"<< Background >>“WAFLE” is a collaborative project of 4 partners. The idea was came up with United Nations’ Sustainable Development Goals (SDGs) for 2030 in SDG to “ensure availability and sustainable management of water and sanitation for all” One of the main problems of the 21st century is the sustainability of existing water resources that do not have an alternative and the provision of sufficient amount and quality water. The amount of water we can use is faced with many dangers today. Although the vast majority of the world is covered with water, inadequate drinking water resources, climatic changes, increase in the world population, misuse of water resources, lack of appropriate and precautionary policies regarding water use have made water management an important problem. However, in our traditional education curricula, natural environment,water ecosystems, environment and sustainable water use are just included in the form of theoretical information. This information is not in the form of an innovative education that will reduce the water footprints of individuals and increase the water literacy standards. Although the education theoretically given about environment increases our cognitive knowledge, in order to achieve an understanding of water to be a part of the daily life, water literacy becomes a prerequisite.Our project aims to gain ""Water literacy"", which is a priority for a sustainable life. Water literacy is defined as ""the level of knowledge that includes understanding the basic information about the knowledge of water resources, the sustainable use and management of water and the importance and necessity of water for life"". (Amarasinghe and Sharma, 2008) It is a relatively new field of study with growing importance for sustainable water management and social water equity. Water literacy is an awareness and responsibility project in itself. The future of clean water depends on the conscious use of available water resources. Conscious use of water can only be achieved by raising awareness of concepts such as water footprint and water literacy. Water sustainability must be founded on clear knowledge and understandings of water resources and their relationships with humans and systems. Moreover, the need for such knowledge is not confined to water managers, researchers, and decision makers but also includes every user of water as an early age as possible. Students are considered the next decision makers and their public and private civic engagement around water will be integral in developing a sustainable future for water resources. An understanding of their water literacy and conceptions, as well as their misconceptions, is a critical basis for a sustainable future of reaching water. In our project, it is aimed that our students learn and comprehend the behavior of the water molecule through their own experiences and observations, and gain the ability to anticipate in which case it will be damaged and polluted and to calculate and decrease their own water footprint.Within the scope of this project, it is aimed that the participants will be water literates with the activities to be implemented in order to protect water in the best way, to ensure the effective use of natural water resources without endangering them and to protect them.<< Objectives >>Within the scope of this project, it is aimed to raise the water literacy and awareness on water sustainability of the participants with the activities to be implemented in order to protect water in the best way, to ensure the effective use of natural water resources without endangering them and to protect them. By the end of this project, we hope to raise water literacy among participant schools. Specifically, we aim participants to;•become familiar with water, get actively involved in water and face the issue of water as their own issue•define, calculate and compare their water footprints•identify the basic elements of water footprint “green, blue and grey water footprints”•develop awareness on water scarcity•get appropriate knowledge about various aspects of water use and management in order to ensure safer water consumption•understand how the water we use daily is delivered and treated, as well as knowing the quality and safety of that water•use water wisely at home and in social spaces•become as individuals who have a holistic awareness of environmental systems and can take steps to improve water footprint•acquire the skills and motivation to work toward the environment•act responsibly and make reasonable decisions for society as a whole in terms of water usage•promote active living water literacy•learn the footprints of food, agricultural products and industrial products•study causes and effects of water pollution deeply•specify water as an energy resource•understand the connection between water and biological diversity•learn the healing water resources and their benefits•produce alternative cleaning products•promote “World Water Day” with an action (walk/ protest/ theatre play/ drama etc.)•promote scientists who have studied water•determine water policies of the schools and publish a manifesto on water use •develop personally, professionally and academically.•gain new transferable skills•receive financial support•increase motivation to learn•develop cultural awareness and open-mindedness.•iraise self-confidence.•gain knowledge in new subjects•improve and gain language skills.In terms of participant schools as institutions we aim to ;-empower schools to take part in international projects -broaden opportunities for pupils and staff to learn and collaborate with peers through ‘mobility projects’ in other countries-strengthen international cooperation in education through physical exchanges as well as virtual ones on the eTwinning platform<< Implementation >>The activities will be implemented under 7 Categories;1- IMPLEMENTATION ACTIVITIESa) Seminars;A seminar informing participants on water footprint and the basic elements of it “blue, green and grey water footprint” by an expert ( An academician teaching hydrobiology in the Faculty of Science or an authority working for Provincial Directorate of Water Management/ Ministry of Forestry and Water Affairs) A seminar informing participants about the relation between water and biological diversity by an academician working at Faculty of Aquacultureb) Researches on;-countries with water scarcity around the world-water resources of the region or province where the school is located-water pollution-the properties of potable water-the ways of storing rainwater from past to present and the ways how to use rain water-scientists who have done important studies on water-healing water regions in countries-endangered species, rivers and lakes as a result of water pollution or scarcityc) A workshop for parents to produce alternative cleaning products instead of modern cleaning agents (making arab soap from waste oils, vinegar, lemon juice, baking soda, washing soda, salt tablets)d) Watching the short film “where is water” produced and animated by Steve Cutts by UNESCO WWAP e) Watching the TEDx talk by Seth Darling “ invisible water, the hidden virtual water market” f) Declaring a MANIFEST on schools’ water policy2- TPM ACTIVITIES-Teacher trainings on web 2.00 tools - Practising web 2. 00 tools with learning scenerios- Trainings on Etwinning portal -Cultural Exchange -Presentation of schools-Field trips ( environmentally friendly city model “Remourban” city of Tepebasi ) 3- LTT ACTIVITIES-Presentations-Icebreakers-Multinational group Works/ discussions-Field trips for cultural exchange-Visiting a food processing bussiness in the first LTT & filming water foot print of food-Visiting a textile production bussiness in the second LTT& filming water footprint of clothes-Visiting an agricultural land in the last LTT& filming water footprint of crops 4- PROJECT MANAGEMENT ACTIVITIES-Signing contracts with Nas-Attending meetings held by NA-Authorization processes before transnational meetings-Budget control-Timetable checklist5- ASSESSMENT ACTIVITIES-Calculation of water footprints of all participants at the beginning and at the end of the Project-Expectation and satisfaction Surveys to be implemented pre and post transnational meetings-Application for a Etwinning National Quality Label-Interim report-Final report6- DISSEMINATION ACTIVITIES-Erasmus boards-News on offcial websites of the schools, website of the partnership -Posts on social media accounts -Leaflets explaining the aims and outcomes of the Project-Leaflets on how to save water at homes -Protests Promoting “World Water Day”7- ETWINNING ACTIVITIES - Opening blogs/ forums on discussions - Implementing surveys- Documentation of transnational meetings- Etwinning live events<< Results >>The outcomes of the Project can be classified as “concrete outcomes and abstract outcomes” The concrete outcomes we aim to achieve during and on completion of the project are;-A seminar informing participants on water footprint and the basic elements of it-Two webinars -Three reports of the participants’ footprint calculations -A project corner from waste materials-A press column with all local, national and international newspaper news and articles on Water-A website and social media accounts “ Instagram & facebook page” -Etwinning Project-The motto and the LOGO of the project-4 satisfaction surveys on LTTs-Two calendars (containing visuals and information on all subjects such as water pollution, scarcity, treatment, aquatic creatures, healing water resources, the water footprints of food, agricultural products and industry, scientists who have worked on water, and water as an energy resource) by TUERCHAN or CALENDARLABS web 2 tool.-A map of water resources of the region or province where the school is located-A map of countries with water scarcity around the world (BY PICTROMAP WEB2 TOOL)-a map of healing water regions in countries by NATGEO MAPMAKER-An infographic brochure on water pollution revealing some information such as how the water gets dirty/ the effect of detergents and air pollution on the water /Diseases caused by polluted water/ The negative effects of water pollution on animals/ measures to be taken to keep the water clean ( BY INFOGRAPHICS WEB 2 TOOL)-Two actions on World Water days in two years-A workshop for parents and students to produce environmentally friendly cleaning products instead of modern cleaning agents (making arab soap from waste oils , vinegar, lemon juice, baking soda, washing soda, salt tablets-A padlet page about scientists who have done important studies on water-A seminar informing participants about the relation between water and biological diversity by an academician working at Faculty of Aquaculture-A mentimeter page about the ways of storing rainwater from past to present and the ways how to use rain water-A map of healing water regions in countries by NATGEO MAPMAKER-A leaflet on how to save water in homes-School Water Principles' manifest-Films on food processing / agriculture /clothe production - An educational tool available on OER- Research papers ""the effectiveness of multinational activities of the project and the impact of environmental education on pupils""Abstract outcomes are mostly related to the individual development of the participants as mentioned below. At the end of the Project participants will;-define, calculate and compare their water footprints•identify the basic elements of water footprint “green, blue and grey water footprints”•get appropriate knowledge about various aspects of water use and management in order to ensure safer water consumption•understand how the water we use daily is delivered and treated, as well as knowing the quality and safety of that water•use water wisely at home and in social spaces•promote active living water literacy•learn the footprints of food, agricultural products and industrial products•understand the connection between water and biological diversity•learn the healing water resources and their benefits•produce alternative cleaning products•promote “World Water Day” with an action (walk/ protest/ theatre play/ drama etc.)•receive financial support•increase motivation to learn•develop cultural awareness and open-mindedness•raise self-confidence•improve language skillsIn terms of participant schools as institutions we aim to ;-empower schools to take part in international projects -broaden opportunities for pupils and staff to learn and collaborate with peers through ‘mobility projects’ in other countries-strengthen international cooperation in education through physical exchanges as well as virtual ones on the eTwinning platform"

The idea of the project was to provide students and teachers from Germany, Italy, Poland, Turkey and Portugal with an exemplarily and systematically investigation of the diversity of everyday life and cultures in Europe. The aim of the project was first to enlarge students' and teachers' knowledge about these aspects in order to, as a second step, enable students to understand the background to different ways of life and views.In eight LTTAs and the project work in between the meetings the students gained knowledge in the fields of:- life in the past and present- school life and inclusion- food- religion- the world of work - and an environmental issues, like recycling.During the mobilities students and teachers engaged in multinational team work activities and excursions dealing with these topics. The investigations that took place during these activities were later evaluated and documented with the help of posters, photos, videos and a common project blog. Staying in host families provided the students with an even closer insight into everyday life and culture of the hosting country and enhanced their intercultural communication skills.All participants practiced the usage of ICT tools during the project work and used English as a means of communication which helped to increase their knowledge concerning these aspects.Overall, by working on this project all participants have rethought national stereotypes and have become more open-minded and tolerant towards diversity, in terms of age, nationality and abilities, and cultural differences. On the other hand, they have also learned to appreciate their own culture, but not only as part of their own national culture, but rather as a part of a European culture. This way they will value a unified Europe in the future.

Due to globalization in general and migration, many European countries nowadays face more cultural diversity with all its benefits and challenges for society.Moreover, especially young people from European countries with instable economies have to be on the move because of reduced job offers in their home countries and high unemployment.According to this, young people of today need to get qualified for everyday life and working in different European countries within different cultures. Communication plays an essential role for both, everyday life and working and is necessary for mutual understanding in culturally mixed societies. To acquire skills, qualification and confidence in communication is indispensible to enable people to face more cultural diversity, to treasure its benefits and to cope with its challenges. Four schools from Germany, Poland, Turkey and Portugal participated in this project. All schools are either vocational schools or secondary schools, all providing training in the vocational fields of health or social profession which are characterized by a high intensitiy of contact with people. In the project students gained some knowledge about theoretical models of communication. But more important, they actively practised communication skills in everyday life situations and in vocational environments. During the Learning, Teaching and Training Activities students practised, observed and reflected on effects of non-verbal and verbal communication by participating exercises in culturally mixed groups.A second basis of the project was a short-term work placements in vocational institutions, like e.g. hospitals as well as other workplaces. Students performed job shadowing of professionals, e.g. nurses, educators. During this, students observed and evaluated the effects of communication in a professional environment with the help of questionnaires. Students have improved their language skills in English during exercises, job shadowing and their stays in host families and they also practised some basics of the language of their host countries. During the duration of the project all participants, students as well as teachers, kept in contact via digital media as means of modern communication. Teachers' visits included in this project provided exchange of best practices in teaching, applying quality measures and ways of using ICT in classrooms. This was done by job-shadowing, practising the usage of ICT tools and reports by teachers about their usage of ICT tools and exchanging about teaching methods at their schools. In the project students enhanced their general, as well as English, communication skills. This has helped to trigger changes in thinking and behaviour, e.g. to question prejudice and national stereotypes. Students have gained respect for other cultures and different life situations. Therefore, this project helped to enhance mutual understanding between particpants and different cultures. The project helped students to develop communication skills which can now be transferred to several areas (e.g. different cultures, different jobs) and we hope that this has helped to provide young people with the means for lifelong learning. They have acquired some skills which they can use even if the living and working conditions in Europe will undergo more changes in the future. Students have gained an insight in how to reflect their own communication behaviour and in case of any communication problems adapt their behaviour appropriately. By exchanging some best practices of teaching methods, materials, quality systems and the usage of ICT in classrooms, school curricula and teaching methods of the participating schools have enhanced. Furthermore, the project has helped to foster more open-mindedness and respect for students with different cultural backgrounds at all participating schools.

Our project concentrates on priorities and needs of our schools. As the negative effects of cyber bullying are undeniable in educational settings, it is one of the most studied topics by the educators/ researchers. But it is not enough only to inform our students about the concepts related to the cyber bullying, we should also increase the knowledge and awareness on cyber bullying, informing school societies on their rights, focusing on the consequences and taking preventive actions against cyber bullying.Thus, creating a safe school environment by having strong policies in place to address cyber bullying. In this Project, our students will not only develop a deeper understanding to cyber bullying in national dimension, they will have a chance to discuss their existing situation with their European peers, they will try tackle with the cyber bulling problem together by negotiating via different platforms and face- to- face discussions, they will offers the solution to peers and decide whether the offers work in their context. This process means much more than an informative, passive cyber bullying conference session. To achieve these aims, a number of activities have been designed. These activities include initiation activities (the activities concerning about informing school communities and other people about our project such as making announcement on each school website, setting up an e twinning project), educational activities (the activities related to raising the knowledge and awareness of students on cyber bullying and other key concepts such as informing students about their rights and punishments for cyber bullying crimes by experts, analyzing country’s and school’s policy,) , Cyber bullying days (conducting the meetings in Portugal and Italy with the pupils, initiating discussion, making decisions and publishing them), and transnational activities (including transnational meetings and exchange of pupils). While carrying out this project, 4 partners will work together, involving Turkey (the coordinator), Portugal, Greece, and Italy. In the report of European Parliament, 2016, Cyber Bullying Among Young People, the partners of this project, were defined as “low medium risk countries of cyber bullying.” But, it doesn’t mean these countries eliminate or reduced cyber bullying successfully in their contexts. They simply do not have certain definitions or key concepts for cyber bullying and haven’t gathered data on the subject. Similarly, one of the common features of the partner countries is that they lack preventive actions against cyber bullying or still working on them, which will add value to the efforts of this Project.The kick off meeting will be held in coordinator Country, Turkey. Short term exchange of students will be in Portugal and in Italy. The last transnational meeting will be in Greece. It is planned that 8 teachers and 16 students from each participant country will join the transnational activities. One representative from student counsel of the school will join the LLTs to find immediate and effective solutions to the cyber bullying problem while conducting their counsel work. Particular consideration will be given to applicants who may be expected to benefit most significantly from the opportunities provided, and who may not previously have had access to similar opportunities. The number of pupils and teachers involved in mobilities will be restricted , but at least 60% of school community will be involved in the preparation- implementation of the project. The results can be divided into two categories; CONCRETE RESULTS which includes high level use of e-twinning portal, Project logo, slogan, leaflets and website, Posters, plays ,videos, Exhibition of project works, Project corners, 2018-2019 Calendars, Efficacy questionnaires, seminars given by experts, and Cyber Safety Week and the advisory circulars of the meetings; ABSTRACT RESULTS are educated and conscious internet users, an awareness on cyber ethics and juridical dimension of cyber crimes, increased cooperation and international experience, high tolerance towards diversity and deep understanding of cyber bullying. Participants are expected to improve their skills on expressing themselves in FOREIGN LANGUAGE and DIGITAL COMPETENCES at the end of the project. In terms of transversal skills, the students will obtain the competence of actively taking part in the society they belong to. They will be initiators that define the key concepts of cyber bullying and compel their schools to take necessary precautions on it. When 21st century skills considered, students will be able to develop interpersonal/ intercultural competences throughout the activities. The school counsels will have a chance to see they can analyze, debate and write a joint declaration on cyber bullying and take concrete steps to solve a current problem in their context, which leads a step forward to educate active citizens of future.