Q301090 (Q301090): Difference between revisions
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(Created claim: summary (P836): SCHOOL DISCOMFORT MAY DEPEND ON FACTORS RELATED TO THE SOCIO-ECONOMIC AND CULTURAL CONTEXT OF THE STUDENT FROM ELEMENTS RELATED TO HIS/HER FAMILY OR PERSONAL DYNAMICS FROM INTRINSIC CHARACTERISTICS TO THE SCHOOL INSTITUTION. THE DISPERSAL OFTEN TAKES PLACE IN SERIOUS FORMS OF ABANDONMENT NOT MARKED BY THE MANIFESTO OF LEAVING THE SCHOOL BENS FROM A DEEP DISENGAGEMENT FROM WHICH DERIVE A PRESENCE IN THE CHAMBER AND A FREQUENCY ONLY FICTITIOUS CHA...) |
(Changed label, description and/or aliases in 1 language: remove_english_label) |
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| label / en | label / en | ||
Revision as of 11:28, 6 November 2020
Project Q301090 in Italy
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q301090 in Italy |
Statements
43,272.0 Euro
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43,272.0 Euro
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100.0 percent
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20 July 2017
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31 August 2019
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LICEO CLASSICO GIANNONE
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41°4'55.49"N, 14°20'4.96"E
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IL DISAGIO SCOLASTICO PU DIPENDERE DA FATTORI RELATIVI AL CONTESTO SOCIO ECONOMICO E CULTURALE DELLO STUDENTE DA ELEMENTI CONNESSI ALLE SUE DINAMICHE FAMILIARI O PERSONALI DA CARATTERISTICHE INTRINSECHE ALLISTITUZIONE SCOLASTICA. LA DISPERSIONE SI CONFIGURA SPESSO IN FORME GRAVI DI ABBANDONO NON SEGNATE DALLATTO MANIFESTO DI LASCIARE LA SCUOLA BENS DA UN DISIMPEGNO PROFONDO DA CUI DERIVANO UNA PRESENZA IN AULA E UNA FREQUENZA SOLO FITTIZIE CONNOTATE DA SENSO DI INADEGUATEZZA DISAGIO INSODDISFAZIONE SCARSA FIDUCIA NELLE PROPRIE CAPACIT E INDIFFERENZA ALLINSUCCESSO FORMATIVO.IL PROGETTO INTENDE CONSENTIRE IL PROSIEGUO DI UN PERCORSO GI INTRAPRESO REALIZZARE INTERVENTI PER ALUNNI CHE PRESENTINO CARENZE COGNITIVE LINGUISTICHE E DI METODO SVILUPPARE E ACCRESCERE COMPETENZE GI POSSEDUTE FARNE ACQUISIRE DI NUOVE E POTENZIARE IL SUCCESSO SCOLASTICO. ESSO MIRA ALLA PIENA INCLUSIONE DEGLI STUDENTI CON UNA SITUAZIONE DI DISAGIO CULTURALE E SOCIALE DOVUTA ALLA MANCANZA DI VALIDI MODELLI CULT (Italian)
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SCHOOL DISCOMFORT MAY DEPEND ON FACTORS RELATED TO THE SOCIO-ECONOMIC AND CULTURAL CONTEXT OF THE STUDENT FROM ELEMENTS RELATED TO HIS/HER FAMILY OR PERSONAL DYNAMICS FROM INTRINSIC CHARACTERISTICS TO THE SCHOOL INSTITUTION. THE DISPERSAL OFTEN TAKES PLACE IN SERIOUS FORMS OF ABANDONMENT NOT MARKED BY THE MANIFESTO OF LEAVING THE SCHOOL BENS FROM A DEEP DISENGAGEMENT FROM WHICH DERIVE A PRESENCE IN THE CHAMBER AND A FREQUENCY ONLY FICTITIOUS CHARACTERISED BY A SENSE OF INADEQUACY DISSATISFACTION DISSATISFACTION LITTLE CONFIDENCE IN THEIR ABILITIES AND INDIFFERENCE ALLINSUCCESSO FORMATIVO.THE PROJECT AIMS TO ALLOW THE CONTINUATION OF A PATH ALREADY UNDERTAKEN TO CARRY OUT INTERVENTIONS FOR PUPILS WHO EXHIBIT COGNITIVE DEFICIENCIES AND TO INCREASE THE METHOD OF LEARNING. IT AIMS AT THE FULL INCLUSION OF STUDENTS WITH A SITUATION OF CULTURAL AND SOCIAL DISCOMFORT DUE TO THE LACK OF VALID CULT MODELS (English)
6 November 2020
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Identifiers
E25B17006770007
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