: this is particularly the case of accommodation in families, which a priori poses the problem of internal students or those unwilling to reciprocally receive a foreign correspondent, and seems likely to break the group dynamic between visitors (often gathered in the same hotel). Not all high school students were systematically involved in the system, but in total 67% of the school population took part in the mobility. We asked all the students their opinion on the success of the exchange (from the point of view of its beneficiaries) but also collected the opinions of all the learners on the consequence induced by different proposals. We see that almost 100% of students placed with families found the practice “excellent” (a tiny minority described it as “only a “rather good” system and no one complained (see the graph below - Furthermore, the learners did not think that the fact of accommodating some in families and others in hotels had had any perverse or discriminatory effect, contrary to what some of the teachers had feared.

ENJOY IT. Les élèves, interrogés sur la qualité de leur hébergement, s'en sont tous déclarés très satisfaits ou satisfaits (le petit quart d'élèves se déclarant heureux est à peu près constant et la fait ne peut être corrélé à une qualité effectivement moindre de tel ou tel lieu d'hébergement puisque la répartition des réponses varie très peu d'une mobilité à l'autre).

The students, questioned about the quality of their accommodation, all declared themselves very satisfied or satisfied (the small quarter of students declaring themselves happy is more or less constant and the fact cannot be correlated with an actually lower quality of such or such place of accommodation since the distribution of responses varies very little from one mobility to another).

Les différentes sorties de terrain ont fait réellement consensus puisque les apprenants ont trouvé que toutes étaient effectivement en rapport avec les thématiques du projet (à 100%) mais également qu'elles étaient intéressantes. Seuls 6% des participants ne les ont pas toujours appréciées de ce point de vue, encore leur avis est-il nuancé et fondé sur des arguments parfois étranges – cuisine locale suspectée a priori, temps trop chaud ou trop froid, présence de trop d'insectes, etc. de sorte qu'il s'agit apparemment de sentiments dont l'objet même du partenariat est d'en réduire l'importance et la manifestation.

The various field trips achieved a real consensus since the learners found that all of them were indeed « relevant' – it means related to the themes of the project (100%) but also that they were interesting ? Only 6% of participants did not always appreciate them. although their opinion is nuanced and based on sometimes strange arguments – local cuisine suspected a priori, weather too hot or too cold, presence of too many insects, etc. so that it is a question apparently feelings of which the very object of the partnership is to reduce their importance and manifestation.

ICE BREAKERS. L'un des défis pour le partenaire accueillant une mobilité est d'arriver à créer une ambiance conviviale entre les apprenants des différents pays afin que leur cohabitation se passe au mieux et qu'ils en arrivent à travailler ensemble sans contrainte. Il est toujours intéressant de recueillir l'impression des élèves à ce propos, quand ils reviennent de voyage.. car c'est une impression qui peut différer sensiblement de celle des enseignants.e.s

One of the challenges for the partner hosting a mobility is to create a friendly atmosphere between learners from different countries so that their cohabitation goes as smoothly as possible and so that they can work together without constraints. It is always interesting to collect the students' impressions on this subject, when they return from a trip... because it is an impression which can differ significantly from that of the teachers.

ANTALYA FEEDBACK / ICEBREAKERS

CLUJ-NAPOCA FEEDBACK

C3 BEST ICEBREAKERS

1. Turda salt mine and subterranean games

2. Turga gorges, zip line, walk and « mici »

3. Visit in the old Cluj

SAINT-JEAN-DE-LUE FEEDNBACK

C2 BEST ICE BREAKERS

1 Basque Dinner

1 Songs workshops

3 Library games and Meeting with the Dolphins

KWIDZYN FEEDBACK

C1 BEST ICE BREAKERS
1 Cooking together

2 Pizza Party

3 City Tour Game

IMPACTS. En dehors de la prise en compte par les professeurs des effets sur les indicateurs prédéfinis dans la cadre du projet, les changements produits par le partenariat sont d''abord ressentis par les élèves ; il est donc utile de leur demander leurs impressions à ce sujet, quitte à ce que l'équipé pédagogique ne valise pas forcément tous les points mentionnés par les apprenant.e.s

Apart from teachers taking into account the effects on the indicators predefined within the framework of the project, the changes produced by the partnership are first felt by the students; it is therefore useful to ask them for their impressions on this subject, even if the teaching team does not necessarily cover all the points mentioned by the learners (« Free speech »).

TARGETED OBJECTIVES ACCORDING THE SPONTANEOUS DECLARATIONS MADE BY THE PARTICIPANTS

ERASMUS+ PROGRAMME :

1. is a good tool to increase sociability, empathy 80

2. is a good tool to increase open-mindedness, give interest to foreign cultures 80

3. is a good tool to increase the English level of participants 75

Take part in the E+L.o.L. mobilities and project was

1. AN ENRICHING EXPERIENCE 100

(a way to meet new people and have new friends : 60 / the best experience of my schooling : 50)

2. A WAY TO INCREASE MY KNOWLEGE IN HISTORY 80

3. A WAY TO MAKE MY SELF ESTEEM AND/OR CONFIDENCE GROW 65

Be.Bo.P7 FEEDBACK RESULTS (AFTER CHECK POINT 1 and the first transnational meeting)

 

BeBoP7 (Be.yond.Bo.undaries: People)

14/11/2023 – Seventh INTERNATIONAL COORDINATION note BB6

A conclusive point after CP1 and feedback

Hello Dear Friends.
Hoping the best for you and your families I am now waiting you to send me first your BANK DETAILS in order to give your school asap the forms to be completed to let us dispatch the european funds given to support Be.Bo.P. After that, I must ask you to make your headmaster/headmistress sign your convention (subcontract) and give it back in order the French High School to pay you the grants you need to begin the implementation of our common projects. Second, have a look please on the topics the Cooperative exchanges C1 and C2 are presumed to be centered on (especially our hosts: Turkish then Latvian teams) https://legendplus.franceserv.eu/index.php/projet4/voyages-des-apprenants-be-bo-p-outing-cooperative-mobilities

If the agenda for C1 and C2 events is not good enough, organizers may have to tell us. But local teams stay totally free to meliorate the plan and to make any change they want. Always about the subject of mobilities: you know that the evaluation report made by the Erasmus+ Agency asked us to try to increase the number of participants (pupils) in the mobilities and I wrote you the highest target could be putted to 10 people by mobility (no more to avoid to be too numerous in the meeting). Anyway, you have not an extensive budget to do that and it is not sure if is a good idea everybody use to atomatically plan to involve in each school travels 10 students (for accomodation, busing and so on it will be a mess). I think we can stay most of the time at the mimimum level taking only 5/6 pupils and having 2 teachers who shall come in order to take care of them (in conformity of the applicant form). However, in our case, it is a bit special: we wish to take more participants in the first mobilities (probably 9/10 pupils, and 3 adults in C1 but 4 in C2): our video expert is to take part in C2, then in C4 and C5, and concerning the staff: the french teacher acting as the science project's leader shall go to Cesme, as the accountant, too - and the teacher in charge of the movie making will take part in the study travel to Latvia.

I - ERASMUSDAYS FOLLOWING

We'll do a videoconference the 27^th of november (wednesday) at 10:30 am (French Time) about frontiers. I think we can share earlier some slides or a video made by our students (possible topics: natural or political frontiers and seas) in order the students may ask questions each other and begin a debate. Normally two students in the french school must do something about China and the new maritime frontiers in south eastern Asia, cause it was in the academic cursus and they thought on it. Not a problem if your topic is different enough compared to our proposals: but it must be connected to seas. Latvia may join this workshop(other countries were already producers in link with other videoconferences made in october) ?

II – DEBRIEFING CHECK POINTS

I believe we must see each mobility as an opportunity to implement a parallel workshop devoted to our Quality Control process. In this perspective C1 may be useful to talk about money among other things (so if your accountant is not present see with him/her and your boss all the questions they'd like to ask - about financement or other issues). You'll find in attachment the CP1 results after the Feedback process is achieved. In addition to the remarks included in the precited file, I must indicate you another wish expressed by the Agency which would like to see us "specify how learners with fewer opportunities will be integrated (or even migrants in the establishments where they are present)".

IV – PAYMENT: your grants are ready to be given to your school but I need first you to send me a BANK DETAILS FORM

BEST REGARDS, Pierre-Laurent V

Be.Bo.P6 / ASK FOR A FEEDBACK - FIRST QUALITY CONTROL CHECK POINT

INTERNATIONAL NOTE IC n°6

October 25

Beyond Boundaries: People

REMINDER OF THE BUDGETS

PROJECT HOLDERS' FOLLOW UP

Please complete the QUESTIONNAIRE before the end of November !

click below to access to the file:

CHECK POINT 1 AND FEEDBACK FORM

IN THE NBE+ WEBSITE

DOWNLAD AND OPEN IT: 

DIRECT LINK FROM HERE

COMMUNICATION / MEDIA

le Journal Officiel du Partenariat en ligne

le BLOG NBE+

made for project holders in order to coordinate the tasks and and to keep track of exchanges as part of Quality Control Monitoring...

le website des participants

le SITE NBE+

designed by the International Coordinator in order to be used as the background of european cooperative projects held by Lycée Ravel ; contents are mainly made for both learners and teachers in France but can be open to all the beneficiaries (especially the mobilities reports).

Le groupe Facebook des amis de Notre Bureau Européen :

a social media used by adults and learners involved in Be.Bo.P to present their results and exchange some pics (it is also done by What's app on a smaller scale)

LegendE+ for the large public dissemination of the best outcomes and outputs (website putted online by Lycée Ravel for the propaganda in suppor tof all the european cooperative actions implemented from 2021 to 2027.

NOTE:

TIMELINE IS AVAILABLE IN THE NBE+ WEBSITE

AND

THE DETAILED CHART ALSO WITH THE NAME OF PROJECT HOLDERS IN CHARGE OF EACH TASK IN ALL THE PARNER SCHOOLS

INTERNATIONAL NOTE N°5 / Beyond Boundaries

 

BeBoP5 (Be.yond.Bo.undaries: People)

14/10/2023 – Fifth INTERNATIONAL COORDINATION note

After the virtual meeting R1

Videoconference was made the 14^th of october from 10 am, French time and all the teams took part in..

Hello Dear friends.

Find below on this page the list of the main results of our morning brainstorming

DISSEMINATION

In the Lycée Ravel's website devoted to the European projects the high school is coordinating

https://legendplus.franceserv.eu/index.php/projet4/be-bo-p-transnational-meetings

-Timeline for events: C1 in Çesme and C2 in Baldone

C1 was postponed to March, from the 4^th to the 8^th (3-9 with travel days) – C2 is now planned from the 8^th to the 12^th of April (7-13 with travel days) since we must avoid to organize too much activities at the end of the school year (due to exams)

-A special Vademecum will be sent to you asap, about our tools for Quality Control and financial aspects

MOBILITIES (cooperative study travel)

Criteria for students selection, targeted group and mobility goals.

Organizational constraints (accomodation, and so on)

GRANTS & FOLLOW UP AND JOB DISPATCHING

-The next IC note's main issue is to be: C1 preparation

REMINDER: Normally, the organizer plans 2 cultural trips (on 2 days dedicated to school tourism) and the last of the 5 working days is oftenly focused on protocolar activities (certificates of attendance) for the teams to take a rest and/or to be able to leave in the afternoon or in the evening (depending on available flights). Two rounds oof schools inclusions are a normal objective.

For C1: Ice breaker and dancing may be the programme of the 1^st school day, presentations about borders by each school and a little filming training workshop could take place during the 2^nd school day. But it's up to Çeme to define the priorities. As Turkish team is the scientific leader, a brainstorming about the work package WP3 is a good thing to do (some of the teachers leading this acticity must be present / https://nbeplus.franceserv.eu/BBmonitor4.html).I forgot to ask you if you know our hymn https://www.youtube.com/watch?v=T7YJoGXs2i8 It could be funny to make our pupils invent a sort of ballet on this song ?

I shall write the 6^th International Note after the colleagues of Çesme have take decisions about the contents tand tasks they are wihsing us to implement together. Please check first if the dates we found (with difficulties) are available according to your boss, and begin the explanations to your accountant. Remember: theoretically the goal is to leave your school with a ten members team ; it means at the end of the project 50 people are supposed to have been in a study travel - as a minima (40 students and 10 teachers) but you can add sometimes more mobilities and target a higher level (not adding too much in the same mobility in order not to create problems for the organizer). You may also introduce some modulations (7 pax in a travel, 13 in another one).

I will ask you questions about the selection of participants. We plan to come to Çesme or to Badone with ur filming expert ; it could be also interesting for our accountant to take part a mobility if you can include yours too – let's think on it!

BEST REGARDS FROM FRANCE

Pierre-Laurent Vanderplancke

A LOCAL SUPPORT WORKSHOP IN SAINT JEAN DE LUZ: un journaliste présente son métier et ses principes

VENDREDI 13 OCTOBRE

ENQUÊTER ET INVESTIGUER

The questions arose from the high school students after their visitor presented his newspaper and his job as a "local": which leads him to report on events occurring in the region and not to develop a contextualized analysis and more or less. less oriented, which is the work of editorialists and corresponds much less to their own professional aspirations.

Questioned on the question of the possible censorship of his articles, the journalist explained the power of the editorial head, but to congratulate himself on the freedom of writing which he actually enjoys; he cited past personal experiences and newspapers in which interference was not uncommon, including sometimes from the media owner. He finally returned to the role of "transmission belt" sometimes assigned by the authorities to the press, and defended an independent conception of journalism.

The context of the crisis in the media and the written press was mentioned in the debate, such as the need to verify information before disseminating it, and the moral obligation to take a step back, while showing empathy on certain subjects. .

The students discussed with their interlocutor the media treatment of migrations and the local scale of the phenomenon, M Jans evoking some "beautiful stories" in counterpoint to the tragedies often observed, but also the question of "securing the cross-border route" between the Bidassoa and Bayonne, requested by Basque officials.

It was also discussed the feeling that an increase in violence against journalists was occurring (both physical and verbal through social networks) and the threats and intimidation that could weigh on journalists, as (modest) "advantages " to have a press card.

To conclude, the border and its apparent disappearance (for the resident communities) were discussed

FRENCH TRANSLATION: IN LegendE+ WEBSITE DEVOTED TO THE DISSEMINATION OF THE OUTPUTS OF ALL THE  ERASMUS+ WORKSHOPS HELD BY LYCÉE RAVEL

FIRST TRANSNATIONAL MEETING FOR THE Be.Bo.P PARTNERSHIP'S PROJECT HOLDERS

 

BeBoP4 (Be.yond.Bo.undaries: People)

06/10/2023 - Fourth INTERNATIONAL COORDINATION note

Before the virtual meeting R1

Videoconference to be made the 14^th of October from 10 am, French time, as fixed the 6^th of September

Hello Dear friends.

Find below on this page the list of the main topics we are supposed to deal with, thanks to our brainstorming session. Please note the priorty will be to definitively fix the dates for C1 and C2 study travels.

REMINDER

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Timeline for events: C1 in Çesme and C2 in Baldone

Due to the weak capabilies of the partners to organize the first travel in January, as it was originally planned, and because of the exams implemented in the hosting school, it seems the mobilities will be postponed a little later. Concerning the cooperative workshops to make together in Türkiye (travel C1) the Maritime High School just told me it was not possible to implement the meeting before the 12th of february. I ask you to check is 12-16 / 02 is convenient enough for all of you in order to announce the mobility to students and be able to select the particpants. Other solutions mean delayment in March : 4-8 / 03 or after the 8th of March. As a direct impact on the school trip to Badone: probably it may be necessary to implement the second cooperative study travel (C2) in April (8-12 /04 ?) or in May. See the former timeline in the application: https://nbeplus.franceserv.eu/BBmonitor2.html

R1 remote transtional meeting: the Agenda

1. MOBILITIES (cooperative study travel)

   Schedulling of C1 and C2 / Explanations about C2, C3 and C4 implementation

   Criteria for students selection, targeted group and mobility goals.

   Organizational constraints (accomodation, and so on)

2. GRANTS

3. FOLLOW UP AND JOB DISPATCHING

4. FREE QUESTIONS

   Note the general videoconference is considered as the main part of R1 meeting and a way to celebrate online the #Erasmusdays / some conversations between one or two partners and the international coordinator may be added to solve specific questions.

the end of LEGENDS

Everyone has left. We'll take off in the evening. 

day 5 of E+L.o.L C4

Certificate of attendance at Antalya high school

 

day 3 in Türkiye for Terre de Legendes project + before a transnational tour in the old Antalya, school workshops in the morning to present myths from all the partner countries

Dragons

Goodnesses

Monsters