DOCSLIB.ORG

Think Literacy: Cross-Curricular Approaches

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Think Literacy: Cross-Curricular Approaches THINK LITERACY: CROSS-CURRICULAR APPROACHES LITERACY LESSONS 1 This project has been funded with support from the European Commission. This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2 ERASMUS+ STRATEGIC PARTNERSHIP “SKILLS FOR LIFE: LITERACY” ORGANIZER OF THE PROJECT: . High School ―Stefan Procopiu‖ (Romania, Vaslui) e-mail: [email protected] Website: www.lspvs.ro START OF THE PROJECT: 01.09.2014 PARTNERS . Foreign Language Secondary School (Bulgaria, Pleven) – partner Email: [email protected] Website: http://www.gpche-pl.com . 5th General Senior High School of Aigaleo (Greece, Aigaleo) – partner Website: 5lyk-aigal.att.sch.gr . Yildirim Beyazit Anadolu Lisesi (Bursa, Turkey) – partner . Website: [email protected] . ISISS Cicognini Rodari (Prato, Italy) – partner Website: www.cicogninirodari.prato.it 3 KA2 - Cooperation for Innovation and Exchange of Good Practices Strategic Partnerships for school education Target Groups The target groups for the implementation of project activities are the teachers and students aged 14 to 19. Project Motivation According to the EU high level group of experts on literacy, today, the European Union is in a literacy crisis. Poor reading and writing skills can have a detrimental impact with 75% of school dropouts reporting reading problems and 50% of adults with criminal records identified as having reading difficulties. Employees in the 21st century need to have greater literacy skills than in other time periods. Many students from Europe have a hard time at reading, writing, oral communication. The fact that one in five students of 15 years do not have enough reading skills is highlighted by the results from PISA. Across the EU, one child in five struggles to reach the level of reading that enables them to, to learn by the time they are adolescents. Figures range from a low of 8% struggling readers in Finland to more than 40% in Bulgaria and Romania. LITERACY Reading texts Writing skills Undestanding texts Listening and Communication skills Formulating opinions Argumentation Critical and creative thinking skills Project Objectives The specific objectives of the partnership are: develop pupils skills in literacy (reading, writing, speaking and listening) and of the transversal key competences (critical thinking, attitude networking, communication and collaboration with others, communication and English language, learning to learn, spirit initiative); reading capitalization strategies for developing literacy skills in students and encourage reading for pleasure among students; developing teachers’ knowledge and skills in the design and organization of activities and lessons that help develop among students transversal key competences and skills in literacy; promoting the exchange of innovative practices and experiences between European schools through the development of teaching materials based on strategies for reading, writing, speaking. Project Activities five transnational project meetings; activities with students in order to develop literacy skills; activities for developing the intellectual products established: “The teaching of Life Skills with Literacy” (A Training Manual) and ”Think Literacy: Cross-Curricular Approaches” (“Literacy lessons”); dissemination and exploitation (newsletters, articles, presentation, project website, flyers, posters, logo, social media, exhibitions) monitoring and evaluation (SWOT analysis, questionnaires, observation, group discussions, analysis of results). 4 CONTENT Lessons about EU - Romanian team 1.Europe 10 1.1. The Story of Europe 10 1.2. The Geography of Europe 14 2. Europe and the evolution of the idea of European unification 16 2.1. The Foundation of European Civilization 16 2.2. Plans for the Unification of Europe 19 2.3. The first initiative o European collaboration 23 3. The brith of the European Community 30 3.1. The Schuman‘s declaration 30 3.2. The European Coal and Steel Community 34 3.3. From ECSC to EECC 37 4. Enlargements 40 4.1. From ECSC to EECC 40 4.2. Extension to the South 43 4.3. Europe of the 15 46 4.4. Europe of the 25 (The great expansion towards East) 49 4. 5. Europe of the 27 54 5. EU Treaties 57 5.1. From the Single European act to the treaty of Maastricht 57 5.2. From Amsterdam to Nice 63 5. 3. The Treaty of Lisbon 70 6. EU Institutions 74 6.1. Eu institutions 74 6.2. The democratic deficit of the European Union: myth or reality? 83 7. Economic Integration 86 7.1. The unique market and commerce 86 7.2. Euro and the economy 90 8. Unity in Diversity 95 8.1. European citizenship 95 8.2. Diversity-resource in European construction? 100 9. Areas of Interest within the European Union 102 9.1. Domains of interest in the European union 102 10. Dilemmas and challenges of Europe 106 10.1 Euro scepticism – a challenge for the European Union 106 10.2. European Union, where to? 113 10.3. European Union and Turkey 116 Lessons about Non-material Cultural Heritage - Bulgarian team 121 European Cultural Heritage 122 European culture – ―Le chanteur‖- Daniel Balavoine 126 Ермитаж /World Culture Heritage/ 130 KUKERI Non-material Cultural Heritage 132 Lesson of perception of literary work 136 Medieval dance in Europe 139 Perspectives on Supernatural – Macbeth 144 5 Second lesson 146 The road and the journey in the world of fairy tales 147 Traditions and symbols in cultural context 149 Lesson Plans - Greek team 154 Refugees and Migrants 155 Pages from Modern Greek history 167 Modern Greek Literature. Migration and Life as a refugee: two forms of uprooting 173 English lesson on the topic of Refugees 181 The protection of human rights in the case of refugees 192 The results of the A‘ World War and Surrealism 200 English lesson: Art in Education The life and work of great Italian painters of Renaissance 207 Maths and poetry- two ancient spiritual activities 223 Аncient greek history and modern greek poetry 233 Unemployment 243 Lesson Plans - Turkish team 252 What I look Like 253 All about me 255 Places I have been to 257 On Holiday 259 An Imaginary World 261 Let‘s Celebrate 262 Films I have seen 264 My Everyday Experiences 266 Our Green World 268 Let‘s Decide 270 Lesson Plans - Italian team 272 1.The Industrial Revolution In England 273 1.1. The causes of industrial revolution 273 1.2. The transport revolution 276 1.3. The social effects of the industrial revolution 279 2. Psychology Congress "THE WELL DONE HEAD" 287 3. John F. Kennedy's Inaugural Addresses 289 4. Is it the same story? Comparing novels to films 292 5. Plautus and Terence in comparison 297 6. Аncient Latin theatre by images: who, what, where, when, why, how 313 7. DNA structure and replication 316 8. Plants: form, function, reproduction and development 327 9. The Gettysburg address 333 10.Guess the...historic figure 335 11.Ancient latin theatre by images: who, what, where, when, why, how.? 339 6 The methodology guide "Think Literacy: Cross-Curricular Approaches" ("Literacy lessons") “ is an intellectual product, a product of a project : „Skills for Life: Literacy‟ within the frame of key activity „Partnership for innovation and exchange of good practices‟, strategic partnership among schools. Coordinator of the project is High School “Stefan Procopiu” (Romania, Vaslui), partners are Foreign Language Secondary School (Bulgaria, Pleven), 5th General Senior High School of Aigaleo (Aigaleo, near Athens, Greece), Yildirim Beyazit Anadolu Lisesi (Bursa, Turkey), ISISS Cicognini Rodari (Prato, Italy). A target group for project fulfillment and completion of activities are both teachers and students of the five countries, partners of the project. Strategic partnership in the field of school education is aimed at developing innovative pedagogical practices and tools in the field of school education, promoting the development, transfer and application of best practices in support of the ongoing implementation of methods for training teachers, promoting intercultural understanding and learning foreign languages, promoting the development of joint studies and research in the field of school education in the context of educational programs and support of policy development, implementation, recognition and certification of skills and competences at national level through European and National qualification frameworks and tools for validation. The methodology guide is a product of the team work of teachers from the partner countries involved in the project. The guide is the result of successful implementation of the objectives of the project - developed literacy skills (reading, writing, speaking and listening) and transversal key skills (critical thinking, communication and partnership, communication in a foreign language, etc.)., mastered strategies for developing literacy and encouragement of reading for pleasure, developed teachers‟ knowledge and skills in the design and organization of activities and lessons that help students deploy their key competencies and skills in literacy, encouragement of exchange of innovative practices and experience between European schools by developing teaching materials based on strategies for reading, listening, writing and speaking. The innovative developments of these lesson units are grouped around a theme and skills. The methodology guide "Think Literacy: Cross-Curricular Approaches" ("Literacy lessons") “ presents interdisciplinary didactic as a condition and educational environment for increasing
Load more

Recommended publications
  • The European Social Dialogue the History of a Social Innovation (1985-2003) — Jean Lapeyre Foreword by Jacques Delors Afterword by Luca Visentini
    European Trade Union Institute Bd du Roi Albert II, 5 1210 Brussels Belgium +32 (0)2 224 04 70 [email protected] www.etui.org “Compared to other works on the European Social Dialogue, this book stands out because it is an insider’s story, told by someone who was for many years the linchpin, on the trade unions’ side, of this major accomplishment of social Europe.” The European social dialogue — Emilio Gabaglio, ETUC General Secretary (1991-2003) “The author, an ardent supporter of the European Social Dialogue, has put his heart and soul into this The history of a social meticulous work, which is enriched by his commitment as a trade unionist, his capacity for indignation, and his very French spirit. His book will become an essential reference work.” — Wilfried Beirnaert, innovation (1985-2003) Managing Director and Director General at the Federation of Belgian Enterprises (FEB) (1981-1998) — “This exhaustive appraisal, written by a central actor in the process, reminds us that constructing social Europe means constructing Europe itself and aiming for the creation of a European society; Jean Lapeyre something to reflect upon today in the face of extreme tendencies which are threatening the edifice.” — Claude Didry, Sociologist and Director of Research at the National Centre of Scientific Research (CNRS) Foreword by Jacques Delors (Maurice Halbwachs Centre, École Normale Supérieure) Afterword by Luca Visentini This book provides a history of the construction of the European Social Dialogue between 1985 and 2003, based on documents and interviews with trade union figures, employers and dialogue social European The The history of a social innovation (1985-2003) Jean Lapeyre European officials, as well as on the author’s own personal account as a central actor in this story.
    [Show full text]
  • I. Sytnik EUROPEAN REGIONAL INTEGRATION: THE
    I. Sytnik EUROPEAN REGIONAL INTEGRATION: THE PRECONDITIONS AND AIMS OF FOUNDATION Introduction investigating the problems of war and peace in On the nowadays stage of international Europe, he proposed to establish the All- relationship, the national economies, European parliament (European Dyet, irrespective of their quantity and quality Parliament or Estates) [1]. In 1728 the French characteristics, are functioning in terms of writer and politician Charles de Saint-Pierre developing globalization processes. Moreover, it proposed to create the European League should be taken into account that economic containing 18 independent countries [2]. development is multidimensional and multi- However, at that period «…the states could not factor process, which often includes instability refuse their old ambitions that is why there were and periodic crisis phenomenon. The special practically no trends towards the union of way of protection of national economies from different countries.»[3] global instability is formation of regional Only after the World War I, that lead to integration unions that make preconditions for ruining of European economic and political the role of states on the world political and systems, the idea of arranging united European economic arena. area again appeared in the works of outstanding 1. The preconditions of EU foundation scientists and politicians. The foundation of the European Union is In 1923 the Austrian politician count doubtlessly one of the most important Richard Coudenhove-Kalergi published a geopolitical events of the second part of 20th declaration named “Paneuropa” where he century. It has not only served as a fundament introduced the plan of founding a confederation for political, economic and social changes in uniting all European countries.
    [Show full text]
  • THE COURT of JUSTICE of the EUROPEAN Co
    Periodical 5/1986 THE COURT OF JUSTICE OF THE EUROPEAN co EUROPEAN DOCUMENTATION E This publication is also available in the following languages: ES ISBN 92-825-6600-5 El Tribunal de Justicia de Ia Comunidad Europea DA ISBN 92-825-6601-3 Det europa:iske Fa:llesskabs Domstol DE ISBN 92-825-6602-1 Der Gerichtshof der Europaischen Gemeinschaft GR ISBN 92-825-6603-X .6.\KaotJipiO trov Eupronai:Kci>v KowotJitrov FR ISBN 92-825-6605-6 LaCour de Justice de Ia Communaute europeenne IT ISBN 92-825-6606-4 La Corte di Giustizia della Comunit!t europea NL ISBN 92-825-6607-2 Het Hof van Justitie van de Europese Gemeenschap PT ISBN 92-825-6608-0 0 Tribunal de Justi~a da Comunidade Europeia Cataloguing data can be found at the end of this publication Luxembourg: Office for Official Publications of the European Communities, 1986 ISBN 92-825-6604-8 Catalogue number: CB-NC-86-005-EN-C Reproduction in whole or in part of the contents of this publication is free, provided the source is acknowledged Printed in the FR of Germany The Court of Justice of the European Community Fourth edition Manuscript completed in autumn 1986 Contents I - The Court in the Community institutional system .. .. .. .. .. ................... .. .. 5 II - Composition and organization of the Court . .. .. .• . •. .. 7 Thirteen judges and six advocates-general .. .. .. .. .. 7 Plenary sessions and Chambers ...................................................•.............................. 9 The Registry and administration ................................................................................ 10 A court of first instance ....................................•.•...............................•......, .............. 11 III - The Court's powers ...............................................•................................................ 13 The Court ensures the observance of Community law .....•................................................ 13 The supreme judicial authority ......................................•...................•••......•..........•..
    [Show full text]
  • The European Union and the United Kingdom's Withdrawal BREXIT
    PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA Ministry of Higher Education and Scientific Research University of Tlemcen Faculty of Letters and Languages Department of English Section of English The European Union and the United Kingdom’s Withdrawal BREXIT Dissertation submitted to the Department of English as a partial fulfilment of the requirements for the degree of Master in Literature and Civilization Presented by Supervised by Mr. Abdallah NEGADI Dr. Daoudi FRID Mr. Mohammed Amine BELAID . Academic Year: 2016-2017 I Dedication I dedicate my work to my family members who encouraged me. A special feeling of gratitude to my loving parents whose words of encouragement and push for tenacity ring in my ears To all my friends II Acknowledgement First and foremost, I would like to thank my supervisor Dr FRID Daoudi for his guidance and valuable comments. This thesis would have never been accomplished without his considerable help, advice and guidance. For that, I owe my gratitude to him for his efforts. I extend my gratitude to the teachers who helped me in this study and the members of examiners for having accepted to read and examine my dissertation. Last but not least, great thanks go to all who helped me with encouragement and support which have never ceased all along the preparation of my work. III Abstract The aim of this study is to examine the British relations with the European Union during the last five decades, and to provide analysis of Britain's contemporary position towards the EU. The main question posed by this work concerns whether Britain is well out of the European Union club after the referendum held in June 2016.
    [Show full text]
  • Dissertation Docteur De L'université Du Luxembourg
    PhD-FLSHASE-2015-40 The Faculty of Language and Literature, Humanities, Arts and Education DISSERTATION Defense held on 18/12/2015 in Luxembourg to obtain the degree of DOCTEUR DE L’UNIVERSITÉ DU LUXEMBOURG EN PSYCHOLOGIE by Zoé van Dyck Born on 21 February 1986 in Luxembourg (Luxembourg) THE ROLE OF EXTERNAL AND INTERNAL STIMULI IN THE REGULATION OF EATING BEHAVIOUR Dissertation defense committee Prof. Dr. Claus Vögele, dissertation supervisor Professor, University of Luxembourg Prof. Dr. Dieter Ferring, Chairman Professor, University of Luxembourg Dr. André Schulz, Vice Chairman University of Luxembourg Prof. Dr. Simone Munsch Professor, University of Fribourg Prof. Dr. Jens Blechert Professor, University of Salzburg Dissertation Defence Committee Prof. Dr. Claus Vögele, University of Luxembourg (Supervisor) Prof. Dr. Dieter Ferring, University of Luxembourg (Chair) Dr. André Schulz, University of Luxembourg Prof. Dr. Simone Munsch, University of Fribourg, Switzerland Prof. Dr. Jens Blechert, University of Salzburg, Austria 1 2 Curiosity is the key to problem solving. (Galileo Galilei, 1564-1642) 3 4 Acknowledgements I would like to thank and acknowledge everyone who helped and supported me and who contributed to my research. You all made my PhD years an exciting, valuable and great experience. First and foremost I would like to thank my supervisor, Claus Vögele, for all your support and for believing in my work as a researcher. Thank you for trusting in my autonomy, and at the same time always being there when I needed your help, advice, and opinion. I could not have imagined a better way of scientific guidance. I also highly appreciate the support and advice offered by Jens Blechert.
    [Show full text]
  • Wolfgang-Peter Zingel India and Germany on the Way to Regional
    Wolfgang-Peter Zingel Associate Member, South Asia Institute of Heidelberg University e-mail: [email protected] India and Germany on the way to regional integration? First Dr Dagmar Graefin Bernstorff Commemoration Lecture Organized by the Federation of Indo-German Societies in India and the Friedrich Naumann Foundation for Freedom, delivered at the Indian International Centre (IIC) in New Delhi on 29 April 2019 (revised, 23 October 2019) Your Excellencies, Ladies and Gentlemen, Friends, I feel honoured and privileged to have been invited by the Federation of Indo-German Societies in India and the Friedrich Naumann Foundation for Freedom to deliver the First Dr Dagmar Graefin Bernstorff Lecture at the Indian International Centre, where I once was introduced by Ajneya (Vatsayan), the great poet, to a person no less than Khushwant Singh. It was here, where I often met Dr Dagmar Graefin Bernstorff, a dear colleague and friend, who passed away last year at the blessed age of 89. I am grateful to the organizers to have been asked to commemorate her and talk about her home countries, India and Germany,1 and a favourite topic of hers, i.e. regional integration.2 She described herself as follows: ‘I taught political science with reference to South Asia at the Universities of Freiburg i.B, [sic] Munich, Heidelberg in Germany. My publications relate to Indian Foreign Policy, Political Sociology, Elections in South Asia, Elite Formation etc. I also work on Tibetans in Exile worldwide.’3 There she also listed her major publications4 and translations.5 I met her first after joining the South Asia Institute of Heidelberg in 1971.
    [Show full text]
  • A Review of Regionalism with the Emphasis on the European Project
    UDK: 341.17(091) 341.171(4-672ЕУ) DOI: 10.20544/IYFS.38.2.18.13 Professional Paper A REVIEW OF REGIONALISM WITH THE EMPHASIS ON THE EUROPEAN PROJECT Katerina Klimoska PhD student in International Relations and Conflict Management [email protected] Abstract: Economic, political, social and cultural integration is taking place in many different historical contexts. The world has experienced the effects of imperial regionalism, aggressive nationalism, and today's new regionalism. That is why regionalism must be considered from a wider historical perspective, through its various stages. This paper presents an overview of regionalism with an emphasis on Europe. The paper follows the most significant moments in the regionalization process. Key words: regionalism, new regionalism, Europe, European Union 1. INTRODUCTION, Regionalism Regionalism, in a number of scientific papers, can mostly be encountered as a phenomenon that arises after the World War II. Accordingly, regionalism emerged in Western Europe in the late 1940s and then expanded into other less developed countries. However, it is important to note that there are also scientific papers that also indicate the time of the empires. It is important to study the time of the empires because, in spite of the differences, in some peculiarities they resemble the modern regions, for example: the empire is multicultural, there are no fixed borders, and it alone represents a multilateral system, and so on. In the middle of the 17th century, the Westphalian Peace was a key turning point in the struggle for national sovereignty, as opposed to the imperial one. This struggle begins in the 15th century through the Jeanne d' Arc and the establishment of the first nation state, at a time when Louis XI1 was in power in France.
    [Show full text]
  • Thirty-Fourth Review of the Council's Work : 1 January — 31 December
    General Secretariat of the Council of the European Communities THIRTY-FOURTH REVIEW OF THE COUNCIL'S WORK 1 JANUARY — 31 DECEMBER 1986 [/UH« 1 1.1« General Secretariat of the Council of the European Communities THIRTY-FOURTH REVIEW OF THE COUNCIL'S WORK 1 JANUARY — 31 DECEMBER 1986 This publication is also available in: ES ISBN 92­824­0430­7 DA ISBN 92­824­0431­5 DE ISBN 92­824­0432­3 GR ISBN 92­824­0433­1 FR ISBN 92­824­0435­8 IT ISBN 92­824­0436­6 NL ISBN 92­824­0437­4 PT ISBN 92­824­0438­2 Cataloguing data can be found at the end of this publication Office for Official Publications of the European Communities, 1988 ISBN 92­824­0434­X Catalogue number: BX­48­87­961­EN­C © ECSC­EEC­EAEC, Brussels ■ Luxembourg, 1987 Printed in the FR of Germany Contents Introduction 7 Chapter I — Work of the institutions 13 A — Council 13 Β — Institutional affairs 15 C — Parliamentary affairs 16 D — Court of Justice 28 E — Economic and Social Committee 29 F — Conventions 29 G — Information policy 30 Chapter II — Freedom of movement and common rules 31 A — Free movement of goods — Customs union — Rules of com­ petition — Industrial policy and approximation of legislation — Iron and steel industry 31 Β —Right of establishment and freedom to provide services .... 41 C — Intellectual property 45 Chapter III — Economic and social policy 47 A — Economic, financial and fiscal questions and export credits . 47 Β — Social policy 53 C — Regional policy 58 D — Development of a Community energy policy 60 E — Transport 69 F — Research 76 G — Environment 79 H — Other
    [Show full text]
  • Single European Act (Luxembourg, 17 February 1986, and the Hague, 28 February 1986)
    Single European Act (Luxembourg, 17 February 1986, and The Hague, 28 February 1986) Caption: On 17 and 28 February 1986, in Luxembourg and then in The Hague, the Foreign Ministers of the Twelve sign the Single European Act (SEA) which comprises provisions relating to the reform of the Community institutions, the broadening of areas of Community competence and cooperation between the Twelve in the sphere of foreign policy. Source: Official Journal of the European Communities (OJEC). 29.06.1987, n° L 169. [s.l.]. "Single European Act", p. 1. Copyright: All rights of reproduction, public communication, adaptation, distribution or dissemination via Internet, internal network or any other means are strictly reserved in all countries. The documents available on this Web site are the exclusive property of their authors or right holders. Requests for authorisation are to be addressed to the authors or right holders concerned. Further information may be obtained by referring to the legal notice and the terms and conditions of use regarding this site. URL: http://www.cvce.eu/obj/single_european_act_luxembourg_17_february_1986_and_t he_hague_28_february_1986-en-972ccc77-f4b8-4b24-85b8-e43ce3e754bf.html Last updated: 09/11/2015 1/32 Single European Act Title ICOMMON PROVISIONS ................................................... ................................................... ... Title IIPROVISIONS AMENDING THE TREATIES ESTABLISHING THE EUROPEAN COMMUNITIES ................................................... ..................................................
    [Show full text]
  • International Investment Instruments: a Compendium
    UNCTAD/DTCI/30(Vol.III) UNITED NATIONS CONFERENCE ON TRADE AND DEVELOPMENT Geneva International Investment Instruments: A Compendium Volume III Regional Integration, Bilateral and Non-governmental Instruments UNITED NATIONS New York and Geneva, 1996 UNCTAD/DTCI/30(Vol.III) International Investment Instruments: A Compendium/Volume3/Regional instruments. TREATY ESTABLISHING THE EUROPEAN COMMUNITY*1 [excerpts] The Treaty Establishing the European Community (Treaty of Rome) was adopted on 25 March 1957 and entered into force on 1 January 1958. It was subsequently amended by the Single European Act and by the Treaty on European Union (Treaty of Maastricht). The Single European Act was signed on 17 and 28 February 1986 (in Luxembourg and The Hague, respectively) and entered into force on 1 July 1987. The Treaty on European Union was adopted in Maastricht on 7 February 1992 and entered into force on 1 November 1993. The member States of the European Community as of January 1995 were Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain, Sweden and the United Kingdom. The text reproduced in this volume is the latest version of the Treaty Establishing the European Community, after the Treaty on European Union. Contents I -- Text of the Treaty Preamble Part One -- Principles Part Two -- Citizenship of the Union Part Three -- Community policies Title I -- Free movement of goods Chapter I -- The Customs Union Section 1 -- Elimination of customs duties between Member States Section 2 -- Setting-up of the Common Customs Tariff * Source: European Commission (1993). "Treaty Establishing the European Community", European Union: Selected Instruments Taken from the Treaties, Book 1, Volume 1 (Luxembourg: Office for Official Publications of the European Communities).
    [Show full text]
  • The Single European Act
    The Single European Act Source: CVCE. European NAvigator. Fabio Pappalardo. Copyright: (c) CVCE.EU by UNI.LU All rights of reproduction, of public communication, of adaptation, of distribution or of dissemination via Internet, internal network or any other means are strictly reserved in all countries. Consult the legal notice and the terms and conditions of use regarding this site. URL: http://www.cvce.eu/obj/the_single_european_act-en-abd540f4-e8e6-4d11- 8b67-f551892e2f1b.html Last updated: 08/07/2016 1/3 The Single European Act It was felt that Europe should be more than the predominantly economic dimension of the Communities, and calls to relaunch the European integration process began to be heard in several quarters. From the 1970s onwards, various plans were produced with that aim, notably Belgian Prime Minister Leo Tindemans’ Report on European Union in 1975, the Report on the European Institutions by the Committee of Three Wise Men in 1978 and the Draft European Act, presented in 1981 by the German and Italian Foreign Ministers, Hans Dietrich Genscher and Emilio Colombo. It was not until 1984, however, after the European Parliament had adopted the treaty drawn up by its Committee on Institutional Affairs under Altiero Spinelli, that substantive discussion of a new treaty got under way. In June 1984, the Fontainebleau European Council established an ad hoc committee comprising personal representatives of the Heads of State or Government, chaired by James Dooge, and instructed it to bring forward suggestions for improving the functioning of both the Community system and political cooperation. Following submission of an interim report to the Dublin European Council of December 1984, the Milan Council of June 1985 convened an Intergovernmental Conference (IGC) with a remit to redefine the powers of the institutions, chart the European Economic Community’s extension into new areas of activity and establish the single market.
    [Show full text]
  • Press Kit Never for MONEY, ALWAYS for LOVE DESIGN CITY 2014 – LXBG BIENNALE
    press kit neVer FOr MOneY, ALWAYs FOr LOVe DesiGn CitY 2014 – LXBG BiennALe 03/04/2014 – 15/06/2014 MUDAM LUXeMBOUrG Anne Genvo & David Richiuso, Copier/Couler, 2013, © photo: Anne Genvo mudaM Mudam Luxembourg never for Money, page Musée d’Art Moderne Grand-Duc Jean Always for Love 2 neVer FOr MOneY, ALWAYs FOr LOVe DesiGn CitY 2014 – LXBG BiennALe press kit sUMMArY press reLeAse 03 ADDress AnD inFOrMAtiOn 04 AnA ritA AntÓniO 06 BrUnO CArVALHO 07 BernArDO GAeirAs 08 GiLLes GArDULA 09 Anne GenVO & DAViD riCHiUsO 10 Anne-MArie HerCkes 11 Les M stUDiO 12 MAUriCe + pAULA 13 rUi pereirA 14 LYnn sCHAMMeL (sOCiALMAtter) 15 DAnieLA pAis 15 sUsAnA sOAres 16 JOÃO VALente 17 AnseLM JAppe: DesiGn, tHe ULtiMAte stAGe OF CApitALisM? 18 Mudam Luxembourg never for Money, page Musée d’Art Moderne Grand-Duc Jean Always for Love 3 Press release neVer FOr MOneY, ALWAYs FOr LOVe DesiGn CitY 2014 – LXBG BiennALe Thirteen designers from Portugal and Luxembourg present original projects that are all possible responses to issues concerning the manufacturing process, sustainability and the preservation of environmental and human resources. An exhibition on the social role of design that gives new meaning to the discipline. Mudam is presenting the exhibition Never for Money, Always for Love as part of Design City 2014. Conceived as a platform for exchange between Luxembourg and Portugal, it brings together thirteen designers who incorporate a critical and responsible approach in their design practice. The exhibition is the exact opposite of consumerism and examines traditional design production methods in order to meet the challenges of the contemporary political and social context.
    [Show full text]