"Europe is rich in many success stories in Robotics: from the sector of industrial robots which was and still is the backbone of automation, to professional service robots in agriculture, logistics, underwater etc. Over the last few years, interest in educational utilization of robotics has increased and several attempts have been made worldwide to introduce robotics in school education from kindergarten to high secondary school, mostly in science and technology subjects. In parallel with these technological developments, bullying among young people is also increasing (especially cyberbullying).With this project, we aim to prevent bullying by using educational robotics such as LEGO EV3, VEX, MBOT etc.This project will be carried on with Romania(coordinator), Lithuania, Turkey, Hungary, Spain, Italy. In line with the EU 2020 strategy, we would like to provide new skills for our students for coping bullying by 6 LTT activities. Here are seven areas in which learning about robotics at our schools can benefit our students coping with bullies: 1-Creative thinking2-Self confidence, self-esteem3-Problem Solving4-Perseverance5-Teamwork6-Fun, happiness7-Computational thinkingOur Target group is students,teachers,parents,community.Teachers will learn a new teaching/learning method in LTT activities. We are all willing, determined, diligent and patient partners which will have equal roles:* Romania as eTwinning ambassadors will share their strategic partnership and eTwinning experiences. They are experienced in robotics and designing. While designing antibullying games, they will share experiences and knowledge. *Turkey will share Virtual Reality and Arduino experiences to prevent physical bullying*Lithuania will share EV3 experiences to prevent verbal bullying*Hungary will share MBOT and Arduino experiences preventing Cyberbullying*Spain will share EV3 and VR experiences to prevent cyberbullying *Italy will share their experiences about art by adding quantification and consideration experiences to evaluate the project. They are also experienced in preventing bullying.This 6 countries will carry out their LTT activities on time and ready. Romania and Italy LTT activities will be realized with stuff(15 teachers), others will be realized with groups of pupils(4 students and 2 teachers from each country).Methodology: The following methods and tools will be used in line with the needs, readiness and wishes of our partners:*Seminars/webinars/sessions/conventions*Interviews/Reports/*Visits /trips*Cooperation with stakeholders*Logo competition/public spot/*Antibullying game e-booklet /eMagazine*Conducting survey/pretest-posttest/questionaries *Exchanging experiences *Twinspace/FB group/youtube channelAt Staff mobilities 36 teacher will take roll and participate the planned activities. At groups of pupils mobilities, there will be a total of 96 students, 12 of whom are socially, economically and geographically disadvantaged. 11-15 years old students will participate in these activities. The students will be selected according to the selection criteria.The origin of the projects is preventing bullying (verbal, cyber, physical)by using educational robotics. For achieving this goal we focus on the increasing common bullying types. With the planned LTT activities we all aim to -help bullies understand why they engage in this behaviour and resolve the underlying issues-encourage victim pupils to help find solutions with problem-solving skills engaged with Robotics-increase the academic achievements of the students via Robotics-facilitate the transfer of guidance for schools on preventing and responding to bullying-exchange the good practices/experiences through ROBOTICS AGAINST BULLYING-use Robotics Competences for tackling before bullying goes through criminal offences.-support the bullied children together with school counselling services-have a published complaints procedure at each schoolPlanned Concrete Results:-Anti-Bullying Games e-Booklet/eMagazine-Public Report and Bullying Public Spot-Preventing bullying Units and Clubs at each school-Published complaints procedure -Brochures/Posters against Bullying-Website/Youtube Channel/ FB page-Counselling Reports -Reduction in bullying cases (%5)-Academic achievements(3%1st year, 6%2nd year)-Promotional materials(pen, notebooks, USB pen drives) We plan to involve schools as active beneficiaries which will have the main impact of the project. For a sustainable project, we plan to *Incorporate the new projects via eTwinning partnerships about using ""Robotics Against Bullying""*look at local and regional partners to assist in continuing the project impacts in our communities after funding has ended*Provide support or commitment from our governing body in our dissemination workshops/seminars/conventions*cooperate with Colleges/Universities /degree candidates or research assistants to using ""Robotics Against Bullying"""

ContextWith the increase in the usage of computers and social networking by teenagers, online abuse has become more common. It has taken a different shape, more nuanced and harder recognizable, as it is often hidden by the bullies under false reasons and deceitful acts. Some of the key issues of studies into this problem is that the effects of violence are growing extremely serious. The initiative is directed at both students and their families – on the one side, we want to make active consumers of the internet and social media, to minimize the occurrence of cyberbullying, and on the other side, to provide parents with advice to track and monitor their kids.Objectives To reduce the occurrence of cyberbullying by at least 50 per cent in 2 years-To increase consciousness to at least 80 per cent of the focus population linked to all aspects of violence at the end of 2 years of the project-To enhance parents ' capacity to track their children's online activities by creating one guide and conducting 4 workshops (C2-C6)-To establish an integrated forum for child's online activities.Participants The goal population is 170 students aged 15-18 in every college. Participants in exchanges – 125 students (25 students from each country) – undergo daily lessons, thematic workshops and seminars, cultural events. The family of target pupils – can take part in seminars addressed to them during mobilities and also after mobilities, because each school would carry out specific workshops with its target parents Events C1 – Cyber-bullying throughout Europe. Study cases, actual situation in each educational institution/ nationC2- The way I spend my online time- sharing mobile and Internet use recommendationC3 -Exchange – How do I learn whether I'm getting bullied- Social and legal requirements for on-line practices, psychological implicationsbullied?C4 – What are the effects of cyberbullying for the perpetrator and the victim? -Social and legal requirements for online practices, psychological implications C5 – What will I do if I am harassed by someone? C6-Results advertisement of all achievements-Reported cyber-bullying and online harassment casesOutcomes As a consequence of our collaboration, we will generate the following results, which will be included in our schools and published free of charge on websites such as eTwinning, EPRP, the project website: a. Original and final study of cyber-bullying in our schools (Italy) b. Guide to online health (addressed to students) (Romania) c. Brochure named Triggers and Consequences of Cyberbullying (Poland)(Maedonia) d. Guide for parental supervision of children's electronic behaviors North Macedonia) e. Electronic forum for documenting cases of violence (addressed to students and parents) (Lithuania) f. Task packages on cyberbullying and use of students (All partners)ImpactThe project is planned to add to the European aspect of our colleges. We must strengthen the transparency and versatility of our educators and pupils. The school would achieve an edge in the local community because it will appear more desirable to potential pupils. It will minimize the occurrence of cyberbullying, be better qualified to cope with the problem, allow children better likely to recognize these conditions and respond under these situations. We would also make it easier for parents to become more involved in their children's lives, track and direct them, and provide them with resources. We must also establish a productive relationship between the school-parents-students. Our school is going to become a regional platform for us to disseminate our outcomes in our community.

"The Erasmus+ project ""Household waste treatment and recovery: positive energy"" (TDMVEP), coordinated by the Paul KAPEL College, brought together four European partners (Spain, Italy, Portugal, Romania). The 5 partner establishments are interested in the topic of Household Waste Treatment in their territories as well as outside their borders and they want to propose sustainable solutions to reduce the impact of waste on the environment, through their enhancement. To do this, at the beginning of the project, the team of reference teachers from each partner country set ""ambitious"" objectives for the Planet, achievable at the level of every school and every home=> it has kept us at heart to involve the families of students. Thus, through school education, pupils have acquired skills from official programmes and then in workshops in each country (European section, language workshop, European opening workshop, EEDD workshop, etc.) the students carried out activities leading to concrete productions. It should be noted that due to the weather, technical, logistical and other hazards, we had to adapt our schedule and do according to the experience feedback of exchanges and mobility. As a result, some changes have been made to the actual output defined upstream in the framework of the calendar of activities. Most of the objectives set out in the ""Project Summary at Application Stage"" have been achieved and exceeded. The students wanted to show that by having more resources at their disposal they could unite around a citizen theme, sublime. The Erasmus+ project in the Budget section comprises 25 units, or 25 participants, and we have not been able to involve more people in the various Learning and Training Activities (AEF) because of the remoteness of Guyana from the European continent. Indirectly, through the 25 students directly involved in each country (125 students in total), we reached their families, institutions (local, regional, national, European, international), elected officials, educational authorities (rectorate, Ministry of National Education), environmental agencies (ADEME Guyana, DEAL, CACL, CTG, and other partners). The consultation of the entities made it possible to validate consistent actions. It is in this sense that the team of the five European schools proposes innovative measures aimed at helping pupils with school difficulties who show a negative vision of the school. By carrying out the project activities, the aim is to promote the validation of most of the skills required at the end of compulsory schooling. With regard to the knowledge, skills and culture base, the activities and final achievements contribute to the validation of the following items:- Knowledge of each other: discovering different cultures within Europe=> feeling of European identity;- School environment: timetable (timetable), school organisation (classroom, number of pupils, etc.), uniform=> school characteristics- Leisure: traditional sport, relations between young Europeans, folk music, dance=> European leisure activities- The typical dish: composition of a transnational festive menu (each delegation proposes a dish from the terroir)=> the expression of tastes- Imagination: knowing the local folklore (Dracula castle, visiting historic sites, etc.)=> building legends- The environment: formulating ideas on the preservation of the planet (video spot promoting the connected waste bin, knowing the sorting sector, proposing solutions for organic recycling), installing devices; (composter, henhouse, small soap factory, ecological garden, solidarity market, etc.) => Submission of proposals at climate events- New technologies: design of a connected waste bin and its management program=> object automation for autonomy;- Language Practice: A Written Conversation Guide for the Preparation of Physical Mobility=> Foreign Language Proficiency- Contribute to the well-being of people with disabilities, children (primary school), the comfort of the greatest number (presentation of the interactive garbage can by a person with a disability)=> integrate all students into the school project- Establish partnerships with cities, urban communities, Maison des personnes handicapées (MDPH), CANOPE Guyane network, GDI, DANE and other partners=> network weavingThe benefits are numerous and reusable in the long term. Several institutions are seeking a partnership in order to benefit from our results."

CONTEXTKids have an inherent tale preference. Stories create a mystical universe and a sense of wonder about the world in which children step up to uncover mysteries, discern the good from the bad and thereby gain important life lessons, develop universal patterns that inform them about the effects of their decisions, themselves and the environment around them, follow a positive model of social conduct. Storytelling is a great opportunity for children to gain empathy, admiration and acceptance of other cultures, cultivate positive attitudes towards people of various backgrounds, races and religions. In addition, stories and storytelling promote the education and creativity of children, provide problem-solving strategies, enable them to interact effectively, grow emotional intelligence and cooperate with peers.The project partnership has collaborated to build the framework for their children and pupils in order to improve the ability to understand the real environment through insights into common life experiences, practice and strengthen language and literacy skills through practical creative learning scenarios, as communication skills are a key component of life success.OBJECTIVESO1 To improve the imagination, critical thinking, verbal, communication and teamwork skills of young learners across a variety of practical and inclusive experiences in classrooms. O2 to develop a collection of powerful storytelling tools and strategies for further use with young learners in educational activities. O3 to increase understanding, acceptance and appreciation for cultural diversity in intercultural matters. O4 Providing opportunities for the professional growth and sharing of pedagogical methods at European level for teachers. O5 Strengthening the European element of education and cross-border mobility in partner schools through exchange projects with Erasmus+.NUMBER AND PROFILE OF PARTICIPANTSThe target group of young learners that our project is targeting consists of pupils aged 4-11 who benefit from pre-primary and primary education. They will form the core community, with this age group introducing local events. At the collaboration stage, we predict that the total number of direct participants will comprise about 300 pupils who will play an active role in the implementation process of the project. Students must attend and plan local and interactive events, assisted by project team staff, school counselor and psychologist.The project team will be formed in each country by a total of 10 pre-primary and/or primary teachers; they will apply storytelling strategies, methods and tools learned during training events with direct participants in their organization; they will arrange practical workshops for pupils to develop specific storytelling project materials; they will build their own stories; they will participate in role-play and drama exercises to stage stories;MAIN ACTIVITIESC1- Storytelling with realiaC2- Dramatized storytellingC3- Digital storytellingC4- 3D Story booksC5- Storytelling with pictures and drawingsMETHODOLOGYThe methodology introduced will concentrate of developing creative and personalized storytelling approaches, tools by applying the expertise acquired during LTTAs and past professional experience, incorporating new opportunities with young learners in local and international events, building a rich array of storytelling teaching aids.RESULT Concrete outcomes of the project will be: thematic displays, story dioramas, booklet- pre-primary and primary storytelling events, worksheets, models, storytelling card packs, interactive tales, project tale calendar, children's puppets, exhibits, project website, twin room, effect and input formats, publications, social media account, international conference, certificates. SIMPACT AND LONG-TERM BENEFITS“Once upon a time, little storytellers” will provide resources for professional growth, strengthen the image of learning profession among management teams and LTTA participants because of the local and international activities they carry out, attending training sessions, sharing of teaching techniques, expertise, resources and methods they can learn and further pass to institutions.In addition, the collaboration will promote consistency and multidimensional changes at the school level involved, bringing diversity to the syllabus through creative storytelling strategies and resources applied, focused entirely on immersive learning that will positively influence the outcomes of young learners and empower them with lifelong core competencies. The project will serve as a model of innovative approaches to drive both teaching and learning growth. Partner company would strengthen the capacity and experience in project management, enhanced awareness and opportunities for extending the international network.

Background of ProjectThis project answers a common need to develop these competencies in our school environment. The Internet is one of the most important additions to our lives and we take full advantage of it. Parents, struggling for existence& career, neglect their children, don’t have enough time to listen, share their joys and sorrows, guide them. Frequently young people seek refuge in the virtual world and feel the Internet makes their life easier, empowered. Being liked, acquiring skills in games, feeling equal& killing the time fills the void of adolescents with deficient social skills. This project approaches social& civic EU key competencies because our students need to understand how they can attain personal& social well-being through a healthy lifestyle. These include personal, interpersonal& intercultural competence and cover behaviors necessary to participate in an effective& constructive way in social& work life. Acquiring the civic competence will allow them to engage effectively with others in the public life, and display solidarity& interest in solving problems affecting local& wider community.ObjectivesThis partnership intends, through a European cooperation, to make pupils aware of the need to rational, efficient& safe use of Social Media, preventing school abandonment. It promotes the ‘learning to learn’ key competence -the ability to organize one's own learning, including effective management of time& information. This includes awareness of learning processes& needs. Thus, our students can gain, process and assimilate new knowledge& skills, seek and make use of guidance.Participants1.Regarding LTTAs: in 4 short-term student exchanges, a total of 92 pupils will take part and a total of 26 accompanying persons (teachers) will accompany them. A minimum of 3 teachers from each partner school will take part in the training for teachers organized in Turkey. From previous experience, this number is usually exceeded. Students& teachers will participate in meetings in partner countries& work in multicultural teams, according to planned activities. The partnership is a chance for all to participate, work, see, compare& learn in a multicultural environment, in a foreign country.MethodologyAll partners will involve actively: taking part in project meetings, working in multicultural teams in planned activities, evaluating project progress& impact, sharing experiences& best practices, plan next activities. Project’s coordinator will monitor fulfillment of the tasks, cooperating with the people responsible for the teams.Results and ImpactImpact on students:-Awareness& improvement of Social Media (SM)safe and rational use-Knowledge of SM addiction danger& effects-Development of social& civic skills, self-esteem, critical thinking, creativity& synthesis-Enhancement of healthy& accountable alternatives to SM-Hobbies importance for talent developmentTeachers:-Professional portfolio enrichment with extracurricular activities (competitions, shows, photo exhibitions, campaigns for healthy& responsible lifestyle)-Digital skills improvement (Web 2.0 tools)-English skills improvementSchool:-Local, ,national& international school image improvement-Increase of attractiveness, students’ number& competitiveness, implementing new teaching strategies-Introduction of new approaches to institutional development& resource management-EU projects experience gain-Extracurricular offer diversification-European dimension’s consolidation in education, active European citizenship promotionWider learning community:-Providing other schools with new teaching strategies-Other schools’ benefits by using disseminated end products-Promotion of lifelong learning& school application for EU projects in other schoolsCommunity:-Parents’ awareness of SM dangers& rational use need-Local, national& international image promotion-Improvement of school-community relationship, community’s confidence