Τετάρτη, 25 Απριλίου 2012

The new issue of our magazine in 2012

Our magazine in 2012 is ready in two versions:
  •  a Readable version, as a flip book...
  • and an explorable one in pdf format....

Have an enjoyable reading!


All the articles included are published on this blog in previous time during the school year 2011-12.
Feel free to express us your impressions.
We are looking forward to your messages by e-mail or comments...



Many thanks for their efforts and the collaboration to all students-journalists and their teachers.
Teachers in charge per each country are:
  • From Italy: Maristella Saponaro, Mariela Vaccaro and Antonio Epifania
  • From Greece: Argyro Chryssou, Stavriana Soubassi and Katerina Fyssaki @ the Lyceum "Miltos Kountouras"
  •  From Greece: Helen  Korakaki and Katerina Stavri @ the Lyceum "Domenikos Theotokopoulos"


Τρίτη, 24 Απριλίου 2012

HAIKU


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 protagonista. 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.


Luce vermiglia, 
le rondini in volo.
Il vento del sud.

 
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 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.


Marco Nicoletti

Istituto di Istruzione Superiore G.B. Pentasuglia


 Istituto di Istruzione Superiore
G.B. Pentasuglia
Matera

Add caption
 
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:
Ø  Chimica e Materiali;
Ø  Elettronica ed Elettrotecnica;
Ø  Informatica e Telecomunicazioni;  
Ø  Meccanica e Meccatronica;
Ø  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.
Elettronica ed Elettrotecnica: è il settore che rende possibile la conoscenza di tutto ciò relativo all’ Elettrotecnica e alla sua 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.

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 scientifico-tecnologica 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


 Comprehensive Secondary School
G.B. Pentasuglia
Matera

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:
Ø  Chemistry and Materials Studies;
Ø  Electronic and Electrotechnic Studies;
Ø  Information Technology and Telecommunication Studies; 
Ø  Mechanics and Electromechanical Studies;
Ø  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






FAI


Fai anche tu!



Il Fai, fondo ambiente italiano, è un’associazione che apre luoghi storici, culturali e naturalistici per mostrarli a cittadini e turisti con lo scopo di sostenere e valorizzare l’ambiente del nostro Paese. In Italia il Fai ha organizzato visite al patrimonio storico-artistico nelle due Giornate di primavera, a marzo.
A Matera l’associazione ha organizzato due giornate aprendo nei Sassi, quartieri storici della città, la Casa Cava e la Casa di Ortega.
Entrambe le Case sono state scavate nel tufo;
la prima è una cava in disuso, l’altra apparteneva al pittore Ortega.
Alcuni studenti hanno accompagnato i visitatori in questi luoghi non sempre aperti al pubblico.
Matera è una piccola città della Basilicata nell’Italia meridionale incentrata sul turismo. Visitatori vengono da tutto il mondo per ammirare il paesaggio dei Sassi che dal 1993 sono considerati Patrimonio dell’Unesco.
Le Giornate di primavera del  Fai hanno contribuito alla tutela del patrimonio storico-artistico italiano.

                 Luciaelena Picenza  & Emanuela Tarasco

The Fai, Italian ambient fond, is an association that opens historical,cultural and naturalistic places to show them to citizens and tourists with the aim of supporting 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 a disused 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 considered Unesco Heritage. The Fai Spring days have contributed for the protection of the Italian historical and artistic heritage.

by Luciaelena Picenza  & Emanuela Tarasco

Yannis Ritsos - a famous Greek poet

Γιάννης Ρίτσος
Γιάννης Ρίτσος
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 «Διάπλαση 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 1948-1952 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. Διακρίθηκε όμως και με πολλὰ ξένα βραβεία. «Μέγα διεθνὲς βραβείο ποίησης» (Βέλγιο, 1972), διεθνὲς βραβείο «Γκεόργκι Δημητρώφ». (Βουλγαρία, 1975), μέγα βραβείο ποίησης «Αλφρὲ ντε Βινύ» (Γαλλία, 1975), διεθνὲς βραβείο «Αίτνα-Ταορμίνα» (Ιταλία, 1976), «βραβείο Λένιν για την ειρήνη» (ΕΣΣΔ, 1977), διεθνὲς βραβείο «Μποντέλο» (1978).
Calligraphy by Yannis Ritsos
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

YANNIS   RITSOS

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. 
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

My school in Crete - Greece


ΓΕΝΙΚΟ ΛΥΚΕΙΟ ΓΑΖΙΟΥ

(ΔΟΜΗΝΙΚΟΣ ΘΕΟΤΟΚΟΠΟΥΛΟΣ)

            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.
Δομήνικος Θεοτοκόπουλος (El Greco)
            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.
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 «Δομήνικος Θεοτοκόπουλος» (El Greco), προς τιμήν του μεγάλου Έλληνα ζωγράφου, ο οποίος γεννήθηκε στο Φόδελε που ανήκει στο Δήμο Γαζίου.
Εκτός από τα δύο γραφεία των καθηγητών και το γραφείο της Διευθύντριας 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.
Οι συμμαθητές μου και εγώ πρέπει να αντιμετωπίσουμε τις δυσκολίες 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

Senior Secondary School of  Gazi

“Domenikos Theotokopoulos”


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.

Today there are about 354 students attending the school and about 38 teachers(29 full-time and 9 part-time) 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 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

Πέμπτη, 15 Μαρτίου 2012

Violations of HR - Refugees in Greece



In recent years we are facing an unprecedented 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:
  • Race
  • 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 Bulgaria. 

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.



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 right
s 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.

Written by the pupils Martha M., Nelly Z., Stella D., Ariadni P., B’ class, 2012

  



 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.Δ.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, καθώς και τη βοήθεια για επανεγκατάσταση.




Το δικαίωμα στην προστασία περιλαμβάνει:
  •  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 Διακήρυξη των Δικαιωμάτων του Ανθρώπου, το Διεθνές Σύμφωνο για τα Ατομικά και Πολιτικά Δικαιώματα και το Διεθνές Σύμφωνο για τα Οικονομικά, Κοινωνικά και Πολιτιστικά Δικαιώματα, που μαζί συνθέτουν την Διεθνή Διακήρυξη των Ανθρωπίνων Δικαιωμάτων.

(α) «Κανείς δεν υπόκειται σε αυθαίρετη σύλληψη, κράτηση ή εξορία» (Οικουμενική Διακήρυξη των Δικαιωμάτων του Ανθρώπου, άρθρο 9)

(β) «Καθένας έχει το δικαίωμα να ζητά και να απολαμβάνει άσυλο σε περίπτωση διωγμού του από τη χώρα του." (Οικουμενική Διακήρυξη των Δικαιωμάτων του Ανθρώπου, άρθρο 14)

(γ) «Καθένας έχει το δικαίωμα μιας ιθαγένειας» (Οικουμενική Διακήρυξη των Δικαιωμάτων του Ανθρώπου, άρθρο 15)

(δ) «Καθένας έχει το δικαίωμα της ελεύθερης διακίνησης και διαμονής εντός των συνόρων του κάθε κράτους» (Οικουμενική Διακήρυξη των Δικαιωμάτων του Ανθρώπου, άρθρο 13, Διεθνές Σύμφωνο για τα Ατομικά και Πολιτικά Δικαιώματα, 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 Δ., Αριάδνη Π. της Β’ τάξης, Μάρτιος 2012