8th issue of the Voice of Teens

T h e V o i c e o f T e e n - European School Magazine ____________________________________

HAIKU: another way of seeing things

Issue 1

Haiku is a short poem born in Japan in XVII century.

First of all, it is necessary to say what poetry is. pp. 3

The Voice of Teens European School Magazine

Each headmaster will be responsible for the contents of the articles of his/her school

Year 04 - N. 01- April 2012

IMMIGRANTS

In This Number • Immigrants in Greece pp. 2 • The Italian ambient fond pp. 3 • HAIKU: another way of seeing things pp. 3 • Yannis Ritsos pp.5 • Senior Secondary School of Gazi ”Domenikos Theotokopoulos” pp. 8 • The homeless in Athens pp. 9 • Refugees in Greece pp. 11 • Comprehensive Secondary School G.B. Pentasuglia pp. 16

The Voice of Teen -

European School Magazine ________________________________________________

Οι µετανάστες στην Ελλάδα Ο όρος ΜΕΤΑΝΑΣΤΕΥΣΗ αναφέρεται στην, για διάφορους λόγους, γεωγραφική µετακίνηση ανθρώπων είτε µεµονωµένα είτε κατά οµάδες. Το πρόβληµα της µετανάστευσης έχει δύο πτυχές: Από την µια µεριά οι µετανάστες καταφτάνουν στην Ελλάδα και είναι υπαίτιοι πλήθους προβληµάτων, όπως: • • • •

φαινόµενα ρατσισµού έκρηξη βίας επιδείνωση της ανεργίας των ντόπιων ανοµοιογένεια στον τοπικό πληθυσµό.

Από την άλλη πλευρά, σήµερα οι νέοι Έλληνες µεταναστεύουν στο εξωτερικό σε αναζήτηση καλύτερης ζωής. Στην Ελλάδα τα δικαιώµατα των µεταναστών συχνά παραβιάζονται, καίτοι προστατεύονται από την Οικουµενική ∆ιακήρυξη των ∆ικαιωµάτων του Ανθρώπου, που η Ελλάδα έχει επικυρώσει. Τέτοια δικαιώµατα είναι: το δικαίωµα στην ιθαγένεια, στη ζωή, στην εκπαίδευση, στις ασφαλείς συνθήκες διαβίωσης. Αναλυτικά τα δικαιώµατα των µεταναστών που συχνά παραβιάζονται σε αντίθεση µε την Οικουµενική ∆ιακήρυξη είναι: Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο Άρθρο

#1: Όλοι έχουµε γεννηθεί ελεύθεροι και ίσοι #2: Χωρίς διακρίσεις #3: Όλοι έχουν δικαίωµα στη ζωή #8: Τα ανθρώπινα δικαιώµατα προστατεύονται από τον Νόµο #9: Όχι στην άδικη προσωποκράτηση #12: ∆ικαίωµα στην ιδιωτική ζωή και προστασία αυτής #13: ∆ικαίωµα στην ελεύθερη µετακίνηση από τόπο σε τόπο #14: ∆ικαίωµα για αίτηση πολιτικού ασύλου #21: ∆ικαίωµα στη δηµοκρατία #22: ∆ικαίωµα στη κοινωνική ασφάλεια #23: ∆ικαίωµα στην εργασία #25: ∆ικαίωµα στέγης και επαρκούς τροφής #26: ∆ικαίωµα στην εκπαίδευση

Σύµφωνα µε στοιχεία έρευνας η συντριπτική πλειονότητα (79,3%) των ερωτηθέντων πιστεύει ότι ο αριθµός των µεταναστών στην Ελλάδα είναι πολύ µεγάλος, περισσότεροι του 50% των Ελλήνων θεωρούν την παρουσία των µεταναστών απειλή για τη χώρα, αν και αντίστοιχος αριθµός συναναστρέφεται καθηµερινά µε µετανάστες.

Αγγελική-Βασιλική Α. Β1,Αλεξάνδρα Κ. Β1, Παυλίνα Κ. Β1, Όλγα Μ. Β2

IMMIGRANTS in GREECE Emigration is the act of leaving one's country or region to settle in another. It is the same as immigration but from the perspective of the country of origin. Human movement in general is termed migration.

The problem of migration has two aspects. On the one hand immigrants arrive in Greece and cause a number of problems, such us: 1.

2.

3.

4.

Consolidation of racism Outbreak of violence Worsening the unemployment problems of locals Heterogeneity of the population.

On the other hand, nowadays young Greeks migrate abroad in pursuit of a better life. Immigrants in Greece often have some of their basic rights violated.

These belong to the human rights listed in the Universal Declaration of Human Rights, and are the right to a nationality, to life, to education, to a safe place to live.

Analytically, many of the following immigrant’s rights are often violated in contrast to the Universal Declaration! #1: We are all born free and equal #2: Without discriminations #3: We are entitled to the right of life #8: Our human rights are protected by law #9: No unfair detainment #12: We are entitled to the right of privacy #13: of freedom of move #14: to the right of a safe place of live #21: of democracy #22: of social security #23: and work #25: of food, shelter #26: and education According to research data, the vast majority (79.3%) of respondents believe that the number of immigrants in Greece is very great; more than 50% of Greeks believe that the presence of immigrants is a threat to the country, although the same percentage of Greek people interacts and communicates daily with them.

Aggeliki Basiliki A. B1, Alexandra K. B1, Pavlina K. B1, Olga M. B2.

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Pag. 2 / 17

The Voice of Teen -

European School Magazine ________________________________________________

The Italian ambient fond The Fai, Italian ambient fond, is an association that openshistorical,cultural and naturalistic places to show them to citizens and tourists with the aim ofsupporting and enhancing the environment of our country.In Italy, the Fai organized visits at the historical and artistic heritage in the two days of Spring, in March. In Matera the association organized a two day opening in the city’s “Sassi” ,in the historical area of the city,the “Casa Cava” and the“Casa di Ortega”.

Both the houses are dug in tuff; the first is adisused quarry, the other belonged to the painter Ortega.

Some students accompanied tourists in these two places not always opened to public. Matera is a little city of Basilicata, in the south of Italy,focused on tourism, because tourists come from all over the world to admire Sassi’s landscape, that from 1993 are considereda Unesco Heritage. The Fai Spring days have contributed for the protection of the Italian historical and artistic heritage.

Emanuela Tarasco e Luciaelena Piacenza The Italian ambient fond The Fai, Italianambient fond, is an association that openshistorical,cultural and naturalistic places to show them to citizens and tourists with the aim ofsupporting and enhancing the environment of our country.In Italy, the Fai organized visits at the historical and artistic heritage in the two days of Spring, in March. In Matera the association organized a two day opening in the city’s “Sassi” ,in the historical area of the city,the “Casa Cava” and the“Casa di Ortega”.

Both the houses are dug in tuff; the first is adisused quarry, the other belonged to the painter Ortega.

Some students accompanied tourists in these two places not always opened to public. Matera is a little city of Basilicata, in the south of Italy,focused on tourism, because tourists come from all over the world to admire Sassi’s landscape, that from 1993 are considereda Unesco Heritage. The Fai Spring days have contributed for the protection of the Italian historical and artistic heritage.

HAIKU: un altro modo di vedere le cose L’haiku è un componimento poetico, breve, nato in Giappone nel XVII secolo. Ma, prima di tutto, è giusto dire cos’è la poesia. La poesia non è certamente solo “roba da donne”, penso sia il modo migliore per esprimere un’emozione, raccontare un’esperienza o semplicemente descrivere l’ordinario. L’haiku è proprio questo! Un breve componimento che, in maniera diretta, parla al lettore e gli permette di diventare prota-

gonista. Ciò che caratterizza l’haiku è la sua semplicità metrica nonché schematica, infatti non possiede un titolo. Ma in cosa consiste questa semplicità metrica?

Strutturalmente, l’haiku è costituito da tre versi secondo lo schema 5-7-5 ovvero cinque sillabe nel primo verso, sette nel secondo e ancora cinque nel terzo.

Questa è una regola obbligatoria, quindi non va trasgredita. Riguardo i temi, spesso è preferibile parlare della natura quindi le stagioni, gli animali o un preciso momento della giornata che suscita un’emozione. Gli scrittori moderni sfruttano anche altre tematiche.

Scrivere haiku abbastanza spesso diventa un esercizio mentale e sviluppa la creatività di chiunque si cimenti.

In molte scuole americane è previsto lo studio dell’haiku e migliaia di giovani si avvicinano sempre più a questa forma di poesia. In Giappone, invece, solo una minima parte della popolazione si diletta a scrivere haiku, ed è un peccato! Magari un giorno questa forma poetica, unica nel suo genere, sarà in grado di affascinare tutti e potrà essere l’unico mezzo per scrivere di sé. Insomma immaginare di creare un piccolo diario della propria vita, ma scritto in versi.

Due miei haiku: Il vento mite, gli alberi in fiore, freschi colori.

HAIKU: another way of seeing things Haiku is a short poem born in Japan in XVII century.

First of all, it is necessary to say what poetry is. Poetry is not only for women but, I think, it is the best way to express an emotion, to talk about an experience or simply to describe the ordinary. This is the haiku!

A short poem that speaks directly to the reader and allows him or her to become the main character.

What characterizes the haiku is its simplicity in the metrics as well as its scheme, in fact it doesn’t have a title. But what is this simplicity in the metrics? In its structure, haiku, is made up of 3 lines according to the scheme (5-7-5) so that means five syllables in the first line, seven in the second one and again five in the last one. This is a compulsory rule so, it cannot be disobeyed. About the issues, it is sometimes better to talk about the nature, so: seasons, animals or a specific parts of the day which arouse emotions. But some modern haiku writers exploit other issues. Writing haiku often becomes a mental exercise and it develops everyone’s creativity. In many American schools is the study of haiku is approached by thousands of students approach more and more. In Japan only a fraction of the population enjoys writing haiku, which is a pity!

Maybe one day this form of poetry, only in its genre, will be able to capture everyone and, maybe, it will be the only way to write about ourselves. Consider you can create a little diary of your life but written in verse.

Two examples of haiku written by me: Mild wind, Vermilion light, the trees in bloom, shallows in flight. fresh colour. The south wind.

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

Marco Nicoletti

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ΓΙΑΝΝΗΣ ΡΙΤΣΟΣ Ο Γιάννης Ρίτσος είναι ένας κορυφαίος ‘Ελληνας ποιητής. Γεννήθηκε στὴ Μονεµβασιά την Πρωτοµαγιὰ του 1909 και πέθανε στην Αθήνα το 1990. Πάνω από εκατὸ ποιητικὲς συλλογὲς καὶ συνθέσεις, εννέα πεζογραφήµατα , τέσσερα θεατρικά, όπως και µελέτες για οµοτέχνους συγκροτούν το κύριο σώµα του έργου του. Πολυάριθµες µεταφράσεις, χρονογραφήµατα και άλλα δηµοσιεύµατα συµπληρώνουν την εικόνα του δηµιουργού. Ο πατέρας του ήταν κτηµατίας, αλλὰ έχασε την περιουσία του και πολὺ νωρὶς ο ποιητὴς δυστύχησε οικονοµικά. Γρήγορα το ενδιαφέρον του στράφηκε στην ποίηση και στα µεγάλα κοινωνικοπολιτικὰ προβλήµατα της εποχής του. Οι νέες ιδέες του ήταν µαρξιστικές. Αυτὲς οι ιδέες στάθηκαν αφορµὴ για περιπέτειες. Φυλακίστηκε, εξορίστηκε και εκτοπίστηκε πολλὲς φορές. Τόποι εξορίας του υπήρξαν η Μακρόνησος και ο ‘Αγιος Ευστράτιος , η Γυάρος, η Λέρος και η Σύρος στην επταετία της χούντας. Η ζωὴ του ποιιητή υπήρξε ταραγµένη και περιπετειώδης. Χαρακτηρίζεται απὸ ασθένειες και πολιτικὲς διώξεις. Σίγουρα όλη αυτὴ η ένταση επηρέασε την ποίησή του. Το 1921 άρχισε να συνεργάζεται µε τη «∆ιάπλαση των Παίδων». Πολλὰ απὸ τα νεανικά του ποιήµατα δηµοσιεύτηκαν στο φιλολογικὸ παράρτηµα της «Μεγάλης Ελληνικής Εγκυκλοπαίδειας» του Πυρσού.Για να ανταπεξέλθει στις βιοτικὲς ανάγκες εργάσθηκε ως χορευτὴς σε επιθεωρησιακὸ µπαλέτο (1930) αφού φοίτησε στη σχολὴ Μοριάνοφ. Επίσης, ο Ρίτσος ασχολήθηκε ερασιτεχνικὰ µε τη ζωγραφικὴ και τη µουσική.

Το 1934 εκδόθηκε η πρώτη ποιητικὴ συλλογή του µε τίτλο «Τρακτέρ», ενώ άρχισε και τη συνεργασία του µε το «Ριζοσπάστη», µε τα «Γράµµατα για το Μέτωπο». Το 1935 κυκλοφορούν οι «Πυραµίδες», το 1936 ο «Επιτάφιος» και το 1937 «Το τραγούδι της αδελφής µου». Έλαβε ενεργὸ µέρος στην Εθνικὴ Αντίσταση, ενώ κατὰ το χρονικὸ διάστηµα 19481952 εξορίστηκε σε διάφορα νησιά. Το 1956 τιµήθηκε µε το Α´ Κρατικὸ Βραβείο Ποίησης για τη «Σονάτα του Σεληνόφωτος». Το 1968 προτάθηκε για το βραβείο Νόµπελ απὸ 75 Γάλλους ακαδηµαϊκούς, συγγραφείς και νοµπελίστες, το 1975 αναγορεύτηκε επίτιµος διδάκτορας του Αριστοτελείου Πανεπιστηµίου Θεσσαλονίκης και το 1987 του Εθνικοῦ και Καποδιστριακού Πανεπιστηµίου Αθηνών. ∆ιακρίθηκε όµως και µε πολλὰ ξένα βραβεία. «Μέγα διεθνὲς βραβείο ποίησης» (Βέλγιο, 1972), διεθνὲς βραβείο «Γκεόργκι ∆ηµητρώφ». (Βουλγαρία, 1975), µέγα βραβείο ποίησης «Αλφρὲ ντε Βινύ» (Γαλλία, 1975), διεθνὲς βραβείο «Αίτνα-Ταορµίνα» (Ιταλία, 1976), «βραβείο Λένιν για την ειρήνη» (ΕΣΣ∆, 1977), διεθνὲς βραβείο «Μποντέλο» (1978).

Ποιὸς είναι λοιπὸν ο Ρίτσος; Ο βάρδος των λαϊκών αγώνων ή ο µοναχικὸς σκεπτικιστής, ο «απαρηγόρητος παρηγορητὴς του κόσµου»; Ο αισθησιακὸς που ρουφάει µε όλους τους πόρους του τους χυµοὺς της ζωής, αυτὸς που κλείνει µέσα στ᾿ ανθρώπινο σώµα τον φυσικὸ κόσµο και, αντίστροφα, µεταµορφώνει τὸ σύµπαν σε παλλόµενη σάρκα; Ο ερωτικός, που σκιρτά σ᾿ όλα τα αγγίγµατα των σωµάτων και των αγαλµάτων, ή ο ασκητὴς που «απωθεί» και «θεώνεται»; Ή µήπως ο φύσει υπαρξιακὸς που εκθέτει την αγωνία του στον ψιθυριστὸ διάλογό του µε το χρόνο και το θάνατο; Ο «διχασµένος και διπλός», µας λέει ο ίδιος, επιβεβαιώνοντας τον υπερβατικὸ λόγο της ποίησης. Σήµερα, όταν ο καπνός από τις ιδεολογικές διαµάχες του περασµένου αιώνα έχει εξαπλωθεί και τα πνεύµατα έχουν ηρεµίσει, µπορούµε να κάνουµε µια νέα ανάγνωση του έργου του Γιάννη Ρίτσου µε ένα διαφορετικό βλέµµα, αποστασιοποιηµένοι από το διαχωρισµό και τις αυστηρές απόψεις του παρελθόντος. Πρέπει να δεχτούµε αυτό που υπονοείται, ότι η πολιτική δέσµευση του Ρίτσου είναι συνώνυµη µε την ποιητική λέξη, ότι το αναπόσπαστο κράµα του είναι η ραχοκοκαλιά της ποίησης και της ύπαρξής του: «Η πρώτη και η τελευταία λέξη σας προφέρεται ως αγάπη και επανάσταση.Η Ποίηση πρόφερε όλη τη σιωπή σου.". Αυτός ο στίχος είναι ένα απόφθεγµα από τον ίδιο τον ποιητή. Για τα καλύτερα ή τα χειρότερα ο Ρίτσος είναι ένας αριστερός ποιητής, γιατί αυτό είναι που θα µπορούσε να είναι και που ο ίδιος ήθελε να είναι. Ακόµη και στα πιο σκοτεινά ποιήµατά του µιλάει απλά µε καθηµερινές λέξεις "υπερχρησιµοποιηµένες" για παρόµοια και ταπεινά πράγµατα.

Ζωή Ρογδάκη, Κατερίνα Σκουραδάκη Τµήµα Β1

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YANNIS RITSOS Yannis Ritsos is a leading Greek poet. He was born in Monemvasia on May Day, 1909 and died in Athens in 1990. Over a hundred collections of poetry and compositions, nine novels , four plays, as well as omotechnous studies form the main body of his work. Numerous translations,chronicles and other newspaper articles make up the image of the creator.

His father was a farm owner, but lost his fortune and very early the poet became miserable financially. Soon his interest turned to poetry and the great socio-political problems of his time. His new ideas were Marxist. These ideas were the reason for his adventures. He was imprisoned, exiled and displaced several times. The Places of his exile were Makronessos and Agios Efstratios , Gyaros, Leros and Syros during the seven years’ dictatorship. The life of the poet was disturbed and adventurous. It was characterized by diseases and political persecutions. Surely all this tension, influenced his poetry.

In 1921 he started collaborating with the "Formation of the children". Many of his youthful poems were published in the literary section of the "Great Greek Encyclopedia" of Pyrsos. To cope with the necessities of life he worked as a ballet dancer in a ballet (1930) after he studied at the school Morianof. Also, Ritsos was involved with painting and music as an amateur.

In 1934 his first collection of poetry entitled "Tractor" was published and he began his collaboration with "Rizospastis" newspaper with "Letters for the battlefront." In 1935 he circulated

"Pyramids" In 1936 the "Epitaph" and in 1937 "My sister’s song." He took an active part in the National Resistance, while during the period 1948-1952 he was exiled on several islands. In 1956 he received the State Award for Best Poetry for "Moonlight Sonata."

In 1968 he was nominated for the Nobel Prize by 75 French academics, writers and Nobel holders, in 1975 he received an honorary doctorate from the Aristotle University of Thessaloniki and in 1987 from the National and Kapodistrian University of Athens.

He distinguished, however, with many foreign awards.

"Great International Award for Poetry" (Belgium, 1972), an international award "Georgi Dimitrov".

(Bulgaria, 1975), Grand Prize for poetry "Alfre de Viny (France, 1975), an international award" Etna-Taormina "(Italy, 1976)," Lenin Prize for Peace "(USSR, 1977), the international award" Bontelo "(1978).

But who is Ritsos? A singer of the people’s struggles or the lonely skeptic, the "comforter of the comfortless world?" The sensual that sucks with all his resources the juices of life, one that closes within his human body the natural world and on the contrary he transforms the universe into pulsating flesh? The erotic, who leaps in the touching of all the bodies and statues, or the hermit who "repels" and " become a god"? Or is he the naturally existential person who explains his agony in his whispered conversation with time and death?

"The divided and double" says himself, confirming the exaggerated word of poetry.

Today, when the smoke from last century’s ideological battles has spread and spirits have settled down, we can make a new reading of the work of Yannis Ritsos with a different look, distanced from the separation and rigid views of the past. We have to accept what is implied, that Ritsos’ political commitment is synonymous with the poetic word that his integral alloy is the backbone of his poetry and existence: "Your first and last word uttered love and revolution. Poetry uttered your entire silence". This verse is a maxim of the poet himself. For better or worse Ritsos is a leftist poet, because this is who he could be and who he wanted to be. Even in his most obscure poems he speaks simply with everyday words “overused” for similar and humble things.

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T h e V o i c e o f T e e n - European School Magazine ____________________________________

From “In the Barracks”

The moon entered the barracks It rummaged in the soldiers’ blankets Touched an undressed arm Sleep Someone talks in his sleep Someone snores A shadow gesture on the long wall The last trolley bus went by Quietness Can all these be dead tomorrow?

Can they be dead from right now?

A soldier wakes up He looks around with glassy eyes A thread of blood hangs from the moon’s lips In Romiosini, the postwar years are a focus (1945-1947), and they have not been kind. The seven parts to this piece each reflect a soldier’s journey home.

These trees don’t take comfort in less sky These rocks don’t take comfort under foreigners’ Footsteps These faces don’t’ take comfort but only In the sun These hearts don’t take comfort except in justice.

An entirely different feeling is found in Parentheses, composed 1946-1947. In it, healing is observed and a generosity of spirit exerts itself among those whose hearts had been previously crushed. In “Understanding”: A woman said good morning to someone –so simple and natural Good morning…

Neither division nor subtraction To be able to look outside Yourself-warmth and serenity Not to be ‘just yourself’ but ‘you too’ A small addition A small act of practical arithmetic easily understood…

Zoi Rogdaki, Katerina Skouradaki B1 Class.

Coordinator teachers: Korakaki Helen. Stavri Katerina

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Ονοµάζοµαι Σπύρος, είµαι 17 ετών και φοιτώ στο Λύκειο Γαζίου στη Β’ τάξη. Τον επόµενο χρόνο θα δώσω εξετάσεις για να περάσω στο πανεπιστήµιο. Κατοικώ στο Γάζι, µία κωµόπολη κοντά στη µεγαλύτερη πόλη της Κρήτης, το Ηράκλειο. Θα σας γράψω λίγα λόγια για το σχολείο µου.

Σήµερα φοιτούν σε αυτό 354 µαθητές και διδάσκουν 29 µόνιµοι και 9 αναπληρωτές καθηγητές. Υπάρχει µια διευθύντρια καθώς επίσης και δύο υποδιευθυντές. Από το 2002, µε απόφαση του συλλόγου καθηγητών και έγκριση από τη Νοµαρχιακή Επιτροπή Παιδείας ονοµάστηκε Γενικό Λύκειο Γαζίου «∆οµήνικος Θεοτοκόπουλος» (El Greco), προς τιµήν του µεγάλου Έλληνα ζωγράφου, ο οποίος γεννήθηκε στο Φόδελε που ανήκει στο ∆ήµο Γαζίου. Εκτός από τα δύο γραφεία των καθηγητών και το γραφείο της ∆ιευθύντριας διαθέτει συνολικά 18 αίθουσες. Ειδικότερα, 15 αίθουσες διδασκαλίας, ένα σύγχρονο εργαστήριο πληροφορικής, ένα πλήρως εξοπλισµένο Εργαστήρι Φυσικών Επιστηµών, δανειστική βιβλιοθήκη και αίθουσα πολλαπλών χρήσεων και εκδηλώσεων. Ακόµη, µεγάλη συλλογή σύγχρονων εποπτικών µέσων διδασκαλίας, εκπαιδευτικών λογισµικών, εκπαιδευτικών πακέτων, µηχανές ήχου και εικόνας νέας τεχνολογίας κ.ά.

Tο Λύκειο Γαζίου ιδρύθηκε το 1995 για να εξυπηρετήσει την ευρύτερη περιοχή του Γαζίου και στεγάζεται στο ίδιο σχολικό συγκρότηµα µε το Γυµνάσιο Γαζίου. Από τότε µέχρι σήµερα, έχει µια καλή παρουσία στα εκπαιδευτικά πράγµατα και την τοπική κοινωνία. Στην ιστορία του έχει µια αξιόλογη συγκοµιδή από εκπαιδευτικές διακρίσεις στον ελληνικό και το διεθνή χώρο. Πολλοί από τους µαθητές έχουν συµµετάσχει σε περιβαλλοντικά προγράµµατα και ευρωπαϊκά προγράµµατα ανταλλαγής µαθητών. Τα τελευταία δύο χρόνια οι µαθητές έχουν συγκροτήσει µία θεατρική οµάδα και δίνουν παραστάσεις στο τέλος κάθε σχολικής χρονιάς. Μία φορά το χρόνο, µετά από πρωτοβουλία των µαθητών, εκδίδεται σχολικό περιοδικό. Μεγάλο είναι και το ποσοστό επιτυχίας που παρουσίασε όλα αυτά τα χρόνια για την εισαγωγή µαθητών του στην τριτοβάθµια εκπαίδευση, µέσω του εκάστοτε συστήµατος πανελληνίων εξετάσεων. Οι µαθητές διδάσκονται διάφορα µαθήµατα σύµφωνα µε το πρόγραµµα σπουδών που έχει καθοριστεί από το Υπουργείο Παιδείας, όπως Μαθηµατικά, Πληροφορική, Θετικές Επιστήµες, Ξένες Γλώσσες, Αρχαία Ελληνικά, Λατινικά,Ελληνική Γλώσσα και Λογοτεχνία,Κοινωνιολογία, Θρησκευτικά κλπ. Αυτή τη σχολική χρονιά 2011-12 οι µαθητές έχουν επίσης αναλάβει την εκπόνηση οµαδικών εργασιών (projects) σύµφωνα µε την νέα Ελληνική εκπαιδευτική µεταρρύθµιση.

Οι συµµαθητές µου και εγώ πρέπει να αντιµετωπίσουµε τις δυ σκολίες που κρύβει το εκπαιδευτικό µας σύστηµα και να διαβάζουµε καθηµερινά πολλές ώρες. Ωστόσο, έχουµε πολλές ενδιαφέρουσες εξωσχολικές ασχολίες. Πολλοί από µας ασχολούνται µε τον αθλητισµό, µε τον χορό, το θέατρο, το τραγούδι και µε τον εθελοντισµό.

Η ιστοσελίδα του σχολείου µας είναι: http://lyk-gaziou.ira.sch.gr

Αξίζει να την επισκεφτείτε για να µάθετε περισσότερες πληροφορίες για το σχολείο µας, τον Σύλλογο καθηγητών και τα µαθητικά συµβούλια καθώς και για τις διάφορες δραστηριότητες και τα εκπαιδευτικά προγράµµατα τα οποία εκπονούνται φέτος ή απλά για να επικοινωνήσετε µαζί µας. Σπύρος Κασσωτάκης Β' Λυκείου τµήµα Β1. Υπεύθυνες καθηγήτριες: Κορακάκη Ελένη, Σταυρή Κατερίνα.

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Senior Secondary School of Domenikos Theotokopoulos”

Gazi”

My name is Spyros, I’m 17 years old and attend the Senior Secondary School of Gazi. Next year I will take the national exams to enter university. I live in Gazi, which is a suburb of Heraklion, the capital city of Crete.

I would like to make a short presentation of my school.

The Senior Secondary School of Gazi ''Domenikos Theotokopoulos'' was founded in 1995 to facilitate the wider area of the municipality of Gazi and is housed in the same school building with the Junior High School of Gazi. Since then it has had an excellent presence in educational matters as well as in the local community.

In the previous years our school has participated in various Comenius projects, other European exchange programmes and environmental projects and generally we have been active in organizing cultural exchanges and international partnership projects in Europe. During the last two years some students have formed a drama school club and give performances at the end of every school year. Moreover, once a year we issue our school magazine, which is based entirely on the students' individual and team work. It is also worth mentioning that the students of our school have always achieved great percentages of success in universities through the existing National Exam system .

The students attend different subjects according to the syllabus specified by the National Ministry of Education, like Mathematics, Computer Science, Sciences, Foreign Languages, Ancient Greek, Latin, Modern Greek Literature, Sociology, Religious Education etc. This school year 2011-12 our school is also carrying out different projects according to the new Greek school reform.

Heraklion prefecture, it was called General Secondary school Gaziou “Domenikos Theotokopoulos” (El Greco) , in honour of the great Greek painter who was born in Fodele, a village in the municipality of Gazi.

Apart from the two teachers’ offices and the headmistress’s office there are 18 teaching classrooms in total.

Moreover, there is a modern computer science laboratory, a fully equipped science laboratory, a library and a big multiple use hall where different activities and festivals are held. There is also a great collection of modern teaching aid materials, like teaching software programs, laptops and two overhead projectors .

My classmates and I have to cope with the difficulties and weaknesses that there are in our educational system and so we study really hard every day. Nevertheless, we have many interesting out of school activities and hobbies.

Many students do sports, dancing lessons, drama, singing and volunteering.

Our school’s webpage is : http://lyk-gaziou.ira.sch.gr . It is well worth visiting it to find more information about our school, the teachers’ and the students’ boards and the different activities and educational programmes which are currently carried out or to contact us.

Spyros Kassotakis B1 Class.

Coordinator teachers: Korakaki Helen. Stavri Katerina

Today there are about 354 students attending the school and about 38 teachers(29 full-time and 9 parttime) as well as a headmistress and two deputy head teachers.

In 2002 , with the unanimous decision of the teachers’ board and the approval of the Education committee of

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

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In Greece and particularly in Athens, the number of homeless people is increasing day by day as of now there are 20.000 people who take refuge in the street. The economic crisis which Greece is going through has increased the problem.

The “Declaration Of Human Rights” states that all people are born equal and free, that everyone has the right to a private life, that all people have the right to have a safe place to live and the right to their property/belongings and last the right to democracy and safety and the right to food, but all of the above rights are not met by society for all.

We would want all governments in the European Union and all people that make up the world, to join forces and to help the Greek Government resolve the problem of the homeless and the problem of illegal immigrants which aggravates homelessness.

#1 All human beings are born free and equal in dignity and rights. #2 Everyone is entitled to all the rights without distinction of any kind. #3 Everyone has the right to life, liberty and security of person. #7 All are equal before the law and are entitled without any discrimination to equal protection. #17 Everyone has the right to own property. #22 Everyone has the right to social security. #23 Everyone has the right to work, to free choice of employment. #25 Everyone has the right to a standard of living, including food, clothing, housing and medical care and necessary social services.

Created by Konstan Konstantina F., F B’3 Gewrgiadou D., D B’1 Elen Eleni Chr. Chr., B’1

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

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Στην Ελλάδα, και ποιο συγκεκριµένα στην Αθήνα, ο αριθµός των αστέγων αυξάνεται µέρα µε την µέρα. Αυτή τη στιγµή υπάρχουν 20.000 άνθρωποι που ψάχνουν καταφύγιο στους δρόµους. Η οικονοµική κρίση που αντιµετωπίζει η Ελλάδα, είναι ένας παράγοντας που αυξάνει το πρόβληµα. Η «Οικουµενική ∆ιακήρυξη των Ανθρωπίνων ∆ικαιωµάτων» αναφέρει ότι όλοι οι άνθρωποι γεννιούνται ίσοι και ελεύθεροι, ότι όλοι έχουν το δικαίωµα για «ιδιωτική ζωή», ότι όλοι δικαιούνται να έχουν ένα ασφαλές µέρος να ζήσουν, περιουσία και υπάρχοντά και τέλος ότι έχουν το δικαίωµα στην δηµοκρατία, στην ασφάλεια και στην τροφή. Τα παραπάνω δικαιώµατα όµως, δεν κατανέµονται ίσα σε όλους σε µία κοινωνία. Θα θέλαµε, όλες οι κυβερνήσεις της ευρωπαϊκής ένωσης και όλοι οι άνθρωποι που αποτελούν τον κόσµο αυτό, να γίνουν µία «δύναµη» και να βοηθήσουν την Ελληνική Κυβέρνηση να επιλύσει το πρόβληµα των αστέγων και το πρόβληµα των παράνοµων µεταναστών το οποίο επίσης επιδεινώνει το πρόβληµα των αστέγων.

# 1: Όλοι οι άνθρωποι γεννιούνται ίσοι και ελεύθεροι στην αξιοπρέπεια και τα δικαιώµατα # 2: Τα δικαιώµατα παραχωρούνται σε όλους, χωρίς εξαίρεση και διακρίσεις # 3: Όλοι έχουν δικαίωµα στην ζωή, στην ελευθερία και στην προστασία # 7: Όλοι είναι ίσοι ενώπιον του νόµου, χωρίς καµία διάκριση #17: Όλοι έχουν το δικαίωµα στην δική τους ιδιοκτησίας #22: Όλοι έχουν το δικαίωµα της κοινωνικής προστασίας #23: Όλοι έχουν το δικαίωµα στην εργασία και στην ελεύθερη επιλογή του επαγγέλµατός τους #25: Όλοι έχουν δικαίωµα σε ένα βιοτικό επίπεδο ικανό να εξασφαλίσει στον ίδιο και στην οικογένεια του υγεία και ευηµερία, και ειδικότερα τροφή, ρουχισµό, κατοικία, ιατρική περίθαλψη όπως και τις απαραίτητες κοινωνικές υπηρεσίες.

Επιµέλεια: Ανδρέας Λ. Β2 , Χριστίνα Ε. Β1,

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

Χριστίνα Μ. Β2

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In recent years we are facing an unprecedente and massive new refugee phenomenon. A refugee is a person, who has fled his country of origin because of grounded fear of persecution due to:

• • • •

Religion Nationality Political Belief Membership in a social or cultural group

Refugees differ from immigrants, who, legally or not, voluntarily leave their homeland in search of better living conditions. Since life in their homelands is unbearable these people will overwhelm Europe and, of course, Greece. It is not possible to safeguard the Aegean, the Evros and the borders with Albania, Fyrom and Boulgaria.

Refugees arrive in Greece in a state of despair having left their families to escape the risk of imprisonment and execution. Most of them have a traumatic experience of having seen relatives, friends, partners being imprisoned, disappearing or even being executed.

Moreover, they face serious problems of survival because they lack resources, family and social ties and communication due to language and cultural differences. These people will remain without papers, work and access to the social structures. They are forced to resort to “ghettos” in deprived neighborhoods, such as St.Panteleiomon in Athens or in imprisoned camps, as the Afghan camp in Patras and Lavrion. The refugees from Afghanistan, Pakistan, Sudan and Somalia have no way back; their path will never be safe.

Are the refugees entitled to rights and fundamental freedoms?

Certainly, refugees have rights which should be respected prior to, during, and after the process of seeking asylum.

Respect for human rights is a necessary condition for both preventing and resolving today's refugee flows.

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

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In practical terms, the task of international protection includes the prevention of refoulement, assistance in the processing of asylum seekers, providing legal counsel and aid, promoting arrangements for the physical safety of refugees, promoting and assisting voluntary repatriation, and helping refugees to resettle.

The rights to protection include:

• • • • • •

the right to life, protection from torture and ill-treatment, the right to a nationality, the right to freedom of movement, the right to leave any country, including one's own, and to return to one's country, and the right not to be forcibly returned.

These rights are affirmed, among other civil, political, economic, social and cultural rights, for all persons, citizens and non-citizens alike, in the Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights, and the International Covenant on Economic, Social and Cultural Rights which together make up the International Bill of Human Rights. a) "No one shall be subject to arbitrary arrest, detention or exile" (Universal Declaration of Human Rights, article 9); b) "Everyone has the right to seek and to enjoy in other countries asylum from persecution."

(Universal Declaration of Human Rights, article 14); c) "Everyone has the right to a nationality" (Universal Declaration of Human Rights, article 15); d) "Everyone has the right to freedom of movement and residence within the borders of each State" (Universal Declaration of Human rights, article 13; International Covenant on Civil and Political Rights, article 12).

Three issues are giving rise to concern.

1. The disturbing tendency to close doors to asylum-seekers.

2. Intolerance, racism, xenophobia, aggression, national and ethnic tensions and conflicts during the process of applying for asylum and also after refugee status has been granted 3. The persistence of human rights violations in countries of origin and the need to address those violations before refugees can be voluntarily repatriated.

Martha M., Nelly Z., Stella D., Ariadni P., B’ class, 2012

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

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European School Magazine ________________________________________________

Τα τελευταία χρόνια αντιµετωπίζουµε ένα µαζικό φαινόµενο, το φαινόµενο των προσφύγων. Οι πρόσφυγες είναι άνθρωποι που έχουν φύγει από την χώρα καταγωγής τους έχοντας τον φόβο καταδίωξης, εξαιτίας: της Φυλής τους της Θρησκείας τους της Εθνικότητας τους των Πολιτικών τους πεποιθήσεων ή της συµµετοχής τους σε εναλλακτικές κοινωνικές ή πολιτιστικές οµάδες.

Οι πρόσφυγες διαφέρουν από τους µετανάστες που, νόµιµα ή όχι, αφήνουν την πατρίδα τους για να αναζητήσουν καλύτερες συνθήκες ζωής. Αφού η ζωή στην πατρίδα τους είναι τόσο ανυπόφορη, αυτοί οι άνθρωποι βρίσκουν καταφύγιο στην Ευρώπη και, φυσικά, στην Ελλάδα, της οποίας τα σύνορα δεν είναι δυνατόν να φυλαχθούν κατάλληλα. Τα νησιά του Αιγαίου, ο Έβρος, τα σύνορα µε την Αλβανία, την Π.Γ.∆.Μ (Fyrom) και την Βουλγαρία κατακλύζονται από πρόσφυγες, που ζητούν πολιτικό άσυλο. Οι πρόσφυγες φτάνουν στην Ελλάδα σε µια κατάσταση απελπισίας, έχοντας αφήσει τις οικογένειές τους για να ξεφύγουν από τον κίνδυνο της φυλάκισης και της εκτέλεσης. Οι περισσότεροι από αυτούς έχουν ήδη µια τραυµατική εµπειρία έχοντας δει συγγενείς τους, φίλους και συνεργάτες να φυλακίζονται, να εξαφανίζονται ή ακόµη και να εκτελούνται. Επιπλέον, αντιµετωπίζουν σοβαρά προβλήµατα επιβίωσης λόγω στέρησης πόρων, οικογενειακών και κοινωνικών δεσµών, λόγω γλωσσικών και πολιτισµικών διαφορών που έχουν. Αυτοί οι άνθρωποι, τις περισσότερες φορές, θα παραµείνουν παράνοµοι, χωρίς χαρτιά, χωρίς δικαίωµα να εργαστούν και να έχουν πρόσβαση στις κοινωνικές δοµές. Αναγκάζονται να καταφεύγουν σε «γκέτο» σε υποβαθµισµένες γειτονιές, όπως Άγιος Παντελεήµονας στην Αθήνα ή κρατούµενοι σε στρατόπεδα, όπως πρόσφυγες από το Αφγανιστάν διαµένουν σε καταυλισµό στην Πάτρα και το Λαύριο. Οι πρόσφυγες από το Αφγανιστάν, το Πακιστάν, το Σουδάν ή τη Σοµαλία δεν έχουν γυρισµό. Η πορεία τους και το µέλλον τους δεν θα είναι ποτέ ασφαλή. Άραγε οι πρόσφυγες έχουν δικαιώµατα και βασικές ελευθερίες; Βεβαίως οι πρόσφυγες έχουν δικαιώµατα, που πρέπει να τηρούνται πριν, κατά τη διαδικασία της αίτησης ασύλου, αλλά και µετά. Ο σεβασµός των ανθρωπίνων δικαιωµάτων αποτελεί απαραίτητη προϋπόθεση τόσο για την πρόληψη όσο και για την µείωση των ρευµάτων προσφύγων σήµερα. Σε πρακτικό επίπεδο, το έργο της διεθνούς προστασίας περιλαµβάνει την πρόληψη της επαναπροώθησης, τη βοήθεια στη διαδικασία για άσυλο, την παροχή νοµικών συµβουλών και βοήθειας, την προώθηση ρυθµίσεων για τη σωµατική ασφάλεια των προσφύγων, την προώθηση και υποβοήθηση εκούσιου επαναπατρισµού, και τη βοήθεια για επανεγκατάσταση. Το δικαίωµα στην προστασία περιλαµβάνει:

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το δικαίωµα στη ζωή, την προστασία από τα βασανιστήρια και τη κακοµεταχείριση, το δικαίωµα στην ιθαγένεια, το δικαίωµα της ελεύθερης κυκλοφορίας, το δικαίωµα να εγκαταλείπει οποιαδήποτε χώρα, συµπεριλαµβανοµένης και της δικής του, και να επιστρέψει στη χώρα του, και το δικαίωµα να µην εξαναγκάζεται να επιστρέψει. Τα δικαιώµατα αυτά επικυρώθηκαν, µεταξύ άλλων αστικών, πολιτικών, οικονοµικών, κοινωνικών και πολιτιστικών δικαιωµάτων, για όλα τα άτοµα, στην Οικουµενική ∆ιακήρυξη των ∆ικαιωµάτων του Ανθρώπου, το ∆ιεθνές Σύµφωνο για τα Ατοµικά και Πολιτικά ∆ικαιώµατα και το ∆ιεθνές Σύµφωνο για τα Οικονοµικά, Κοινωνικά και Πολιτιστικά ∆ικαιώµατα, που µαζί συνθέτουν την ∆ιεθνή ∆ιακήρυξη των Ανθρωπίνων ∆ικαιωµάτων. (α) «Κανείς δεν υπόκειται σε αυθαίρετη σύλληψη, κράτηση ή εξορία» (Οικουµενική ∆ιακήρυξη των ∆ικαιωµάτων του Ανθρώπου, άρθρο 9) (β) «Καθένας έχει το δικαίωµα να ζητά και να απολαµβάνει άσυλο σε περίπτωση διωγµού του από τη χώρα του." (Οικουµενική ∆ιακήρυξη των ∆ικαιωµάτων του Ανθρώπου, άρθρο 14) (γ) «Καθένας έχει το δικαίωµα µιας ιθαγένειας» (Οικουµενική ∆ιακήρυξη των ∆ικαιωµάτων του Ανθρώπου, άρθρο 15) (δ) «Καθένας έχει το δικαίωµα της ελεύθερης διακίνησης και διαµονής εντός των συνόρων του κάθε κράτους» (Οικουµενική ∆ιακήρυξη των ∆ικαιωµάτων του Ανθρώπου, άρθρο 13, ∆ιεθνές Σύµφωνο για τα Ατοµικά και Πολιτικά ∆ικαιώµατα, άρθρο 12).

Όµως τρία ζητήµατα προκαλούν ανησυχία : 1. Η ανησυχητική τάση να κλείνουν τις πόρτες στους αιτούντες άσυλο.

2. Η µισαλλοδοξία, ο ρατσισµός, η ξενοφοβία, οι επιθέσεις, εθνικές και εθνικιστικές εντάσεις και συγκρούσεις κατά τη διάρκεια της διαδικασίας υποβολής αίτησης για άσυλο, αλλά και µετά το καθεστώς του πρόσφυγα το οποίο έχει χορηγηθεί.

3. Και τέλος, η επιµονή των παραβιάσεων των ανθρωπίνων δικαιωµάτων στις χώρες καταγωγής και η ανάγκη να αντιµετωπιστούν αυτές τις παραβιάσεις πριν οι πρόσφυγες µπορούν να επαναπατριστούν εθελοντικά.

Επιµέλεια: Μάρθα Μ., Νέλλη Ζ., Στέλλα ∆., Αριάδνη Π. της Β’ τάξης, Μάρτιος 2012

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Elettronica ed Elettrotecnica: è il settore che rende possibile la conoscenza di tutto ciò che è relativo all’Elettrotecnica e alla sue applicazione nella vita lavorativa, sociale ed economica. Alcune delle materie specifiche studiate sono i Sistemi Elettrici Automatici, le Tecnologie Elettriche e il Disegno Tecnico e la Progettazione. Molte sono le ore di laboratorio, che vengono utilizzate per applicare le conoscenze teoriche acquisite in classe.

L’Elettrotecnica è ovunque, e conoscerla completamente, diventando Periti Elettrotecnici, permette una proiezione efficace nel campo lavorativo ed universitario.

Informatica e Telecomunicazioni : è il settore che permette la conoscenza approfondita dell’Informatica e dei Sistemi Informatici ed Elettronici necessari per il corretto funzionamento del computer, che fa parte sempre più della nostra vita. In questo settore, si approfondiscono le conoscenze di apparecchi elettronici, realizzando prodotti multimediali come CD-Rom e piccoli software, instaurando così una forte interazione tra alunni e docenti. Alla fine dei cinque anni, due di preparazione e tre di approfondimento, viene rilasciato il diploma di Perito Informatico, permettendo ampie possibilità nel campo lavorativo ed universitario.

L’I.I.S. G.B. Pentasuglia di Matera è un Istituto Industriale per lo studio e la conoscenza approfondita di alcuni settori portanti dell’Economia mondiale. La scuola è suddivisa in cinque parti: Chimica e Materiali; Elettronica ed Elettrotecnica; Informatica e Telecomunicazioni; Meccanica e Meccatronica; Liceo Scientifico Opzione Scienze Applicate.

Analizziamoli uno alla volta.

Chimica e Materiali: è il settore che studia e approfondisce la grande scienza della Chimica, Fisica e Organica, Analitica e delle Fermentazioni, la Chimica Industriale e gli Impianti Chimici, tutti elementi essenziali per una conoscenza completa ed esauriente di questa scienza. Ai giorni d’oggi, la maggior parte delle cose che rientrano nella nostra quotidianità appartengono alla chimica. In questo settore, si cercherà di superare i limiti della chimica semplice e arrivare allo studio di nuove e recenti scoperte, utili alla nostra vita per risolvere problemi presenti nella vita moderna, come creare un progetto sull’inquinamento o su un plastificante di vernici. Alla fine dei cinque anni, due di preparazione e tre di approfondimento, viene rilasciato il diploma di Perito Chimico, un titolo che permette ampie possibilità nel campo lavorativo ed universitario.

Meccanica e Meccatronica: è il settore in cui si mira alla formazione del Perito Meccanico, dando conoscenze generali di informatica, chimica ed elettrotecnica, per avere una adeguata flessibilità mentale. Il compito del Perito Meccanico è quello di controllare gli impianti tecnici e di macchine a fluido: pertanto acquisisce conoscenze nella Meccanica Applicata, la Tecnologia Meccanica, i Sistemi e il Disegno, Progettazione e Organizzazione Industriale.

E’ fondamentale l’applicazione delle conoscenze: infatti, l’Istituto ha buoni laboratori e macchine per sperimentare e applicare le conoscenze acquisite in classe.

Interessante è invece l’Area di Progetto, la realizzazione di un progetto multidisciplinare, che ha lo scopo di verificare le conoscenze dello studente mediante la connessione di varie discipline. Così facendo, si conferirà un’ulteriore conoscenza degli argomenti.

Liceo Scientifico Opzione Scienze Applicate: è un settore diverso dagli altri perché non conferisce il diploma da Perito, ma dà una preparazione umanistica ampia ed articolata e una preparazione scientificotecnologica altrettanto sviluppata e consolidata. La differenza tra questo tipo di Liceo e un comune Liceo Scientifico è che non si studia il Latino, ma si mira a conoscenze teoriche e soprattutto “applicate”, ovvero con più ore di laboratorio. Le conoscenze acquisite non sono comunque così specifiche come quelle degli altri settori, ma sono più generali e necessitano di una preparazione universitaria per conseguire una specializzazione e cominciare nel mondo del lavoro.

Alex Maffei

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

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The Voice of Teen -

European School Magazine ________________________________________________

The I.I.S. (Comprehensive Secondary School) G.B. Pentasuglia of Matera is an industrial school for the study and the in-depth knowledge of some of the most important fields in the world economy. It is divided into five specializations: Chemistry and Materials Studies; Electronic and Electrotechnic Studies; Information Technology and Telecommunication Studies; Mechanics and Electromechanical Studies; Applied Sciences High School.

Chemistry and Materials Studies: this subject studies and examines the great science of chemistry, physical and organic, analytic and of fermentation, industrial chemistry and chemical implants, all essential elements for a complete and thorough knowledge of this science. These days, the majority of the things of our daily lives are connected to chemistry. In this subject, you will exceed the limits of simple chemistry and get to studying new and recent discoveries, useful in our lives for resolving problems of our modern life, like creating a project about pollution, or about a varnish plasticizer. At the end of the five years, two of preparation and three of in-depth study, you receive the certificate of chemical expert, a qualification that gives you wide possibilities in the working world and university.

Electronic and Electrotechnic Studies: this subject that makes possible the knowledge of everything relative to electrotechnics and its application in social, working and economic life.

Some of the specific subjects are electric and automatic systems, electrical technologies, design and technology and planning. Many hours are spent in the laboratory, where you will apply the theoretical knowledge learnt in class. Electrotechnics is everywhere, and to know it completely, becoming an electrotechnic expert, will allow you an effective projection in business and university.

Information Technology and Telecommunication Studies: this subject permits in-depth knowledge of IT and information and electronic systems necessary for the correct functioning of a computer, which is ever more part of our lives. In this subject, you examine closely the knowledge of electronic devices, creating multimedia products like CDs and small software, therefore creating a strong link and collaboration between students and teachers. At the end of the five years, two of preparation and three of in-depth study, you receive the certificate of information technology expert, a qualification that gives you wide possibilities in the worlds of business and of university.

Mechanics and Electromechanical Studies: this subject trains you to become a mechanics expert, and gives you general knowledge of IT, chemistry and electrotechnic studies, in order to have an adequate mental flexibility in these areas. The job of mechanics expert is to check technical implants and fluid machines: therefore a mechanics expert acquires knowledge of applied mechanics, mechanics technology, systems and design, technology and industrial organization and planning. The practical application of knowledge is fundamental: in fact, the school has good laboratories and machines for experimenting and applying the knowledge learnt in class. The project area is interesting, and creates an interdisciplinary project, which has the objective of verifying the student’s knowledge with a connection between various subjects. Doing so, you will receive an even more precise knowledge of those subjects.

Applied Sciences High School: there is a difference between this specialization and the others: this part of the school does not give you an expert certificate, but it gives a wide and articulate knowledge in humanist subjects as well as a developed and consolidated scientific and technologic preparation. The difference between this kind of high school and a normal scientific high school is that at the applied sciences school you do not study Latin, but you aim at theoretic and especially “applied� knowledge, meaning with more laboratory hours. However, the acquired knowledge is not as specific as that of the other specializations, but is more general and requires of the student subsequent study at university in order to obtain a specialization and to find a job.

Alex Maffei

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

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The Voice of Teen -

European School Magazine ________________________________________________

Thanks to the eTwinning Program

• Istituto Tecnico Industriale Statale “G. B. Pentasuglia” Via Mattei, snc, 75100 Matera – Italy - Coordinator • 3ο Γενικό Λύκειο Νέας Φιλαδέλφειας "ΜΙΛΤΟΣ ΚΟΥΝΤΟΥΡΑΣ" 3rd Upper Secondary School “Miltos Kountouras” Thessalonikis & Lahana 7. 14342 Νέα Φιλαδέλφεια, Athens – Greece • Ενιαιο Λυκειο Γαζιου "∆οµινικος Θεοτοκοπουλος", Ηράκλειο Κρήτης, Greece

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm

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