# data[].attributes.body
World Heritage City

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One of the most beatiful bays in the world.

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Bragança. Naturalmente! | Portugal | VisitBragança

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This video shows "De Oude Keuken".

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Our region, North Holland, north of Amsterdam.

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Quality to me means how much you realise of your plans and how you take responsibility and accountability for it.

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Inclusion means that every single person has his/her own valuable and respected position in life, employment and luck.

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Coimbra - Visite Coimbra! Visit Coimbra! (vídeo oficial)

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Inclusion is the ability to fight against discriminations, and it is one of the priorities of the new Erasmus+ programme.

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Quality appears when the goals and satisfaction are reached/improved. 

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Quality appears when the goals and satisfaction are reached/improved. 

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Rouen, France

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Barbara Pravi - Voilà

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Barbara Pravi - Voilà (LIVE) | France 🇫🇷 | Grand Final | Eurovision 2021

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Every single person has the right to be part of the society independent your personnal characterists and be able to participate.

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Every single person has the right to be part of the society independent your personnal characterists and be able to participate.

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You achieve quality when you see in reality the change you want. And that change means to achieve good standars for all.lisbon

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You achieve quality when you see in reality the change you want. And that change means to achieve good standars for all.lisbon

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In recent years i have discovered my city by bicycle!

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Inclusion represents an act of equality between different individuals in society, allowing everyone to have the right to participate in different dimensions of their environment, without suffering any kind of discrimination or prejudice. This implies the integration of all individuals, regardless of physical condition, education, gender, sexual orientation, ethnicity, among other aspects.

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For me, quality is the worth and merit of a certain project or process aims, associating to these attributes of quality the criteria of efficiency, efficacy, effectiveness and relevance. Worth and merit are necessary conditions for the quality of the project  aims, effectiveness and relevance are necessary conditions for its worth and efficiency and efficacy necessary conditions for its merit.

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https://youtu.be/keAmg-OPbuI

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https://youtu.be/WfGMYdalClU

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Respect diversity, listen to the other, contribute to autonomy.

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THE SHAPE OF WATER | Official Trailer | FOX Searchlight

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Inclusion means to me actively listening to what others have to say. It means a non-judgmental and open approach; it means not insisting on my way of thinking, being or doing; it means engaging in a collaborative dialogue to find solutions to common issues, even though our context and understandings differ. It means patience, resilience and  creativity.

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Inclusion means to me actively listening to what others have to say. It means a non-judgmental and open approach; it means not insisting on my way of thinking, being or doing; it means engaging in a collaborative dialogue to find solutions to common issues, even though our context and understandings differ. It means patience, resilience and  creativity.

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Quality is about relevance, and about creating authentic learning experiences. It is about mentoring and intentional and guided mentoring of student for transformative learning. It is not so much about outputs - (how many/ short term) - although these are important as well -, as outcomes in terms of student learning (medium term), and impact in terms of value added to society and personal lives (long term).  

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Quality is about relevance, and about creating authentic learning experiences. It is about mentoring and intentional and guided mentoring of student for transformative learning. It is not so much about outputs - (how many/ short term) - although these are important as well -, as outcomes in terms of student learning (medium term), and impact in terms of value added to society and personal lives (long term).  

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Quality is also contextual - and related to specific goals of an organisation (HE) or the needs of a specific region, its history and traditions. So when we talk about measuring, we need to define the indicators in context of a specific institution or region. Moreover, it is important to think in terms of value added.

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Most people maybe are familiar with Maastricht - I live close by in this beautiful unDutch place (not flat )

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I love this video because it is so powerful and so beautiful. It makes very clear why corporate social responsibility is important. Moreover, that we need to keep sight of the bigger picture on inclusion and quality - provided by the UNSDGs and the Earth Charter.

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Vienna - world's most livable city for the second year running (https://www.wien.info/en/lifestyle-scene/most-livable-city-352322) 

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Vienna - world's most livable city for the second year running (https://www.wien.info/en/lifestyle-scene/most-livable-city-352322) 

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For me it means that everyone has the right to participate in the community they live in. For the education at school it is important to know the needs of every child.

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Quality is important in the performance in every level of my life. I want to do what I promised to do.

Fulfill of the agreements I made is very important to reach goals on a high level. Often quality requirements have been written or unwritten about a project and I have to work on this requirements.

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I live in Curaçao, an island in the Caribbean. The capital of Curaçao is Willemstad, a city on the World Heritage List.

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It a song to invite others to work together. Let's work together because only you achieve less.

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Kòrsou Mi Dushi Isla - Proskuneo ft. Raimy, Willy, Æmy, Shelomi, Chesron i Wladimir  (Lyrical Video)

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I didn't understand if we had to share a video of somethg we like or related to inclusion, so I decided to choose "shiny happy people" which is my feel-good song, very inclusive in a way

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I didn't understand if we had to share a video of somethg we like or related to inclusion, so I decided to choose "shiny happy people" which is my feel-good song, very inclusive in a way

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R.E.M. - Shiny Happy People (Official Music Video)

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Equal treatment to access student mobility. 

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Equal treatment to access student mobility. 

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Be able to evaluate the success and the outcomes of student mobility by using adequate KPI. 

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Be able to evaluate the success and the outcomes of student mobility by using adequate KPI. 

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A wonderful small city in France (Montrouge) 

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A wonderful small city in France (Montrouge) 

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Living together with all differences. Promoting differences as a strenght of the society.
Adapting our society to all people

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https://www.youtube.com/watch?v=ZJbrtQgLdpk

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Making everyone a part of something!

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High standards!

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Bohemian Rhapsody for Symphony Orchestra and Solo Viola

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Bohemian Rhapsody for Symphony Orchestra and Solo Viola

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THE INDIANA UNIVERSITY STUDIO ORCHESTRA

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Bohemian Rhapsody for Symphony Orchestra and Solo Viola - THE STUDIO RECORDING

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MAEX (like the AEX), shows the impact of the organisation on the SDG's.
https://maex.nl/#/initiative/0891b2e4-66a6-45ac-a04a-3478f9a3b0f9
Hugo Snabilie

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Tip from the Portuguese National Agency - SDG Indicators' tracker

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Tip from the Portuguese National Agency - SDG Indicators' tracker

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Introducing our new and improved ‘Sustainable Development Goal (SDG) Tracker’ - Our World in Data

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In February we released a project Our World in Data had been working on: SDG-Tracker.org, the first (and only, to date) resource where you can track our progress towards the United Nations (UN) Sustainable Development Goals (SDGs).

Since then we have been working on an updated version of our tracker to provide a clearer way to track global, regional and national progress across the 17 Goals, 169 Targets, and 232 Indicators of the SDGs. This update is now live in the tracker.

These updates should hopefully now provide a clear understanding of the particular UN Targets, Indicators and the respective data used to track our progress on them. You will also notice that gaps in data availability remain: where there is no known data for a given indicator, we mark this clearly and invite users to notify us if there is data for these indicators that we may have missed. Hopefully this open approach will allow us to support the UN in developing the most comprehensive coverage of how we're doing in our progress to 2030.

In the matrix below we provide an overview of the data availability for all SDG Indicators (where green indicates good, recent global data availability; amber indicates some, but outdated or very incomplete data is available; and red indicates we are not aware of any data for these Indicators). We will keep this matrix up-to-date over time as more data becomes available.

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Introducing our new and improved 'Sustainable Development Goal (SDG) Tracker'

# data[].attributes.attachment_link.description
In February we released a project Our World in Data had been working on: SDG-Tracker.org, the first (and only, to date) resource where you can track our progress towards the United Nations (UN) Sustainable Development Goals (SDGs).

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International students share their vision of diversity and inclusion

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As part of the "Diversity and inclusion: international perspectives" meeting day, the International Relations Office invited the University's international students to participate in a photo competition. The objective? To enable students to share their vision and interpretation of these two terms, through their camera lens with their best pictures.

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Make more acessible the E+ to small organizations.

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Make more acessible the E+ to small organizations.

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Guidelines to implement the new actions.
Mapping the current situation to have  a start point to determine what can we do.
Networking and implication of organizations.
Change of mind.

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Aj tento rok štartuje v Prešove projekt Milujem svoje mesto. Pridajte sa k nám!

Aj tento rok štartuje v Prešove projekt Milujem svoje mesto. Pridajte sa k nám!

viac info

Aktuálne udalosti

Festival priateľstva a dobrovoľníckej činnosti Milujem svoje mesto sa aj tento rok teší veľkému záujmu zo strany verejnosti. Vďaka zapojeným dobrovoľníkom sa za prvých 5 dní podarilo skrášliť 14 lokal ... viac...

V článku uverejnenom na webovej stránke mesta Prešov v sekcii Oznamy, dňa 20.4.2021, s názvom "NAKA ukončila vyšetrovanie: Mesto Prešov pri asanácii bytovky na Mukačevskej neporušilo zákon", boli uved ... viac...

Turistická mobilná aplikácia

------------------------------------

Úvod

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Aj tento rok štartuje v Prešove projekt Milujem svoje mesto. Pridajte sa k nám! viac info Festival priateľstva a dobrovoľníckej činnosti Milujem svoje mesto sa aj tento rok teší veľkému záujmu zo strany verejnosti. Vďaka zapojeným dobrovoľníkom sa za prvých 5 dní podarilo skrášliť 14 lokal ... viac...

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Space full of tolerance and open to everybody

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Space full of tolerance and open to everybody

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hearing and creating space for satisfying maximum needs

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hearing and creating space for satisfying maximum needs

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An international and interdisciplinary study of migrant integration through participatory housing initiatives

The research project MERGING aims to examine existing integration policies and initiatives on the European, regional and local level, but also the individual practices in which housing plays an important role. It consists of doing a comparison of different case studies on their treatment and integration and identify the best practices".

This first step will lead to design and put in the place participatory pilot initiatives aimed at integration through housing, with the Quatorze association, and test them in three EU countries: France (Lyon), Spain (Valencia) and Sweden (Gothenburg).

The final objective of MERGING is to measure the long-term effects of participatory initiatives linked to housing and demonstrate the factors which favor or block pathways for migrant integration. The goal is to propose recommendations to public actors on a local, national and European level for migrant integration, based on factual data.

MERGING is coordinated by Catherine MERCIER-SUISSA , associate professor and thesis supervisor in economics at iaelyon (University Jean Moulin Lyon 3) and a researcher at Magellan Research Center, and Noémie DOMINGUEZ, associate professor in management sciences at iaelyon - Université Jean Moulin and a researcher at the Magellan Research Center.

MERGING project has been awarded 3M€ by the European programme H2020 for three years and gathers 10 partners:

the University of Bologna (Italy), the Universities of Gothenburg and Malmö (Sweden), the French research centre Arènes of Rennes, the Université Jean Moulin Lyon 3 and Lyon Ingenierie Projets (France), the University of Valencia (Spain), Social Business Earth (Switzerland), Quartorze (France) and COTA (Belgium).

MERGING has started on 1st January 2021.

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The research project MERGING aims to examine existing integration policies and initiatives on the European, regional and local level, but also the individual practices in which housing plays an important role. It consists of doing a comparison of different case studies on their treatment and integration and identify the best practices".

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Aller au contenu | Navigation | Accès directs | Connexion

TEDx d'un étudiant du programme FAIRE

Témoignages d'étudiants

Nawar, accepté en Licence LEA anglais-arabe

Nawar a suivi le programme FAIRE à l'Université Jean Moulin Lyon 3. Aujourd'hui il revient sur cette expérience qui lui a permis d'intégrer le parcours qu'il souhaitait : une Licence LEA anglais-arabe. "Je m'appelle Nawar, je suis réfugié irakien en France, j'ai suivi le programme FAIRE depuis début janvier 2020. J'aimerais tout d'abord remercier tous les enseignants de programme FAIRE et toute personne qui a travaillé pour ce programme dans le but d'aider les étudiants réfugiés à être...

https://www.univ-lyon3.fr/accompagnement-et-integration-des-etudiants-refugies-1

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Aller au contenu | Navigation | Accès directs | Connexion TEDx d'un étudiant du programme FAIRE Nawar, accepté en Licence LEA anglais-arabe Nawar a suivi le programme FAIRE à l'Université Jean Moulin Lyon 3. Aujourd'hui il revient sur cette expérience qui lui a permis d'intégrer le parcours qu'il souhaitait : une Licence LEA anglais-arabe.

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This Action Line is coordinated by the Inclusion Board, chaired by the University of Padova, and has the following main objectives:

Increasing inclusion (widening access and diversity) within universities.

Increasing the awareness of the local and regional environment about different forms of disparity, under-represented groups, diversity and inclusion.

Influencing inclusive policies on a regional and national level.

Overview of planned activities

Engagement with pre-university education pupils

1. Preventive early career education: shared models of preventive early career education through the training of experts and shared resources

2. Children's universities: sharing best practice and development of shared guidelines for outreach activities for primary and secondary schools

3. Women to STEM: attracting young women to STEM disciplines Secondary/high school to university transition

4. Support networks for inclusion: sharing best practice in services offered to meet vulnerable high school students' needs in their transition towards university

Widening access - new transitions

1. Recognition of prior learning: shared guidelines for a credit recognition and transfer system for accredited professional and work experience. Recommendations for national authorities

2. Enabling refugees: a shared policy for the academic recognition and admission process of refugees

3. Rethinking college: shared models of alternative educational pathways for students with disabilities

4. Seniors' Universities: sharing of best practices and short-term mobility for seniors' universities

Inclusion and diversity at university

1. Inclusive peer tutoring: sharing best practices and staff development for heterogeneity-sensitive programmes, internships and staff

2. Staff development for the diverse and inclusive classroom

3. Fast tracks for gifted students

University to World of Work

1. Job market transition for inclusive universities Shared Policy Approach

2. Common charters on Gender Equality, Inclusion and Sustainable Development Goals

Action Line Board Chair and contact person: Benedetta Zatti ( benedetta.zatti@unipd.it)

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Widening Access, Inclusion and Diversity

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This Action Line is coordinated by the Inclusion Board, chaired by the University of Padova, and has the following main objectives: Increasing inclusion (widening access and diversity) within universities. Increasing the awareness of the local and regional environment about different forms of disparity, under-represented groups, diversity and inclusion.

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Integration

The principal ambition of the Arqus Alliance is to act jointly as a laboratory from which to move forward in the design, testing and implementation of an innovative model for deep inter-university cooperation. The Alliance aims to consolidate a joint governance structure to facilitate the development of consensual joint policies and action plans, to consolidate participative structures to facilitate cross-cutting integration at all levels of the partner institutions, and to share its experience with other groupings in order to communicate the added value to be found in its model of integration.

Enabling people

The Arqus Alliance aims to centre its efforts on enabling people: enabling a widely diverse student body and enhancing their learning experience; enabling a similarly diverse staff community and promoting their individual and collective professional development; enabling society at large by opening our doors and fully responding to the mission it has entrusted us.

Widening access and inclusion

The Alliance aims to promote widening access for diverse student and staff populations, facilitating inclusive admission and recruitment policies, and attracting talent from less represented groups. The Alliance aims to develop shared policies for inclusion and diversity for all members of the university community.

Quality student learning

To enhance the quality of student learning and employability, the Alliance aims ultimately to have a shared academic offer. The Alliance aims to share new forms of mobility and best practice for recognition of all kinds: for credit
mobility; for formal, informal and non-formal learning; for prior learning; for service learning; and of qualifications. The Alliance aims to share innovative and inclusive teaching and learning methodologies and staff development initiatives.

Multilingual university

The Alliance aspires to ensuring truly multilingual environments at partner universities using its language diversity to promote multilingualism throughout the universities' activities, for the entire community and beyond. The Alliance aspires to moving beyond language competence in order also to promote intercultural communication competence amongst students and staff.

Entrepreneurial university and regional engagement

The Arqus Alliance aims to stimulate entrepreneurship and creativity amongst the entire university community and across different areas of activities, through mutual learning, by engaging regional resources and building on the complementary strengths of all its members. It aims further to devote its efforts to developing and sharing innovative cross-sectoral collaborations.

Research support and early career researcher development

The Alliance aims to share best practice in research management and support and to find ways in which to share a variety of resources. It aims to promote joint doctoral and post-doctoral initiatives as the basis for early-stage researcher development and to promote shared opportunities. It further aims to enhance actual research collaboration within the Alliance and with European and global partners.

Global engagement

The Alliance aims to set up joint global initiatives in education and research, building on the complementarity of the members' strategic partners worldwide. It further aims to build on that complementarity to promote Europe and Arqus as an attractive space for talent from around the world to study, research or work.

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The principal ambition of the Arqus Alliance is to act jointly as a laboratory from which to move forward in the design, testing and implementation of an innovative model for deep inter-university cooperation.

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Centro Rui Grácio  is planning 2 Erasmus Projects, both connected to Inclusion, health promotion through physical activity and Interculturality; University of Split - SEA-EU, SDG Working Group - had some meetings and are trying to implement changes in order to focus on students. As students are now facing difficulties in finding jobs, it is necessary to face the challenges of our time and include some new modules in the university curriculum.

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Centro Rui Grácio  is planning 2 Erasmus Projects, both connected to Inclusion, health promotion through physical activity and Interculturality; University of Split - SEA-EU, SDG Working Group - had some meetings and are trying to implement changes in order to focus on students. As students are now facing difficulties in finding jobs, it is necessary to face the challenges of our time and include some new modules in the university curriculum.

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Christopher, from the Swedish Council for Higher Education says that needs to connect the projects with the SDG, specially Inclusion. There's a need to involve more the offices and its  work in this field
Kisri, from Häme University of Applied Sciences - they have some experience in working with students with social and learning difficulties. They feel they need to start to offer methods and tools to allow students to start to work within the challenges of our times.

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More incentives for different green travels.

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More incentives for different green travels.

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More promotional action to gain awarenwss.

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Small actions to contribute to raise awareness

Priorities between the goals and raise awareness.

Self qualifications

Every school can replicate the activities with the students

Return the students can give a report about the sustainability.

Sustainable and inclusion strategies are important. What kind of indicator we could use to connect Erasmus, goals and SDG?

Quantity is easy to get Integrate percentage of women and men.

Number of contacts

Projects of innovation

Qualitative indicators is more difficult to implement

Indicators in Education

Performance and ratings

Self-evaluation

Literacy

Reading and writing

Communicate

Collections of information

Teachers

Qualification of the teachers

Continuous teaching training

Adult education

Problem to maintain the students in the projects and in the school to achieve another level

Percentage of student who can finish or have another course

Higher Education

Inclusion of students of foreign background.

Students with fewer opportunities

Percentage of student with a different background.

Make it possible to go to another level.

How many goes to higher education?

Get information of the data of the institutions can be difficult: ask the student for permission.

One indicator: educational level of the parents. We need to reach the students before they come to the university. The need of good statistic and students can be good ambassador about mobility

Education for sustainable development

Program for refugee. The problem is the language.

New program to employ them after they certificate and there is follow up.

Workshops and work with European universities specific topics entrepreneurship, digital inclusion.

Indicators:

How many women are in the training and mobility.

Green travel

We need more indicators

Basic qualities has to include the priorities of Erasmus+

Make on networking and help each other.

# data[].attributes.body
Sustainable and inclusion strategies are important. What kind of indicator we could use to connect Erasmus, goals and SDG?

Quantity is easy to get Integrate percentage of women and men.

Number of contacts

Projects of innovation

Qualitative indicators is more difficult to implement.                    Indicators in Education

Performance and ratings

Self-evaluation

Literacy

Reading and writing

Communicate

Collections of information

Teachers

Qualification of the teachers

Continuous teaching training

Adult education

Problem to maintain the students in the projects and in the school to achieve another level

Percentage of student who can finish or have another course

Higher Education

Inclusion of students of foreign background.

Students with fewer opportunities

Percentage of student with a different background.

Make it possible to go to another level.

How many goes to higher education?

Get information of the data of the institutions can be difficult: ask the student for permission.
Another indicator: educational level of the parents. We need to reach the students before they come to the university. The need of good statistic and students can be good ambassador about mobility, Education for sustainable development

Program for refugee. The problem is the language.

New program to employ them after they certificate and there is follow up.

Workshops and work with European universities specific topics entrepreneurship, digital inclusion.

Indicators:

How many women are in the training and mobility.

Green travel

We need more indicators.              Basic qualities has to include the priorities of Erasmus+.
Basic qualities has to include the priorities of Erasmus+

Make on networking and help each other.

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How HE, SE and AE institutions can leverage their resources for sustainability 

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How HE, SE and AE institutions can leverage their resources for sustainability 

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Dificulty of the thematic;
No projects about SDG's
Organising international coferences about the thematic
Importance of sharing projects like the ISCTE one
Work this thematics on the BIP's

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First of all, the difficulty of working this Topic, sustainability and education, and quality education;
second, we've discussed about the need we feel to have more cooeration between institutions, HE, and Schools and Adult education. Institutions work on international projects in E+ and others, but we feel they should work on this Goals, also outside the program, and thar is very difficult to reach;
Tha organization of conferences and discussions on the topic are most welcome;
The exemple of ISCTE is a good exemple on who too start doing someting to achive the goals and a good way of institutions star to cooperate.
The BIPs (Blende Intensive Programes) for HEI in E+, can be a good starting point to leverage cooprtation among institutions.

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ON my side, Normandie Université is quite ne in terms of internationalisation of education, erasmus+, quality in education  .... I have been working there for 1 year. So one of my activities is to develop projects in sustainability. In the same way, my colleague is working in creating a quality assurance deparmtent for the management of activities

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i think we need to rely on the collaborations, partnership of researchers or teachers which can have large partnerships and contacts and different kind of institutions

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Link between Erasmus Programme and SDG indicators

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Link between Erasmus Programme and SDG indicators

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General and specific objectives of Erasmus+ 2021-27 are in line with the SDG goals:

-           lifelong learning, the educational, professional and personal development of people in education aind training, in Europe and beyond, contributing to sustainable growth, quality jobs and social cohesion, driving innovation, and strengthening European identity and active citizenship.

-          to promote learning mobility of individuals and groups, as well as - cooperation, quality, inclusion and equity, excellence, creativity and innovation at the level of organisations and policies in the field of education and training;

As well as the PRIORITIES OF THE ERASMUS+ PROGRAMME:

-        Inclusion and Diversity

-        Digital Transformation

-        Environment and fight against climate change

-        Participation in democratic life & development of networks

The main links are the areas of Quality Education, Inclusion, Sustainability and Cooperation.
(PT NA - VC)

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-        Each institution should have a strategy for inclusion and a strategy for sustainability.

-        In the final report of the mobilities the participants could self-evaluate their mobilities in terms of how they contributed to some of the SDGs (in the contract).
Work on digital inclusion.
- Use the self-evaluation option to engage and raise awareness.
- Reach the students before they come to university.
- Create specific programs for participants with fewer opportunities, with follow-up and expanded networks to enhance employability

(PT NA - summary of WG 4)

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Examples of quantitative indicators related to SDGs:

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Examples of quantitative indicators related to SDGs:

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-        Nr. of projects that contribute to sustainability

-        % of women in studies

-        % of innovative methodologies for literacy and problem solving

-        % of adult learners who can finish the respective degree

-        Nr. of students with foreign background

-        Nr. of actions to overcome language barriers

-        Nr. of networks

-        Nr. of actions in Education for sustainable development
-        % of green travel

-        % of participants with fewer opportunities

-        Performance ratings: e.g. group performance based on self evaluation
(obstacle: RGPD)

(PT NA - summary of WG 4)

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1. Identify and engage all stakeholders in the collaboration for including the SDGs in the Erasmus programme; 2 Include in the Erasmus Charter an action plan for improving the inclusivity by reaching out to all students  and at the same time reducing the ecological footprint. 3 Including sustainability in the formal and informal curriculum and consider a wider definition of mobility - in terms of moving out of your comfort zone. 4 Practical points - some of which relate to green mobility. Key takeaways -
a) Students are in for green mobility; it may be more of a staff issues. b) Before you think of green mobility - ask yourself the question - is travel needed, and how to justify  it and how to mitigate / compensate

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-        It can be challenging to define Indicators for E+ priorities that are linked to the 230 SDG indicators

-        A good needs assessment will help you define goals and indicators

-        It is easier to define indicators when you define the source too

-        Establish a Logical framework:

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Inclusion is to be open minded to all people and issues related with the world... is diversity and respct!

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I have lunched and changed my outfit because it's getting colder! OMG is really Summer?

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I have lunched and changed my outfit because it's getting colder! OMG is really Summer?

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I wonder!

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Music from the 60's in France : https://youtu.be/5JA6E_AvWIk

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Music from the 60's in France : https://youtu.be/5JA6E_AvWIk

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INA | La compil des années 60 (1h45 de tubes)

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10 tubes stars des années 80 | Archive INA

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and one for the good mood " tout le bonheur du monde" :

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and one for the good mood " tout le bonheur du monde" :

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SINSEMILIA  - Tout Le Bonheur Du Monde - Original version  (Clip Officiel📽️)

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- Not easy to link indicators from SDG to Erasmus priorities
- It is easier to define an indicator if yoy think about the source too
- make needs assessment

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Supporting organisations, transparency and responsibility

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in EN
Early in the morning I jump from the nest
And I go to the stop
Headband waiting for 7
but not for the trip
I didn't want to
But one day I saw him pass
And my skeptical chest
For a tram ride back to dreaming
With every peal that sounds
From the click of that pliers
in a frantic way
The skeptical chest, touches the rebate
If the train derails, the people complain
And I stay at the bell
Because a mere path in my specific case
It's already destiny
no one believes in the state
where is my heart
when 7 catches me
I even think the password jumps out of my hand
For in the career, of this vain life
Nothing else gives me the 🤬 that the 🤬 of 7 gives me
What a sad fairy and what an unfortunate itinerary
cross my schedule
Like an employee on a Carris train
if i asked you
If you have a free pass to someone's chest
Who knows, maybe I'll obliterate your chest too
no one believes in the state
where is my heart
when 7 catches me
I even think the password jumps out of my hand
For in the career, of this vain life
Nothing else gives me the 🤬 that the 🤬 of 7 gives me
no one believes in the state
where is my heart
when 7 catches me
I even think the password jumps out of my hand
For in the career, of this vain life
Nothing else gives me the 🤬 that the 🤬 of 7 gives me
Nothing else gives me the 🤬 that the 🤬 of 7 gives me

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De manhã cedinho eu salto do ninho
E vou pra a paragem
De bandolete à espera do 7
Mas não pela viagem
Eu bem que não queria
Mas um certo dia, vi-o passar
E o meu peito céptico
Por um pica de eléctrico voltou a sonhar
A cada repique que sôa
Do clique daquele alicate
Num modo frenético
O peito céptico, toca a rebate
Se o trem descarrila, o povo refila
E eu fico no sino
Pois um mero trajecto no meu caso concreto
É já o destino
Ninguém acredita no estado
Em que 🤬 o meu coração
Quando o 7 me apanha
Até acho que a senha me salta da mão
Pois na carreira, desta vida vã
Mais nada me dá a pica que o pica do 7 me dá
Que triste fadário e que itinerário tão infeliz
Cruzar meu horário
Com o de um funcionário de um trem da Carris
Se eu lhe perguntasse
Se tem livre passe pra o peito de alguém
Vá-se lá saber, talvez eu lhe oblitere o peito também
Ninguém acredita no estado
Em que 🤬 o meu coração
Quando o 7 me apanha
Até acho que a senha me salta da mão
Pois na carreira, desta vida vã
Mais nada me dá a pica que o pica do 7 me dá
Ninguém acredita no estado
Em que 🤬 o meu coração
Quando o 7 me apanha
Até acho que a senha me salta da mão
Pois na carreira, desta vida vã
Mais nada me dá a pica que o pica do 7 me dá
Mais nada me dá a pica que o pica do 7 me dá

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In Adult Education: participants with fewer opportunities: establish target or percentage? Any increase is good

Source: when the participants want to share in class (RGPD): not having money to travel; need to develop digital skills; not being employed and need to progress professionally (indirect quantive source)

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1964 - António Calvário - Oração / Festival da Canção RTP

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1964 - António Calvário - Oração / Festival da Canção RTP

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1964 - António Calvário - Oração / Festival da Canção RTP

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Amália Rodrigues - Estranha forma de vida (1965)

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Amália Rodrigues - Estranha forma de vida (1965)

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Amália Rodrigues - Estranha forma de vida (1965)

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Como lo bueno nunca harta, con el permiso de "c1f1a", me tomé la licencia de editar su material y subir otra versión de esta hermosa canción de Amália. Letra: Amália Rodrigues Música: Alfredo Marceneiro Estranha forma de vida Foi por vontade de Deus que eu vivo nesta ansiedade.

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Eurovision Song Contest 1967 - Winner: Sandie Shaw, Puppet On A String (United Kingdom)

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Eurovision Song Contest 1967 - Winner: Sandie Shaw, Puppet On A String (United Kingdom)

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Eurovision Song Contest 1967 - Winner: Sandie Shaw, Puppet On A String (United Kingdom)

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ABBA Waterloo Eurovision 1974 (High Quality)

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ABBA Waterloo Eurovision 1974 (High Quality)

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ABBA Waterloo Eurovision 1974 (High Quality)

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1974 - Paulo de Carvalho - "E Depois Do Adeus2 | RTP

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1974 - Paulo de Carvalho - "E Depois Do Adeus2 | RTP

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1974 - Paulo de Carvalho - "E Depois Do Adeus2 | RTP