Juan Carlos

I don`t like to stand out, but Anders, "the one who has real problems is myself"! History teacher, I learnt French at the high school and I have been struggling for years to get by in English. I would highlight one fact: if I am holding a meeting in English with teachers from all around Europe, most of them non English native speakers I normally manage to communicate without problems. The troubles start when most of the people at the meeting are English native speakers. I had this feeling in some of our EHELP reunions, our British colleagues begin talking away... and I get lost for a longer or shorter while. Getting down to practical issues, I strongly think that we need some money for paying for translation in EHELP project. In my case, translating into English a long text will be a terribly time-consuming task with quite poor results. It will mean double work and low-quality product. I hope we will find a solution at the next Toulouse meeting

One of the objectives of E-HELP is researching and producing some resources on teaching history in a language different from the tongue that is normally spoken by the students. In my case, teaching history in English to Spanish students. There is a growing number of schools around Europe that are implementing this sort of teaching history. Daniel, is it the case at your school. I know some French teachers who work in Section Européens and teach in English. I am starting next year at my school with the youngest students (12 years old). I think it would be very interesting to create stable relationshinps between history teachers in bilingual schools all over Europe.

I think that there are two big differences between Latin and English role in the world: English is not and surely will not be a language of a scholarly minority, there is a growing number of people speaking and writing it in a way that they can communicate. English is a world language that can help us to communicate with people coming from non-Western cultures. I am sure that vernacular languages won't dissapear. It won't be the case of Basque, for sure it won't be the case of Spanish (the other world great western language). Actually, as the English is more and more used around Europe, people from Wales, Basque Country... are resurrecting their moribund languages. Unfortunately, I am not sure that native Anglophones will try to learn other major languages. It is so time-consuming and tough task!

I also have some material (Flash Animation in English and some short articles in Spanish) on Cold War Politics and Olympic Games. It could be a good idea to upload it on E-HELP website.

She looks like quite impressive woman the Russian bomber airwoman! You have to tell us about this meeting in Toulouse. I believe that we should not write quite long articles. Actually, I am thinking about write articles suitable for the last grade before University. I and my colleague Ramón Burgaleta are thinking of setting up a site divided in chronological way: 1. 1900-1931 A weak feminist movement 2. 1931-1936 Second Republic: dramatic changes 3. 1936-1939 Civil war: two different Spains, Republican and Nationalist Spain 4. 1939-1975 The long Franco's dictatorship: the National-Catholicism 5. 1975-2000 Spanish women are not different anymore The site will include biographies, historical texts, glossary, images, collection of links... At the same time we want to display a wide range of activities on line that can exemplify how the internet and ICT can be used for teaching history. We will use different software like Flash, Pinnacle... We are elaborating activities with dynamic graphics, chronology... textual analysis on line, analysing videoclips and images, analyising primary sources (mainly newspapers). Our intention is that most of the activities can be done on line. Well, all that is what we intend to do... I hope to find time enough to do it. My intention is to display a range of activities on line that can be showed and taught to our "students" in the course after our project. P.S. I will try to add up some resources on Portugal.

I think that English language is getting away from the control of English-speking people. I believe that a sort of Euro-English is being born and a kind of European identity is developing linked to this Euro-English. How many people in Europe communicate in Euro-English? More and more people. This is the main point of teaching history in English in Spain, to prepare a growing number of Spaniards to join this "European community". An example of what I am trying to say is the example used on the word "citizenship". I am sure that for this "European community" this term has nothing to do with Mr. Blair's immigration policy. I absolutely agree with the notion that terms have different connotations in different countries. When Mr. Aznar called a demonstration the day after the terrorist attacks on 11th March 2004, he claimed that the demonstration was to defend the (Spanish) constitution. It probably means nothing in Sweden or in Britain. In Spain, it meant that ETA was the terrorist organization that planted the bombs in the trains. It was one example of the manipulation that led to his electoral defeat three days later.

I definitely think that it can be one of the E-HELP tasks. I believe that it is going to be very difficult to cover all the criteria we need to evaluate the veracity of any sort of resource we come across on the web, but it is worth trying it. On top of that, students really enjoy playing the detective role. I recently used the web site The Commissar vanishes on the falsification of photographs in Stalin's USSR and it was a successful class on dictatorship's manipulation. Probably, the best way to deal with this topic is categorizing a series of criteria and finding web sites that exemplify them.

I never thought of the Berlin Olympic Games vs. "Olimpiada Popular" in Barcelona as an excellent example of the "appeasement" policy. It can be a very sugestive way for our students to study international relations in the 30s.

The best web site I know is Internet for historians. It is an excellent web site written by Frances Condron and Grazyna Cooper, Humanities Computing Unit, Oxford University Computing Services, University of Oxford. There you can find a whole section focused on Review - What to trust on Internet. I used this resource and others to set up this page on my web site Evaluación de los sitios web To think that the first strategy is going to success is, apart from counterproductive, wishful thinking. We cannot and, probably, must not keep our students away from searching the internet. The second strategy is one of the greatest challenges of our job. Unfortunately, extreme political stances, specially the fascist and nazi ones, have a lot of web sites on the net. Probably, a good resource could be based on deconstructing and criticising some of these nazi "revisionist" web sites.

Thanks so much David for helping us (history teachers) to find some resources on the internet to help us to teach in English. Unfortunately, this link takes us to a quite limited glossary on 20th century events and biographies. What we need is good dictionaries of "historical terms" so that our students can understand key terms to learn history in English. I will keep looking for it. I absolutely agree with that. I wish I can find a similar answer for "knowing" history.

I focused my presentation on two topics: collaborative work and interactivity. Both features will change dramatically the student's situation in the learning process. Working on the internet will provide the most gifted and talented students the possibility of building up their own knowledge by collaborating (researching, analysing, producing all sort of resources) with students from all over the world. I expect that in one generation a majority of European learners will get by in "Euro-English", then, when language barriers are demolished, the classical classroom will be deleted by a brand-new organization of the learning process. Collaborative work will also improve dramatically the learning of less gifted students. I am not an expert at all, but I am sure that ICT and internet can help this sort of students to be motivated, feel successful and improve their learning. Interactivity is another characteristic that will create a new sort of learning project. So far, the sort of interactive web sites we can use are based on quite basic cognitive abilities. I believe that things will change in the next future. Just think about Collaboration features of conceptual maps on line or weblogs

As a Spanish-speaking History teacher that will start teaching History (according to Spanish curriculum) in English in the next future, I have a lot of doubts about the pedagogical efficiency of my future work. I have tried to find some literature on the subject (history teaching in English in non-English speaking context), but, so far, I have not been successful. A couple of years ago, I visited a Grammar School in Dartford (I don't remember the name of the school, but I do remember that it was the place where long time ago Mick Jagger studied) and I attended (and taught for half an hour the Spanish Civil War) a history class taught in Spanish. The teacher, an excellent one, was a Spanish teacher trying to teach History. I think that it is not the way we should follow. Students already had their Spanish class to learn Spanish. The point is that pupils are to learn history in history classes. Otherwise, they will learn neither history nor Spanish. I absolutely agree with Vicente that we need interdisciplinary work to teach history in English in a proper way. I hope that, as members of E-HELP, we can find pedagogical strategies to do it. I think we should set up some examples to be used in the Comenius course we will give at the end of the project. I hope that experience teachers as Graham, David or Javier can help us to achieve it.

2.- Both teachers and students are using a language different from their mother toungue and they may feel unconfortable if not unsecure with the foreign language 3.- Interference between mother toungue and foreign language (Spanish-English, French- English, etc). There may be tipical errors and mistakes due to interference from the native language. Teachers should be able to identify them and correct them. 4.- Encouragement of using foreing language. Teachers must encourage their students to use the working language and avoid the use of mother toungue. This may arise problems related to the contents of the subject (History) What’s more important, History or English? 5.- Assesment of the subject: Should teachers evaluate only the contents of the subject or take into account the command of the foreign language as well? 6.- In order to be a successful teacher of history in a foreign language, the teacher must know some strategies when dealing with a foreign language and some language methodology to avoid students’ dissappointment. Theachers should be aware that they are not only teachers of History but teachers of foreign language as well. Absolutely, that's what I (and a lot of Spanish, French, Italian.. teachers) need.

I have just uploaded on my web site different pages dealing with European projects and collaborative environments:Proyectos y entornos colaborativos europeos The main European initiatives for Spanish teachers. It is in Spanish.

History teachers... I agree with Terry on these points. I would add up if we want history teachers to start up using ICT and internet in the classroom in a constant way, we need to set up a broad range of activities that permit them to give, let's say, the Cold War completely. We have to set up "learning packages" that can be very easily used by the teachers. History teachers tend to consider ICT suite's class as an "exceptional" activity to "season" their daily work. In the future, we should create on line resources that permit teachers to teach whole history lessons or courses using ICT and internet.

Developing new history "European" curricula is not only a political need if we are to overcome the narrow-minded national points of view. It is a pedagogical need as well. A few years ago, the Spain's history curriculum for 17 years old students was changed. The previous government tried to come back to a "genuine" Spanish history curriculum that tried travel around every bit of Spain's history, from Altamira paleolitic paintings to 11th March 2004 terrorist attack in Madrid... From my experience, I realise that this curriculum is meaningless for my students. They are much more interested in getting to know about Islam fundamentalism or European Union enlargement than about Middle Age battles that "constructed" Spain... Fortunately.

One of the most interesting aspects of your presentation was to realize that a lot of European teachers tend to or need to "bypass" their own educational establishments to start setting up a web site to work with their students. Probably there are several reasons for this behaviour: rigidity of school management, avoiding being frowned at by traditional colleagues, individualism... At the same time, we all need to collaborate... E-HELP and other projects show how internet enables teachers living thousands of kilometers away to work together. Actually, we go on trying to set up a sort of Virtual School together.

Our project has been published in Socrates Compendium 2004 - Comenius 2.1. Training of School Educational Staff See pages 3 and 30. My school, IES Parque de Lisboa, has been designated Portuguese (Lisboa-Lisbon). We are a genuine European school.

Brigitte Parry has kindly included a short news on our project in the Comenius Space Newsletter. It was sent around yesterday night. This newsletter has more than 2600 subscribers, including the Commission and all the Socrates agencies. I think we all should subscribe. It is probably the best way to know about what is going on in other Comenius projects, other websites... - - - - - COMENIUS SPACE NEWSLETTER#38 - - - - - “Team Up and Meet in Europe” http://comenius.eun.org February 2005 - - - - - - - - - - - - - - - - - - - - - - - - Kindest regards to our 2606 subscribers :-) - - - - - - - - - - - - - - - - - - - - - - - - /\ /_|\ /_|__\ /_|__|_\ _-/_|__|__|\_____-__-__-__ eTWINNING New Tools Online eTwinning Newsletter SPRING DAY IN EUROPE D-Day Coming Soon! COMENIUS NEWS E-HELP : European History E-Learning Project Looking for a Conference, Special Needs Comenius 2.2 course in Santiago de Compostela, Galicia, Spain Comenius 3 Network MIR, a Set of Events International Teachers´ Exchange Week (ITEW) in Göteborg, Sweden Cultural Comenius projects in Provence, France CALLS for COLLABORATION Do You Speak Love, Turkey UNITE (Understanding Needs In Teaching Europeans), Poland Education for Peace, Greece The Farm of the 3rd millennium, Romania Unity and Diversity Through Religion, Romania Equal Chances for All, Romania Open Topics, Turkey, France - - - - - - - - - - - - - - - - - - - - - - - - eTWINNING - - - - - - - - - - - - - - - - - - - - - - - - New Tools Online More than 2500 schools are now registered on the eTwinning portal and more than 100 partnerships have been formed. The number of schools registering for a partnership has reached a steady growth of 500 schools a week. On 10 February, European Schoolnet launched a new version of the eTwinning portal with more tools including a real-time chat feature and an email service. The eTwinning portal was launched on 14 January as a hub to promote School partnerships in Europe. www.etwinning.net - - - - - - - - - - - eTwinning Newsletter Since January 2005, we have started communicating directly with the registered schools via the eTwinning newsletter. This newsletter provides news from eTwinning schools, news form the National Support Services and news from the Central Support Service. If you are interested in this newsletter, go to the portal front page, choose the language you prefer and insert your email address. The eTwinning newsletter is posted by email and also available on line in 20 languages. www.etwinning.net - - - - - - - - - - - - - - - - - - - - - - - - SPRING DAY IN EUROPE - - - - - - - - - - - - - - - - - - - - - - - - D-Day Coming Soon! Spring Day will take place on 17 March this year. More than 4200 schools have already registered; more than 50 personalities have already committed themselves to visiting schools and more than 150 schools are involved in the Decision Making Role Play. Ms Margot Wallström, Vice President of the European Commission, will both chat with schools on 16 March and answer questions on the European Constitution together with many experts and Ms Claudie Haigneré, French Minister of European Affairs, in Paris on 17 March. Commissioner Jan Figel took part in a very lively and interesting chat with schools on 10 February and will visit one school in Bulgaria and one school in Romania around 17 March. Commissioner Potocnik also took place in a chat with schools on 1 February on science education. It is more than ever time to register and be part of this extraordinary project that bring pupils and teachers closer to current European issues. Registration: http://futurum2005.eun.org Chats: http://futurum2005.eun.org/ww/en/pub/futur...sc/calendar.htm Role play: http://futurum2005.eun.org/roleplay - - - - - - - - - - - - - - - - - - - - - - - - COMENIUS NEWS - - - - - - - - - - - - - - - - - - - - - - - - E-HELP: European History E-Learning Project The European History E-Learning Project (E-HELP) is a Comenius 2.1 Project (Training of School Educational Staff). Established in October, 2004, the overall aim of E-HELP is to encourage and improve the use of ICT and the Internet in history classrooms in Europe. Over the next three years E-HELP will: Research, evaluate and present evidence of good practice in the use of ICT and the Internet in European History Classrooms. Produce and manage a multilingual website and discussion forum to support the project and its aims. Create innovative online history resources for teaching a European dimension with a range of “past-present” historical issues in a multilingual/second language context. Deliver a residential course in July 2007 (International School of Toulouse) in the use of ICT and the Internet in the history classroom. E-HELP held its first meeting in Toulouse on 17th-20th February, 2005. Temporary web site: http://educationforum.ipbhost.com/index.php?showforum=152 A project web site is right now under construction - - - - - - - - - - - - - - - - - - - - - - - - Looking for a Conference, Special Needs Bjarne Toft Olsen works in a Danish school with a Special Needs Education department. He deals with pupils with physical and mental handicaps, the children are 6 to 18 years old. He is looking for a Comenius network conference that would take place during the 2005-2006 school year somewhere in Europe. He would like to meet people who can inspire him and help him in his difficult task. Please contact him directly at: bto@pilehave.fyns-amt.dk - - - - - - - - - - - - - - - - - - - - - - - - Comenius 2.2 course in Santiago de Compostela, Galicia, Spain The university of Santiago de Compostela, together with CPI O Cruce, is organising a Comenius 2.2 course in Santiago de Compostela, Galicia, Spain IPM tools: finding innovative pedagogical methods to integrate web based tools into teaching and learning Course reference number: es-2005-010 Dates: 19 - 25 September 2005 Socrates project no. : 94248–cp–1–2001–1-fi- comenius–c21 More information at http://ejournal.eduprojects.net/ipmtools or contact Milagros Trigo mtrigo@edu.xunta.es - - - - - - - - - - - - - - - - - - - - - - - - Comenius 3 Network MIR, a Set of Events Contact Seminar Comenius 1 and Comenius 2 projects. THEME: Migration and Education Ljubljana, Slovenia , April 13-15, 2005 Information and pre-registration: http://www.migrationhistory.com/comenius/i...on=events&id=21 One separate day + dedicated activities in the 3rd annual conference that starts the day after. Theme: Migration and Education Content: How education deals with the challenge of migration to Europe; Use of creative pedagogy in intercultural education; Integrating arts and social sciences into practical work packages. Seminar fee: 420 €(accommodation/subsistence 5 nights + materials). Organising body: "MIR” Comenius 3 Network: Migration and Inercultural Relations", 101605-CP-1-2002-1-NO-COMENIUS-C3 Institute for Slovenian Emigration Studies and Socrates National Agency of Slovenia - - - - - - - 3rd Annual Conference of the “MIR” Comenius 3 network: Migration and Intercultural Relations – Challenge for European Schools Today” 101605-CP-1-2002-1-NO-COMENIUS-C3 Ljubljana, April 14-15, 2005 Information and pre-registration: http://www.migrationhistory.com/comenius/i...on=events&id=20 Conference theme: “Migration and education” ”Migration and education in Slovenia” Content: Lectures, Round Table, Workshops and Group Work Sessions. (Prior to the conference: One day Contact Seminar Day for the setting up of new projects + Migrant Film Festival.) Conference fee: The conference fee is 360 € for hotel accommodation (4 nights in double rooms). For lower prices at Youth Hostels see details in WWW-address above. - - - - - - - Comenius 2 course: "European Citizenship Education on Migration" - Ref No: NO-2005-007 Oldenburg/Bremen, Germany, October 17-23, 2004. Information and pre-registration: http://www.migrationhistory.com/comenius/i...on=events&id=22 Main themes: Education and the theme of Migration, Democratic citizenship issues and Migration; Migration History – use of archives and study of families; Intercultural learning; School Visits; New Comenius initiatives. Themes covered during course week: 1. European citizenship education on migration day 1) 2. Historical-political learning (day 2). 3. Intercultural learning (day 3). 4. Citizenship education) (day 4). 5. Working together across national borders: setting up new comenius initiatives. (days 4, 5). 6. Presentations by participants. (days 1, 3, 5). 7. Schools visits and excursions (days 3, 4) Accommodation & Subsistence: 750€ Course fee (including materials): 540€ Total: 1290€ Cancellation fee: 300€ General contact person: Dan D. Daatland Coordinator of MIR Com 3 Network University of Stavanger,Norway Email address: dan.d.daatland@uis.no - - - - - - - - - - - - - - - - - - - - - - - - International Teachers´ Exchange Week (ITEW) in Göteborg, Sweden - 18-23 Sept, 2005 This is an excellent opportunity to meet teachers from other countries, exchange experiences and establish contacts with schools in Göteborg and from other countries. This is also a great opportunity to get to know this town as the program includes a guided tour as well as interesting technical visits and cultural events. More information about the practical arrangements will be provided by the coordinator. Do not hesitate to contact her: Gunilla Engberg gunilla.engberg@frolunda.goteborg.se - - - - - - - - - - - - - - - - - - - - - - - - Cultural Comenius projects in Provence, France The project called « Fashion and traditions of the Italian costume » implemented in the professional Lycée Les Ferrages of Saint-Chamas deals with the professional streams of “fashion trades”, and leads to the discovery of the history of costumes, masks and fashion. The success factors of this cultural project can be summarised as follows: - the implementation of a Comenius 1 project - the agreement with the Regional Council of Provence, on the theme « Gypsy and Provençal traditions” - the application for an Italian Comenius language assistant For further information, contact Marie-Laure Plauchu, teacher of maths and science: Email : mlp.plauchu@free.fr Website : www.pedagogie.lyc.ferrages@ac-aix-marseille.fr - - - - - - - - - - - - “The living art and new technologies around the provençal painter Paul Cézanne” by Lycée Alphonse Benoît of l’Isle sur Sorgue. Partners: - Istituto Magistrale Regina Margherita of Agnani (Italy) - Bünyan Anatolian High School of Bünyan (Turkey) The goals are : - to involve pupils of the classic, technical and professional streams - to develop a research group in each school around painters who have been more or less influenced by Cézanne - to propose training periods in multimedia new technologies (video, computer, mixing of sound and images, video-lectures), under the direction of a choreographer and computer scientist - finally, to produce a video, a CDROM and a website. For further information, turn to Christine Lévêque, physics teacher: Email : maurice.leveque@chello.fr - - - - - - - - - - - - “A painter and his native area” by the Collège Font d’Aurumy situated in Fuveau Partners : - Istituto Comprensivo of Santa Teresa di Riva (Sicily) - Alytaus Dzukijos Vidurine Mokykla of Alytus (Lithuania) - Colegio San Roque of Valencia (Spain) - 9° Gymnasio Kallitheas of Athens (Greece) The aim of the project: Around the international Cézanne 2006 exhibition in Aix-en-Provence, in collaboration with M. Bruno Ely, a French specialist in the Cézanne questions in charge of the exhibition, five countries make theirs the cultural, pictorial, regional, national and international heritage and present their favourite painter to their partners. For further information, contact Sophie Imbert-Vergniet, teacher of French, Latin and Ancient Greek: Email : s.imbert-vergniet@wanadoo.fr Website : http://collegefontdaurumy@free.fr - - - - - - - - - - - - - - - - - - - - - - - - CALLS for COLLABORATION - - - - - - - - - - - - - - - - - - - - - - - - Do You Speak Love, Turkey This is an urgent call to those who would like to how to speak about Love! This Turkish school has already studied the subject with their students and they would now like to expand their work to an international collaborative project on Love. This would involve love poems competitions or articles on the subject, international love trips to know each other on the basis of individual family life, customs, traditions, short local walking festivals to show how different people come together and get tied with love, acting dramas, mini instrumental music concerts on love using local instruments....etc. Well! After all, the main preoccupation of most school kids is love and later in life, things do not change that much! So this seems to be quite an interesting and highly motivating subject J Contact teacher:Osmandag2001@yahoo.com - - - - - - - - - - - - - - - - - - - - - - - - UNITE (Understanding Needs In Teaching Europeans), Poland This Polish school is looking for primary or lower secondary school teachers interested in joining a Comenius 1 School Partnership – School Development Project. They already have 3 partners in the UK, Sweden and Poland. All partners have some experience in international projects. This project will audit teaching and learning styles in each school to develop an understanding of how and why children learn with a view to more closely matching the learning needs of children to teaching objectives. This will be achieved by a key teacher and senior manager from each school steering a research process which will involve collecting and auditing data from children and the school community, intercultural group discussion and reflective academic study of current research with guidance from university staff. Each country will share good practice and alter teaching styles where appropriate to match learning needs. The project will be greatly enhanced by the sharing of pedagogical experiences across five European countries and the conclusions of the project will be reflected both formally in a report and practically in changes made in each school as we anticipate that adapted teaching styles and greater student participation in the learning process will lead to improved attitudes to learning, behaviour and all-round improvement in standards. Contact email: higgeldy@poczta.onet.pl - - - - - - - - - - - - - - - - - - - - - - - - Education for Peace, Greece This Greek secondary school caters for 12 to 15 year old pupils and is situated in Neo Petritsi a small town in Serres, close to the Greek-Bulgarian border. They are desperately looking for partners who would be interested in a project on peace education. Contact email: zafira@otenet.gr - - - - - - - - - - - - - - - - - - - - - - - - The Farm of the 3rd millennium, Romania The objectives of this project are: the creation of a virtual farm that fulfils the best conditions for different agricultural activities, the improvement of working methods in a farm through interdisciplinary cooperation, and the promotion of foreign language learning. Contact: Mariana Rosu marirosu@yahoo.com - - - - - - - - - - - - - - - - - - - - - - - - Unity and Diversity Through Religion, Romania In times like ours it is very important to help pupils understand the importance of religious diversity and the respect of other people’s faith. This school has worked it all out, if you are interested in this topic, contact: Iulian Cioromila scoala2cudalbi@yahoo.com - - - - - - - - - - - - - - - - - - - - - - - - Equal Chances for All, Romania School Development Project This project will thoroughly study all the ways and means to improve the integration of children with difficulties into the different European school systems. They already have a solid work plan and will take into account all social and cultural differences in the partner countries. Contact: Dorina Goiceanu dorinaalex2@yahoo.com - - - - - - - - - - - - - - - - - - - - - - - - Open Topics, Turkey, France A secondary school located in Agri, in the eastern part of Turkey, is looking for partners to implement a Comenius 1 project with pupils aged 14-18. They already have some topics in mind but they would like to discuss all this with partners. M. Serkut Kizanlikli serkut_k@yahoo.com - - - - - - - - - - Janine Savary teaches German to pupils aged 16 to 20 in Mulhouse, France. She would like to take part in a Comenius project where pupils would use German to communicate. Contact her directly either if you have such a project or if you can help her with contacts. janine.savary@wanadoo.fr - - - - - - - - - - - - - - - - - - - - - - - - If you would like your projects, contact seminars to be featured in this newsletter, please send all information to the editor: Brigitte Parry Brigitte.parry@eun.org /\ /_|\ /_|__\ /_|__|_\ _-/_|__|__|\_-_ http://comenius.eun.org _ _ _ _

You are right, Andy. I forgot the links.

This publication was elaborated in the framework of a Council of Europe's project: Learning and teaching about the history of Europe in the 20th century It includes this book Teaching 20th century women’s history: A classroom approach that can be downloaded in this URL. Actually, I included this Council of Europe's project in my presentation in the Toulouse meeting, but I forgot to mention it It would be very interesting to get in touch with the historians who worked in that project. I have applied for a Council of Europe's course "Migration flows in the 21st century" that will be delivered next May. If I get the grant and my educational authorities let me attend to the course, I will try to get in touch with some of the historians working in the framework of the Council of Europe

John, Please, what does TES stand for? We badly need a dictionary of acronyms

Thanks for such an excellent presentation. The links are really superb: http://www.answers.com/ is really useful.

I have just posted a slightly changed Spanish version of John's text on the Spanish section of this forum. I have also sent to Petru Dumitru and Brigitte Parry from European Schoolnet the text to be diseminated by MyEurope, Comenius Space and Spring Day in Europe newsletters.