Lingua Franca 13 Sep-oct 2007
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Lingua Franca 13 Sep-oct 2007 as PDF for free.
More details
- Words: 13,557
- Pages: 13
K.E.M.¶.A£. 4687 ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.
From all of us to all of you Merry Christmas and a Happy New Year
¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂η›‰Â˘Û˘
NÔ
13
™E¶T.-OKT. 2007
EK¢O™H: °. ¶AXAKH™ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó· AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488
EÍÂÏ›ÍÂȘ ÛÙÔ ı¤Ì· ÙˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ UCLAN
M ÙÔÓ ÈÔ Î·ÙËÁÔÚËÌ·ÙÈÎÔ ÙÚfiÔ ÙfiÛÔ ÙÔ QCA (Ë ·ÚÌfi‰È· ·Ú¯‹ ÈÛÙÔÔ›ËÛ˘ ÌË ·ÓÂÈÛÙËÌÈ·ÎÒÓ ÂÍÂÙ·ÛÙÈÎÒÓ ÊÔÚ¤ˆÓ ÛÙË BÚÂÙ·Ó›·) fiÛÔ Î·È Ë BÚÂÙ·ÓÈ΋ ÚÂۂ›·, ̤ۈ ÙÔ˘ British Council ‚‚·ÈÒÓÔ˘Ó Ù· ·Ú·Î¿Ùˆ: ·) ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ ÙÔ˘ Central Lancashire Â›Ó·È Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈṲ̂ÓÔ ÎÚ·ÙÈÎfi ·ÓÂÈÛÙ‹ÌÈÔ, ‚) ¤¯ÂÈ ÙËÓ ÂÍÔ˘Û›· Ó· ¯ÔÚËÁ› ÈÛÙÔÔÈËÙÈο ESOL ·Ó·ÁÓˆÚÈṲ̂ӷ ÛÙËÓ MÂÁ¿ÏË BÚÂÙ·Ó›· ̤ۈ ÙÔ˘ ÓfiÌÔ˘ Î·È Á) Ù· ÈÛÙÔÔÈËÙÈο ÙˆÓ ·ÓÂÈÛÙËÌ›ˆÓ ‰ÂÓ ˘fiÎÂÈÓÙ·È Û ‰È·›ÛÙ¢ÛË ·fi ÔÔÈ·‰‹ÔÙ ·Ú¯‹ Ù˘ MÂÁ¿Ï˘ BÚÂÙ·Ó›·˜ (Ô‡Ù ·Ô ÙÔ QCA). T¤ÏÔ˜ ‰È¢ÎÚÈÓÈ˙ÂÙ·È ÔÙÈ fiÏ· Ù· ·Ú·¿Óˆ Û˘Ó¿ÁÔÓÙ·È Î·È ·fi fiÛ· ¤¯Ô˘Ó ‹‰Ë ‚‚·ÈÒÛÂÈ Ì ¤ÁÁÚ·Ê¿ ÙÔ˘˜ Ë Quality and Curriculum Authority (QCA), ÙÔ Quality Assurance Agency (QAA) Î·È Ù¤ÏÔ˜ ÙÔ BÚÂÙ·ÓÈÎfi YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜ (DIUF). M ÙÔ ·Ú·¿Óˆ ¤ÁÁÚ·ÊÔ Á›ÓÂÙ·È ÔÏÔÊ¿ÓÂÚÔ ·˘Ùfi Ô˘ Â‰Ò Î·È Ôχ ηÈÚfi Â›Ó·È ÁÓˆÛÙfi, ÔÙÈ ‰ËÏ·‰‹ ÙÔ UCLAN ÏËÚ› fiÏÔ˘˜ ÙÔ˘˜ fiÚÔ˘˜ Ô˘ ÚԂϤÂÈ Ô ÓfiÌÔ˜. H Úfi‰ÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Ì·˜
‰‹ÏˆÛ : «A˘Ù‹ ÙËÓ ·˘ÙÔÓfiËÙË Ú·ÁÌ·ÙÈÎfiÙËÙ·, ÁÈ· ·Î·Ù·ÓfiËÙÔ˘˜ ÏfiÁÔ˘˜, ¤¯ÂÈ ·ÁÓÔ‹ÛÂÈ ÙÔ A™E¶ Ô˘ ¤Û¢Û ӷ ·Ê·ÈÚ¤ÛÂÈ ÙË· ÈÛÙÔÔÈËÙÈο UCLAN ·Ô ÙȘ Û¯ÂÙÈΤ˜ ÚÔ΢ڋÍÂȘ. ™˘Á¯ÚfiÓˆ˜ ‰È·„‡‰ÔÓÙ·È ·ÓËÁ˘ÚÈο ÔÈ fiÔÈÔÈ ÈÛ¯˘ÚÈÛÌÔ› ÂÚ› ‰‹ıÂÓ ÌË ¤ÁÎ˘ÚˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ.» T· ·Ú·¿Óˆ ¤ÁÁÚ·Ê· ¤¯Ô˘Ó ‹‰Ë ηٷıÂı› ÛÙÔ A™E¶ Î·È ·Ó·Ì¤ÓÂÙ·È ·Ô ̤ڷ Û ̤ڷ Ë ÂÎ Ó¤Ô˘ ·Ó·ÊÔÚ¿ ÙˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ UCLAN ÛÙȘ ÚÔ΢ڋÍÂȘ. H η MÔ˘ÏÓÙÔ‡ÌË ÛËÌÂÈÒÓÂÈ: « O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™˘Ó‰ÂÛÌÔ˜ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ¤¯ÂÈ ÂÎÊÚ¿ÛÂÈ ÙËÓ ·Á·Ó¿ÎÙËÛ‹ ÙÔ˘ ÁÈ· ÙÔ ÁÂÁÔÓfi˜ fiÙÈ ÙÔ A™E¶, ÁÈ· ·ÓÂÍ‹ÁËÙÔ˘˜ ÏfiÁÔ˘˜, ηı˘ÛÙÂÚ› ˘ÂÚ‚ÔÏÈο Ó· ·ӷʤÚÂÈ Ù· ÈÛÙÔÔÈËÙÈο ÛÙÔ Û¯ÂÙÈÎfi ·Ú¿ÚÙËÌ· Û ·ÓÙ›ıÂÛË Ì ÙËÓ ÛÔ˘‰‹ Ô˘ ¤‰ÂÈÍÂ Î·È ÙËÓ Ù·¯‡ÙËÙ· Ô˘ ÂÓ‹ÚÁËÛ fiÙ·Ó ·ÔÊ¿ÛÈÛ ӷ Ù· ·Ê·ÈÚ¤ÛÂÈ.»
¢È·ÊÔÚÂÙÈÎfiÙËÙ· Î·È ›Û˜ ¢ηÈڛ˜ * H ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘, °. °Ú·ÌÌ·Ù¤·˜ ÙÔ˘ ÏÈÙÒÓ. TÈÌ‹ıËΠ™ÙË Lille Ù˘ °·ÏÏ›·˜ Ú·ÁÌ·- EEA Î·È ¶Úfi‰ÚÔ˜ ÙÔ˘ ¢ÈÎÙ‡Ô˘ °˘Ó·ÈÎÒÓ ÙÔ˘ Ì ÙÔ NfiÌÂÏ ÙÔÔÈ‹ıËΠÙÔ ·- E˘ÚˆÂÈÌÂÏËÙËÚ›Ô˘, ‹Ù·Ó ·fi ÙȘ ÂÈÛËÁ‹ÙÚȘ AÓıÚˆ›ÓˆÓ ¢ÈÁÎfiÛÌÈÔ ™˘Ó¤‰ÚÈÔ ÙÔ˘ ™˘Ó‰ڛԢ Ù˘ Lille. M›ÏËÛ ÁÈ· ÙËÓ ‰È·ÊÔ- Î·ÈˆÌ¿ÙˆÓ ÙÔ ÁÈ· ÙËÓ «¢È·ÊÔÚÂ- ÚÂÙÈÎfiÙËÙ· ÙˆÓ Ê‡ÏˆÓ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜. 2003. O AÏÛ¿ÓÙ ÂÏ ÙÈÎfiÙËÙ· Î·È ÙȘ ›MÂÙ˙›, Úfi‰ÚÔ˜ Û˜ ¢ηÈڛ˜ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜». TÔ Ù˘ ¶·ÁÎfiÛÌÈ·˜ OÌÔÛÔÓ‰›·˜ MÈÎÚÔÌ™˘Ó¤‰ÚÈÔ ·Ú·ÎÔÏÔ‡ıËÛ·Ó ÚÔÛˆÈÎfiÙË- Û·›ˆÓ, Ô NÙÂfiÓ PÔÛfiÊ, ηıËÁËÙ‹˜ ÙÔ˘ ·Ù˜ ·fi fiÏÔ ÙÔÓ ÎfiÛÌÔ. AÍ›˙ÂÈ Ó· ·Ó·ÊÂÚ- ÓÂÈÛÙËÌ›Ô˘ Ù˘ ¶Ú·ÈÙfiÚÈ· Î·È ¶Úfi‰ÚÔ˜ ı› Ë Û˘ÌÌÂÙÔ¯‹ Ù˘ ™ÈÚ›Ó ŒÌ·ÓÙÈ, Ù˘ Ù˘ ¢ÈÂıÓÔ‡˜ KÔÈÓˆÓ›·˜ ÙˆÓ EȯÂÈÚ‹ÛÂIÚ·Ó‹˜ ‰ÈÎËÁfiÚÔ˘ Ô˘ ÔϤÌËÛ ÙÔ Î·ıÂ- ˆÓ Î·È Ù˘ OÈÎÔÓÔÌ›·˜ Î·È ÔÏÏÔ› ¿ÏÏÔÈ ÛÙÒ˜ Ù˘ ·ÚÙ›‰·˜ Ù˘ Î·È Ê˘Ï·Î›ÛÙËΠ‰È·ÎÂÎÚÈ̤ÓÔÈ ÂÈÛÙ‹ÌÔÓ˜ Î·È Î·Ù·ÍȈÁÈ· ÙȘ ȉ¤Â˜ Ù˘ Ô˘ ·ÊÔÚÔ‡Û·Ó ÙËÓ ÂÏ¢- ̤ÓÔÈ ÂȯÂÈÚË̷ٛ˜ ÔÈ ÔÔ›ÔÈ Î·Ù¤ıÂÛ·Ó ıÂÚ›· ÙÔ˘ ·ÙfiÌÔ˘ Î·È ÙËÓ ÈÛfiÙËÙ· ÙˆÓ Ô™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 14
2
AÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿ ̤۷ ÛÙËÓ Ù¿ÍË Dr.Theodora Papadopoulou* ÙȘ ̤Ú˜ Ì·˜ ¤Ó·˜ ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ ÂÎ·È‰Â˘ÙÈÎÒÓ Î·ÏÂ›Ù·È Ó· ·Ú¤¯ÂÈ fi¯È ÌfiÓÔ ÙȘ ÁÓÒÛÂȘ ÙÔ˘ ÛÙÔ˘˜ ÛÔ˘‰·ÛÙ¤˜ ÂÓfi˜ K¤ÓÙÚÔ˘ •¤ÓˆÓ ÁψÛÛÒÓ ‹ Û¯ÔÏ›Ԣ fiÔ˘ ÂÚÁ¿˙ÂÙ·È, ·ÏÏ¿ Ù·˘Ùfi¯ÚÔÓ· Ó· ÂÓÙÔ›ÛÂÈ ·Èٛ˜ Ô˘ ηı˘ÛÙÂÚÔ‡Ó ÙË Ì¿ıËÛË, Ó· ·ÓȯÓ‡ÛÂÈ ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ Î·È Ó· ·Ú¤¯ÂÈ Ï‡ÛÂȘ ÛÙÔ˘˜ ÛÔ˘‰·ÛÙ¤˜ Î·È ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜. °È· ·˘Ùfi ÙÔ ÏfiÁˆ Ë ÂÊËÌÂÚ›‰· Ì·˜ ·Â˘ı‡ÓıËΠÛÙËÓ EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ Ë ÔÔ›· ¤Ú¯ÂÙ·È Û ÂÈÎÔÈÓˆÓ›· Ì ÔÏÏÔ‡˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ̤۷ ·fi Ù· ÛÂÌÈÓ¿ÚÈ· ÂÈÌfiÚʈÛ˘ ηıËÁËÙÒÓ Ô˘ Ú·ÁÌ·ÙÔÔÈ› Û ‰È¿ÊÔÚ· K.•.° Î·È I‰ÈˆÙÈÎÒÓ Û¯ÔÏ›ˆÓ. ™·˜ ·Ú·ı¤ÙÔ˘Ì ·fiÛ·ÛÌ· ·fi ÙÔ ÁfiÓÈÌÔ ‰È¿ÏÔÁÔ Ô˘ ·Ó·Ù‡¯ıËÎÂ
™
ηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ Û˘Ó¿ÓÙËÛ˘. Î.¶··‰ÔÔ‡ÏÔ˘, ÁÓˆÚ›˙ÔÓÙ·˜ fiÙÈ ¤¯ÂÙ ‰ÒÛÂÈ ·ÚÎÂÙ¤˜ ‰È·Ï¤ÍÂȘ Î·È ¤¯ÂÙ ڷÁÌ·ÙÔÔÈ‹ÛÂÈ ÔÏ˘¿ÚÈıÌ· ÛÂÌÈÓ¿ÚÈ· Û K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È I‰ÈˆÙÈο ™¯ÔÏ›·, ı· ‹ıÂÏ· Ó· Ì·˜ ›Ù ÔÈ· Â›Ó·È Ù· Û˘¯ÓfiÙÂÚ· ÚÔ‚Ï‹Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÔÈ Î·ıËÁËÙ¤˜ •¤ÓˆÓ °ÏˆÛÛÒÓ Ì¤Û· ÛÙË Ù¿ÍË. •ÂÎÈÓÒÓÙ·˜, ı· ‹ıÂÏ· Ó· ¢¯·ÚÈÛÙ‹Ûˆ ÙÔ˘˜ I‰ÈÔÎً٘ K.•.° Î·È I‰ÈˆÙÈÎÒÓ ™¯ÔÏ›ˆÓ Ô˘ ÌÔ˘ ÂÌÈÛÙ‡ÔÓÙ·È ÙËÓ ÂÈÌfiÚʈÛË ÙˆÓ Î·ıËÁËÙÒÓ ÙÔ˘˜ fiˆ˜ ›Û˘ Î·È ÙÔ˘˜ Û˘Ó·‰¤ÏÊÔ˘˜ ÌÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ô˘ Ì ÙÈÌÔ‡Ó Ì ÙË ·ÚÔ˘Û›· ÙÔ˘˜ ÛÙȘ ‰È·Ï¤ÍÂȘ ÌÔ˘. ŸÛÔ ·ÊÔÚ¿ ÙÔ ÂÚÒÙËÌ¿ Û·˜, ı· ‹ıÂÏ· Ó· ÂÈÛËÌ¿Óˆ fiÙÈ Î¿ı ٿÍË Â›Ó·È Í¯ˆÚÈÛÙ‹ ÌÈ·˜ Î·È ·ÔÙÂÏÂ›Ù·È ·fi Ì·ıËÙ¤˜ Ì ‰È·ÊÔÚÂÙÈο Ì·ıËÛȷο ÛÙÈÏ Î·È ‰È·ÊÔÚÂÙÈΤ˜ Ì·ıËÛȷΤ˜ ·Ó¿ÁΘ. K¿ı ̷ıËÙ‹˜ ʤÚÓÂÈ Ì·˙› ÙÔ˘ ÙȘ ‰ÈΤ˜ ÙÔ˘ ıÂÙÈΤ˜ Î·È ·ÚÓËÙÈΤ˜ ÂÌÂÈڛ˜ Ì¿ıËÛ˘ Î·È Û˘ÓÂ-
Ò˜ ¤¯ÂÈ ‰È·ÊÔÚÂÙÈΤ˜ ÚÔÛ‰Ô˘ ·fi ÙÔÓ/ÙËÓ Î·ıËÁ‹ÙÚÈ¿ ÙÔ˘. OÈ Û˘Ó¿‰ÂÏÊÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› Ô˘ ·ÓÙÈÏ·Ì‚¿ÓÔÓÙ·È ÙË ‰È·ÊÔÚÂÙÈÎfiÙËÙ· ÙÔ˘ οı ̷ıËÙ‹ ·ÁˆÓÈÔ‡Ó ·Ú¯Èο ÁÈ· ÙÔ Ò˜ ı· ηٷʤÚÔ˘Ó Ó· ·˘Í‹ÛÔ˘Ó ÙÔ ÂÛˆÙÂÚÈÎfi ΛÓËÙÚÔ Â›Ù¢Í˘ fiÏˆÓ ÙˆÓ Ì·ıËÙÒÓ Î·È Ó· ·˘Í‹ÛÔ˘Ó ÙËÓ ·fi‰ÔÛ‹ ÙÔ˘˜. ŸÙ·Ó ˘¿Ú¯Ô˘Ó ÂÚÈÙÒÛÂȘ ·ÔÎÏ›ÓÔ˘Û·˜ Û˘ÌÂÚÈÊÔÚ¿˜, Ê˘ÛÈο ·Ó·˙ËÙÔ‡Ó ÙȘ ·Èٛ˜ Î·È ˙ËÙÔ‡Ó ÙË Û˘Ì‚Ô˘Ï‹ ÌÔ˘ ÁÈ· ÙË ÛˆÛÙfiÙÂÚË ÚÔÛ¤ÁÁÈÛË Î·È ·ÓÙÈÌÂÙÒÈÛË. MÔÚ›Ù ӷ Ì·˜ ‰È¢ÎÚÈÓ›ÛÂÙ ÙÈ ·ÎÚÈ‚Ò˜ ÂÓÓÔ›Ù Ì ÙÔÓ fiÚÔ «·ÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿»;
B‚·›ˆ˜. Y¿Ú¯Ô˘Ó ·È‰È¿ Ù· ÔÔ›· ·ÚÔ˘ÛÈ¿˙Ô˘Ó ¤ÓÙÔÓË ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·, ¿ÏÏ· Ô˘ ÂΉËÏÒÓÔ˘Ó ÂÈıÂÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ÚÔ˜ ÙÔÓ Î·ıËÁËÙ‹ Î·È ÙÔ˘˜ ÔÌÔÏfiÁÔ˘˜ ÙÔ˘˜ Î·È ¿ÏÏ· Ô˘ ‰Â›¯ÓÔ˘Ó ÂÓÙÂÏÒ˜ ·‰È¿ÊÔÚ· Î·È Â›Ó·È ÌÔӛ̈˜ ‚˘ıÈṲ̂ӷ Û ÛΤ„ÂȘ ·ÁÓÔÒÓÙ·˜ ÙÔ Ì¿ıËÌ·. O ÂÎ·È‰Â˘ÙÈÎfi˜ Ú¤ÂÈ Ó· Â›Ó·È Û ı¤ÛË Ì ÙȘ ÁÓÒÛÂȘ Î·È ÙËÓ ÂÌÂÈÚ›· ÙÔ˘ Ó· ÂÓÙÔ›ÛÂÈ ÙËÓ ·ÈÙ›· Î·È Ó· ·Ú¤¯ÂÈ Ï‡ÛÂȘ. °È·Ù› ÈÛÙ‡ÂÙ fiÙÈ Ù· ·È‰È¿ ·Ó·Ù‡ÛÛÔ˘Ó Ù¤ÙÔȘ Û˘ÌÂÚÈÊÔÚ¤˜ Î·È ÙÈ Û˘Ì‚Ô˘Ï‡ÂÙ ÙÔ˘˜ ηıËÁËÙ¤˜ Ó· οÓÔ˘Ó Û ٤ÙÔȘ ÂÚÈÙÒÛÂȘ; Y¿Ú¯Ô˘Ó ÔÏÏÔ› ÏfiÁÔÈ ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜ ¤Ó· ·È‰› ·ÓÙȉڿ Ì ¤Ó· Û˘ÁÎÂÎÚÈ̤ÓÔ ÙÚfiÔ Ì¤Û· ÛÙË Ù¿ÍË. O ηıËÁËÙ‹˜ ÔÊ›ÏÂÈ Ó· ·Ú·ÙËÚ‹ÛÂÈ ÚÔÛ¯ÙÈο ÙȘ ·ÓÙȉڿÛÂȘ ÙÔ˘ Ì·ıËÙ‹ Î·È Ó· ÚÔÛ·ı‹ÛÂÈ Ó· ηٷϿ‚ÂÈ ÙÔ ÏfiÁÔ Ô˘ Ô‰ËÁ› ÙÔ Ì·ıËÙ‹ Û ٤ÙÔÈ· Û˘ÌÂÚÈÊÔÚ¿. ™›ÁÔ˘Ú· Ú¤ÂÈ Ó· ‰ÈÂÚ¢ÓËı› ÙÔ ÔÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ Ì¤Û· ·fi ‰È·ÎÚÈÙÈÎfi ‰È¿ÏÔÁÔ Ì ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘ ·È‰ÈÔ‡.
ŒÓ· ·È‰› Ô˘ ÌÂÁ·ÏÒÓÂÈ Ì¤Û· Û ‰È·Ù·Ú·Á̤ÓÔ ÔÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ fiÔ˘ ÔÈ ÊˆÓ¤˜, ÔÈ Î·‚Á¿‰Â˜ Î·È Û ÌÂÚÈΤ˜ ÂÚÈÙÒÛÂȘ Ë ¯ÂÈÚÔ‰ÈΛ· Â›Ó·È ·Ô‰ÂÎÙ¤˜ Û˘ÌÂÚÈÊÔÚ¤˜ Î·È Ù·ÎÙÈΤ˜ ÙÈ̈ڛ·˜, ÙfiÙ ۛÁÔ˘Ú· ÙÔ ·È‰› ı· ÌÂٷʤÚÂÈ ÙȘ ÂÌÂÈڛ˜ ÙÔ˘ ÛÙË Ù¿ÍË ·ÓÙȉÚÒÓÙ·˜ Ì ÂÈıÂÙÈÎfiÙËÙ· Î·È ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· οو ·fi ‰È¿ÊÔÚ˜ Û˘Óı‹Î˜. E¿Ó Ë ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· Â›Ó·È ÌÂÌÔӈ̤ÓÔ Û‡Ó‰ÚÔÌÔ Ú¤ÂÈ ÙÔ ·È‰› Ó· ·Ú·ÂÌÊı› Û ÂȉÈÎÔ‡˜ „˘¯ÔÏfiÁÔ˘˜ ÁÈ· Ó· ÂÚ¢ӋÛÔ˘Ó Â¿Ó ¤¯ÂÈ Û‡Ó‰ÚÔÌÔ ÂÏÏÂÈÌÌ·ÙÈ΋˜ ÚÔÛÔ¯‹˜ ‹ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·˜ ‹ Â›Ó·È ·fiÚÚÔÈ· Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ. K·Ù·Ï‹ÁÔÓÙ·˜, ı· ‹ıÂÏ· Ó· Ì·˜ ›ÙÂ Â¿Ó Ô ÚfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ ¤¯ÂÈ Á›ÓÂÈ ÈÔ Û‡ÓıÂÙÔ˜ ÛÙȘ ̤Ú˜ Ì·˜ Î·È Û˘ÓÂÒ˜ ÔÈ ··ÈÙ‹ÛÂȘ ¤¯Ô˘Ó ·˘ÍËı› Û fiÙÈ ·ÊÔÚ¿ ÙËÓ ÈηÓfiÙËÙ· ÙÔ˘ Ó· ·ÓÙÈÌÂÙˆ›˙ÂÈ Ì ·ÎÚ›‚ÂÈ· Î·È ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ‰È¿ÊÔÚ˜ Û‡ÓıÂÙ˜ ηٷÛÙ¿ÛÂȘ ̤۷ ÛÙË Ù¿ÍË. O ÚfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ ÔÙ¤ ‰ÂÓ ÂÚÈÔÚÈ˙fiÙ·Ó ÌfiÓÔ ÛÙË ÌÂÙ¿‰ÔÛË ÏËÚÔÊÔÚÈÒÓ Î·È ÙÔÓ ¤ÏÂÁ-
3 ¯Ô ÂÚÁ·ÛÈÒÓ. ¶ÔÏÏ¿ ·È‰È¿ Ï·Ì‚¿ÓÔ˘Ó ·fi ÙÔ˘˜ ‰·ÛοÏÔ˘˜ Î·È Î·ıËÁËÙ¤˜ ÙÔ˘˜ ÂÚÈÛÛfiÙÂÚË ÚÔÛÔ¯‹ Î·È ·Ô‰Ô¯‹ ·fi fiÙÈ ÂӉ¯Ô̤ӈ˜ Ï·Ì‚¿ÓÔ˘Ó ·fi ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜. H Û¯¤ÛË ÙÔ˘ ‰·ÛοÏÔ˘ Î·È ÙÔ˘ Ì·ıËÙ‹ Â›Ó·È Ôχ ÛËÌ·ÓÙÈ΋ ÌÈ·˜ Î·È Ô ‰¿ÛηÏÔ˜ ·ÔÙÂÏ› ·ÚÎÂÙ¤˜ ÊÔÚ¤˜ ÚfiÙ˘Ô ÁÈ· ÙÔ Ì·ıËÙ‹ Î·È Ë Û¯¤ÛË ÂÌÈÛÙÔÛ‡Ó˘ Î·È Û‚·ÛÌÔ‡ Ô˘ ‰ËÌÈÔ˘ÚÁÂ›Ù·È ·ÔÙÂÏ› ÈÛ¯˘Ú‹ ·ÊÂÙËÚ›· ÁÈ· ÙËÓ ÚfiÔ‰Ô ÙÔ˘ Ì·ıËÙ‹ Î·È ÙËÓ ÚÔÛˆÈ΋ ÙÔ˘ ÂͤÏÈÍË. A˘Ùfi Ô˘ ¤¯ÂÈ ·ÏÏ¿ÍÂÈ Â›Ó·È Ë Û˘¯ÓfiÙËÙ· Î·È Ë Ê‡ÛË ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ô˘ ηÏÂ›Ù·È Ó· ·ÓÙÈÌÂÙˆ›ÛÂÈ Ô ÂÎ·È‰Â˘ÙÈÎfi˜. °È· ·Ú¿‰ÂÈÁÌ·, Ô ·ÚÈıÌfi˜ ÙˆÓ ·ÙfiÌˆÓ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ¤¯ÂÈ ·˘ÍËı›. A˘Ùfi οÓÂÈ ÂÈÙ·ÎÙÈ΋ ÙËÓ ·Ó¿ÁÎË ÁÈ· ÏËÚÔÊfiÚËÛË Î·È ÂÊ·ÚÌÔÁ‹ Ó¤ˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÌÂıfi‰ˆÓ. O ·ÚÈıÌfi˜ ÙˆÓ Î·ÎÔÔÈËÌ¤ÓˆÓ ·È‰ÈÒÓ ¤¯ÂÈ ‰˘ÛÙ˘¯Ò˜ ·˘ÍËı›. ™˘ÓÂÒ˜, Ô Î·ıËÁËÙ‹˜ Ú¤ÂÈ Ó· ÁÓˆÚ›˙ÂÈ ˆ˜ Ó· ÚÔÛÂÁÁ›ÛÂÈ ¤Ó· ηÎÔÔÈË̤ÓÔ ·È‰› Î·È Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ÈÛ¯˘Ú‹ Û¯¤ÛË ÂÌÈÛÙÔÛ‡Ó˘ Ì·˙› ÙÔ˘ ¤ÙÛÈ ÒÛÙ ӷ ÙÔ˘ ‰ÒÛÂÈ Î›ÓËÙÚ· Ì¿ıËÛ˘. O ·ÚÈıÌfi˜ ÙˆÓ ·È‰ÈÒÓ Ô˘
˙Ô˘Ó Û ‰˘Û·ÚÌÔÓÈΤ˜ ÔÈÎÔÁ¤ÓÂȘ ¤¯ÂÈ Â›Û˘ ·˘ÍËı›. T· ·È‰È¿ Á›ÓÔÓÙ·È ÂÈıÂÙÈο Î·È ·‰È¿ÊÔÚ· ˆ˜ ·ÔÙ¤ÏÂÛÌ· ÂÈ‚›ˆÛ˘ Û ·ÛÊ˘ÎÙÈο ÂÚÈ‚¿ÏÏÔÓÙ· Ô˘ ˘ÔÓÔÌÂ‡Ô˘Ó Î¿ı ÂÚÈıÒÚÈÔ ÚÔÛˆÈ΋˜ ÂͤÏÈ͢ Î·È ÚÔfi‰Ô˘. ¢ÂÓ ˘¿Ú¯ÂÈ Ù›ÔÙ· Ô˘ Ó· ÌË ÌÔÚ› Ó· ·ÓÙÈÌÂÙˆÈÛÙ› ̤۷ ÛÙË Ù¿ÍË ·fi ¤Ó· ÛˆÛÙ¿ ηٷÚÙÈṲ̂ÓÔ ÂÎ·È‰Â˘ÙÈÎfi Ô˘ ·Ó·ÓÂÒÓÂÈ ÙȘ ÁÓÒÛÂȘ ÙÔ˘ ̤۷ ·fi ‰È·Ï¤ÍÂȘ Î·È ¿ÚıÚ· Î·È ÊÚÔÓÙ›˙ÂÈ Ó· ‰È·ÙËÚ› ˙ˆÓÙ·Ófi ÙÔ ÏfiÁÔ Ô˘ ÙÔÓ Ô‰‹ÁËÛ ӷ ÂÍ·Û΋ÛÂÈ ·˘Ùfi ÙÔ Â¿ÁÁÂÏÌ· : TËÓ ·Á¿Ë ÙÔ˘ ÁÈ· Ù· ·È‰È¿!
* H ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ Â›Ó·È EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜ EÈÛËÁ‹ÙÚÈ· ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ M·ıËÛÈ·ÎÒÓ ¢˘ÛÎÔÏÈÒÓ- EȉÈ΋ ¶·È‰·ÁˆÁfi˜, PhD in English Literature, Cognitive Semantics, B.A and M.Sc in Psychology (Specialty in Learning Difficulties) [email protected] om, 6947809078
2Ë ¤ÎıÂÛË ÍÂÓfiÁψÛÛÔ˘ ‚È‚Ï›Ô˘ Î·È ÂÔÙÈÎÒÓ M¤ÛˆÓ ÛÙËÓ §Â˘Î¿‰· M ÌÂÁ¿ÏË Û˘ÌÌÂÙÔ¯‹ ÂÈÛÎÂÙÒÓ Î·È ÂÎıÂÙÒÓ ÔÏÔÎÏËÚÒıËΠÛÙȘ 9 ™ÂÙÂÌ‚Ú›Ô˘ 2007 Û ÎÂÓÙÚÈÎfi ÍÂÓÔ‰Ô¯Â›Ô Ù˘ §Â˘Î¿‰·˜ Ë 2Ë ŒÎıÂÛË •ÂÓfiÁψÛÛÔ˘ BÈ‚Ï›Ô˘ Î·È EÔÙÈÎÒÓ M¤ÛˆÓ Ô˘ ÔÚÁ·ÓÒıËΠ·fi ÙÔÓ ™‡ÏÏÔÁÔ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ °ÏˆÛÛÒÓ ¶Ú¤‚Â˙·˜- §Â˘Î¿‰·˜. TÔ ™·‚‚·Ùfi‚Ú·‰Ô ÙÔ ¢.™. ÙÔ˘ ™˘ÏÏfiÁÔ˘ ·Ú¤ıÂÛ Á‡̷ ÛÙÔ˘˜ ÂÎı¤Ù˜ Î·È ÛÙ· M¤ÏË ÙÔ˘ ™˘ÏÏfiÁÔ˘ Û ·Ú·Ïȷ΋ Ù·‚¤ÚÓ· Ù˘ fiÏ˘. H ÂΉ‹ÏˆÛË ÍÂΛÓËÛ Ì ÙÔÈÎÔ‡˜ ·Ú·‰ÔÛÈ·ÎÔ‡˜ ¯ÔÚÔ‡˜ ·fi §Â˘Î·‰›ÙÈÎÔ ¯ÔÚ¢ÙÈÎfi Û˘ÁÎÚfiÙËÌ· Î·È ·ÎÔÏÔ‡ıËÛ ÍÂÊ¿Óو̷ ̤¯ÚÈ ÙȘ ÚÒÙ˜ ÚˆÈÓ¤˜ ÒÚ˜.
4
ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ ȉڇÙÚÈ· Ù˘ ıˆÚËÙÈ΋˜ Û¯ÔÏ‹˜ „˘¯ÔÏÔÁ›·˜ ÙˆÓ ÔÈÎÔÁÂÓÂÈ·ÎÒÓ ‰˘Ó·ÌÈÎÒÓ EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A., ·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿, EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing, EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ e-mail:[email protected] site: www.mindpower.gr
¶ÔÏÏ¿ ·fi Ù· Û˘ÌÙÒÌ·Ù· Ù˘ ‰˘ÛÏÂÍ›·˜ Î·È ÙˆÓ ¿ÏÏˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜, ÁÈ· Ù· ÔÔ›· ÏËÚÔÊÔÚÔ‡Ì·È ·fi ¤ÓÙ˘· Î·È ·Â˘ı‡ÓÔÓÙ·È Û ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È ÁÔÓ›˜, Ù· ‰È·ÎÚ›Óˆ ÛÙ· ·È‰È¿ ÌÔ˘ Î·È ÛÙÔ˘˜ ÂÚÈÛÛfiÙÂÚÔ˘˜ ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ ÌÔ˘. E›Ó·È Ú·ÁÌ·ÙÈΤ˜ ·Ô‰Â›ÍÂȘ fiÙÈ fiÔÈÔ ·È‰› Ù· ·ÚÔ˘ÛÈ¿˙ÂÈ ˘ÛÙÂÚ› ÁÂÓÓÂÙÈο ·fi Ù· ˘fiÏÔÈ· ·È‰È¿; TÈ Ú¤ÂÈ Ó· οӈ; ¶Ò˜ Ú¤ÂÈ Ó· ÛÎÂÊÙÒ Î·È Ó· ÙÔ ·ÓÙÈÌÂÙˆ›Ûˆ; K¿ı˘, K·ıËÁ‹ÙÚÈ· Î·È ÌËÙ¤Ú· E›Ó·È ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ÁÂÁÔÓfi˜ fiÙÈ ÛÙËÓ Û‡Á¯ÚÔÓË ÔÏÈÙÈÎÔÎÔÈÓˆÓÈ΋ ·Ó·Î·Ù¿Ù·ÍË Ù˘ ·ÁÎfiÛÌÈ·˜ ÎÔÈÓfiÙËÙ·˜ ·Ú·ÙËÚÂ›Ù·È Ì›· ηٷÈÁÈÛÙÈ΋ ÂÈÛÙËÌÔÓÈÎÔÊ·Ó‹˜ ÂÈÎÔÈÓˆÓȷ΋ ÔÏÈÙÈ΋ ÂÍÔÈΛˆÛ˘ Î·È ·ÚfiÙÚ˘ÓÛ˘ Ù˘ ÎÔÈÓ‹˜ ÁÓÒÌ˘. M ÙÔ fiÚÔ ÎÔÈÓ‹ ÁÓÒÌË ·Ó·Ê¤ÚÔÌ·È Û fiÏÔ ÙÔ ÎÔÈÓˆÓÈÎfi Û‡ÓÔÏÔ ·ÏÏ¿ Î·È ÂȉÈÎÒÙÂÚ· ÛÙËÓ ·ÓÙ›ÏË„Ë ÙˆÓ Û˘ÌÂÚÈÊÔÚÈÎÒÓ Ù¿ÛÂˆÓ Î·È Ù˘ ¤ÎÊÚ·Û˘ ÙˆÓ ·ÙfïÓ-ÌÂÏÒÓ Î¿ı ÂÈ̤ÚÔ˘˜ ÎÔÈÓˆÓÈ΋˜ ˘Ô-ÔÌ¿‰·˜ (.¯. Û¯ÔÏ›Ô- ÂÎ·È‰Â˘ÙÈÎÔ›, Û˘ÓÔÌ‹ÏÈÎÔÈÊ›ÏÔÈ, ·ÁÁÂÏÌ·ÙÈÎfi˜ ¯ÒÚÔ˜-Û˘Ó¿‰ÂÏÊÔÈ, ÔÈÎÔÁ¤ÓÂÈ·-Û˘ÁÁÂÓ›˜, Î.Ô.Î.). H ÂÍÔÈΛˆÛË Î·È ·ÚfiÙÚ˘ÓÛË ·˘Ù‹ Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ Û˘Ó ÙÔȘ ¿ÏÏÔȘ ÙÔ˘˜ ÂÍ‹˜ ÁÓÒÌÔÓ˜ ·ÍÈÔÏfiÁËÛ˘ Î·È ÎÚ›Û˘ Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ·ÏÏ¿ Î·È Ù˘ ·Ï‹˜ ‡·Ú͢ ÙÔ˘ οı ·ÙfiÌÔ˘ : — H Û˘ÓÔÏÈ΋ ÎÔÈÓˆÓÈ΋, ·Î·‰ËÌ·˚΋ Î·È Â·ÁÁÂÏÌ·ÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ÂÓfi˜ ·ÙfiÌÔ˘ Â›Ó·È Û˘Ó·ÁˆÁ‹ Î·È ·fiÚÚÔÈ· ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È ÙˆÓ ÔÚ›ˆÓ Ù˘ ‚ÈÔÏÔÁÈ΋˜ ÙÔ˘ ˘Ô‰ÔÌ‹˜. — K¿ı ÎÔÈÓˆÓÈÎfi˜ ÊÔÚ¤·˜ Ì ‹ ¯ˆÚ›˜ ÂÍ·ÎÚÈ‚ˆÌ¤ÓË ÈηÓfiÙËÙ· Î·È ¤ÏÏÂÈ„Ë Û˘ÌʤÚÔÓÙÔ˜ Á›ÓÂÙ·È ‰ÂÎÙfi˜ ˆ˜ ·ÍÈÔÏÔÁËÙÈÎfi ÎÚÈÙ‹ÚÈÔ ·˘ÙÒÓ ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È ÔÚ›ˆÓ. — K¿ı ÂÈÚ·Ì·ÙÈ΋ ‹ ·ÌÊÈ‚fiÏÔ˘ ÚÔÂχۈ˜ ‹ ·ÓÙÈÎÂÈÌÂÓÈÎfiÙËÙÔ˜ ıˆÚËÙÈ΋ ÂÚÌËÓ›· Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙÔ˘ ·ÙfiÌÔ˘ Ï·Ì‚¿ÓÂÙ·È ¿ÌÂÛ· ˆ˜ ÚÔÁÓˆÛÙÈÎfi˜ ÚÔÛ‰ÈÔÚÈÛÌfi˜ ÙÔ˘ ÂȤ‰Ô˘ Î·È ÙˆÓ ÔÚ›ˆÓ Ù˘ ÌÂÏÏÔÓÙÈ΋˜ ÎÔÈÓˆÓÈÎÔÔÈÎÔÓÔÌÈ΋˜ ÙÔ˘ ÔÚ›·˜ Î·È „˘¯ÔÎÔÈÓˆÓÈ΋˜ ÙÔ˘ Ù·˘ÙfiÙËÙ·˜. ŒÓ· ¿ÏÏÔ ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ÁÂÁÔÓfi˜ Â›Ó·È Ë ·˘ı·›ÚÂÙË Î·È ·ÓÂÍ›ÙËÏË Î·ÙËÁÔÚÈÔÔ›ËÛË Ù˘ „˘¯ÔÎÔÈÓˆÓÈ΋˜ ÔÓÙfiÙËÙ·˜ οı ·ÙfiÌÔ˘, Ë ÔÔ›· ¤گÂÙ·È ·fi ·˘Ù‹ ÙËÓ ·ÓÙ›ÏË„Ë Î·È Ë ·ÔÚÚ¤Ô˘Û· ·ÓÙÈÌÂÙÒÈÛË Ô˘ ·˘Ùfi ÙÔ ¿ÙÔÌÔ Ù˘Á¯¿ÓÂÈ Û˘Ó›· ·˘Ù‹˜ ·fi ÙËÓ ÎÔÈÓˆÓÈ΋ ÔÌ¿‰· Û fiÏ· Ù· ›‰· ‡·Ú͢ Î·È ¤ÎÊÚ·Û˘ Ù˘. E›Ó·È ÙÚ›ÙÔ ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ÁÂÁÔÓfi˜, Û οı ÂÈÛÙ‹ÌÔÓ· Ô˘ ¯ÚËÛÈÌÔÔÈ› fiϘ ÙÔ˘ ÙȘ ÁÓÒÛÂȘ, ÂÌÂÈڛ˜ Î·È ÈηÓfiÙËÙ˜, Â›Ó·È fiÙÈ ·˘ÙÔ‡ ÙÔ˘ ›‰Ô˘˜ Ë ÂÈÛÙËÌÔÓÈÎÔÊ·Ó‹˜ ÂÈÎÔÈÓˆÓȷ΋ ÔÏÈÙÈ΋ ÂÈÛÙËÌÔÓÈÎÒÓ ı¤ÛÂˆÓ Î·È ·fi„ÂˆÓ ÙfiÛÔ ÚÔ˜ ÙËÓ ÁÂÓÈ΋ ÎÔÈ-
æ˘¯Ô...ÁÚ¿ÊËÌ· ™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ ŸÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e-mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.
ÓˆÓÈ΋ ·ÓÙ›ÏË„Ë fiÛÔ Î·È ÚÔ˜ ÔÌ¿‰Â˜ ÂȉÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ Î·È ÂӉȷʤÚÔÓÙÔ˜ (.¯. ÁÔÓ›˜, ÂÎ·È‰Â˘Ù¤˜, Ì·ıËÙ¤˜, Î.Ï.) Ô˘ ÂÛÙÈ¿˙ÂÈ ·Ú·ÌÔÚʈÙÈο ÙËÓ ÚÔÛÔ¯‹ Û ÂÈ̤ÚÔ˘˜ ÛËÌ›· Î·È ÛÙ¿‰È· Ù˘ ‚Ȉ̷ÙÈ΋˜ ‰È·‰Èηۛ·˜ Ù· ÔÔ›· Ì ÙÔÓ ÙÚfiÔ Ô˘ ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ‰È·ÛÙÚ¤ÊÔ˘Ó Î·È ·ÏÏÔÈÒÓÔ˘Ó ÙËÓ Ú·ÁÌ·ÙÈÎfiÙËÙ· ÌÂ Û˘Ó¤ÂÈ· ÙËÓ ‰ËÌÈÔ˘ÚÁ›· ÂÛÊ·ÏÌ¤ÓˆÓ ÂÓÙ˘ÒÛˆÓ, ·ÂÈÏËÙÈÎÒÓ Û˘Ó·ÈÛıËÌ¿ÙˆÓ, ·ÚÓËÙÈ΋˜ ÛÙ¿Û˘ Î·È ‚‚ȷÛÌ¤ÓˆÓ ÂÈÏÔÁÒÓ Î·È ÎÈÓ‹ÛÂˆÓ ˘Ô ÙËÓ Â‹ÚÂÈ· ÂÓÙfiÓˆÓ „˘¯ÔÎÔÈÓˆÓÈÎÒÓ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ È¤ÛˆÓ. E›Ó·È, Ù¤ÏÔ˜, ·‰È·ÊÈÏÔÓ›ÎËÙË ÁÓÒÛË ÙÔ˘ ‰È·¯ÚÔÓÈο ηٷÍȈ̤ÓÔ˘ ·ÎÏÔ˘ ÙˆÓ ÂÈÛÙËÌfiÓˆÓ ÚˆÙÔfiÚˆÓ Ù˘ ‰È‡ڢÓÛ˘ ÙˆÓ ÔÚ›ˆÓ Ù˘ ·ÓıÚÒÈÓ˘ ÁÓˆÛÙÈ΋˜ ·ÓÙ›Ï˄˘ fiÙÈ Ô ÌfiÓÔ˜ ÙÚfiÔ˜ Ô˘ ÌÔÚ› Ó· ·ÓÙÈÌÂÙˆÈÛÙ› Ë Î¿ı ›‰Ô˘˜ ÁÓÒÛË ÒÛÙ ӷ ÌËÓ ·ÔÚÔÛ·Ó·ÙÔÏ›˙ÂÈ ·ÏÏ¿ ·ÓÙ›ıÂÙ· Ó· Ô‰ËÁ› ÛÙËÓ ÛˆÛÙ‹ ηÙ‡ı˘ÓÛË Û˘ÓÂȉËÙÔÔ›ËÛ˘, ÂÓ‰˘Ó¿ÌˆÛ˘ Î·È ·ÍÈÔÔ›ËÛ˘ ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ ÙÔ˘ ›‰Ô˘˜ Â›Ó·È Ó· Âȉˆı› ÛÂ Û˘Ó¿ÚÙËÛË Ì ÙÔ fiÏÔ Ï·›ÛÈÔ Ù˘ ˘Ê‹˜ Î·È Ù˘ ·Ó·Ù˘Íȷ΋˜ ÂͤÏÈ͢ Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ Î·È Ó· ÂÓÙ¿ÛÛÂÙ·È Û ·˘Ùfi ·ÓÙ› Ë ÁÓÒÛË Ó· ··ÈÙ› ÙËÓ ‰È· ‚›·˜ ¤ÓÙ·ÍË Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ ¯ˆÚ›˜ ηӤӷ Û‚·ÛÌfi ÛÙȘ ÛÙÔȯÂÈÒ‰ÂȘ ÙÔ˘Ï¿¯ÈÛÙÔÓ ·Ó¿ÁΘ ÙÔ˘. KÚ›ÓÂÙ·È ÏÔÈfiÓ ··Ú·›ÙËÙÔ Ó· ÂÈÛËÌ·Óı› Î·È Ó· ÂÈÎÔÈÓˆÓËı› ÛÙËÓ ÁÂÓÈ΋ ÎÔÈÓˆÓÈ΋ ·ÓÙ›ÏË„Ë ·˘Ùfi ÙÔ ˘ÁȤ˜ ·ÓÂÈÛÙËÌÔÓÈÎfi Ï·›ÛÈÔ ÙÔ˘ ›‰Ô˘˜, Ù˘ ʇÛ˘, ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È
Ù˘ ·Ó·Ù˘Íȷ΋˜ ηÙ‡ı˘ÓÛ˘ Î·È ÂͤÏÈ͢ Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ ÒÛÙ ӷ Â›Ó·È ‰˘Ó·Ù‹ Ë Ï‹Ú˘ ηٷÓfiËÛË ÙˆÓ ‰Â‰ÔÌ¤ÓˆÓ Ù˘ ÂÈÛÙËÌÔÓÈ΋˜ ¤-
Ú¢ӷ˜ ÛÙË ÛˆÛÙ‹ ÚÔÔÙÈ΋ Î·È Ë ‚ÂÏÙÈÛÙÔÔ›ËÛË ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Ô˘ ÚÔÛʤÚÂÈ ÁÈ· ÙËÓ ÂͤÏÈÍË ÙÔ˘ ›‰Ô˘˜. A•IøMATA Ù· ÔÔ›· ‰È¤Ô˘Ó ÙÔ Â›‰Ô˜ & ÙËÓ Ê‡ÛË Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ Î·È Ù›ıÔÓÙ·È Û ¿ÌÂÛË ÈÛ¯‡ Î·È ÂÊ·ÚÌÔÁ‹ ·fi ÙËÓ ÛÙÈÁÌ‹ Ù˘ Á¤ÓÓËÛ˘ ÙÔ˘1: 1. οı ·ÓıÚÒÈÓÔ fiÓ ÁÂÓÓÈ¤Ù·È ıÂÙÈÎfi: ‰ËÏ·‰‹ ÂÈı˘Ì› Ó· ¤¯ÂÈ Ì›· ıÂÙÈ΋ ·ÏÏËÏ›‰Ú·ÛË Ë ÔÔ›· Ó· ‰È¤ÂÙ·È ·fi ÙȘ ·Ú¯¤˜ Ù˘ ·ÌÔÈ‚·›·˜ ·Ô‰Ô¯‹˜, Û‚·ÛÌÔ‡, ·Á¿Ë˜ Î·È Î·Ù·Í›ˆÛ˘ Úfi˜ Î·È ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘.
AÚ¯¤˜ Ô˘ ‰È¢ÎÔχÓÔ˘Ó Î·È ÌÂÁÈÛÙÔÔÈÔ‡Ó ÙËÓ Â›Ù¢ÍË ÙÔ˘ ·ÒÙÂÚÔ˘ ÛÙfi¯Ô˘ Ù˘ ‡·Ú͢ ÙÔ˘: ÙËÓ Ù·˘ÙÔÔ›ËÛË Ù˘ ÔÓÙfiÙËÙ·˜ ÙÔ˘ Î·È ÙËÓ ·˘ÙÔÚ·ÁÌ¿ÙˆÛË Ù˘. 2. οı ·ÓıÚÒÈÓÔ fiÓ ANE•AIPETø™ ‰È·ı¤ÙÂÈ Ô͇ٷٷ ›‰· ˘·ÚÍȷ΋˜ Û˘Ó·ÈÛıËÛȷ΋˜ Î·È Û˘Ó·ÈÛıËÌ·ÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ ηٿ ÙËÓ Á¤ÓÓËÛË ÙÔ˘. 3. ¤¯ÂÈ ˘„ËÏ‹ Û˘Ó·ÈÛıËÌ·ÙÈÎÔ - ÁÓˆÛÙÈ΋ ·ÓÙ›ÏË„Ë ÙÔ˘ ˘·ÚÍÈ·ÎÔ‡ ·˘ÙÔ‡ ÙÔ˘: ‰ËÏ·‰‹ ‚ÈÒÓÂÈ Î·È ·ÓÙÈÏ·Ì‚¿ÓÂÙ·È Ï‹Úˆ˜ ̤ۈ ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Ù˘ Û˘Ó·ÈÛıËÛȷ΋˜ ÓÔËÌÔÛ‡Ó˘ ÙÔÓ Â·˘Ùfi ÙÔ˘ ÛÙËÓ Î·ÈÓÔ‡ÚÁÈ· ˘·ÚÍȷ΋ ÙÔ˘ Ú·ÁÌ·ÙÈÎfiÙËÙ·. 4. ¤¯ÂÈ Ï‹ÚË Î·Ù·ÓfiËÛË Î·È ·ÓÙ›ÏË„Ë Ù˘ Û˘Ó¿ÚÙËÛ˘ ÙÔ˘ Ì ÙÔ „˘¯Ô‰˘Ó·ÌÈÎfi Î·È ÙÔ Ê˘ÛÈÎfi ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓ: ‰ËÏ·‰‹ ÁÓˆÚ›˙ÂÈ ÙËÓ ÛËÌ·ÓÙÈÎfiÙËÙ· Ù˘ ÂÍ¿ÚÙËÛ˘ ÙÔ˘ ·fi ÙÔ ¿ÌÂÛÔ „˘¯Ô‰˘Ó·ÌÈÎfi Î·È Ê˘ÛÈÎfi ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘, ‚Ú›ÛÎÂÙ·È Û ÂÁÚ‹ÁÔÚÛË ÁÈ· Ù· ÌËӇ̷ٷ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È ¿ÌÂÛ· Î·È ÂËÚ¿˙Ô˘Ó ÙȘ ‰˘Ó·ÙfiÙËÙ˜ ÂÈ‚›ˆÛ˘ ÙÔ˘ (Ê˘ÛÈ΋˜ Î·È ˘·ÚÍȷ΋˜) Î·È ·ÓÙ·ÔÎÚ›ÓÂÙ·È Û ·˘Ùfi. 5. ÂÚÌËÓ‡ÂÈ ¿ÌÂÛ·, Ô͇ٷٷ Î·È ·ÓıÚˆÔÎÂÓÙÚÈο ÙÔ „˘¯Ô‰˘Ó·ÌÈÎfi ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘: ‰ËÏ·‰‹ ÌÂÙ·ÊÚ¿˙ÂÈ fiÏ· Ù· ÂÚÂı›ÛÌ·Ù· (ÏËÚÔÊfiÚËÛË) Ô˘ Ï·Ì‚¿ÓÂÈ ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ˆ˜ ˘Ô‰Â›ÍÂȘ ÙÔ˘ ›‰Ô˘˜ Ù˘ Û¯¤Û˘ Ô˘ ÚÔ·ÙÂÈ Ì ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘: Û¯¤Û˘ Ô˘ ÂÈÛÚ¿ÙÙÂÈ fiÙÈ Â›Ó·È Î·ı·Úfi ·ÔÙ¤ÏÂÛÌ· Î·È ·fiÚÚÔÈ· ÙˆÓ ·ÓÙȉڿÛÂˆÓ ·˘ÙÔ‡ ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ÛÙËÓ ‰È-
P‡ıÌÈÛË ÔÊÂÈÏÒÓ Û IKA Î·È OAEE ™‡Ìʈӷ Ì ÙËÓ ·fi 14/11/07 ·Ó·ÎÔ›ÓˆÛË ÙÔ˘ O.A.E.E. (°Ú·ÊÂ›Ô ¢ÈÔÈÎËÙ‹), ÔÈ Î·ı˘ÛÙÂÚÔ‡ÌÂÓ˜ ·ÛÊ·ÏÈÛÙÈΤ˜ ÂÈÛÊÔÚ¤˜ ̤¯ÚÈ & ÙÔÓ A‡ÁÔ˘ÛÙÔ 2007 (‰ËÏ·‰‹ ̤¯ÚÈ Î·È ÙÔ 4Ô ‰›ÌËÓÔ 2007) ÙˆÓ ·ÛÊ·ÏÈÛÌ¤ÓˆÓ ÛÙ· ÚÒËÓ TEBE, TAE Î·È T™A Ú˘ıÌ›˙ÔÓÙ·È Ì ÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ N.3607/07 (ºEK 245A’). ¶ÚԂϤÂÙ·È Â›Ù ÂÊ¿·Í ÂÍfiÊÏËÛË ¤ˆ˜ 31/12/2007, ›Ù ÂÍfiÊÏËÛË Û 80 ÌËÓÈ·›Â˜ ÈÛfiÔÛ˜ ‰fiÛÂȘ, Ì ÌÈÎÚfiÙÂÚË ÌËÓÈ·›· ‰fiÛË 100 ¢ÚÒ. H ¤ÎÙˆÛË ÛÙ· Ù¤ÏË Î·ı˘ÛÙ¤ÚËÛ˘ ÛÙËÓ ÂÊ¿·Í ÂÍfiÊÏËÛË Â›Ó·È 80% Î·È ÛÙËÓ ÙÌËÌ·ÙÈ΋ ηٷ‚ÔÏ‹ Â›Ó·È 50%. H ÚÔηٷ‚ÔÏ‹ ÁÈ· ÙËÓ ÙÌËÌ·ÙÈ΋ ηٷ‚ÔÏ‹ ·ÓÙÈÛÙÔȯ› ÛÙÔ 5% Ù˘ ÔÊÂÈÏ‹˜ Î·È Ú¤ÂÈ Ó· ηٷ‚ÏËı› ̤¯ÚÈ 31/12/2007 ÌfiÓÔ Ì ٷ¯˘ÏËڈ̋ ̤ۈ ÙˆÓ E§.TA.. H ÏËڈ̋ Ù˘ ÚÔηٷ‚ÔÏ‹˜ Ú¤ÂÈ Ó· Á›ÓÂÈ Ì¤Û· ÛÙËÓ ÚÔıÂÛÌ›·, ‰È·ÊÔÚÂÙÈο ı· ˘¿ÚÍÂÈ ·ÒÏÂÈ· ÙÔ˘ ‰ÈηÈÒÌ·ÙÔ˜ Ú‡ıÌÈÛ˘. ¢ÂÓ ÚԂϤÂÙ·È ·Ú¿Ù·ÛË Î·ıÒ˜ Ë Ú‡ıÌÈÛË ¤¯ÂÈ ıÂÛÈÛı› ‚¿ÛÂÈ ÓfiÌÔ˘. ™‡Ìʈӷ Ì ÙËÓ ·fi 12/11/07 EÁ·ÎÏÈÔ Ù˘ ¢/ÓÛ˘ AÛÊ¿ÏÈÛ˘ – EÛfi‰ˆÓ ÙÔ˘ I.K.A. (www.ika.gr) fiÛÔÓ ·ÊÔÚ¿ ÙȘ ‰È·Ù¿ÍÂȘ Ù˘ ·Ú·ÁÚ¿ÊÔ˘ 2 ÙÔ˘ ¿ÚıÚÔ˘ 19 ÙÔ˘ N. 3607/07, ·Ú·Ù›ÓÂÙ·È ¤ˆ˜ 31/12/07 Ë ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ·ÈÙ‹ÛÂˆÓ ÁÈ· ÙËÓ ˘·ÁˆÁ‹ ÛÙË Ú‡ıÌÈÛË ÙˆÓ ÔÊÂÈÏfiÌÂÓˆÓ ÚÔ˜ ÙÔ I.K.A. –E.T.A.M. & E.T.E.A.M. ÂÈÛÊÔÚÒÓ Ô˘ ›¯·Ó ÔÚÈÛÙ› Ì ÙÔ ¿ÚıÚÔ 28 ÙÔ˘ N. 3518/06 (ºEK 272Aã) ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ ÂÚÁÔ‰fiÙ˜
– ÔÊÂÈϤÙ˜ ÎÔÈÓÒÓ ÂȯÂÈÚ‹ÛÂˆÓ & ÔÈÎÔ‰ÔÌÔÙ¯ÓÈÎÒÓ ¤ÚÁˆÓ. E›Û˘, ‰Èη›ˆÌ· ˘·ÁˆÁ‹˜ ÛÙË Ú‡ıÌÈÛË ¯ˆÚ›˜ Ó· ˘Ô‚¿ÏÏÔ˘Ó Ó¤· ·›ÙËÛË ¤¯Ô˘Ó fiÛÔÈ ÂÚÁÔ‰fiÙ˜ – ÔÊÂÈϤÙ˜ (ÎÔÈÓÒÓ Âȯ/ÛÂˆÓ & ÔÈÎÔ‰ÔÌÔÙ¯ÓÈÎÒÓ ¤ÚÁˆÓ) ·) ›¯·Ó ˘Ô‚¿ÏÂÈ ·›ÙËÛË ÁÈ· Ú‡ıÌÈÛË Ì¤¯ÚÈ 02/04/07, ÙÔ˘˜ ›¯Â ¯ÔÚËÁËı› ÙÔ YËÚÂÛÈ·Îfi ™ËÌ›ˆÌ·, ·ÏÏ¿ ›¯Â ·Ú¤ÏıÂÈ Ë ‰È¿ÚÎÂÈ· ÈÛ¯‡Ô˜ ÙÔ˘, ÂÊfiÛÔÓ ÏËÚÔ‡Ó ÙȘ ÚÔ¸Ôı¤ÛÂȘ ˘·ÁˆÁ‹˜ ÛÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ¿ÚıÚÔ˘ 28 ÙÔ˘ N.3518/06 (ηٷ‚ÔÏ‹ ··ÈÙËÙÒÓ ÙÚÂ¯Ô˘ÛÒÓ ÂÈÛÊÔÚÒÓ ·fi 01/11/06 Î·È Ì¤¯ÚÈ ÙÔ Ì‹Ó· ˘·ÁˆÁ‹˜ ÛÙË Ú‡ıÌÈÛË) ‚) ›¯·Ó ˘Ô‚¿ÏÂÈ ·›ÙËÛË ÁÈ· Ú‡ıÌÈÛË ÌÂÙ¿ ÙËÓ 02/04/07 Î·È Ì¤¯ÚÈ ÙËÓ ËÌÂÚÔÌËÓ›· ‰ËÌÔÛ›Â˘Û˘ ÙÔ˘ N. 3607/07, ÂÊfiÛÔÓ ÚÔÛÎÔÌ›ÛÔ˘Ó fiÏ· Ù· ··Ú·›ÙËÙ· ÁÈ· ÙÔÓ ¤ÏÂÁ¯Ô ‰ÈηÈÔÏÔÁËÙÈο. T¤ÏÔ˜, Û‡Ìʈӷ Ì ÙËÓ ÂÁ·ÎÏÈÔ, fiÏ· Ù· ·ÓˆÙ¤Úˆ ‰ÂÓ ı· Ù‡¯Ô˘Ó ÂÊ·ÚÌÔÁ‹˜ ÛÙȘ ÂÚÈÙÒÛÂȘ ÔÊÂÈÏÂÙÒÓ Ô˘ ›¯·Ó ˘·¯ı› ÛÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ¿ÚıÚÔ˘ 28 ÙÔ˘ N. 3518/06 Î·È ·ÒÏÂÛ·Ó ÁÈ· ÔÔÈÔ‰‹ÔÙ ÏfiÁÔ ÙÔ ‰Èη›ˆÌ· Û˘Ó¤¯ÈÛ˘ Ù˘ Ú‡ıÌÈÛ˘. K·Ù¿ Ù· ÏÔÈ¿ ÈÛ¯‡Ô˘Ó ÔÈ Ô‰ËÁ›Â˜ Ù˘ ÂÁ΢ÎÏ›Ô˘ 71/2006. °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜, ÔÈ ·ÛÊ·ÏÈṲ̂ÓÔÈ ÌÔÚÔ‡Ó Ó· ·Â˘ı‡ÓÔÓÙ·È ÂÁη›Úˆ˜ ÛÙ· T·Ì›· ÙÔ˘˜. ¶ËÁ‹: ¢ÂÏÙ›Ô E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ ¶ÂÈÚ·È¿
΋ ÙÔ˘ ˘·ÚÍȷ΋ ›‰Ú·ÛË ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ ·˘Ùfi. 6. ¿ÌÂÛÔ˜ ÛÙfi¯Ô˜ ηٿ ÙÔ ‚ÚÂÊÈÎfi, ÓËÈ·Îfi Î·È ·È‰ÈÎfi ÛÙ¿‰ÈÔ Ù˘ ˙ˆ‹˜ ÙÔ˘ Â›Ó·È Ì·˙› Ì ÙËÓ ‰È·Ù‹ÚËÛË Î·È ÙÔÓ ÂÌÏÔ˘ÙÈÛÌfi Ù˘ ˘·ÚÍȷ΋˜ Û˘Ó·ÈÛıËÛȷ΋˜ Î·È Û˘Ó·ÈÛıËÌ·ÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ ÙÔ˘ Î·È ÁÈ· ÙËÓ Â͢ËÚ¤ÙËÛË ÙˆÓ ‰ÈÎÒÓ Ù˘ ÛÙfi¯ˆÓ Î·È ·ÔÛÙÔÏ‹˜, Ó· ÌÔÚ¤ÛÂÈ Ó· οÓÂÈ Ù· ÂÍ‹˜: Ó· ·ÔÎÙ‹ÛÂÈ, Ó· ·Ó·Ù‡ÍÂÈ KAI NA ENAPMONI™EI ME THN ™YNAI™£HMATIKH TOY NOHMO™YNH ÙËÓ ÔÏ˘ÌÔÚÊÈÎfiÙËÙ· Ù˘ ÁÓˆÛÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ Ë ÔÔ›· ı· ÙÔ ÂÍÔÏ›ÛÂÈ ÌÂ Ê˘ÛÈ΋, Û˘Ó·ÈÛıËÌ·ÙÈ΋ Î·È ÁÓˆÛÙÈ΋ ·ÙÔÌÈ΋ ·˘ÙÔÓÔÌ›·, ·˘ÙÔ‰˘Ó·Ì›· Î·È ·ÓÂÍ·ÚÙËÛ›· ÛÙËÓ ÂÓ‹ÏÈÎË ÂÈÎÔÈÓˆÓ›· ÙÔ˘ Ì ÙÔ „˘¯ÔÎÔÈÓˆÓÈÎfi Î·È Ê˘ÛÈÎfi ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓ ·ÓÙ› ˆ˜ ÂÓ‹ÏÈÎÔ˜ Ó· ‚ÚÂı› ·ÔÎÔÌ̤ÓÔ˜ ·fi ·˘Ù‹Ó. 7. ·Ó·Ù‡ÛÛÂÈ ÙȘ ۈ̷ÙÈΤ˜, ÎÈÓËÙÈΤ˜ Î·È ÁÓˆÛÙÈΤ˜ ‰˘Ó·ÙfiÙËÙ˜ ÙÔ˘ ‚¿ÛË ÙˆÓ ¿ÌÂÛˆÓ ÚÔÙÂÚ·ÈÔÙ‹ÙˆÓ Ô˘ ·ÚÔ˘ÛÈ¿˙Ô˘Ó ÔÈ ·Ó¿ÁΘ Ù˘ ˘·ÚÍȷ΋˜ Î·È Ê˘ÛÈ΋˜ ÂÈ‚›ˆÛ˘ ÙÔ˘ (Ì ·˘Ù‹Ó ·˘ÛÙËÚ¿ ÙËÓ ÚÔÙÂÚ·ÈfiÙËÙ·), fiˆ˜ ·˘Ù¤˜ ÚÔ·ÙÔ˘Ó Î·È ÌÂÙ·ÊÚ¿˙ÔÓÙ·È ·fi Ù· ÌËӇ̷ٷ Ô˘ Ï·‚·›ÓÂÈ ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘: ‰ËÏ·‰‹ ·Ó¿ÏÔÁ· ÙfiÛÔ Ì ÙËÓ Û˘ÓÈÛٷ̤ÓË ÙˆÓ ÌÂÙ·‚ÏËÙÒÓ Ù˘ ÏËÚÔÊfiÚËÛ˘ (ÙˆÓ ÂÓı·ÚÚ‡ÓÛÂˆÓ ‹ ·Ôı·ÚÚ‡ÓÛˆÓ) Ô˘ ÂÈÛÚ¿ÙÙÂÈ ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ÛÙȘ ‰ÈΤ˜ ÙÔ˘ ÂΉËÏÒÛÂȘ ·Ó·ÁÎÒÓ, Ù¿ÛˆÓ, ÂÈı˘ÌÈÒÓ Î·È ÛÙfi¯ˆÓ, fiÛÔ Î·È Ì ÙËÓ Û˘ÁÎÂÎÚÈ̤ÓË ˘ÔÎÂÈÌÂÓÈ΋ ÛËÌ·ÓÙÈÎfiÙËÙ· Î·È ‚·Ú‡ÙËÙ· Ô˘ ·Ô‰›‰ÂÈ Û οı ̛· ·fi ÙȘ ÌÂÙ·‚ÏËÙ¤˜ ·˘Ù¤˜, Î·È ÛÂ Û˘Ó˘ÔÏÔÁÈÛÌfi Î·È ·ÏÏËÏ›‰Ú·ÛË Ì ÙȘ ‰ÈΤ˜ ÙÔ˘ Û˘ÓÂÎÙÈÌ‹ÛÂȘ ‰˘Ó·ÙfiÙËÙ·˜ Ú·ÁÌ·ÙÔÔ›ËÛ˘ ÙˆÓ ˘·ÚÍÈ·ÎÒÓ ÙÔ˘ ÛÙfi¯ˆÓ Î·È ··ÈÙÔ˘Ì¤ÓˆÓ ÁÈ· ÙÔÓ ÛÎÔfi ·˘Ùfi ÂÓÂÚÁÂÈ·ÎÒÓ ÂÂÓ‰‡ÛÂˆÓ ·ÔÊ·Û›˙ÂÈ ÂÈÏÂÎÙÈο Î·È ‰˘Ó·ÌÈο ÙËÓ ÚÔÙÂÚ·ÈfiÙËÙ·, ÙÔÓ ‚·ıÌfi Î·È ÙÔÓ Ú˘ıÌfi ·Ó¿Ù˘Í˘ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÛˆÌ·ÙÈÎÒÓ, ÎÈÓËÙÈÎÒÓ Î·È ÁÓˆÛÙÈÎÒÓ ÈηÓÔÙ‹ÙˆÓ ÙÔ˘ ‚ÈÔÏÔÁÈÎÔ‡ ÙÔ˘ ÂÍÔÏÈÛÌÔ‡ ‹ ÙËÓ ÌÂÚÈ΋ ‹ ·ÎfiÌ· Î·È ÔÏÈ΋ ·Ó·ÛÙÔÏ‹ ‹ ·Î‡ÚˆÛË ÙÔ˘˜. 8. E›Ó·È ··Ú·›ÙËÙÔ Ó· ÂÈÛËÌ·Óı› fiÙÈ ·˘Ùfi˜ Ô ·˘ÙfiÓÔÌÔ˜ Ì˯·ÓÈÛÌfi˜ ÚÔÛ·ÚÌÔÛÙÈÎfiÙËÙ·˜ Ì ÛÙfi¯Ô ÙËÓ ÂÈ‚›ˆÛË ÈÛ¯‡ÂÈ Û ‰È·ÊÔÚÂÙÈο ›‰· Î·È ¤ÓÙ·ÛË Û fiÏ· Ù· ÛÙ¿‰È· ÙÔ˘ ›ÁÂÈÔ˘ ‚›Ô˘ Ù˘ ·ÓıÚÒÈÓ˘ ˘·ÚÍȷ΋˜ ÔÓÙfiÙËÙ·˜ Î·È Â˘ı‡ÓÂÙ·È ÁÈ· ÙËÓ ·˘ÍÔÌ›ˆÛË Ù˘ ÁÓˆÛÙÈ΋˜ ·ÓÙ›Ï˄˘ (‰È·Î˘Ì¿ÓÛÂȘ ÂȉfiÛÂˆÓ Û ÌÂÙÚ‹ÛÂȘ IQ), Ù˘ Ì·ıËÛȷ΋˜ ÈηÓfiÙËÙ·˜, Ù˘ ÂÏÏÂÈÌÌ·ÙÈ΋˜ ÚÔÛÔ¯‹˜, ÙˆÓ ·(1) Û·ÊÒ˜ ·˘Ù‹ Ë ‰È¢ÎÚ›ÓÈÛË Á›ÓÂÙ·È ÁÈ· ÏfiÁÔ˘˜ ÔÈÎÔÓÔÌ›·˜ ÙÔ˘ ·ÚfiÓÙÔ˜ ¿ÚıÚÔ˘ Î·È Â’ Ô˘‰ÂÓ› ‰ÂÓ Ú¤ÂÈ Ó· ÂÎÏËÊı› fiÙÈ ÛËÌ·›ÓÂÈ fiÙÈ ·ÔÎÏ›ÂÈ ‹ ·Ó·ÈÚ› Ù· Û˘ÁÎÂÎÚÈ̤ӷ ·ÍÈÒÌ·Ù· Ô˘ ‰È¤Ô˘Ó ÙËÓ ·ÓıÚÒÈÓË ÔÓÙfiÙËÙ· ηٿ ÙËÓ ÂÌ‚Ú˘·Î‹ Ê¿ÛË Ù˘ ·ËÛ˘, ‹ Î·È ·ÎfiÌË ·˘Ù‹Ó ÙËÓ ÚfiÙÂÚË ·fi ÙËÓ Î‡ËÛË Ê¿ÛË.
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 8
7
Michigan ECPE 2007 writing task analysis by Sylvia Kar Let’s look at one of the writing tasks on the Nov. 2007 ECPE Michigan to see what was expected of our students. In some countries, governments set a limit to the number of children each couple can have. In others, they give initiatives to make them have more children. What effects do these two policies have? One possibility: Brainstorming Limitation
Initiatives
-lack of freedom/choice -want to keep population down
-usually underdeveloped-poor countries -good for the child’s protection -want to raise population and birth rates -population will rise It’s interesting to note that in the more developed countries, where people can afford to raise children, they do not want to have children and most couples will settle on one child or none. On the other hand, in the underdeveloped countries, where poverty abounds, people are having more children than they can afford to raise.
Let’s look at one of the writing tasks on the Nov. 2007 ECPE Michigan to see what was expected of our students. Then, we’ll compare this topic to an ECCE December 2006 writing task. What’s wrong with this picture? Task A: In some countries, governments set a limit to the number of children each couple can have. In others, they give initiatives to make them have more children. What effects do these two policies have? One possibility: Brainstorming Limitation Initiatives ñ lack of freedom/choice ñ want to raise ñ want to keep population and birth rates population down ñ population will rise ñ usually underdeveloped-poor countries ñ good for the child’s protection
This is why in some countries governments have had to set a limit to the number of children a couple can have. But how fair is this? Does a government have the right to limit a couple from having as many children as they want? Where is the freedom of choice that a democratic society is supposed to live by? Though this may be a limitation on one’s freedom of choice, I strongly believe that people who cannot afford to feed their children should limit the number they produce. On the other hand, it is a good idea for
Where is the freedom of choice that a democratic society is supposed to live by? Though this may be a limitation on one’s freedom of choice, I strongly believe that people who cannot afford to feed their children should limit the number they produce. On the other hand, it is a good idea for developed countries to raise their birth rates since they can afford to bring up their children with all the needs that a child requires. Governments should provide the initiative and supplement the family’s income to make them have more than one child which is the situation now. In conclusion, it seems that if governments don’t step in at this point to help the birth rates either increase or decrease as the case may be, there will be serious demographic problems. This topic I found to be quite reasonable and it was possible for students too understand and perform accordingly. Don’t forget it is Proficiency level so there is no excuse for a student not performing. On the other hand, look at one of the prompts on the ECCE December 2006 examination.
developed countries to raise their birth rates since they can afford to bring up their children with all the needs that a child requires. Governments should provide the initiative and supplement the family’s income to make them have more than one child which is the situation now. In conclusion, it seems that if governments don’t step in at this point to help the birth rates either increase or decrease as the case may be, there will be serious demographic problems. This topic I found to be quite reasonable and it was possible for students to understand and perform accordingly.
place? Or should residents move away? Explain your opinion. At fist glance, I had a problem trying to figure out what I would have written had I been the recipient of such a topic. It is extremely demanding. Here’s what I came up with. Letter: Brainstorming Same place
Different place
ñ don’t want a graveyard ñ more expensive to left behind remove all debris ñ people want to forget ñ may happen again ñ city built on site of easy water transportation ñ now know the possibilities and can guard against similar happenings ñ matter of pride- man wants to harness nature Letter
It’s interesting to note that in the more developed countries, where people can afford to raise children, they do not want to have children and most couples will settle on one child or none. On the other hand, in the underdeveloped countries, where poverty abounds, people are having more children than they can afford to raise. This is why in some countries governments have had to set a limit to the number of children a couple can have. But how fair is this? Does a government have the right to limit a couple from having as many children as they want?
ECCE December 2006 WRITING TASK US DEBATE: REBUILD NEW ORLEANS? In 2005, the city of New Orleans was destroyed by a hurricane and the flooding that followed it. Now, people are debating whether or not to rebuild the city in the same place – where a similar disaster could happen again. Letter: The editors of The City Times are seeking their readers’ opinions about rebuilding after a disaster. If a disaster like this happened in your city, what do you think should be done? Should the city be rebuilt in the same
£¤ÏÂÙ ӷ ÂÓËÌÂÚÒÓÂÛÙ ÁÈ· fiÏÔ˘˜ Î·È ÁÈ· fiÏ· ‰‡Ô ÊÔÚ¤˜ ÙÔ Ì‹Ó·; Œ¯ÂÙ Ӥ· Ô˘ ·ÊÔÚÔ‡Ó ÙÔÓ ÎfiÛÌÔ Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘;
NewsLetter TÔ Newsletter ÙˆÓ BÈ‚ÏÈԈϛˆÓ Û·˜ ¤Ú¯ÂÙ·È ‰ˆÚÂ¿Ó ÛÙÔÓ ˘ÔÏÔÁÈÛÙ‹ Û·˜ Ì Ӥ· Î·È Âȉ‹ÛÂȘ Ô˘ ·ÊÔÚÔ‡Ó ÙËÓ ÍÂÓfiÁψÛÛË Âη›‰Â˘ÛË Î·È fi¯È ÌfiÓÔ! EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ÂÚÈ̤ÓÔ˘Ó ™Ù›ÏÙ ̷˜ ·ÔÎÏÂÈÛÙÈο ÙÔ˘˜ ·Ú·Ï‹Ù˜ ÙÔ ÔÓÔÌ·ÙÂÒÓ˘ÌÔ, ÙÔ˘ º§øPA™ Newsletter
ȉÈfiÙËÙ· Î·È ÙÔ e-mail Û·˜ ÛÙÔ [email protected]
This is an extremely difficult issue because technical knowledge is necessary, but I think there are arguments for both building in the same place and moving the new city somewhere else. It would seem that building on the same location would help people forget the disaster faster because they would not have to look upon the giant graveyard that the sea left behind. This might prove therapeutic to the survivors. It ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 15
8 ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 4
ÔÎÏ›ÛÂˆÓ ·fi Ù· ›‰· Ù˘ ˘ÁÈÔ‡˜ Û˘ÌÂÚÈÊÔÚ¿˜, Ù˘ ÈÛ¯‡Ô˜ ÙÔ˘ ·ÓÔÛÔÔÈËÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ Î.Ï. E›Ó·È ›Û˘ ··Ú·›ÙËÙÔ Ó· ÂÈÛËÌ·Óı› fiÙÈ ·˘Ùfi˜ Ô ›‰ÈÔ˜ ·˘ÙfiÓÔÌÔ˜ Ì˯·ÓÈÛÌfi˜ ÚÔÛ·ÚÌÔÛÙÈÎfiÙËÙ·˜ Ì ÛÙfi¯Ô ÙËÓ ÂÈ‚›ˆÛË ‚Ú›ÛÎÂÙ·È Û ‰˘Ó·ÌÈ΋ Û¯¤ÛË ·ÏÏËÏ›‰Ú·Û˘ Ì ÙËÓ ›‰È· ÙËÓ ˘·ÚÍȷ΋ ·ÓıÚÒÈÓË ÔÓÙfiÙËÙ· Ù˘ ÔÔ›·˜ ·ӷÚÔÛ‰ÈÔÚ›˙ÂÈ ÙÔ ˘·ÚÍÈ·Îfi ÛÙ›ÁÌ·, ÚÔÛ·Ó·ÙÔÏÈÛÌfi, ÂÓÂÚÁÂȷο ‰›· Î·È Ù·˘ÙfiÙËÙ· ‚¿ÛË ·˘ÙÒÓ ÙˆÓ È‰›ˆÓ ÙˆÓ ·Ó·ÙÚÔÊÔ‰ÔÙÔ‡ÌÂÓˆÓ ‰ÈÂÚÁ·ÛÈÒÓ. A•IøMATA Ù· ÔÔ›· ‰È¤Ô˘Ó ÙȘ ‰˘Ó·ÙfiÙËÙ˜ Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜: 1. ™Â οı ·ÓıÚÒÈÓË ÔÓÙfiÙËÙ· Ô˘ ¤Ú¯ÂÙ·È ÂÈ Ù˘ Á‹˜ ÂÓ˘¿Ú¯Ô˘Ó ÂÓ ‰˘Ó¿ÌÂÈ ÂΉ‹ÏˆÛ˘ Î·È ·Ó¿Ù˘Í˘ ÛÙÔ Ì¤ÁÈÛÙÔ Ô˘ ¤¯ÂÈ ‰È·ÈÛÙˆı› Î·È Î·Ù·ÁÚ·Ê› ÛÙȘ ÂΉËÏÒÛÂȘ Î·È Ù· ÂÈÙ‡ÁÌ·Ù· ÙÔ˘ ·ÓıÚˆ›ÓÔ˘ ›‰Ô˘˜ fiϘ ·ÓÂÍ·ÈÚ¤Ùˆ˜ ÔÈ ÈηÓfiÙËÙ˜ Î·È Ù· ¯·Ú›ÛÌ·Ù· Ô˘ ¤¯ÂÈ ‰È·ÈÛÙˆı› Î·È ·Ô‰Âȯı› fiÙÈ ¯·Ú·ÎÙËÚ›˙Ô˘Ó ·˘Ùfi ÙÔ ·ÓıÚÒÈÓÔ Â›‰Ô˜. 2. Ë ÂÈÏÔÁ‹, Ë ÂΉ‹ÏˆÛË, Ë ÔÚ›·, Ô ‚·ıÌfi˜ Î·È Ô Ú˘ıÌfi˜ Ù˘ ·Ó¿Ù˘Í˘ Ù˘ Áο̷˜ ÙˆÓ ÈηÓÔÙ‹ÙˆÓ ÂÓfi˜ ·ÓıÚÒÈÓÔ˘ fiÓÙÔ˜ ÂÍ·ÚÙ¿Ù·È ·fi ÙȘ ÂοÛÙÔÙ ·ÔÊ¿ÛÂȘ ÙÔ˘ ȉ›Ô˘ ÙÔ˘ ·ÙfiÌÔ˘ Û‡Ìʈӷ Ì ÙȘ ÂÎÙÈÌ‹ÛÂȘ ÙÔ˘ Î·È ÙËÓ ÂχıÂÚË ‚Ô‡ÏËÛË ÙÔ˘ Û ·ÏÏËÏ›‰Ú·ÛË Î·È Î·ı’ ˘·ÁfiÚ¢ÛË Ì ÙȘ ˘Ô‰Â›ÍÂȘ, ÙȘ ÂÈÙ·Á¤˜, ÙȘ ÚÔÙÈÌ‹ÛÂȘ Î·È ÙȘ ·ÓÔ¯¤˜ ΢ڛˆ˜ ÙÔ˘ „˘¯ÔÎÔÈÓˆÓÈÎÔ‡ Î·È ÌÂÚÈÎÒ˜ ÙÔ˘ Ê˘ÛÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ÙÔ˘ fiˆ˜ ·˘Ù¤˜ ÂÎÏ·Ì‚¿ÓÔÓÙ·È Î·È Á›ÓÔÓÙ·È ·ÓÙÈÏËÙ¤˜ ˘ÔÎÂÈÌÂÓÈο ·fi ·˘Ùfi ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ¿ÙÔÌÔ. 3. OÈ Î·Ù¢ı‡ÓÛÂȘ, ÔÈ ÂÚÈÔ¯¤˜, ÙÔ Â›Â‰Ô ÛÙËÓ ·Ó¿Ù˘ÍË ÈηÓÔÙ‹ÙˆÓ Î·È ¯·ÚÈÛÌ¿ÙˆÓ ÂÓfi˜ ·ÙfiÌÔ˘, ηıÒ˜ Î·È Ô
‚·ıÌfi˜ Ù˘ ›‰ÔÛ˘ Û ·˘Ù¿ ηıÔÚ›˙ÔÓÙ·È ·fi ÙÔÓ Û˘Ó˘ÔÏÔÁÈÛÌfi Î·È ÙËÓ Û˘ÓÂÎÙ›ÌËÛË Ù˘ ·ÏÏËÏ›‰Ú·Û˘ ÙˆÓ ÌËÓ˘Ì¿ÙˆÓ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ Ô˘ ÂÎÏ·Ì‚¿ÓÂÈ ·fi ÙÔ „˘¯ÔÎÔÈÓˆÓÈÎfi ÂÚÈ‚¿ÏÏÔÓ, ·fi ÙËÓ ˘·ÚÍȷ΋ ÂÓÂÚÁÂȷ΋ ¤Ӊ˘ÛË Ô˘ ˘ÔÎÂÈÌÂÓÈο ÂÎÙÈÌ¿ fiÙÈ ··ÈÙÂ›Ù·È ÁÈ· Ó· ·ÎÔÏÔ˘ıËı› ‹ Ó· ÌËÓ ·ÎÔÏÔ˘ıËı› Ì›· Û˘ÁÎÂÎÚÈ̤ÓË Î·Ù‡ı˘ÓÛË Ì›· Û˘ÁÎÂÎÚÈ̤ÓË ¯ÚÔÓÈ΋ ÛÙÈÁÌ‹, ·fi ÙȘ ·Ô‰fiÛÂȘ (‚Ú·¯˘ÚfiıÂÛ̘ Î·È Ì·ÎÚÔÚfiıÂÛ̘) Ù˘ ¤Ӊ˘Û˘ ·˘Ù‹˜ Û ۯ¤ÛË Ì ÙËÓ Â͢ËÚ¤ÙËÛË ÙÔ˘ ·ÒÙÂÚÔ˘ ÛÙfi¯Ô˘ Î·È ·ÔÛÙÔÏ‹˜ ÙÔ˘, Î·È ·fi ÙȘ ˘ÔÎÂÈÌÂÓÈΤ˜ ÂÔÈı‹ÛÂȘ Î·È ÚÔÛ‰Ô˘ Ô˘ ¤¯Ô˘Ó ÚÔ·„ÂÈ, ÚÔ·ÙÔ˘Ó Î·È ·ÂÓ¿ˆ˜ ‰È·ÌÔÚÊÒÓÔÓÙ·È ·fi ·ÓÙfi˜ ›‰Ô˘˜ Û˘Ó·Ê›˜ ‚Ȉ̷ÙÈΤ˜ ÂÌÂÈڛ˜. 4. I‰·ÓÈÎfi˜ ÛÙfi¯Ô˜ Ù˘ ·˘ÙÔÚ·ÁÌ¿ÙˆÛ˘ Ì›·˜ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ Â›Ó·È Ë ‰È·Ù‹ÚËÛË ÙˆÓ ˘„ËÏÒÓ ÂȤ‰ˆÓ Ù˘ ˘·ÚÍȷ΋˜ Û˘Ó·ÈÛıËÛȷ΋˜ ÓÔËÌÔÛ‡Ó˘ Î·È Ë ÂÓÂÚÁÔÔ›ËÛË, ·Ó¿Ù˘ÍË, ÌÂÁÈÛÙÔÔ›ËÛË Î·È ‚ÂÏÙÈÛÙÔÔ›ËÛË ÙÔ˘ Ê¿ÛÌ·ÙÔ˜ ÙˆÓ ‰˘Ó·ÙÔًوÓ, ÈηÓÔÙ‹ÙˆÓ Î·È ¯·ÚÈÛÌ¿ÙˆÓ Ù˘ ÁÓˆÛÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ Ô˘ Â›Ó·È ··Ú·›ÙËÙË ÁÈ· Ó· ÂÈÎÔÈÓˆÓ‹ÛÂÈ, Ó· ·˘ÙÔÓÔÌËı›, Ó· ·ÓÂÍ·ÚÙËÙÔÔÈËı› Î·È Û˘ÓÂÒ˜ Ó· ÂÓËÏÈÎȈı› ˘·ÚÍȷο ηٿ ÙÔÓ Â›ÁÂÈÔ ‚›Ô ÙÔ˘. 5. H ÂÓÂÚÁÔÔ›ËÛË Î·È ·Ó¿Ù˘ÍË ÙÔ˘ ÁÓˆÛÙÈÎÔ‡ ÔÏÔÛÙ·Û›Ô˘ ÙÔ˘, EINAI EKºPA™H, ™YNE¶A°ø°H KAI E•APTH™H TH™ KOINøNIKO¶OIH™H™ THN O¶OIA BIøNEI KAI YºI™TATAI A¶O TO æYXOKOINøNIKO ¶EPIBA§§ON ™TO O¶OIO ANHKEI. K·Ù’ ¤ÎÙ·ÛË Î·È Ë ÂÏÏÈ‹˜, ˘ÔÏÂÈfiÌÂÓË ·Ó¿Ù˘ÍË ÙÔ̤ˆÓ ÙÔ˘ ÔÏÔÛÙ·Û›Ô˘ ·˘ÙÔ‡ ‹ Ë ·Ô˘Û›· ÙÔ˘˜ ηٿ ÙËÓ Ì¤ÙÚËÛË Î·È ÙȘ ÂÎÙÈÌ‹ÛÂȘ ÙÔ˘ ÂȤ‰Ô˘ Î·È Ù˘ ¤ÎÙ·Û˘ ÙˆÓ
æYXO°PAºHMA ÁÓˆÛÙÈÎÒÓ ÈηÓÔÙ‹ÙˆÓ ÂÓfi˜ ·ÙfiÌÔ˘ Â›Ó·È Û·Ê›˜ ÂӉ›ÍÂȘ Î·È ·Ô‰Â›ÍÂȘ Ù˘ ÂÈÚÚÔ‹˜ Î·È ·‰È·ÌÊÈÛ‚‹ÙËÙ˘ ‰‡Ó·Ì˘ Ù˘ ‰È·‰Èηۛ·˜ ÎÔÈÓˆÓÈÎÔÔ›ËÛ˘ Î·È ÙÔ˘ „˘¯ÔÎÔÈÓˆÓÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ (ÛÙÂÓÔ‡ Î·È Â˘Ú‡ÙÂÚÔ˘) fiÔ˘ ·Ó·Ù‡ÛÛÂÙ·È ÙÔ ¿ÙÔÌÔ ·˘Ùfi. 6. H ÛÙ·ÙÈÛÙÈ΋ ÛËÌ·ÓÙÈÎfiÙËÙ· Ù˘ ·Ú·Ù‹ÚËÛ˘ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ Ê·ÈÓÔÌ¤ÓˆÓ (fiˆ˜ .¯. ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ, Ù˘ ÂÏÏÂÈÌÌ·ÙÈ΋˜ ÚÔÛÔ¯‹˜, Ù˘ ·‰˘Ó·Ì›·˜ Û˘ÁΤÓÙÚˆÛ˘, Ù˘ ·Ú·‚·ÙÈÎfiÙËÙ·˜, Ù˘ ÂÏÏ›„ˆ˜ ÎÈÓ‹ÙÚÔ˘, Ù˘ οو Ù˘ ·Ú›ÛÙ˘ ›‰ÔÛ˘ Û ÔÔÈÔ‰‹ÔÙ ̷ıËÛÈ·Îfi ÛÙfi¯Ô, ÎÔÎ) Û ÈηÓfi ÔÛÔÛÙfi ‹ ÛÙËÓ Î·ıÔÏÈÎfiÙËÙ· ÙÔ˘ ÏËı˘ÛÌÔ‡ ÂÓfi˜ ÎÔÈÓˆÓÈÎÔ‡ Û˘ÓfiÏÔ˘ (.¯. ÙÔ˘ Û˘ÓfiÏÔ˘ ÙÔ˘ Ì·ıËÙÈÎÔ‡ ÏËı˘ÛÌÔ‡ ›Ù ÙÔ ·ÁÎfiÛÌÈÔ Â›Ù ÙÔ ÙÔÈÎÈÛÙÈÎfi) ·Ú¤¯ÂÈ ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ‰Â‰Ô̤ÓÔ, Ì·ÚÙ˘Ú›· Î·È ·fi‰ÂÈÍË Ù˘ MEPIKH™ H’ ¶ANTE§OY™ AKATA§§H§OTHTA™ KAI B§A¶TIKOTHTA™ TOY ™Y°KEKPIMENOY ™Y™THMATO™ °IA THN E•Y¶HPETH™H TH™ ANA¶TY•H™ TøN Y¶AP•IAKøN IKANOTHTøN KAI XAPI™MATøN AN£Pø¶INøN ONTOTHTøN, Î·È Û˘ÓÂÒ˜ ÙˆÓ ÛÙfi¯ˆÓ Ù˘ ÁÂÓÈ΋˜ Â͢ËÚ¤ÙËÛ˘ ÙÔ˘ ·ÓıÚˆ›ÓÔ˘ Á¤ÓÔ˘˜ Î·È Ù˘ ·ÓıÚˆfiÙËÙ·˜. TÔ Â˘Ù˘¯¤˜ ÁÂÁÔÓfi˜ Û fiϘ ÙȘ ÂÚÈÙÒÛÂȘ ›Ù ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ ÛˆÛÙ‹˜ ÚÔÒıËÛ˘ Ù˘ ÂͤÏÈ͢ ÂÓfi˜ ·ÙfiÌÔ˘ ÔÏÔÎÏËڈ̤ӷ (‰ËÏ·‰‹ Î·È Û˘Ó·ÈÛıËÌ·ÙÈο Î·È ÁÓˆÛÙÈο) ›Ù ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ ÂÏÏÈÔ‡˜ ‹ ÌË ÈÛÔÚÚÔË̤Ó˘
AÓ¿‰ÂÈÍË Û˘ÁÁÚ·ÊÈÎÔ‡ ٷϤÓÙÔ˘ ™Ù· Ï·›ÛÈ· Ù˘ ÚÔÛ¿ıÂÈ·˜ Ù˘ MindPower Ó· ÚÔÛʤÚÂÈ Â˘Î·Èڛ˜ Û fiÏÔ˘˜ ·ÓÂÍ·ÈÚ¤Ùˆ˜ ÙÔ˘˜ ŒÏÏËÓ˜ Ô˘ ¤¯Ô˘Ó Ó· ÌÔÈÚ·ÛıÔ‡Ó È‰¤Â˜ Î·È ÂÌÂÈڛ˜ Ì ÙÔÓ ÎfiÛÌÔ ÍÂÎÈÓ¿ÂÈ Ô ÚÒÙÔ˜ ·ÎÏÔ˜ ·Ó¿‰ÂÈ͢ Û˘ÁÁÚ·ÊÈÎÒÓ Ù·Ï¤ÓÙˆÓ. M ¤Ó·Ó ·ÓÂÏÏ·‰ÈÎfi ‰È·ÁˆÓÈÛÌfi, o ÔÔ›Ô˜ ı· ‰È·ÚΤÛÂÈ ·fi ÙȘ 25/12/2007 ¤ˆ˜ ÙȘ 25/03/2008 ‰›ÓÂÙ·È Ë ‰˘Ó·ÙfiÙËÙ· Û οı ›‰ÔÍÔ Û˘ÁÁڷʤ·, ·ÓÂÍ·Úًو˜ ËÏÈΛ·˜ Ó· ‰ÔÎÈÌ¿ÛÂÈ ÙËÓ ¤Ó· ÙÔ˘ Î·È Ó· ·Ó·‰Â›ÍÂÈ ÙÔÓ Û˘ÁÁڷʤ· Ô˘ οı ¿ÓıÚˆÔ˜ ÎÚ‡‚ÂÈ Ì¤Û· ÙÔ˘. H ıÂÌ·ÙÔÏÔÁ›· ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡ ›ӷÈ: «H Zˆ‹ Û ÌÈ· M¤Ú·-¶Ò˜ ‚ÈÒÓÔ˘Ì ÙËÓ Î·ıËÌÂÚÈÓfiÙËÙ¿ Ì·˜, Ì ٷ ÚÔ‚Ï‹Ì·Ù¿ Ì·˜, Ù· fiÓÂÈÚ¿ Ì·˜ Î·È ÙËÓ ÔÚ›· Ï‡Û˘ Ì·˜;». TÔ ‰È‹ÁËÌ· ı· Ú¤ÂÈ Ó· ¤¯ÂÈ ¤ÎÙ·ÛË 1000-5000 ϤÍÂˆÓ ÛÙ· EÏÏËÓÈο. ¢Èη›ˆÌ· Û˘ÌÌÂÙÔ¯‹˜ ¤¯Ô˘Ó fiÏÔÈ ÔÈ Ó¤ÔÈ Û˘ÁÁÚ·Ê›˜ οÙÔ¯ÔÈ EÏÏËÓÈ΋˜ Èı·Á¤ÓÂÈ·˜/˘ËÎÔfiÙËÙ·˜ ¯ˆÚ›˜ ‰ËÌÔÛ›Â˘ÛË ‚È‚Ï›Ô˘. TÔ ‰È‹ÁËÌ· Ô˘ ı· ˘Ô‚ÏËı› ı· Ú¤ÂÈ Ó· Â›Ó·È ‰ËÌÈÔ‡ÚÁËÌ· ÙˆÓ È‰›ˆÓ Î·È Ó· ÌËÓ ¤¯ÂÈ ‰ËÌÔÛÈ¢ı› Û ¿ÏÏ· ¤ÓÙ˘·, ÈÛÙÔÛÂÏ›‰Â˜ ‹ ¿ÏÏÔ Â›‰Ô˜ ‰ËÌÔÛ›Ô˘ ̤ÛÔ˘. £· ‰ÔıÔ‡Ó 6 ÚÒÙ· ‚Ú·‚›· ÁÈ· οı ÌÈ· ·fi ÙȘ ¤ÍÈ ·Ú·Î¿Ùˆ ËÏÈÎȷΤ˜ ÔÌ¿‰Â˜ fiÔ˘ ı· ·Ó‹ÎÔ˘Ó ÔÈ ˘Ô„‹ÊÈÔÈ: 1. ¶·È‰ÈÎfi (·fi 10-13 ¤ÙË) 2. EÊË‚ÈÎfi (·fi 14-18 ¤ÙË)
3. N·ÚÒÓ EÓËÏ›ÎˆÓ (·fi 19-29 ¤ÙË) 4. EÓËÏ›ÎˆÓ (·fi 30-45) 5. M¤ÛˆÓ EÓËÏ›ÎˆÓ (·fi 46-65) 7. 3˘ HÏÈΛ·˜ (·fi 66 +) 1Ô BÚ·‚›Ô: 200, 2Ô BÚ·‚›Ô: AÍ›·˜ 100 (·fi ÂÈÏÔÁ‹ ÙˆÓ Ù›ÙÏˆÓ MindPower), 3Ô BÚ·‚›Ô: AÍ›·˜ 50 (·fi ÂÈÏÔÁ‹ ÙˆÓ Ù›ÙÏˆÓ MindPower). H ÙÂÏÂÙ‹ ·ÔÓÔÌ‹˜ ı· ·Ó·ÎÔÈÓˆı› Ì ÙËÓ ·Ó·ÎÔ›ÓˆÛË ÙˆÓ ‚Ú·‚›ˆÓ ÛÙȘ 20/12/2008 T· 3 ÚÒÙ· ‰ÈËÁ‹Ì·Ù· ı· ‰ËÌÔÛÈ¢ÙÔ‡Ó ÛÙËÓ ÔÌ·‰È΋ ·ÓıÔÏÔÁ›·. T· ÓÂ˘Ì·ÙÈο ‰ÈηÈÒÌ·Ù· ÙˆÓ ‰ÈËÁËÌ¿ÙˆÓ ÙˆÓ ˘Ô„ËÊ›ˆÓ ·Ó‹ÎÔ˘Ó ÛÙÔ˘˜ ‰ËÌÈÔ˘ÚÁÔ‡˜ ÙÔ˘˜ ÂÎÙfi˜ ·fi ·˘Ù¿ ÙˆÓ ÙÚÈÒÓ ÓÈÎËÙÒÓ. T· ÓÂ˘Ì·ÙÈο ‰ÈηÈÒÌ·Ù· ÙˆÓ ‰ÈËÁËÌ¿ÙˆÓ Ô˘ ı· ÎÂÚ‰›ÛÔ˘Ó ÙÔÓ ‰È·ÁˆÓÈÛÌfi Î·È ı· ‰ËÌÔÛÈ¢ıÔ‡Ó ÛÙËÓ ·ÓıÔÏÔÁ›· ·Ó‹ÎÔ˘Ó ·Ì¤Ûˆ˜ Î·È ·ÔÎÏÂÈÛÙÈÎÒ˜ ÛÙËÓ MindPower Publishing Î·È ··ÁÔÚ‡ÂÙ·È Ë ·Ó·‰ËÌÔÛ›Â˘Û‹ ÙÔ˘˜ Û ¿ÏÏ· ¤ÓÙ˘· ÔÔÈ·Û‰‹ÔÙ ÌÔÚÊ‹˜ ¯ˆÚ›˜ ¤ÁÁÚ·ÊË ¿‰ÂÈ· Ù˘ MindPower Publishing. T· ÓÂ˘Ì·ÙÈο ‰ÈηÈÒÌ·Ù· fiÏˆÓ ÙˆÓ ˘ÔÏÔ›ˆÓ ‰ÈËÁËÌ¿ÙˆÓ ·Ú·Ì¤ÓÔ˘Ó È‰ÈÔÎÙËÛ›· ÙˆÓ ‰ËÌÈÔ˘ÚÁÒÓ ÙÔ˘˜ ηÙfiÈÓ ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡. ¶ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚÔ‡Ó Ó· ‚ÚÔ˘Ó ÔÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ÛÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË http://www.mindpower.gr, ηıÒ˜ Î·È ÛÙÔ +30.210-2847253
·Ó¿Ù˘Í˘ ÂÓfi˜ ·ÙfiÌÔ˘ (ÔfiÙÂ Î·È ·Ú·ÙËÚÔ‡ÓÙ·È Û˘ÌÂÚÈÊÔÚÈο ÚÔ‚Ï‹Ì·Ù· οı ›‰Ô˘˜ Î·È ‚ÂÏËÓÂÎÔ‡˜) Â›Ó·È fiÙÈ ÌÔÚԇ̠·Ó¿ ¿Û· ÛÙÈÁÌ‹ Ó· ÙÔ ·ÏÏ¿ÍÔ˘Ì ıÂÙÈο Î·È ÂÔÈÎÔ‰ÔÌËÙÈο ›Ù ÛÙÔÓ Â·˘Ùfi Ì·˜ ˆ˜ ÂÓ‹ÏÈÎÔÈ Â›Ù ÛÙ· ·È‰È¿ Ì·˜ ˆ˜ ÁÔÓ›˜ Î·È ·ÚÎÂÙ¤˜ ÊÔÚ¤˜ ˆ˜ ÂÎ·È‰Â˘ÙÈÎÔ›. A˘Ùfi ÙÔ ÔÔ›Ô Â›Ó·È ·Ó·Áη›Ô ÒÛÙ ӷ ¤ÏıÂÈ ¿ÌÂÛË Î·È ÂÓÙ˘ˆÛȷ΋ ·ÏÏ·Á‹ ÚÔ˜ ÙÔ Î·Ï‡ÙÂÚÔ Â›Ó·È Ë ÛˆÛÙ‹ ÚfiÏË„Ë Î·È fiÔ˘ ¯ÚÂÈ¿˙ÂÙ·È Ë ÛˆÛÙ‹ ·ÓÙÈÌÂÙÒÈÛË. Ÿˆ˜ Â›Ó·È Ê˘ÛÈÎfi ÁÈ· Ó· ÙÔ ÂÈÙ‡¯Ô˘Ì ڤÂÈ Ó· ¤¯Ô˘Ì ۈÛÙ‹ ÁÓÒÛË Î·È Î·ıÔ‰‹ÁËÛË. E’ Ô˘‰ÂÓ› ‰ÂÓ Â›Ó·È ÛˆÛÙ‹ Ë ·ÚfiÙÚ˘ÓÛË Ì›·˜ ‰È· ‚›Ô˘ ıÂڷ›·˜ : Ô ¿ÓıÚˆÔ˜ ˆ˜ fiÓ ·ÓÙ·ÔÎÚ›ÓÂÙ·È ¿ÌÂÛ· fiÙ·Ó ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ·ÏÏ¿˙ÂÈ Â›Û˘ ¿ÌÂÛ· Î·È Û˘ÛÙËÌ·ÙÈο TOY§AXI™TON ™E ™Y°KEKPIMENOY™ TOMEI™ ¶OY MONO ENA™ EI¢IKO™ ¶OY EXEI THN IKANOTHTA KAI EINAI ¢IATE£EIMENO™ NA TO KANEI M¶OPEI NA ¢IAKPINEI KAI Y¶O¢EI•EI ANA ¶EPI¶Tø™H. °È· Ó· ÌÔÚ¤ÛÔ˘Ì ӷ ηٷϿ‚Ô˘Ì ÔÈÔ˜ Â›Ó·È Ô ÂȉÈÎfi˜ ·˘Ùfi˜ ı· Ú¤ÂÈ XøPI™ ºOBO Ó· ·ÎÔ‡ÛÔ˘ÌÂ Î·È ·ÎÔÏÔ˘ı‹ÛÔ˘Ì ÙËÓ Û˘Ó·ÈÛıËÌ·ÙÈ΋ Ì·˜ ÓÔËÌÔÛ‡ÓË Î·È Î·ÙfiÈÓ ÙËÓ ÁÓˆÛÙÈ΋ Ì·˜ : - £· Ú¤ÂÈ Ô ÂȉÈÎfi˜ Ó· Ì·˜ οÓÂÈ Ó· ·ÈÛı·ÓfiÌ·ÛÙ fiÙÈ ÌÔÚÔ‡ÌÂ Î·È ı· Á›ÓÔ˘Ì ·ÓÂÍ¿ÚÙËÙÔÈ ¯ˆÚ›˜ ÙËÓ ·Ó¿ÁÎË ‚ÔËı›·˜ ÙÔ˘ ·ÊÔ‡ ÂÎ·È‰Â˘Ùԇ̠ۈ-
ÛÙ¿. - £· Ú¤ÂÈ Ì ÙËÓ ÚÒÙË ÎÈfiÏ·˜ Û˘Ó‰ڛ· Ó· ·ÈÛı·ÓfiÌ·ÛÙ ‰˘Ó·ÙÔ› Î·È ‹ÚÂÌÔÈ Î·È fiÙÈ Ô ıÂÙÈÎfi˜ ¤ÏÂÁ¯Ô˜ ÙÔ˘ ·˘ÙÔ‡ Ì·˜ ·Ó fi¯È ¿ÌÂÛ· Û‡ÓÙÔÌ· ı· Â›Ó·È ÛÙ· ¯¤ÚÈ· Ì·˜. - £· Ú¤ÂÈ NA MHN AI™£ANOMA™TE TYæEI™ ◊ A§§OY EI¢OY™ ºOBO NA EXEI AY•H£EI META A¶O THN ™YNE¢PIA. - £· Ú¤ÂÈ ‹‰Ë Ó· ·ÈÛı·ÓfiÌ·ÛÙ fiÙÈ Ú¿ÁÌ·Ù· Ô˘ ‰ÂÓ Î·Ù·Ï·‚·›Ó·Ì ¤¯Ô˘Ó ÌÈ· Ï‹ÚË ÏÔÁÈ΋ ÂÍ‹ÁËÛË Û¯ÂÙÈο Ì ÙËÓ ÔÔ›· ÌÔÚԇ̠ӷ ·ÓÙȉڿÛÔ˘ÌÂ Î·È Ó· ‰ÈÔÚıÒÛÔ˘Ì ϋڈ˜ ηٷÛÙ¿ÛÂȘ Ì ÙËÓ Û˘ÌÂÚÈÊÔÚ¿ Ì·˜. T¤ÏÔ˜, - £· Ú¤ÂÈ Ó· ‰Ô‡Ì ÂÌÚ¿ÎÙˆ˜ Ë Î·ÈÓÔ‡ÚÁÈ· Ì·˜ Û˘ÌÂÚÈÊÔÚ¿ Ô˘ Ì·˜ ¤¯ÂÈ ˘Ô‰Â›ÍÂÈ Ô ÂȉÈÎfi˜ Ó· ¤¯ÂÈ ÙÔ˘Ï¿¯ÈÛÙÔÓ Ê·ÓÂÚ‹ ÂÈÚÚÔ‹ ηٿ ÙÔ ‰ÔÎÔ‡Ó. Œ¯ÔÓÙ·˜ ‰È·‚¿ÛÂÈ Ù· ·Ú·¿Óˆ ı· Ú¤ÂÈ ‹‰Ë Ó· ·ÈÛı·ÓfiÌ·ÛÙ fiÙÈ ÌÚÔÛÙ¿ Ì·˜ ˘¿Ú¯ÂÈ fi¯È ·‰È¤ÍÔ‰Ô ·ÏÏ¿ ¤Ó· ÛÙ·˘ÚÔ‰ÚfiÌÈ Ì ¿Ú· ÔÏϤ˜ ÂÈÏÔÁ¤˜ ÔÈ ÂÚÈÛÛfiÙÂÚ˜ ·fi ÙȘ Ôԛ˜ Â›Ó·È Û˘Ó·Ú·ÛÙÈΤ˜ Î·È Â˘¯¿ÚÈÛÙ˜ Â¿Ó ÁÓˆÚ›˙Ô˘Ì Ҙ Ó· οÓÔ˘Ì ۈÛÙ¿ ‚‹Ì·Ù· ÒÛÙ ӷ ÂÈϤÍÔ˘Ì ÙÔÓ ‰ÚfiÌÔ Ô˘ Ô‰ËÁ› ÛÙËÓ ÚÔÛˆÈ΋ Ì·˜ ·ÂÏ¢ı¤ÚˆÛË Î·È Â˘Ù˘¯›·. ________________ °È· ÂÚˆÙ‹ÛÂȘ Î·È ¿ÏÏ· ˙ËÙ‹Ì·Ù· ÂÈÎÔÈÓˆÓ‹ÛÙ Ì ÙËÓ „˘¯ÔÏfiÁÔ Î. °ÂÚÈÙÛ›‰Ô˘ ÛÙÔ 210- 2829285 ‹ ̤ۈ e-mail fiˆ˜ ·Ó·ÁÚ¿ÊÂÙ·È.
10
The Google-ization of Knowledge Natasja Larson, Laura Servage, and Jim Parsons Faculty of Education, University of Alberta Driving from Edmonton to California and need to find a map? Searching for an obscure reference on Professional Learning Communities? Or, feel a cold coming on and would rather gain herbal relief than get drugged up? There is only one answer. GOOGLE it. In the past decade, GOOGLE has morphed from the name of perhaps the premier search engine to become a verb. And, with that move, life in schools and learning in general has been reshaped. This article suggests some of the ways that this change might affect teachers, students, and schools in general. GOOGLE has a short history in comparison to our "old" systems of locating information - such as the library. Google was founded in 1998 and has quickly grown into the largest search engine on the World Wide Web. Currently, a "user" (an odd term in itself) can access an index of more than 4 billion URLs. And, every URL is a "Uniform Resource Locator," essentially the address of a file or Web page accessible on the Internet. To GOOGLE, when used as a verb, means to search the Internet. Originally, the term itself originated from "Googol" the mathematical term for a 1 followed by 100 zeros. The term was coined by Milton Sirotta, nephew of American mathematician Edward Kasner. Google Inc. says, their "play on the term reflects the company's mission to organize the immense amount of information available on the web." In practical terms, gone are the days when finding a reference was an exhausting and tedious task of library visits and consultations with the esoteric. Imagine Sean Connery's search for "comedy" in "The Name of the Rose" being a keyboard
away. Imagine Alexandria's great library and all the libraries of the ancient world being accessible to everyone who might be "connected" (another interesting term). Certainly the process of GOOGLING is one that seems on the surface to expand an individual's access to knowledge - and with it democracy and power - as key information shifts from being held by the few to open to the many. However, is this true? Does GOOGLE actually democratize knowledge? Or, might other things be happening? We suggest that perhaps all is not as it seems, and indeed "other things are happening." For example:
1. Google-ization is reshaping knowledge
everything, so you see what is pragmatic and possible to see. The implication is that we are short-sheeting the bed of our understanding. For sure, the Internet is filled with information and, theoretically, it is available at our "fingertips" with just a click of a button or a scroll down a page. However, the typical computer screen may be able to display just over 300 words tops. And if this world becomes our reality, we actually are relying on less information, not the more that is available. Perhaps this is not a good thing.
2. Google-ization is changing how knowledge counts as important The computer screen is a small thing. Not as in a minor thing, but literally as in a small thing. Physically the window to the "homepage" of knowledge is not open for one to see in its expanse. Instead, the window is small. One can only see bits and bites of things, certainly not the ability to lay it in front of oneself - as in the spreading of a newspaper on the table. How does this change knowledge? Because human understanding is a gestalt (a configuration of elements the human mind naturally unifies into a holistic understanding), human vision is holistic. On a computer, to aid the small physical geography of a computer screen, knowledge has been shrunk to fit the screen. As a result, the "user" is engaged in "sound bites" - rather, site bites. You simply cannot see
¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™
I‰ÈÔÎÙËÛ›·: °. ¶·¯¿Î˘ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.
What happens when one Googles something? The process is to type the search word into a short blank - usually opting for brevity rather than elongation and then to set the engine to revving. Suddenly, like Christmas morning, a number of presents appear under the tree. These "presents" might as well come down the chimney by an old man no one actually sees (but who eats your cookies nonetheless) or be carried by the stork. And, there might be literally thousands of these gifts, of which the top 12-20 have been displayed, as if by magic, in a linear fashion down the page. These presents are websites (URLs) and the information contained therein is created by someone, literally anyone, somewhere in the world. How specific is that? How are these presents chosen? Who picks these, and on what basis are the exact ones picked? Unlike other search engines that use the amount of times a word is located in a document as the number one deciding factor, Google's search is a little more intricate. Google, the search engine, actually uses two factors to pick pages with imperceptible preciseness and amazing speed. In what seems to be an effective little "wizard" (an odd name for
Microsoft computer help) in everyone's computer, Google's technology is called PageRank and HyperText-Matching Analysis. PageRank uses the "democratic" (an interesting choice of words given the vote counting problems in Florida) system of finding whose page links to whose and how many times the first page has been linked by other pages. This method, according the Google folks, gives everyone a "vote." Webpages with the most "reputable" sites linking to it end up higher on the search list. According to Google folk, HyperText-Matching analysis does more than just search out how many times a word appears on a page, it analyzes font, subdivision, and location of each word. Of course, what this exactly means we don't know.
3. Google-ization privileges business
On the face of it, expanding the opportunity to gain knowledge seems to promote increased democracy. But, this democracy may be false or may come with a price. The price is that Google allows you to invite strangers into your house and mind, and some of these strangers are potentially stranger than others. Specifically, what you see is not always what you get. In a take off on an old saw, representation is 9/10s of the "law." For example, there is a plethora of dot com sites that seem on the face of them to be something "other" than what they are at first represented to be. This is especially true for educational sites. What seems to be educational is actually "business" educational. Or, as we see it, education with a bias. This bias comes as a shock for most educators, who have been quite navely accepting at face value the information presented by outside sources that seem, on their face, to be credible. But, we are historically a trusting sort, we educators; and, with good reason. Most of us are upstanding scholars and teachers. Our agenda - wrong word - our vocation - is to teach others. We are that profession
that does not bristle at the concept of "en loco parentis." We take care of others: everyone prospers. But business people - fine as they are - work from a different goal. And this Google is capitalism at its best. Reputable means bigger and "more connected." This is perfect for business whose goal is: we sell; we prosper. Business differs from education much in the way that a television commercial differs from a textbook. Business thinks nothing of engaging in spin, because spin sells. It is not that spin is dishonest, just aggressively biased. And, what can not be spun is hidden. Businesses hide things they don't want others to see. They represent their best - anything that encourages others to "buy" their product. Therefore, when education becomes a product, it comes with baggage. And, dot com sites, as educational as they might be, come with much baggage. What are we really purchasing when we "buy" our knowledge off the internet? An educator can buy anything from books for their classroom to a degree for their wall. Is this educating for the greatest good?
4. Google-ization has reshaped the authority of knowledge
Much has changed in the past decade. Alberta, similar to other provinces, has used a highlysophisticated system of judging school resources. Basically, to become accepted as a school resource and deemed acceptable to be read by students, a resource must be authorized by a committee process that thoroughly scrutinizes it, adjudicates it, and deems it acceptable for all students. That means, it is tolerant (does not abuse) of human differences like age, sex, culture, history, ability, etc. Google has changed things. It is no longer feasible, regardless of how you hold it to the light, to assure that any resource one pulls on the Internet has been thoroughly tested and found acceptable by a committee of concerned professionals. Committee members are not
11 available to stand beside a student's computer and analyze each resource that flashes across the screen. So what? This changes the way students should be educated. Quite simply, if we cannot protect students from "harm" or "mis-education" we must teach them to educate and protect themselves from the sort of extreme and often misrepresented bias of those with a specific agenda - the Internet's version of "safe sects." This mandates the authority back onto students, which in the long run is not such a bad thing. Critical evaluation of web resources is a valuable insight students should learn, not only for school related work but for everyday experiences with the internet. But, is it happening? Unfortunately with the "freedom of posting" on the internet, anyone anywhere can produce a webpage that says anything they want. Freedom of speech at its best? Students cannot even rely on the suffix of dot org or dot edu to find credible information; as those who know the Internet the best suggest, the best-looking URLs can still be a farce. First, we need to educate ourselves on how best to evaluate a website; second, we need to develop techniques and understandings that teach our students about assessing websites. If we do not, our students will never be able to carefully and responsibly choose resources that help them make educated decisions.
5. Google-ization has reshaped education dialog
Obviously, a book differs from a computer. But, the difference is more than what is obvious at first glance. Within the history of reading as an area of study, much has been written about the way a reader engages with a text. But the physical-ness of a book differs greatly from the physicalness of a computer. Few computers are comfortable enough to snuggle with in a favourite chair. Studies remain to be done on how a student interacts with text on a screen and whether this has any implications for the learner. But, we would venture a guess that comfort cannot but help shape learning. And the learning that one gains from engagement with a book differs from the engagement one gains from interaction with a computer screen. Moms and dads don't often cuddle up next to their young children at the
computer and read the text on the screen to them like they would a bedtime story. Young children often use the computer independently, such as playing games or looking at Internet images, but the anxious parents we know are more likely to be concerned that such independence is more alienating than educational or that what is seen as personal engagement comes at the expense of human relationships. So are our young children better learners because of their adeptness of using a computer? Or are they disadvantaged in other areas because of this technology? Are family relationships and learning, that used to be developed within families, implicated by computers? We might argue that there issues yet to be resolved.
6. Google-ization is creating a primary aesthetics
Simply stated, sites that are easy to navigate and are pretty are more highly valued than those that are not. This places a primary focus on form over substance. But form is not substance; nor is form knowledge. At least form is not the deep knowledge we need to make important decisions. Thus, when young learners (even older ones) use the internet for research, they may be more likely to choose information with less criticism for content than for visual appeal. Our children are growing up in a visually stimulating society, from billboards to television ads. Internet sites have graphics morphing into different graphics without even pressing a button. There is less appeal for text, just plain print on a page, then for pictures. Even text is modified to attract attention through different fonts, sizes, and pictures. One can add emoticons:) for effect. We've all seen sites that may be more confusing to navigate than others. Our first response? Move on, and left click out of there. All the relevant information is quickly whisked off your screen and you move on to another site without time to even blink. And, we are doing these erasures even more quickly with highspeed, broadband capabilities. What used to be "don't judge a book by its cover" should be taught as "don't judge a site by its aesthetics!"
7. Google-ization is reshaping the heuristic of knowledge
Most knowledge that students deal with is linear. This is not to say that it is historical, from ancient to modern; instead, it follows a particular form. One can follow this logic from start to finish. But hyperlinks reshape this logic. That we have accepted this reshaping of knowledge is clear, and we sort of engage it without thought. But, instead of moving from one to two to three and onwards, we have engaged a form of "jump" logic. We obviously are not, as the old math teachers would tell us, showing "the steps." When a person is reading their information on a site and in the middle of the text a word appears in blue, we are already trained to know that this means "click here" and you will be taken to another place that deals with that particular word in whatever sense the author means for you to interpret it. (But who filled the basket? And, even if you knew the first site was good, how do you know the second is as well?) As you begin to read the "new" information, you come across another blue word. You click, and on and on the process goes. How much of this "relevant" information is retained with our heuristic leap-frogging? Often we don't necessarily finish reading an article? These are the Internet's equivalent of a "choose your own ending" book, where the reader can decide to go to page 14 if one plot twist is preferable to another.
8. Google-ization is reshaping the nature of communication The questions for judging authenticity are simple. Who do
you trust? Where do you get your information? On one hand, the opening up of the world is a gift and Google gives us many more opportunities to meet new people and gain new ideas. On the other hand, people we meet and the information we obtain are not always as they seem. The Internet is an information highway that allows one to cruise along at any chosen speed; but drivers beware. The road is full of potholes and sideroads that can lead to deadends. Those growing up in the age of Google-ization may be learning that half-done is good enough or that trust is a minor issue when engaging Internet knowledge. People can communicate with each other through discussion boards and in chatrooms, but who are you talking to? And, are there ulterior motives? Even if the answer is no, we are growing more cynical and we are coming to believe that cynicism is a virtue. Communication no longer has to be on the telephone, in person, or through the mail, to people one already knows. Communication can be done through discussion boards or chatrooms where one may post messages from the comfort of one's home or office. The implications? Flaming unnecessarily heated discussions that don't follow what is known as "netiquette" or etiquette on the internet - are increasing. People are talking to people that they don't know, haven't built relationships with, and are more likely to be impolite to. When the "threat" of face-to-face encounters are no longer present, communication changes. Therefore, free speech and open dialogue are sometimes turned into communication with a vengeance. Summary The Google-ization of knowledge is more than simply a
discussion about how our quest for knowledge has been reshaped; it is about how we have been reshaped as we have sought this knowledge. We agree, education has been changed by a few clicks of the mouse. Our writing has attempted to highlight what some of these changes might be. The questions are: what direction do we want Google-ization to head towards in the future? Are we really "better off" than before? How can we gain more control of our own experiences? Are these experiences what we want them to be? Where is the education of our young headed? Finally, can we GOOGLE the above questions to find the answers? The fact is that, despite our concerns, communication through Google-ization is not always negative. People, in fact, are in communication with people they never would have met before Listservs and Newsgroups became popular. The possibility exists that people from huge geographical expanses can be brought together by ideas and cemented by common interests into a harmonious conversation about mutual passions. The result? Wonderful ideas, discoveries, events, and camaraderie emerge from these "invisible" connections made possible through "logging" (another interesting word) onto the internet. Google has allowed us to expand our network of friends and colleagues worldwide without leaving our desks. These are the promises that attend the problems. Reprinted from ERIC, Education Resources
EXPRESS
PUBLISHING CHRISTMAS PRIMARY READERS A¶OK§EI™TIKA ™TA
– Also available: The lion & the mouse The Shepherd boy & the Wolf The Wild Swans Little red riding hood Snow white & the Seven Dwarfs
Also available: The ant & the cricket The Father & his Sons New patches for old Hansel & Gretel Puss in boots Cinderella
20 %
Also available: A mirror, a carpet & a lemon M ÙËÓ ·ÁÔÚ¿ A trip to the rainforest ÂÓfi˜ Christmas Sleeping Beauty Title Î·È ÂÓfi˜ The Cracow Dragon Express Primary The Frog Princess reader The Ghost The nightingale & the rose
¢øPO DVD
Christmas Title
12
La notion de la tâche en pédagogie : production écrite et orale Par Constantin TEGOS La maxime « on ne fait bien que ce que l'on prend plaisir à faire », traduit souvent l'attitude de l'apprenant devant l'épreuve de la production écrite ou orale. Le plaisir d'écrire, d'être lu, d'être entendu pour un apprenant est à notre avis lié à sa motivation profonde. Il n'en demeure pas moins que cette notion de plaisir, même si elle est transversale doit bien être présente dans la classe, et constituer un élément moteur pour les apprentissages. Le savoir-être de l'enseignant, au-delà de son savoir-faire, doit permettre ainsi dans la classe de faire naître de la magie, du merveilleux, et de l'inattendu. L'écrit doit alors justement apparaître comme un vecteur formidable entre l'apprenant et les apprentissages. La(es) tâche(s) n'est donc jamais purement langagière, mais représente un acte social plus large. Ainsi, il faut partir du principe que la réalisation de toute tâche et de toute activité langagière qui lui est liée dépend des interactions sociales dans le cadre desquelles elle a lieu. Il y a « tâche » dans la mesure où l'action est le fait d'un (ou de plusieurs) sujet(s) qui y mobilise(nt) stratégiquement les compétences dont il(s) dispose(nt) en vue de parvenir à un résultat déterminé. (Cadre 2001: 15) Autrement dit, c'est la relation interpersonnelle qui définit largement l'utilisation de la langue. Cela a pour conséquence que l'enseignant devrait, dans toute la mesure du possible, proposer des activités dans lesquelles les interactions sociales seront clairement définies et réelles. Pour ce faire, il est important de dépasser les activités qui demandent à l'apprenant d'agir au nom d'une tierce personne fictive. Ainsi une consigne du genre telle que,
“Michel passe ses vacances sur la côte d'Azur et écrit une carte postale à sa grand-mère dans laquelle il lui parle de ce qu'il fait”, fausse t-elle clairement l'interaction sociale. Il va de soi que les activités langagières et l'accomplissement d'une tâche sont également largement définis par ce que nous nommons contexte et définissons comme tous les paramètres et toutes les contraintes particulières à l'exclusion de l'interaction sociale : l'intention, le lieu, le moment, le médium (téléphone, carte, sms, courriel, lettre…), etc. Dans tout acte de production, l'écrit et l'oral font aussi partie d'un travail de mémorisation pour constituer des repères en vue d'organiser et de planifier une activité ultérieure. Toutefois, l'amélioration de la production écrite et orale relèvent de certaines idées, en voici quelques unes à prendre en considération : i. IDÉES POUR OPTIMISER SES CHANCES DE RÉUSSIR LA COMPRÉHENSION ÉCRITE (Å) — Lire attentivement les questions (items) de chaque exercice au moins deux fois avant de lire les textes. Repérer les mots inconnus dans le(s) textes(s) et essayer d'en deviner le sens. Il ne faut pas vouloir tout comprendre, mais saisir l'idée globale. — Pour chaque question, cibler le passage du texte qui traite de ce sujet et vérifier la réponse dans le texte (faire attention aux phrases négatives, au subordonnées qui changent le sens de la phrase). — Si on le demande, justifier la réponse en citant un court passage du texte. Il est bien sur nécessaire que ce passage
soit en rapport avec la réponse et prouve qu'elle est valable ! — Garder quelques minutes pour se relire. — Pour rédiger la réponse en français, on doit s'aider de la question pour reconstruire une réponse à laquelle on ajoutera l'élément demandé. ii. IDÉES POUR OPTIMISER SES CHANCES DE RÉUSSIR LA COMPRÉHENSION ORALE (Å) — Lire attentivement les questions (items) de chaque exercice au moins deux fois avant d'écouter le(s) document(s) sonore(s). Repérer les mots-clés des questions (items) et essayer d'en deviner le sens. Il est important de bien comprendre ce qui est demandé et de le replacer, si possible, dans son contexte. _ Écouter l'enregistrement attentivement en essayant de comprendre le sens global afin de pouvoir identifier le(s) contexte(s) et répondre aux QCM. _ Pendant les deux écoutes, il ne faut pas se bloquer sur un mot ou une expression que l'on n'arrive pas à comprendre. _ Répondre aux questions de manière logique, en s'aidant du contexte de chaque question (items). (Å). - «RÉUSSIR LA PRODUCTION ÉCRITE DELF B1-B2 & Sb B2» EDITONS TEGOS 2007 «RÉUSSIR LA CERTIFICATION EN LANGUE FRAN_AISE KPg C1» EDITIONS TEGOS 2007
14
20.000 Ӥ˜ ı¤ÛÂȘ ÂÚÁ·Û›·˜ ·fi Ôχ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ N¤Ô ÚfiÁÚ·ÌÌ· ÙÔ˘ OAE¢ ÁÈ· ÙËÓ ÚfiÛÏË„Ë ÙÔ˘ «ÚÒÙÔ˘ ˘·ÏÏ‹ÏÔ˘»  ¤ÌÊ·ÛË ÙËÓ ˘ÔÛÙ‹ÚÈÍË ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ ¯ˆÚ›˜ ÚÔÛˆÈÎfi (·˘ÙÔ··Û¯ÔÏÔ‡ÌÂÓˆÓ) ÚÔÎÂÈ̤ÓÔ˘ Ó· ÚÔÛÏ¿‚Ô˘Ó ÙÔÓ ÚÒÙÔ ÙÔ˘˜ ˘¿ÏÏËÏÔ, ·ÏÏ¿ Î·È ÁÂÓÈο ÁÈ· ÙȘ ÌÈÎÚ¤˜ Ôχ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ, Ù¤ıËΠ۠ÂÊ·ÚÌÔÁ‹ ·fi ÙÔÓ OAE¢ ÙÔ Ó¤Ô Û˘Ó‰˘·Ṳ̂ÓÔ ÚfiÁÚ·ÌÌ· ÂȯÔÚ‹ÁËÛ˘ ÂȯÂÈÚ‹ÛÂˆÓ ÁÈ· ÙËÓ ··Û¯fiÏËÛË 20.000 ÂȉÔÙÔ‡ÌÂÓˆÓ ·Ó¤ÚÁˆÓ. H ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ·ÈÙ‹ÛÂˆÓ ı· ·Ú·Ì›ÓÂÈ ·ÓÔÈÎÙ‹ ̤¯ÚÈ ÙËÓ Î¿Ï˘„Ë ÙˆÓ ı¤ÛˆÓ. TÔ ÚfiÁÚ·ÌÌ· ·ÔÛÎÔ› ÛÙËÓ Ù·¯‡ÙÂÚË ‰˘Ó·Ù‹ ·ӤÓÙ·ÍË ÙˆÓ ·ÔÏ˘ı¤ÓÙˆÓ ·ÙfiÌˆÓ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜, ÚÔÛʤÚÔÓÙ·˜ ÈÛ¯˘Ú¿ ΛÓËÙÚ· ÛÙȘ ÂȯÂÈÚ‹ÛÂȘ ÁÈ· ÙËÓ ··Û¯fiÏËÛ‹ ÙÔ˘˜. AÔÙÂÏ› ¤ÎÙ·ÛË ÙÔ˘ ·Á›Ô˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÌÂÙ·ÙÚÔ‹˜ ÙÔ˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜ Û ›‰ÔÌ· ··Û¯fiÏËÛ˘, ÂÎÙ›ÓÔÓÙ·˜ ÙÔ ‰È¿ÛÙËÌ· ÂȯÔÚ‹ÁËÛ˘ Ù˘ ··Û¯fiÏËÛ˘ Î·È ÁÈ· Û˘ÁÎÂÎÚÈ̤Ó˜ ηÙËÁÔڛ˜ ÂȯÂÈÚ‹ÛˆÓ, ̤¯ÚÈ Î·È Â›ÎÔÛÈ Ù¤ÛÛÂÚȘ (24) Ì‹Ó˜ ‹/Î·È ÙÚÈ¿ÓÙ· (30) Ì‹Ó˜ ηٿ ÂÚ›ÙˆÛË. TÔ ÚfiÁÚ·ÌÌ· Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ ‰‡Ô Ê¿ÛÂȘ: ñ H ·’ Ê¿ÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ‰È·ÚΛ fiÛÔ Î·È ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ÁÈ· ÙÔ ÔÔ›Ô Ô ¿ÓÂÚÁÔ˜ ¤¯ÂÈ Î·ÙÔ¯˘ÚÒÛÂÈ ‰Èη›ˆÌ· Ï‹„˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜. ñ H ‚’ Ê¿ÛË Â›Ó·È ÙÔ ˘ÔÏÂÈfiÌÂÓÔ Ì¤¯ÚÈ ÙË Û˘ÌÏ‹ÚˆÛË ÙˆÓ 24 ‹ 30 ÌËÓÒÓ ·ÓÙ›ÛÙÔȯ·, ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·.
M
B·ÛÈÎÔ› ÛÙfi¯ÔÈ TÔ ÚfiÁÚ·ÌÌ· ¤¯ÂÈ ÙȘ ÂÍ‹˜ ‚·ÛÈΤ˜ ÛÙԯ‡ÛÂȘ: 1. TËÓ ˘ÔÛÙ‹ÚÈÍË ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ ¯ˆÚ›˜ ÚÔÛˆÈÎfi (·˘ÙÔ··Û¯ÔÏÔ˘Ì¤ÓˆÓ), ÚÔÎÂÈ̤ÓÔ˘ Ó· ÚÔÛÏ¿‚Ô˘Ó ÙÔÓ ÚÒÙÔ ÙÔ˘˜ ˘¿ÏÏËÏÔ.
2. TËÓ ÂÓ›Û¯˘ÛË ÙˆÓ ÌÈÎÚÒÓ Î·È Ôχ ÌÈÎÚÒÓ ÂȯÂÈÚ‹ÛÂˆÓ (¶ME) Ì ÚÔÛˆÈÎfi ̤¯ÚÈ 25 ¿ÙÔÌ·. 3. TËÓ ¿ÌÂÛË Â·Ó¤ÓÙ·ÍË ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ ÙˆÓ ·ÔÏ˘ı¤ÓÙˆÓ ·ÙfiÌˆÓ Î·È È‰È·›ÙÂÚ· ÙˆÓ ·Ó¤ÚÁˆÓ ÌÂÁ·Ï‡ÙÂÚ˘ ËÏÈΛ·˜ (·Ó‰ÚÒÓ ¿Óˆ ÙˆÓ 50 ÂÙÒÓ Î·È Á˘Ó·ÈÎÒÓ ¿Óˆ ÙˆÓ 45 ÂÙÒÓ). TÔ ÂÓ ÏfiÁˆ ÚfiÁÚ·ÌÌ· ÂȯÔÚ‹ÁËÛ˘ ÂȯÂÈÚ‹ÛÂˆÓ ·ÊÔÚ¿ ÛÙËÓ ··Û¯fiÏËÛË 20.000 ÂȉÔÙÔ‡ÌÂÓˆÓ ·Ó¤ÚÁˆÓ ËÏÈΛ·˜ 18-64 ÂÙÒÓ, ÂÎ ÙˆÓ ÔÔ›ˆÓ ÔÛÔÛÙfi 60% ı· Ú¤ÂÈ Ó· Â›Ó·È Á˘Ó·›Î˜.
YÏÔÔ›ËÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ A’ Ê¿ÛË: °È· ÙËÓ ·’ Ê¿ÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÈÛ¯‡Ô˘Ó ÔÈ fiÚÔÈ Î·È ÚÔ¸Ôı¤ÛÂȘ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Û‡Ìʈӷ Ì ÙËÓ KÔÈÓ‹ AfiÊ·ÛË 30874/23.6.2004 ÙˆÓ ˘Ô˘ÚÁÒÓ OÈÎÔÓÔÌ›·˜ Î·È OÈÎÔÓÔÌÈÎÒÓ, EÛˆÙÂÚÈÎÒÓ ¢ËÌfiÛÈ·˜ ¢ÈÔ›ÎËÛ˘ Î·È AÔΤÓÙÚˆÛ˘ Î·È A·Û¯fiÏËÛ˘ Î·È KÔÈÓˆÓÈ΋˜ ¶ÚÔÛÙ·Û›·˜ Î·È ÙËÓ Ì ·ÚÈıÌ. B122512/30.8.2004 ÂÁ·ÎÏÈÔ Ù˘ ¢/ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: OÈ ÂȯÂÈÚ‹ÛÂȘ ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÓÙ·¯ıÔ‡Ó ÛÙË ‚’ Ê¿ÛË Ú¤ÂÈ Ó· ˘Ô-
EÓÙ·ÛÛfiÌÂÓÔÈ ÂÚÁÔ‰fiÙ˜ TÔ ÚfiÁÚ·ÌÌ· Û˘Ó›ÛÙ·Ù·È ÛÙË ¯ÚÔÓÈ΋ ¤ÎÙ·ÛË Ù˘ ÂȯÔÚ‹ÁËÛ˘ ÂÚÁÔ‰ÔÙÒÓ ÁÈ· ÙËÓ ··Û¯fiÏËÛË ÂȉÔÙÔ‡ÌÂÓˆÓ ·Ó¤ÚÁˆÓ ÛÙȘ ÂÍ‹˜ ÂÚÈÙÒÛÂȘ: ñ A˘ÙÔ··Û¯ÔÏÔ˘Ì¤ÓˆÓ ‹ ÂÚÁÔ‰ÔÙÒÓ ¯ˆÚ›˜ ÚÔÛˆÈÎfi Ô˘ ÚÔÛÏ·Ì‚¿ÓÔ˘Ó ÂȉÔÙÔ‡ÌÂÓÔ ¿ÓÂÚÁÔ, ÔfiÙ ÙÔ ÚfiÁÚ·ÌÌ· ÂÂÎÙ›ÓÂÙ·È ÛÙÔ˘˜ ÙÚÈ¿ÓÙ· (30) Ì‹Ó˜. ñ EȯÂÈÚ‹ÛÂˆÓ Ì ÚÔÛˆÈÎfi 1-25 ¿ÙÔÌ· Ô˘ ÚÔÛÏ·Ì‚¿ÓÔ˘Ó ÂȉÔÙÔ‡ÌÂÓÔ ¿ÓÂÚÁÔ, ÔfiÙ ÙÔ ÚfiÁÚ·ÌÌ· ÂÂÎÙ›ÓÂÙ·È ÛÙÔ˘˜ ›ÎÔÛÈ Ù¤ÛÛÂÚȘ
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1
ÙȘ ÂÈÛÙËÌÔÓÈΤ˜ ÙÔ˘˜ ÌÂϤÙ˜ Î·È ÙȘ ÂÌÂÈڛ˜ ÙÔ˘˜, ÁÈ· Ó· οÓÔ˘Ì ¤Ó·Ó ÎfiÛÌÔ Î·ÏÏ›ÙÂÚÔ, ÌÈ· ÎÔÈÓˆÓ›· ÈÔ ·ÍÈÔÎÚ·ÙÈ΋ Î·È ÈÛfiÓÔÌË, ÌÈ· ÎÔÈÓˆÓ›· Ô˘ fiÏÔÈ ı· ·ÔÏ·Ì‚¿ÓÔ˘Ó Ù· ·Á·ı¿ Ô˘ Ô Ï¿ÛÙ˘ Î·È Ë Ï¿ÛË Ì·˜ ÎÏËÚÔ‰fiÙËÛ·Ó. O ºÈÏ› B·Ï¤Ú, ¶Úfi‰ÚÔ˜ ÙÔ˘ ¢ÈÂıÓÔ‡˜ ºfiÚÔ˘Ì ÁÈ· ÙËÓ KÔÈÓˆÓÈ΋ Î·È ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ¢ı‡ÓË, ¿ÓÔÈÍ ÙÔ ™˘Ó¤‰ÚÈÔ ÂÈÛËÌ·›ÓÔÓÙ·˜ fiÙÈ Ë ‰È·ÊÔÚÂÙÈÎfiÙËÙ· Â›Ó·È ÌÈ· ¢ηÈÚ›·, Â¿Ó Ì·˜ ‰›ÓÂÈ ÙËÓ ‰˘Ó·ÙfiÙËÙ· Ó· ˆÊÂÏËıԇ̠·fi ÙȘ ‰È·ÊÔÚ¤˜ Ì·˜. ¢˘ÛÙ˘¯Ò˜ fï˜ ·˘Ù‹ Ë ‰È·ÊÔÚÂÙÈÎfiÙËÙ· Â›Ó·È ËÁ‹ ·‰ÈΛ·˜ ÔÏϤ˜ ÊÔÚ¤˜. MÔÚ›Ù ӷ ÛÎÂÊı›Ù fiÙÈ Î¿ÔȘ ¢ηÈڛ˜ ÛÙËÓ ˙ˆ‹ Û·˜ ÂÍ·ÚÙÒÓÙ·È ·fi ÙÔ Ô˘, ˆ˜ Î·È ·fi ÔÈfiÓ ÁÂÓÓËı‹Î·ÙÂ; ¶fiÛ˜ Î·È fiÛ˜ ÊÔÚ¤˜ Ë Ù‡¯Ë ÛÔ˘ Û ·˘ÙfiÓ ÙÔÓ ÎfiÛÌÔ ‰ÂÓ ÂÍ·ÚÙ¿Ù·È ·fi ÙÔ Â¿Ó Â›Û·È ¿Ó‰Ú·˜ Ë Á˘Ó·›Î·, Â¿Ó Â›Û·È Ó¤Ô˜ Ë ËÏÈÎȈ̤ÓÔ˜, Ì·‡ÚÔ˜ Ë Ï¢Îfi˜, ˘ÁÈ›˜ Î·È ·ÚÙÈÌÂÏ‹˜ ‹ ¿ÙÔÌÔ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ, ÁËÁÂÓ‹˜ Ë ·ÏÏÔ‰·fi˜, Â¿Ó ·Ó‹ÎÂȘ ÛÙÔ ¤Ó· Ë ÛÙÔ ¿ÏÏÔ ÔÏÈÙÈÎfi ÎÒÌ·, ηÌÈ¿ ÊÔÚ¿, Î·È ÙfiÛ· ¿ÏÏ·. OÈ AÚ¯¤˜ Û EıÓÈÎfi Î·È ¢ÈÂıÓ¤˜ Â›Â‰Ô Î·Ù·ÚÙ›˙Ô˘Ó Î·ÓfiÓ˜ Î·È ÓfiÌÔ˘˜ ÁÈ· Ó· ηٷÔÏÂÌ‹ÛÔ˘Ó ÙȘ ‰È·ÎÚ›ÛÂȘ. E›Ó·È fï˜ ·˘Ùfi ·ÚÎÂÙfi ÁÈ· Ó· ÛÙ·Ì·Ù‹ÛÂÈ ÙÔ˘˜ ·ÓıÚÒÔ˘˜ Ó· ÛΤÙÔÓÙ·È Î·È Ó· ÂÓÂÚÁÔ‡Ó ÂÈÏÂÎÙÈο! TÔ ¢ÈÂıÓ¤˜ ºfiÚÔ˘Ì ÁÈ· ÙËÓ ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ Î·È KÔÈÓˆÓÈ΋ E˘ı‡ÓË, Ô˘ ·ÁˆÓ›˙ÂÙ·È ·Ú¿ÏÏËÏ· Î·È ÁÈ· ÙËÓ Î·Ù¿ÚÁËÛË ÙˆÓ ‰È·ÎÚ›ÛˆÓ, ¤¯ÂÈ ıÂÛ›ÛÂÈ ¤Ó· ÙÂÙÚ·ÂÙ¤˜ ÚfiÁÚ·ÌÌ·, 2007-2010, Ì ÛÙfi¯Ô ÙËÓ ÂÓË̤ڈÛË ÙˆÓ ÔÏÈÙÒÓ Á‡Úˆ ·fi ÙÔÓ Û‚·ÛÌfi Ô˘ ÔÊ›ÏÔ˘Ì ÛÙ· ¿ÙÔÌ· Î·È ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ. ™ÙÔÓ ÂÙÂÚÔÁÂÓ‹ ÎfiÛÌÔ Ì·˜ ·ÎfiÌ· Î·È Ë ‰È·ÊÔÚÂÙÈÎfiÙËÙ· Ù˘ ÎÔ˘ÏÙÔ‡Ú·˜, Ù˘ ıÚËÛΛ·˜ Î·È ÙˆÓ ÂıÓÈÎÒÓ Ô-
‚¿ÏÏÔ˘Ó ÛÙËÓ YËÚÂÛ›· ·›ÙËÛË ÁÈ· ¤ÎÙ·ÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÂÓÙfi˜ 15 ËÌÂÚÒÓ ·fi ÙË Ï‹ÍË Ù˘ ·’ Ê¿Û˘.
¢È¿ÚÎÂÈ· EȯÔÚ‹ÁËÛ˘ ÙÔ˘ EÚÁÔ‰fiÙË H Û˘ÓÔÏÈ΋ ‰È¿ÚÎÂÈ· ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ (24 ‹ 30 Ì‹Ó˜, ηٿ ÂÚ›ÙˆÛË), ηٷӤÌÂÙ·È Û ‰‡Ô Ê¿ÛÂȘ. ñ H ÚÒÙË (·) Ê¿ÛË ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ÁÈ· ÙÔ ÔÔ›Ô ¤¯ÂÈ Î·ÙÔ¯˘Úˆı› ‰Èη›ˆÌ· Ï‹„˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜ (̤¯ÚÈ 12 Ì‹Ó˜). ñ H ‰Â‡ÙÂÚË (‚) Ê¿ÛË ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· Ô˘ ˘ÔÏ›ÂÙ·È ÌÂÙ¿ ÙÔ ¤Ú·˜ Ù˘ ÂȉfiÙËÛ˘, ÏfiÁˆ ·ÓÂÚÁ›·˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· Û˘ÌÏËÚˆıÔ‡Ó ÔÈ 24 ‹ 30 Ì‹Ó˜, ·ÓÙ›ÛÙÔȯ·.
¶ÔÛfi ÂȯÔÚ‹ÁËÛ˘ A’ Ê¿ÛË: TÔ ÌËÓÈ·›Ô ÔÛfi Ù˘ ÂȯÔÚ‹ÁËÛ˘ Â›Ó·È ›ÛÔ Ì ÙÔ ÌËÓÈ·›Ô ÔÛfi ÙÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ ·ÓÂÚÁ›·˜ Ô˘ ¤¯ÂÈ ÂÁÎÚÈı› ÁÈ· ÙÔÓ ¿ÓÂÚÁÔ ·fi ÙËÓ ·ÚÌfi‰È· YËÚÂÛ›· ÙÔ˘ OÚÁ·ÓÈÛÌÔ‡, fiˆ˜ ÔÚ›˙ÂÙ·È ÛÙËÓ ·Ú. 4 Ù˘ Ì ·ÚÈıÌ. 30874/23.6.2004 KYA Î·È ÛÙËÓ ·Ú. 9 Ù˘ Ì ·ÚÈıÌ. B 122512/30.8.2004 Â(24) Ì‹Ó˜ ‹ ÛÙÔ˘˜ ÙÚÈ¿ÓÙ· (30) Ì‹Ó˜, Â¿Ó Ô ÂȉÔÙÔ‡ÌÂÓÔ˜ Â›Ó·È ¿ÓÂÚÁÔ˜ ¿Ó‰Ú·˜ ¿Óˆ ÙˆÓ 50 ÂÙÒÓ ‹ ¿ÓÂÚÁË Á˘Ó·›Î· ¿Óˆ ÙˆÓ 45 ÂÙÒÓ. ™Â fiϘ ÙȘ ·Ú·¿Óˆ ÂÚÈÙÒÛÂȘ ı· Ú¤ÂÈ Ô ¿ÓÂÚÁÔ˜ Ó· ÚÔÛÏËÊı› ÂÓÙfi˜ ÙÔ˘ ÚÒÙÔ˘ ÙÚÈÌ‹ÓÔ˘ Ù˘ ÂȉfiÙËÛ˘ ·ÓÂÚÁ›·˜ ÙÔ˘. EÍ·ÈÚ¤ÛÂȘ ™ÙÔ ÚfiÁÚ·ÌÌ· ‰ÂÓ ÂÓÙ¿ÛÛÔÓÙ·È Ù· Ó˘¯ÙÂÚÈÓ¿ ΤÓÙÚ· Î·È ÔÈ ÂÙ·ÈÚ›˜ ÚÔÛˆÚÈÓ‹˜ ··Û¯fiÏËÛ˘ (¿ÚıÚÔ 20 ÙÔ˘ N. 2956/2001), ÁÈ· ÌÈÛıˆÙÔ‡˜ ÙÔ˘˜ Ô˘ ·Ú¤¯Ô˘Ó ÂÚÁ·Û›· Û ¿ÏÏÔÓ ÂÚÁÔ‰fiÙË (¤ÌÌÂÛÔ˜ ÂÚÁÔ‰fiÙ˘).
¢È·ÊÔÚÂÙÈÎfiÙËÙ· Î·È ›Û˜ ¢ηÈڛ˜
H ™. OÈÎÔÓÔÌ¿ÎÔ˘ ÛÙÔ ¿ÓÂÏ ÙˆÓ ÔÌÈÏËÙÒÓ
Ì¿‰ˆÓ ·ÔÙÂÏ› Î·Ù·Ï˘ÙÈÎfi ·Ú¿ÁÔÓÙ· ÂÈÏÔÁÒÓ Î·È ·ÓÙȉڿÛÂˆÓ ÛÙÔÓ ¯ÒÚÔ Ù˘ ÂÚÁ·Û›·˜. OÈ ÓfiÌÔÈ ˘¿Ú¯Ô˘Ó, ÔÈ ÎÚ·ÙÔ‡ÓÙ˜ fï˜ Â›Ó·È ¿ÙÔÌ·, ¿ÙÔÌ· Ô˘ ÔÈ ÓfiÌÔÈ ‰ÂÓ ÌÔÚÔ‡Ó ¿ÓÙ· Ó· ¯ÂÈÚ·ÁˆÁ‹ÛÔ˘Ó. TÔ KÔÏϤÁÈÔ ÙˆÓ ÂȉÈÎÒÓ, Ô˘ ‰ËÌÈÔ˘ÚÁ‹ıËΠÁÈ· ÙËÓ KÔÈÓˆÓÈ΋ Î·È ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ E˘ı‡ÓË, ÚÔÙ›ÓÂÈ Ú·-
E›Ï˘ÛË ‰È·ÊÔÚÒÓ OÔÈ·‰‹ÔÙ ‰È·ÊÔÚ¿ ÚÔ·„ÂÈ Ô˘ ·ÊÔÚ¿ ÛÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ÚfiÁÚ·ÌÌ· ı· ÂÈχÂÙ·È Ì ·fiÊ·ÛË Ù˘ EȉÈ΋˜ EÈÙÚÔ‹˜, fï˜ ÚԂϤÂÙ·È ·fi ÙËÓ Ì ·ÚÈıÌ. 30874/23.6.2004 KYA. H Û¯ÂÙÈ΋ ¤ÓÛÙ·ÛË ı· ˘Ô‚¿ÏÏÂÙ·È ÛÙËÓ YËÚÂÛ›· A·Û¯fiÏËÛ˘ ÙÔ˘ OAE¢, ÂÓÙfi˜ ÙÚÈ¿ÓÙ· (30) ËÌÂÚÒÓ ·fi ÙËÓ ÎÔÈÓÔÔ›ËÛË Ù˘ ·fiÚÚȄ˘ ÙÔ˘ ·ÈÙ‹Ì·ÙÔ˜ ÛÙÔÓ ÂӉȷÊÂÚfiÌÂÓÔ ÂÚÁÔ‰fiÙË Î·È ı· ‰È·‚È‚¿˙ÂÙ·È ÛÙË ¢È‡ı˘ÓÛË A·Û¯fiÏËÛ˘ ¢ÈÔ›ÎËÛ˘ ÙÔ˘ OAE¢ Ì ٷ ··Ú·›ÙËÙ· ÁÈ· ÙËÓ ÂͤٷÛË Ù˘ ÛÙÔȯ›·.
Á΢ÎÏ›Ô˘ Ù˘ ¢È‡ı˘ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: TÔ ÌËÓÈ·›Ô ÔÛfi Ù˘ ÂȯÔÚ‹ÁËÛ˘ Â›Ó·È ›ÛÔ Ì ÙÔ ÌËÓÈ·›Ô ÔÛfi ÙÔ˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜ ·fi ÙËÓ ·ÚÌfi‰È· YËÚÂÛ›· ÙÔ˘ OÚÁ·ÓÈÛÌÔ‡ (¯ˆÚ›˜ ÙȘ ÚÔÛ·˘Í‹ÛÂȘ ÏfiÁˆ ÚÔÛٷ٢fiÌÂÓˆÓ ÌÂÏÒÓ). K·Ù¿ ÙË ‰È¿ÚÎÂÈ· Ù˘ ‚’ Ê¿Û˘, Ô ÙÔÔıÂÙÔ‡ÌÂÓÔ˜ ·ÛÊ·Ï›˙ÂÙ·È Î·È ÁÈ· ÙÔÓ ÎÏ¿‰Ô ·ÓÂÚÁ›·˜.
¶ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ‰ÈηÈÔÏÔÁËÙÈÎÒÓ ÁÈ· ηٷ‚ÔÏ‹ ÂȯÔÚ‹ÁËÛ˘ A’ Ê¿ÛË: H ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ÙˆÓ ‰ÈηÈÔÏÔÁËÙÈÎÒÓ ÁÈ· ÙËÓ Î·Ù·‚ÔÏ‹ ÂȯÔÚ‹ÁËÛ˘ ηıÔÚ›˙ÂÙ·È ÛÙËÓ ·Ú. 13 Ù˘ Ì ·ÚÈıÌ. B122512/30.8.2004 ÂÁ΢ÎÏ›Ô˘ Ù˘ ¢È‡ı˘ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: AÍÈÒÛÂȘ ÂÚÁÔ‰ÔÙÒÓ ÁÈ· ›ÛÚ·ÍË Ù˘ ÂȯÔÚ‹ÁËÛ˘ ÁÈ· Ù· ÂȯÔÚËÁÔ‡ÌÂÓ· ¿ÙÔÌ· ·ÛÎÔ‡ÓÙ·È ÂÓÙfi˜ ‰‡Ô (2) ÌËÓÒÓ ·fi ÙË Ï‹ÍË Î¿ı 3ÌËÓÔ˘ ··Û¯fiÏËÛ˘.
¢ÂÛ̇ÛÂȘ A’ Ê¿ÛË: OÈ ‰ÂÛ̇ÛÂȘ ÁÈ· ÙË Ê¿ÛË ·˘Ù‹ ÔÚ›˙ÔÓÙ·È ÛÙËÓ ·Ú. 8 Ù˘ 30874/23.6.2004 KYA Î·È ÛÙËÓ ·Ú. 11 Ù˘
ÎÙÈÎÔ‡˜ ÙÚfiÔ˘˜ Î·È ÚÔ‚¿ÏÂÈ ·Ú·‰Â›ÁÌ·Ù· Î·È Î·Ï¤˜ Ú·ÎÙÈΤ˜ Ô˘ ·Ó·‰ÂÈÎÓ‡Ô˘Ó ÙÔ ÚfiÏÔ Ù˘ KÔÈÓˆÓÈ΋˜ E˘ı‡Ó˘. OÈ ‰È·ÊÔÚ¤˜ ÛÙÔÓ ÂÚÁ·ÛÈ·Îfi ¯ÒÚÔ ÌÔÚ› Ó· ·Ó·‰ÂȯıÔ‡Ó Û ËÁ¤˜ ‰ËÌÈÔ˘ÚÁÈÎfiÙËÙ·˜ Î·È ·Ú·ÁˆÁ‹˜. H Á˘Ó·›Î· Û˘ÌÏËÚÒÓÂÈ ÙÔÓ ¿Ó‰Ú·, Ô Ó¤Ô˜ ‚ÔËı¿ Î·È ·Ó·ÓÂÒÓÂÈ ÙÔÓ ËÏÈÎȈ̤ÓÔ Î·È ÂΛÓÔ˜ ÙÔ˘ ÚÔÛʤÚÂÈ ÙËÓ ÔχÙÈÌË Â›Ú· ÙÔ˘, Ô ‰˘Ó·Ùfi˜ ηχÙÂÈ ÙÔÓ ·‰‡Ó·ÌÔ, ÎÙÏ. O ÎfiÛÌÔ˜ ̤ڷ Ì ÙËÓ Ì¤Ú· Á›ÓÂÙ·È ÌÈÎÚfiÙÂÚÔ˜. XÚÂÈ·˙fiÌ·ÛÙ ¯ÒÚÔ, ¯ÚÂÈ·˙fiÌ·ÛÙ Ӥ· ÂÚÂı›ÛÌ·Ù·, Ӥ˜ Û˘ÓÂÚÁ·Û›Â˜. OÈ ‰È·ÊÔÚ¤˜ Ì·˜ ‰ÂÓ Ú¤ÂÈ Ó· ·ÔÙÂÏÔ‡Ó ÙÔ ÚÒÙÔ ÎÚÈÙ‹ÚÈÔ ·ÍÈÔÏfiÁËÛ˘. MfiÓÔÓ Ë ÔÈfiÙËÙ· Ú¤ÂÈ Ó· ·ÍÈÔÏÔÁÂ›Ù·È Î·È fiÏÔÈ ÂΛÓÔÈ ÔÈ ·Ú¿ÁÔÓÙ˜ Ô˘ ·ÔÚÚ¤Ô˘Ó ·fi ÙȘ ÎÔÈÓˆÓÈΤ˜, ÂÈÛÙËÌÔÓÈΤ˜ Î·È ËıÈΤ˜ ·Ú¯¤˜ Ú¤ÂÈ Ó· ηÙ¢ı‡ÓÔ˘Ó ÙÔÓ ¿ÓıÚˆÔ Î·È Ó· ÙÔÓ Ô‰ËÁÔ‡Ó ÛÙÔ˘˜ ÂοÛÙÔÙ ÛÙfi¯Ô˘˜. ¶Ú¤ÂÈ Ó· Ì¿ıÔ˘Ì ӷ Û˘Ì‚ÈÒÓÔ˘ÌÂ Î·È Ó· ¯ÚËÛÈÌÔÔÈԇ̠οı ÙÈ Ó¤Ô ˆ˜ ËÁ‹ ‰ËÌÈÔ˘ÚÁ›·˜ Î·È ·Ó·Ó¤ˆÛ˘, ÁÈ· Ó· ÚÔ¯ˆÚ‹ÛÔ˘ÌÂ, ÁÈ· Ó· ÂÈ‚ÈÒÛÔ˘ÌÂ. ¶Ú¤ÂÈ Ó· ·ÓÙ·ÏÏ¿ÍÔ˘Ì ÙËÓ ‰˘Ó·ÌÈ΋ Ì·˜, ÙȘ ȉ¤Â˜ Ì·˜, ÙËÓ Ù¤¯ÓË Ì·˜, ÙÔÓ ÔÏÈÙÈÛÌfi Ì·˜, ÁÈ· Ó· ·Ú¿ÁÔ˘Ì Ӥ· ÚÔ˚fiÓÙ·, Ӥ˜ ȉ¤Â˜, Ӥ˜ ηϤ˜ Ú·ÎÙÈΤ˜, ÁÈ· Ó· ΢ÚÈ·Ú¯‹ÛÔ˘Ì ے ·˘ÙfiÓ ÙÔÓ Ï·Ó‹ÙË. ¶·Ú¿ÏÏËÏ· Ú¤ÂÈ Ó· ·Ó·Ù‡ÍÔ˘ÌÂ Î·È Ó· ‚ÂÏÙÈÒÛÔ˘Ì ÙÔ ÂÚÈ‚¿ÏÏÔÓ Ì·˜. OÈ ·ÓıÚÒÈÓ˜ Û˘Óı‹Î˜ ÂÚÁ·Û›·˜, ‰ÂÓ ÌÔÚ› ·Ú¿ Ó· ‰ÒÛÔ˘Ó Î·ÏÏ›ÙÂÚË ÔÈfiÙËÙ· ÛÙÔ ·Ú·ÁfiÌÂÓÔ ÚÔ˚fiÓ Ë ÙȘ ˘ËÚÂۛ˜. O ÂÚÁ·˙fiÌÂÓÔ˜ Ô˘ ˙ÂÈ Î·È ÂÚÁ¿˙ÂÙ·È Û ¢¯¿ÚÈÛÙÔ ÂÚÈ‚¿ÏÏÔÓ, Ô˘ ¤¯ÂÈ ÂÍ·ÛÊ·Ï›ÛÂÈ ·ÓıÚÒÈÓË ÌÂٷΛÓËÛË, ÊÚÔÓÙ›‰· ÁÈ· ÙÔ ÌÈÎÚfi ÙÔ˘ ·È‰›, ηϋ ·ÛÊ¿ÏÈÛË Î·È ÂÚ›ı·Ï„Ë ÁÈ· ÙËÓ ÔÈÎÔÁ¤ÓÂÈ¿ ÙÔ˘, Âη›‰Â˘ÛË ÁÈ· ÙËÓ Î·ÏÏ›ÙÂÚË ·fi‰ÔÛ‹ ÙÔ˘, ·Ô‰Ô¯¤˜ ·Ó¿ÏÔÁ˜ Ì ÙËÓ ÚÔÛÊÔÚ¿ ÙÔ˘, ‰ÂÓ ÌÔÚ› ·Ú¿ Ó· ‰›ÓÂÈ ÙÔÓ Î·ÏÏ›ÙÂÚÔ Â·˘ÙfiÓ ÙÔ˘ ÛÙÔ˘˜ ÛÙfi¯Ô˘˜ Ù˘ ÂÚÁÔ‰ÔÛ›·˜ ÙÔ˘.
17 Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He is currently a teacher at the Deree College. He likes to think of himself as a ‘front-line teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess. If you would like to ask any questions, make any comments read some of his published articles or find out about forthcoming events, please visit his site at www.michelioudakis.org.
Picture a nurse working in a hospital. The phone rings, she answers it. The caller identifies himself as a hospital physician and directs the nurse to administer 20 mg of a certain drug to a particular patient. Note the following: a) the ‘doctor’ gives his instructions by phone – which is against the rules, b) the medication is unauthorized, c) the medicine bottle clearly states ‘Max daily dose 10 mg’ and d) the nurse has never seen this person or heard his name before. What does the nurse do? What would you have done? Now forget this example for a moment and read on. What follows is in my opinion one of the most horrifying experiments ever. Milgram’s famous experiment: (Described in Brehm, Kassin & Fein 2002) You agree to take part in an experiment on the ‘study of memory’. You go to the laboratory where a researcher clad in a white robe is waiting for you along with another volunteer. The researcher explains the basic idea, which is to see how punishment affects learning and memory. One of the two volunteers is to be the teacher and the other the learner. Lots are cast. You are the teacher. The role of the learner is to study a list of pairs of words until he can remember them perfectly. Afterwards, the learner is taken to a cubicle where he is strapped into something suspiciously reminiscent of an electric chair. The researcher then takes you to a small room with a board full of switches. You can clearly see the learner from there. The researcher explains the procedure. The teacher (you that is) calls out a word. If the learner can remember the second word of the pair, then you continue. If not, you throw a switch which administers an electric shock to the learner. However – and at this point you may start feeling a bit queasy – with every new mistake the shocks increase in strength by 15 volts. All is fine in the beginning. The learner makes some mistakes and you duly administer the shocks but you can see that the latter, although causing discomfort to the learner, are not really that serious. Yet, the intensity keeps going up. In the 75-105 V range you can hear the learner groaning. At the 150 V level he shouts that he wants to stop. The researcher calmly prompts you to continue. It is obvious now that the shock level is such that the learner cannot concentrate, so he keeps making mistakes and the punishment continues. You can see the learner writhing in agony and screaming at the 190-240 V level. After that he stops, though you can see his body jerk with each shock. The shocks go up to the 450 V level. Do you carry on? Fortunately, this was just an experiment. Subjects (the ‘teachers’) later found out that no shock had actually been
administered and the ‘learner’ was in fact an actor. Yet what matters is what they thought was happening. Under these circumstances how far up the scale would you have gone? Well, 65% of the subjects went on to administer the maximum shock possible! Why? 1 Applications in the field of ELT: According to Milgram, the most important finding of this study was people’s extreme willingness to obey authority (Cialdini 2001). While his purpose was to alert people to how dangerous this can be, let us for a moment suspend all ‘moral’ objections and look at the principle itself. Can we use it? I believe that what this experiment shows has huge implications for classroom management. If ss can see us as authority figures, the chances are that we will have very few problems with discipline and our work will be that much easier. How can we come across as more ‘authoritative’? Cialdini (2001) mentions three factors, to which I would add a fourth one. Titles: If you have them, flaunt them! Especially among adults, a ‘Ph.D.’, ‘DOS’, ‘Teacher Trainer’ or ‘ESOL Oral Examiner’ may well carry a lot of weight. 2 Clothes: Various experiments have shown that a uniform greatly increases compliance. Teachers normally do not wear uniforms, but in my experience being well-dressed never fails to produce a positive effect. 3 Trappings: Little things like accessories, gadgets, a professional-looking mobile phone or a good briefcase also add to the overall effect (Bernstein & Nash 2005). The place is also important; when the experiment was conducted in a less prestigious office, compliance dropped to 48% (Wren 1999). Professionalism: This is less tangible. However, being generally organized, giving an outline of the course or lesson at the beginning and most importantly explaining the rationale of what you do by sharing with ss some of the findings of research in the ELT field certainly help in making you come across as a competent professional. Going back to Milgram, there are some further points worth mentioning: Proximity: The closer the researcher was to the teacher, the higher the compliance rate (Aronson 1999). So it is not enough to just issue instructions to our ss; we have to circulate, be among them, helping, redirecting and monitoring. This is vital especially in pair/group work activities (Dornyei 2001). Defiance: The presence of a coparticipant who defied the experimenter reduced compliance rates to 10%! (Bernstein & Nash 2005). The implication is clear; the presence of one disruptive s can play havoc with classroom
Social Psychology and ELT
AUTHORITY discipline. In such cases the T and the institution need to take quick and decisive action. 4 Graduated involvement: One factor which certainly contributed to the high level of compliance was the fact that the ‘teachers’ delivered the shocks ‘bit by bit’. If they had stopped halfway, it would have been very difficult for them to justify to themselves why they had gone up to that stage in the first place (Wren 1999). Once again, we see that in order to get our ss to do something hard it is best to do it stepby-step. Having started work on, say, a project, their initial commitment may well see the whole thing through. Voluntary commitment: Please note that all the ‘teachers’ were volunteers. Time and again we come across this element: people are far more willing to cooperate/comply if they feel that they have done so without external pressure – or even rewards. The ‘moral’ here is: a) wherever possible, give ss a choice; even an onerous task seems far less so if you have chosen it yourself! (Cialdini 2001) b) beware of offering rewards; you may increase initial excitement but you may also be depriving learners of the ‘inner’ motive. I am sure that if Milgram read this article he would be horrified. He had meant his research as a warning against compliance – as an illustration of what blind obedience to authority can make people do. Yet here I have been advocating all along that we make use of this factor in order to induce discipline. The point is that there are cases when it can be positive. In a variation of the original experiment, the ‘learner’ demanded that the experiment continues despite the intense pain he appeared to feel. The experimenter on the other hand ordered the ‘teacher’ to stop. In every case, the shocks ceased immediately! It seems that we obey authority for good or evil (Wren 1999). The principle is there – the point is how we choose to use it. PS: What about the nurses mentioned in the introduction?? Well, 95% of them (!!) dutifully prepared to administer the drug, before being stopped and told that the ‘Doctor’ did not actually exist and that it was all in fact an experiment(Cialdini 2001). 1 Interestingly, when Milgram asked people this question hypothetically (i.e. not in the context of the experiment) everyone denied that they would do such a thing. Even psychologists failed to guess the results: they predicted that only 1 person in a thousand would go up to that level! (Eysenck 1996) 2 This depends on the context of course. We have to strike the right balance between being respected and creating an artificial ‘gap’ between ourselves and the learner which might make it hard for us to work with them, especially on an 1-to-1 basis. 3 Once again, being too formally dressed might detract from our ability to get close to our ss. The point is to look
professional without appearing to be distant. 4 I know I sound like a strict disciplinarian but I have known cases when a reluctance to be firm jeopardized the progress of the whole group. We do want to be sympathetic towards disruptive ss but we also have to think of the class as a whole. References 1. Aronson, E. “The Social Animal” Worth – Freeman, 1999 2. Bernstein, D. & Nash P. “Essentials of Psychology” Houghton Mifflin, 2005 3. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002 4. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon 2001 5. Dornyei, Z. “Motivational Strategies in the Language Classroom” Cambridge University Press, 2001 6. Eysenck, M. “Simply Psychology” Psychology Press 1996 7. Wren, K. “Social Influences” Routledge 1999
Social Psychology and ELT: Authority - 4
15
Michigan ECPE 2007 writing task analysis 20.000 Ӥ˜ ı¤ÛÂȘ ÂÚÁ·Û›·˜ ·fi Ôχ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 7
is human nature to forget bad things and remember the good. Besides, knowing the possibilities of such a disaster means building to protect the area. Also, the city is built on a location which provides excellent water transportation and this will help the city to get back on its feet economically. Additionally, knowing what can happen is surely a guard against protecting the same thing from happening again. And let’s not forget man’s pride. It has always been man against nature. Man wants and needs to harness nature, so he will want to build on the same location. On the other hand, there are also arguments for moving to a new location. In order to build on the old site, all the debris and buildings left standing would have to be removed and disposed of. This is extremely expensive. Besides, if such a disaster happened once, couldn’t it happen again? Why risk the loss of life and home again? I really can’t come to a conclusion. I think such an issue needs very careful planning and
endless hours of debate to set down the pros and cons and argue them to death. Human life is at stake and what’s more valuable than life? Of course anyone can see that this is not ECCE material. We are dealing with 12 to 15 year olds. Maybe someone should send this message to the “proper” source. It seems that the Proficiency topics are scales more manageable than the ECCE topics! It seems to me that the ECCE has the difficult topics and the controversial ones as we have seen in previous examinations. So, what now?
A°°E§IE™ ¶ø§EITAI ·Î›ÓËÙÔ È‰·ÓÈÎfi ÁÈ· ÊÚÔÓÙÈÛÙ‹ÚÈÔ 300 Ù.Ì. ÛÙÔ ™¯ÈÛÙfi KÔÚ˘‰·ÏÏÔ‡ ÎÔÓÙ¿ ÛÙËÓ EÊÔÚ›·. TËÏ.: 210 4967114, ÎÈÓ.: 6945417262 Î. T¿ÛÔ˜ §ON¢INO.– ENOIKIAZONTAI ȉÈfiÎÙËÙ· ‰ˆÌ¿ÙÈ· Ì ÎÔ˘˙›Ó·„˘Á›Ô-T.V. Î·È ÍÂÓÔ‰Ô¯Â›Ô ¤Ó·ÓÙÈ Hyde Park ¿Óˆ Û ·ÁÔÚ¿ÛÙ·ıÌÔ‡˜, ÌÂÙÚfi-bus ÁÈ· Ì·ı‹Ì·Ù· ·ÁÁÏÈÎÒÓ, ÙÔ˘ÚÈÛÌfi, ÍÂÓ¿ÁËÛË.
Ì ·ÚÈıÌ. B122512/30.8.2004 ÂÁ΢ÎÏ›Ô˘ Ù˘ ¢È‡ı˘ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: ·) OÈ ÂȯÂÈÚ‹ÛÂȘ ˘Ô¯ÚÂÔ‡ÓÙ·È Ó· ‰È·ÙËÚ‹ÛÔ˘Ó ÙȘ ı¤ÛÂȘ ÂÚÁ·Û›·˜ ÂȯÔÚËÁÔ‡ÌÂÓ˜ Î·È ÌË (ÚÔÛˆÈÎfi Ô˘ ÚÔÛÏ‹ÊıËΠ̠ÙÔ ÚfiÁÚ·ÌÌ· Î·È ÚÔÛˆÈÎfi ÂÍ·Ì‹ÓÔ˘) ηı’ fiÏË ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜. ‚) ™Â ÂÚ›ÙˆÛË ÔÈÎÂÈÔıÂÏÔ‡˜ ·Ô¯ÒÚËÛ˘ ‹ ηٷÁÁÂÏ›·˜ ۇ̂·Û˘ ÂȯÔÚËÁÔ‡ÌÂÓÔ˘ ÌÈÛıˆÙÔ‡ ı· ‰È·ÎfiÙÂÙ·È Ë ÂȯÔÚ‹ÁËÛË ÁÈ· ÙË Û˘ÁÎÂÎÚÈ̤ÓË ı¤ÛË, ¯ˆÚ›˜ ÂÈÙÒÛÂȘ, ηıfiÙÈ ‰ÂÓ Â›Ó·È ‰˘Ó·Ù‹ Ë ·ÓÙÈηٿÛÙ·ÛË ÙÔ˘ ÂȯÔÚËÁÔ‡ÌÂÓÔ˘. Á) ™Â ÂÚ›ÙˆÛË Ô˘ ˘¿ÚÍÂÈ Ì›ˆÛË (·fiÏ˘ÛË, ÔÈÎÂÈÔıÂÏ‹˜ ·-
Ô¯ÒÚËÛË, Ï‹ÍË Û‡Ì‚·Û˘ ÔÚÈṲ̂ÓÔ˘ ¯ÚfiÓÔ˘) ÙÔ˘ ÚÔ¸¿Ú¯ÔÓÙÔ˜ ÚÔÛˆÈÎÔ‡ Ù˘ Âȯ›ÚËÛ˘, ı· ‰È·ÎfiÙÂÙ·È ÙÔ ÚfiÁÚ·ÌÌ· ηٿ ÙfiÛ˜ ı¤ÛÂȘ ÂÚÁ·Û›·˜ fiÛ˜ ÌÂÈÒıËΠÙÔ ÚÔÛˆÈÎfi Î·È ı· ÂÈÛÙÚ¤ÊÂÙ·È ÙÔ ·Ó·ÏÔÁÔ‡Ó ÔÛfi, ÂÊfiÛÔÓ ‰ÂÓ ˘¿ÚÍÂÈ ·ÓÙ›ÛÙÔÈ¯Ë ·ÓÙÈηٿÛÙ·ÛË Ì¤Û· Û ÙÚÈ¿ÓÙ· (30) Ë̤Ú˜. ¢ÂÓ ıˆÚÂ›Ù·È Ì›ˆÛË ÚÔÛˆÈÎÔ‡: Ë ÛÙÚ¿Ù¢ÛË, Ë ·Ûı¤ÓÂÈ· (fiÛÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ‰È·ÚΛ), Ë Û˘ÓÙ·ÍÈÔ‰fiÙËÛË, Ë Ê˘Ï¿ÎÈÛË Î·È Ô ı¿Ó·ÙÔ˜, fiÔ˘ ‰ÂÓ ··ÈÙÂ›Ù·È ·ÓÙÈηٿÛÙ·ÛË ÙÔ˘ ÌÈÛıˆÙÔ‡, ÂÊfiÛÔÓ Ë Âȯ›ÚËÛË ÚÔÛÎÔÌ›ÛÂÈ Ù· ··Ú·›ÙËÙ· ‰ÈηÈÔÏÔÁËÙÈο, ·fi Ù· ÔÔ›· ı· ·Ô‰ÂÈÎÓ‡ÔÓÙ·È Ù· ·ÓˆÙ¤Úˆ.
Tel. 9762188, 6945011496.
A¯·ÚÓ·›. TËÏ.: 210 2318424.
¶ø§EITAI ÊÚÔÓÙÈÛÙ‹ÚÈÔ 90m2, 3 ÁÚ·Ê›·, ·›ıÔ˘Û˜ ÁÚ·ÌÌ·Ù›·˜ Î·È ·Ó·ÌÔÓ‹˜, 2wc ÛÙËÓ ÚfiÛÔ„Ë 1Ô˘ ÔÚfiÊÔ˘ ÎÙÈÚ›Ô˘ ÁÚ·Ê›ˆÓ ÏËÛ›ÔÓ ÌÂÙÚfi AÌÂÏÔ΋ˆÓ. TËÏ.: 210 6432887, 10.00-12.00
¶ø§EITAI ÊÚÔÓÙÈÛÙ‹ÚÈÔ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙ· ÓÔÙÈÔ·Ó·ÙÔÏÈο ÚÔ¿ÛÙÂÈ· Ù˘ Aı‹Ó·˜ Ì 85 Ì·ıËÙ¤˜. TËÏ.: 6976 499 566, 6977 577074, 210 9315284.
ZHTEITAI ηıËÁËÙ‹˜ ‹ ηıËÁ‹ÙÚÈ· ÁÈ· °ÂÚÌ·ÓÈο ηıÒ˜ Î·È ¤ÌÂÈÚÔ˜ ηıËÁËÙ‹˜ ‹ ηıËÁ‹ÙÚÈ· ÁÈ· AÁÁÏÈο ÁÈ· PROFICIENCY).
¶ø§EITAI K¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ ÂÓ ÏÂÈÙÔ˘ÚÁ›·, Ì ηϋ Ê‹ÌË ÛÙËÓ ÂÚÈÔ¯‹ ¶·ÁÎÚ·Ù›Ô˘ ÏfiÁˆ ÌÂÙ·ÎfiÌÈÛ˘. TËÏ.: 6977391564
A·Ú·›ÙËÙ· ‰ÈηÈÔÏÔÁËÙÈο ·) ŒÓÙ˘Ë Î·Ù¿ÛÙ·ÛË Ô˘ ı· ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ ÔÓÔÌ·ÙÂÒÓ˘ÌÔ ÙˆÓ ÚÔÛÏËÊı¤ÓÙˆÓ ‚¿ÛÂÈ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜, ÙËÓ ÂȉÈÎfiÙËÙ·, ÙË ËÌÂÚÔÌËÓ›· ÚfiÛÏ˄˘, ÙÔ Û˘ÓÔÏÈÎfi ·Î·ı¿ÚÈÛÙÔ ÔÛfi Ô˘ ‰ÈηÈÔ‡Ù·È ·Ó¿ Ì‹Ó· Ô ÂÚÁ·˙fiÌÂÓÔ˜, ÙÔ ÔÔ›Ô ‰ÂÓ ı· Â›Ó·È Î·ÙÒÙÂÚÔ ÙÔ˘ ÚÔ‚ÏÂfiÌÂÓÔ˘ ·fi ÙȘ ÔÈΛ˜ ™˘ÏÏÔÁÈΤ˜ ™˘Ì‚¿ÛÂȘ EÚÁ·Û›·˜ (™™E) Î·È ÛÙË ÛÙ‹ÏË Ù˘ ˘Â‡ı˘Ó˘ ‰‹ÏˆÛ˘, ÙȘ ˘ÔÁڷʤ˜ ÙˆÓ ÚÔÛÏËÊı¤ÓÙˆÓ ÌÈÛıˆÙÒÓ, fiÙÈ ··Û¯ÔÏËıËÎ·Ó Î·È ÏËÚÒıËÎ·Ó ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ÁÈ· ÙÔ ÔÔ›Ô ˙ËÙÂ›Ù·È Ë ÂȯÔÚ‹ÁËÛË. ‚) AÓÙ›ÁÚ·Ê· ÌÈÛıÔÏÔÁÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ ‹ AÓ·Ï˘ÙÈÎÒÓ ¶ÂÚÈÔ‰ÈÎÒÓ ¢ËÏÒÛÂˆÓ (A¶¢) ÙÔ˘ ¯ÚÔÓÈÎÔ‡ ‰È·ÛÙ‹Ì·ÙÔ˜, ÁÈ· ÙÔ ÔÔ›Ô ˙ËÙÂ›Ù·È Ë ÂȯÔÚ‹ÁËÛË ·fi fiÔ˘ ı· ÚÔ·ÙÔ˘Ó ÔÈ Ë̤Ú˜ ÂÚÁ·Û›·˜ Î·È ÔÈ ·ÛÊ·ÏÈÛÙÈΤ˜ ÂÈÛÊÔÚ¤˜ Ô˘ ˘Ô¯ÚÂÔ‡ÓÙ·È ÔÈ ÂȯÂÈÚ‹ÛÂȘ Ó· ·Ô‰ÒÛÔ˘Ó ÛÙÔÓ ·ÛÊ·ÏÈÛÙÈÎfi ÙÔ˘˜ ÊÔÚ¤·. Á) °Ú·ÌÌ¿ÙÈÔ Â›Ûڷ͢ ‹ ‚‚·›ˆÛË ·fi‰ÔÛ˘ ·ÛÊ·ÏÈÛÙÈÎÒÓ ÂÈÛÊÔÚÒÓ ÁÈ· ÙÔ˘˜ Ì‹Ó˜ ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜ ˙ËÙÂ›Ù·È Ë ÂȯÔÚ‹ÁËÛË. ‰) K·Ù¿ÛÙ·ÛË ÚÔÛˆÈÎÔ‡ Î·È ˆÚÒÓ ÂÚÁ·Û›·˜ ıˆÚË̤ÓË ·fi ÙÔ ™E¶E. Â) B‚·›ˆÛË ·ÛÊ·ÏÈÛÙÈ΋˜ Î·È ÊÔÚÔÏÔÁÈ΋˜ ÂÓËÌÂÚfiÙËÙ·˜, fiÔ˘ ··ÈÙ›ٷÈ.
16
New Word on the Block In this column we will be presenting you with new words, or new uses of old words so that you are always up to date! Kiddyprinting From 'CCTV' to 'extraordinary rendition', the language of security, surveillance and counterterrorism is a real growth area in today's language. Tabloid scares about public safety are answered by articles concerned about the erosion of our civil liberties, and the debate inevitably spawns new terms, euphemisms and slogans. One of the latest innovations in this area is kiddyprinting. This may sound like an infant school activity involving buckets of poster paint and ending in marathon sessions with the
washing machine at home. The reality is a lot less jolly, and for many is a downright sinister innovation, involving as it does the recording and checking of the fingerprints or palmprints of pupils by their schools. The first UK school to adopt the latest palmprint Source: Chambers Wordwatch technology did so only a Column Editor: Lawrence Mamas year ago (in the Scottish (Andrew Betsis ELT) [email protected] town of Paisley), but
various forms of 'biometric identification' are already in use in British schools for uses as diverse as library access (fingerprints replacing library cards) and obtaining free school meals. In theory, however, such methods could spread through every part of the school day, starting with a text message to parents triggered when their child
electronically registers their presence on entering the school. The promoters of such systems maintain that they are beneficial for children and the wider society, but critics argue that their increasing use in schools will habituate impressionable youngsters to the invasive use of surveillance technology. The debate continues.
Butt Bra Nip and tuck, lift and peel: in today's perfectionobsessed culture, it can sometimes seem as though half of the population feels their natural looks are in need of enhancement. The quest for the body beautiful often leads to the surgeon's knife, but for those of a more squeamish disposition – or whose bank balances are slimmer than their waistlines – this is not an option. When dieting is too dull and exercise too taxing, the only way to make oneself slimmer, smoother or shapelier is to resort to supportive undergarments. From corsets to girdles, people have long tried to improve their natural shapes with the assistance of good tailoring and strategically placed supports to hold in, push up, sculpt or define. One of the latest garments to be marketed to those trying to outsmart the effects of gravity or too many muffins is the butt bra. Consisting of interlinked straps that circle the top of the thighs and the waist, it is claimed to give lift and support to larger posteriors, while also maximizing the curve and plumpness of smaller, flatter behinds. Whether the butt bra becomes as popular as underwired and push-up bras remains to be seen. While some people have embraced its antisag, curve-defining possibilities, others have declared that they would prefer to let it all hang out than be trussed up like a Christmas turkey. One thing alone is certain: whether you're delighted with the results, or find the whole idea ridiculous, the butt bra seems guaranteed to bring a smile to your cheeks.
On-trend
ñ Œˆ˜ 3 ¿ÙÔΘ ‰fiÛÂȘ ÁÈ· ·ÁÔÚ¤˜ Ì ÈÛÙˆÙÈΤ˜ οÚÙ˜ ñ ŸÏ· Ù· Ó¤· Û¯ÔÏÈο ‚ÔËı‹Ì·Ù· 10% ñ MÈ· ÙÂÚ¿ÛÙÈ· Û˘ÏÏÔÁ‹ Ì ¯·ÚÙÔÛ¯ÔÏÈο ›‰Ë Û ¯·ÌËϤ˜ ÙÈ̤˜ ñ M ¤Ó· ÎÏÈÎ, ‰ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ ‚È‚Ï›ˆÓ, ÛÙÔ www.florasfun.gr
If you read a fashion magazine fifty years ago, you might have learned what was 'hip'. A decade later, a similar publication would give you the dope on what was 'groovy' or 'gear'. Each generation seems to find its own terminology to denote what is acceptable in terms of style: 'all the go', 'with it', 'fly', 'sharp' and 'snazzy' have all enjoyed a vogue at one time or another – yet each of these terms would immediately stigmatize the speaker as being distinctly unfashionable if it were used today. For those who are in the know, the current term to use is on-trend. This term has been used in fashionable circles to describe items as diverse as Melba toast, metallic waistbands, gold leather bags and kimonos. If this comes as news to you, consider yourself 'off-trend'. This latest jargon seems apposite for a society where there is a premium on conforming to the lead of a few influential opinion-formers. But things can change quickly, and to remain fashionable you need to make a conscious effort to monitor the latest trends, much in the same way that contemporary politicians have to keep abreast of the latest briefings to be sure of being 'on-message' at all times. It all seems a far cry from the times when the hallmark of being fashionable and cool was the effortlessness with which the feat was accomplished.
From all of us to all of you Merry Christmas and a Happy New Year
¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂η›‰Â˘Û˘
NÔ
13
™E¶T.-OKT. 2007
EK¢O™H: °. ¶AXAKH™ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó· AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488
EÍÂÏ›ÍÂȘ ÛÙÔ ı¤Ì· ÙˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ UCLAN
M ÙÔÓ ÈÔ Î·ÙËÁÔÚËÌ·ÙÈÎÔ ÙÚfiÔ ÙfiÛÔ ÙÔ QCA (Ë ·ÚÌfi‰È· ·Ú¯‹ ÈÛÙÔÔ›ËÛ˘ ÌË ·ÓÂÈÛÙËÌÈ·ÎÒÓ ÂÍÂÙ·ÛÙÈÎÒÓ ÊÔÚ¤ˆÓ ÛÙË BÚÂÙ·Ó›·) fiÛÔ Î·È Ë BÚÂÙ·ÓÈ΋ ÚÂۂ›·, ̤ۈ ÙÔ˘ British Council ‚‚·ÈÒÓÔ˘Ó Ù· ·Ú·Î¿Ùˆ: ·) ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ ÙÔ˘ Central Lancashire Â›Ó·È Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈṲ̂ÓÔ ÎÚ·ÙÈÎfi ·ÓÂÈÛÙ‹ÌÈÔ, ‚) ¤¯ÂÈ ÙËÓ ÂÍÔ˘Û›· Ó· ¯ÔÚËÁ› ÈÛÙÔÔÈËÙÈο ESOL ·Ó·ÁÓˆÚÈṲ̂ӷ ÛÙËÓ MÂÁ¿ÏË BÚÂÙ·Ó›· ̤ۈ ÙÔ˘ ÓfiÌÔ˘ Î·È Á) Ù· ÈÛÙÔÔÈËÙÈο ÙˆÓ ·ÓÂÈÛÙËÌ›ˆÓ ‰ÂÓ ˘fiÎÂÈÓÙ·È Û ‰È·›ÛÙ¢ÛË ·fi ÔÔÈ·‰‹ÔÙ ·Ú¯‹ Ù˘ MÂÁ¿Ï˘ BÚÂÙ·Ó›·˜ (Ô‡Ù ·Ô ÙÔ QCA). T¤ÏÔ˜ ‰È¢ÎÚÈÓÈ˙ÂÙ·È ÔÙÈ fiÏ· Ù· ·Ú·¿Óˆ Û˘Ó¿ÁÔÓÙ·È Î·È ·fi fiÛ· ¤¯Ô˘Ó ‹‰Ë ‚‚·ÈÒÛÂÈ Ì ¤ÁÁÚ·Ê¿ ÙÔ˘˜ Ë Quality and Curriculum Authority (QCA), ÙÔ Quality Assurance Agency (QAA) Î·È Ù¤ÏÔ˜ ÙÔ BÚÂÙ·ÓÈÎfi YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜ (DIUF). M ÙÔ ·Ú·¿Óˆ ¤ÁÁÚ·ÊÔ Á›ÓÂÙ·È ÔÏÔÊ¿ÓÂÚÔ ·˘Ùfi Ô˘ Â‰Ò Î·È Ôχ ηÈÚfi Â›Ó·È ÁÓˆÛÙfi, ÔÙÈ ‰ËÏ·‰‹ ÙÔ UCLAN ÏËÚ› fiÏÔ˘˜ ÙÔ˘˜ fiÚÔ˘˜ Ô˘ ÚԂϤÂÈ Ô ÓfiÌÔ˜. H Úfi‰ÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Ì·˜
‰‹ÏˆÛ : «A˘Ù‹ ÙËÓ ·˘ÙÔÓfiËÙË Ú·ÁÌ·ÙÈÎfiÙËÙ·, ÁÈ· ·Î·Ù·ÓfiËÙÔ˘˜ ÏfiÁÔ˘˜, ¤¯ÂÈ ·ÁÓÔ‹ÛÂÈ ÙÔ A™E¶ Ô˘ ¤Û¢Û ӷ ·Ê·ÈÚ¤ÛÂÈ ÙË· ÈÛÙÔÔÈËÙÈο UCLAN ·Ô ÙȘ Û¯ÂÙÈΤ˜ ÚÔ΢ڋÍÂȘ. ™˘Á¯ÚfiÓˆ˜ ‰È·„‡‰ÔÓÙ·È ·ÓËÁ˘ÚÈο ÔÈ fiÔÈÔÈ ÈÛ¯˘ÚÈÛÌÔ› ÂÚ› ‰‹ıÂÓ ÌË ¤ÁÎ˘ÚˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ.» T· ·Ú·¿Óˆ ¤ÁÁÚ·Ê· ¤¯Ô˘Ó ‹‰Ë ηٷıÂı› ÛÙÔ A™E¶ Î·È ·Ó·Ì¤ÓÂÙ·È ·Ô ̤ڷ Û ̤ڷ Ë ÂÎ Ó¤Ô˘ ·Ó·ÊÔÚ¿ ÙˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ UCLAN ÛÙȘ ÚÔ΢ڋÍÂȘ. H η MÔ˘ÏÓÙÔ‡ÌË ÛËÌÂÈÒÓÂÈ: « O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™˘Ó‰ÂÛÌÔ˜ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ¤¯ÂÈ ÂÎÊÚ¿ÛÂÈ ÙËÓ ·Á·Ó¿ÎÙËÛ‹ ÙÔ˘ ÁÈ· ÙÔ ÁÂÁÔÓfi˜ fiÙÈ ÙÔ A™E¶, ÁÈ· ·ÓÂÍ‹ÁËÙÔ˘˜ ÏfiÁÔ˘˜, ηı˘ÛÙÂÚ› ˘ÂÚ‚ÔÏÈο Ó· ·ӷʤÚÂÈ Ù· ÈÛÙÔÔÈËÙÈο ÛÙÔ Û¯ÂÙÈÎfi ·Ú¿ÚÙËÌ· Û ·ÓÙ›ıÂÛË Ì ÙËÓ ÛÔ˘‰‹ Ô˘ ¤‰ÂÈÍÂ Î·È ÙËÓ Ù·¯‡ÙËÙ· Ô˘ ÂÓ‹ÚÁËÛ fiÙ·Ó ·ÔÊ¿ÛÈÛ ӷ Ù· ·Ê·ÈÚ¤ÛÂÈ.»
¢È·ÊÔÚÂÙÈÎfiÙËÙ· Î·È ›Û˜ ¢ηÈڛ˜ * H ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘, °. °Ú·ÌÌ·Ù¤·˜ ÙÔ˘ ÏÈÙÒÓ. TÈÌ‹ıËΠ™ÙË Lille Ù˘ °·ÏÏ›·˜ Ú·ÁÌ·- EEA Î·È ¶Úfi‰ÚÔ˜ ÙÔ˘ ¢ÈÎÙ‡Ô˘ °˘Ó·ÈÎÒÓ ÙÔ˘ Ì ÙÔ NfiÌÂÏ ÙÔÔÈ‹ıËΠÙÔ ·- E˘ÚˆÂÈÌÂÏËÙËÚ›Ô˘, ‹Ù·Ó ·fi ÙȘ ÂÈÛËÁ‹ÙÚȘ AÓıÚˆ›ÓˆÓ ¢ÈÁÎfiÛÌÈÔ ™˘Ó¤‰ÚÈÔ ÙÔ˘ ™˘Ó‰ڛԢ Ù˘ Lille. M›ÏËÛ ÁÈ· ÙËÓ ‰È·ÊÔ- Î·ÈˆÌ¿ÙˆÓ ÙÔ ÁÈ· ÙËÓ «¢È·ÊÔÚÂ- ÚÂÙÈÎfiÙËÙ· ÙˆÓ Ê‡ÏˆÓ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜. 2003. O AÏÛ¿ÓÙ ÂÏ ÙÈÎfiÙËÙ· Î·È ÙȘ ›MÂÙ˙›, Úfi‰ÚÔ˜ Û˜ ¢ηÈڛ˜ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜». TÔ Ù˘ ¶·ÁÎfiÛÌÈ·˜ OÌÔÛÔÓ‰›·˜ MÈÎÚÔÌ™˘Ó¤‰ÚÈÔ ·Ú·ÎÔÏÔ‡ıËÛ·Ó ÚÔÛˆÈÎfiÙË- Û·›ˆÓ, Ô NÙÂfiÓ PÔÛfiÊ, ηıËÁËÙ‹˜ ÙÔ˘ ·Ù˜ ·fi fiÏÔ ÙÔÓ ÎfiÛÌÔ. AÍ›˙ÂÈ Ó· ·Ó·ÊÂÚ- ÓÂÈÛÙËÌ›Ô˘ Ù˘ ¶Ú·ÈÙfiÚÈ· Î·È ¶Úfi‰ÚÔ˜ ı› Ë Û˘ÌÌÂÙÔ¯‹ Ù˘ ™ÈÚ›Ó ŒÌ·ÓÙÈ, Ù˘ Ù˘ ¢ÈÂıÓÔ‡˜ KÔÈÓˆÓ›·˜ ÙˆÓ EȯÂÈÚ‹ÛÂIÚ·Ó‹˜ ‰ÈÎËÁfiÚÔ˘ Ô˘ ÔϤÌËÛ ÙÔ Î·ıÂ- ˆÓ Î·È Ù˘ OÈÎÔÓÔÌ›·˜ Î·È ÔÏÏÔ› ¿ÏÏÔÈ ÛÙÒ˜ Ù˘ ·ÚÙ›‰·˜ Ù˘ Î·È Ê˘Ï·Î›ÛÙËΠ‰È·ÎÂÎÚÈ̤ÓÔÈ ÂÈÛÙ‹ÌÔÓ˜ Î·È Î·Ù·ÍȈÁÈ· ÙȘ ȉ¤Â˜ Ù˘ Ô˘ ·ÊÔÚÔ‡Û·Ó ÙËÓ ÂÏ¢- ̤ÓÔÈ ÂȯÂÈÚË̷ٛ˜ ÔÈ ÔÔ›ÔÈ Î·Ù¤ıÂÛ·Ó ıÂÚ›· ÙÔ˘ ·ÙfiÌÔ˘ Î·È ÙËÓ ÈÛfiÙËÙ· ÙˆÓ Ô™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 14
2
AÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿ ̤۷ ÛÙËÓ Ù¿ÍË Dr.Theodora Papadopoulou* ÙȘ ̤Ú˜ Ì·˜ ¤Ó·˜ ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ ÂÎ·È‰Â˘ÙÈÎÒÓ Î·ÏÂ›Ù·È Ó· ·Ú¤¯ÂÈ fi¯È ÌfiÓÔ ÙȘ ÁÓÒÛÂȘ ÙÔ˘ ÛÙÔ˘˜ ÛÔ˘‰·ÛÙ¤˜ ÂÓfi˜ K¤ÓÙÚÔ˘ •¤ÓˆÓ ÁψÛÛÒÓ ‹ Û¯ÔÏ›Ԣ fiÔ˘ ÂÚÁ¿˙ÂÙ·È, ·ÏÏ¿ Ù·˘Ùfi¯ÚÔÓ· Ó· ÂÓÙÔ›ÛÂÈ ·Èٛ˜ Ô˘ ηı˘ÛÙÂÚÔ‡Ó ÙË Ì¿ıËÛË, Ó· ·ÓȯÓ‡ÛÂÈ ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ Î·È Ó· ·Ú¤¯ÂÈ Ï‡ÛÂȘ ÛÙÔ˘˜ ÛÔ˘‰·ÛÙ¤˜ Î·È ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜. °È· ·˘Ùfi ÙÔ ÏfiÁˆ Ë ÂÊËÌÂÚ›‰· Ì·˜ ·Â˘ı‡ÓıËΠÛÙËÓ EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ Ë ÔÔ›· ¤Ú¯ÂÙ·È Û ÂÈÎÔÈÓˆÓ›· Ì ÔÏÏÔ‡˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ̤۷ ·fi Ù· ÛÂÌÈÓ¿ÚÈ· ÂÈÌfiÚʈÛ˘ ηıËÁËÙÒÓ Ô˘ Ú·ÁÌ·ÙÔÔÈ› Û ‰È¿ÊÔÚ· K.•.° Î·È I‰ÈˆÙÈÎÒÓ Û¯ÔÏ›ˆÓ. ™·˜ ·Ú·ı¤ÙÔ˘Ì ·fiÛ·ÛÌ· ·fi ÙÔ ÁfiÓÈÌÔ ‰È¿ÏÔÁÔ Ô˘ ·Ó·Ù‡¯ıËÎÂ
™
ηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ Û˘Ó¿ÓÙËÛ˘. Î.¶··‰ÔÔ‡ÏÔ˘, ÁÓˆÚ›˙ÔÓÙ·˜ fiÙÈ ¤¯ÂÙ ‰ÒÛÂÈ ·ÚÎÂÙ¤˜ ‰È·Ï¤ÍÂȘ Î·È ¤¯ÂÙ ڷÁÌ·ÙÔÔÈ‹ÛÂÈ ÔÏ˘¿ÚÈıÌ· ÛÂÌÈÓ¿ÚÈ· Û K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È I‰ÈˆÙÈο ™¯ÔÏ›·, ı· ‹ıÂÏ· Ó· Ì·˜ ›Ù ÔÈ· Â›Ó·È Ù· Û˘¯ÓfiÙÂÚ· ÚÔ‚Ï‹Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÔÈ Î·ıËÁËÙ¤˜ •¤ÓˆÓ °ÏˆÛÛÒÓ Ì¤Û· ÛÙË Ù¿ÍË. •ÂÎÈÓÒÓÙ·˜, ı· ‹ıÂÏ· Ó· ¢¯·ÚÈÛÙ‹Ûˆ ÙÔ˘˜ I‰ÈÔÎً٘ K.•.° Î·È I‰ÈˆÙÈÎÒÓ ™¯ÔÏ›ˆÓ Ô˘ ÌÔ˘ ÂÌÈÛÙ‡ÔÓÙ·È ÙËÓ ÂÈÌfiÚʈÛË ÙˆÓ Î·ıËÁËÙÒÓ ÙÔ˘˜ fiˆ˜ ›Û˘ Î·È ÙÔ˘˜ Û˘Ó·‰¤ÏÊÔ˘˜ ÌÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ô˘ Ì ÙÈÌÔ‡Ó Ì ÙË ·ÚÔ˘Û›· ÙÔ˘˜ ÛÙȘ ‰È·Ï¤ÍÂȘ ÌÔ˘. ŸÛÔ ·ÊÔÚ¿ ÙÔ ÂÚÒÙËÌ¿ Û·˜, ı· ‹ıÂÏ· Ó· ÂÈÛËÌ¿Óˆ fiÙÈ Î¿ı ٿÍË Â›Ó·È Í¯ˆÚÈÛÙ‹ ÌÈ·˜ Î·È ·ÔÙÂÏÂ›Ù·È ·fi Ì·ıËÙ¤˜ Ì ‰È·ÊÔÚÂÙÈο Ì·ıËÛȷο ÛÙÈÏ Î·È ‰È·ÊÔÚÂÙÈΤ˜ Ì·ıËÛȷΤ˜ ·Ó¿ÁΘ. K¿ı ̷ıËÙ‹˜ ʤÚÓÂÈ Ì·˙› ÙÔ˘ ÙȘ ‰ÈΤ˜ ÙÔ˘ ıÂÙÈΤ˜ Î·È ·ÚÓËÙÈΤ˜ ÂÌÂÈڛ˜ Ì¿ıËÛ˘ Î·È Û˘ÓÂ-
Ò˜ ¤¯ÂÈ ‰È·ÊÔÚÂÙÈΤ˜ ÚÔÛ‰Ô˘ ·fi ÙÔÓ/ÙËÓ Î·ıËÁ‹ÙÚÈ¿ ÙÔ˘. OÈ Û˘Ó¿‰ÂÏÊÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› Ô˘ ·ÓÙÈÏ·Ì‚¿ÓÔÓÙ·È ÙË ‰È·ÊÔÚÂÙÈÎfiÙËÙ· ÙÔ˘ οı ̷ıËÙ‹ ·ÁˆÓÈÔ‡Ó ·Ú¯Èο ÁÈ· ÙÔ Ò˜ ı· ηٷʤÚÔ˘Ó Ó· ·˘Í‹ÛÔ˘Ó ÙÔ ÂÛˆÙÂÚÈÎfi ΛÓËÙÚÔ Â›Ù¢Í˘ fiÏˆÓ ÙˆÓ Ì·ıËÙÒÓ Î·È Ó· ·˘Í‹ÛÔ˘Ó ÙËÓ ·fi‰ÔÛ‹ ÙÔ˘˜. ŸÙ·Ó ˘¿Ú¯Ô˘Ó ÂÚÈÙÒÛÂȘ ·ÔÎÏ›ÓÔ˘Û·˜ Û˘ÌÂÚÈÊÔÚ¿˜, Ê˘ÛÈο ·Ó·˙ËÙÔ‡Ó ÙȘ ·Èٛ˜ Î·È ˙ËÙÔ‡Ó ÙË Û˘Ì‚Ô˘Ï‹ ÌÔ˘ ÁÈ· ÙË ÛˆÛÙfiÙÂÚË ÚÔÛ¤ÁÁÈÛË Î·È ·ÓÙÈÌÂÙÒÈÛË. MÔÚ›Ù ӷ Ì·˜ ‰È¢ÎÚÈÓ›ÛÂÙ ÙÈ ·ÎÚÈ‚Ò˜ ÂÓÓÔ›Ù Ì ÙÔÓ fiÚÔ «·ÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿»;
B‚·›ˆ˜. Y¿Ú¯Ô˘Ó ·È‰È¿ Ù· ÔÔ›· ·ÚÔ˘ÛÈ¿˙Ô˘Ó ¤ÓÙÔÓË ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·, ¿ÏÏ· Ô˘ ÂΉËÏÒÓÔ˘Ó ÂÈıÂÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ÚÔ˜ ÙÔÓ Î·ıËÁËÙ‹ Î·È ÙÔ˘˜ ÔÌÔÏfiÁÔ˘˜ ÙÔ˘˜ Î·È ¿ÏÏ· Ô˘ ‰Â›¯ÓÔ˘Ó ÂÓÙÂÏÒ˜ ·‰È¿ÊÔÚ· Î·È Â›Ó·È ÌÔӛ̈˜ ‚˘ıÈṲ̂ӷ Û ÛΤ„ÂȘ ·ÁÓÔÒÓÙ·˜ ÙÔ Ì¿ıËÌ·. O ÂÎ·È‰Â˘ÙÈÎfi˜ Ú¤ÂÈ Ó· Â›Ó·È Û ı¤ÛË Ì ÙȘ ÁÓÒÛÂȘ Î·È ÙËÓ ÂÌÂÈÚ›· ÙÔ˘ Ó· ÂÓÙÔ›ÛÂÈ ÙËÓ ·ÈÙ›· Î·È Ó· ·Ú¤¯ÂÈ Ï‡ÛÂȘ. °È·Ù› ÈÛÙ‡ÂÙ fiÙÈ Ù· ·È‰È¿ ·Ó·Ù‡ÛÛÔ˘Ó Ù¤ÙÔȘ Û˘ÌÂÚÈÊÔÚ¤˜ Î·È ÙÈ Û˘Ì‚Ô˘Ï‡ÂÙ ÙÔ˘˜ ηıËÁËÙ¤˜ Ó· οÓÔ˘Ó Û ٤ÙÔȘ ÂÚÈÙÒÛÂȘ; Y¿Ú¯Ô˘Ó ÔÏÏÔ› ÏfiÁÔÈ ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜ ¤Ó· ·È‰› ·ÓÙȉڿ Ì ¤Ó· Û˘ÁÎÂÎÚÈ̤ÓÔ ÙÚfiÔ Ì¤Û· ÛÙË Ù¿ÍË. O ηıËÁËÙ‹˜ ÔÊ›ÏÂÈ Ó· ·Ú·ÙËÚ‹ÛÂÈ ÚÔÛ¯ÙÈο ÙȘ ·ÓÙȉڿÛÂȘ ÙÔ˘ Ì·ıËÙ‹ Î·È Ó· ÚÔÛ·ı‹ÛÂÈ Ó· ηٷϿ‚ÂÈ ÙÔ ÏfiÁÔ Ô˘ Ô‰ËÁ› ÙÔ Ì·ıËÙ‹ Û ٤ÙÔÈ· Û˘ÌÂÚÈÊÔÚ¿. ™›ÁÔ˘Ú· Ú¤ÂÈ Ó· ‰ÈÂÚ¢ÓËı› ÙÔ ÔÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ Ì¤Û· ·fi ‰È·ÎÚÈÙÈÎfi ‰È¿ÏÔÁÔ Ì ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘ ·È‰ÈÔ‡.
ŒÓ· ·È‰› Ô˘ ÌÂÁ·ÏÒÓÂÈ Ì¤Û· Û ‰È·Ù·Ú·Á̤ÓÔ ÔÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ fiÔ˘ ÔÈ ÊˆÓ¤˜, ÔÈ Î·‚Á¿‰Â˜ Î·È Û ÌÂÚÈΤ˜ ÂÚÈÙÒÛÂȘ Ë ¯ÂÈÚÔ‰ÈΛ· Â›Ó·È ·Ô‰ÂÎÙ¤˜ Û˘ÌÂÚÈÊÔÚ¤˜ Î·È Ù·ÎÙÈΤ˜ ÙÈ̈ڛ·˜, ÙfiÙ ۛÁÔ˘Ú· ÙÔ ·È‰› ı· ÌÂٷʤÚÂÈ ÙȘ ÂÌÂÈڛ˜ ÙÔ˘ ÛÙË Ù¿ÍË ·ÓÙȉÚÒÓÙ·˜ Ì ÂÈıÂÙÈÎfiÙËÙ· Î·È ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· οو ·fi ‰È¿ÊÔÚ˜ Û˘Óı‹Î˜. E¿Ó Ë ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· Â›Ó·È ÌÂÌÔӈ̤ÓÔ Û‡Ó‰ÚÔÌÔ Ú¤ÂÈ ÙÔ ·È‰› Ó· ·Ú·ÂÌÊı› Û ÂȉÈÎÔ‡˜ „˘¯ÔÏfiÁÔ˘˜ ÁÈ· Ó· ÂÚ¢ӋÛÔ˘Ó Â¿Ó ¤¯ÂÈ Û‡Ó‰ÚÔÌÔ ÂÏÏÂÈÌÌ·ÙÈ΋˜ ÚÔÛÔ¯‹˜ ‹ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·˜ ‹ Â›Ó·È ·fiÚÚÔÈ· Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ. K·Ù·Ï‹ÁÔÓÙ·˜, ı· ‹ıÂÏ· Ó· Ì·˜ ›ÙÂ Â¿Ó Ô ÚfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ ¤¯ÂÈ Á›ÓÂÈ ÈÔ Û‡ÓıÂÙÔ˜ ÛÙȘ ̤Ú˜ Ì·˜ Î·È Û˘ÓÂÒ˜ ÔÈ ··ÈÙ‹ÛÂȘ ¤¯Ô˘Ó ·˘ÍËı› Û fiÙÈ ·ÊÔÚ¿ ÙËÓ ÈηÓfiÙËÙ· ÙÔ˘ Ó· ·ÓÙÈÌÂÙˆ›˙ÂÈ Ì ·ÎÚ›‚ÂÈ· Î·È ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ‰È¿ÊÔÚ˜ Û‡ÓıÂÙ˜ ηٷÛÙ¿ÛÂȘ ̤۷ ÛÙË Ù¿ÍË. O ÚfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ ÔÙ¤ ‰ÂÓ ÂÚÈÔÚÈ˙fiÙ·Ó ÌfiÓÔ ÛÙË ÌÂÙ¿‰ÔÛË ÏËÚÔÊÔÚÈÒÓ Î·È ÙÔÓ ¤ÏÂÁ-
3 ¯Ô ÂÚÁ·ÛÈÒÓ. ¶ÔÏÏ¿ ·È‰È¿ Ï·Ì‚¿ÓÔ˘Ó ·fi ÙÔ˘˜ ‰·ÛοÏÔ˘˜ Î·È Î·ıËÁËÙ¤˜ ÙÔ˘˜ ÂÚÈÛÛfiÙÂÚË ÚÔÛÔ¯‹ Î·È ·Ô‰Ô¯‹ ·fi fiÙÈ ÂӉ¯Ô̤ӈ˜ Ï·Ì‚¿ÓÔ˘Ó ·fi ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜. H Û¯¤ÛË ÙÔ˘ ‰·ÛοÏÔ˘ Î·È ÙÔ˘ Ì·ıËÙ‹ Â›Ó·È Ôχ ÛËÌ·ÓÙÈ΋ ÌÈ·˜ Î·È Ô ‰¿ÛηÏÔ˜ ·ÔÙÂÏ› ·ÚÎÂÙ¤˜ ÊÔÚ¤˜ ÚfiÙ˘Ô ÁÈ· ÙÔ Ì·ıËÙ‹ Î·È Ë Û¯¤ÛË ÂÌÈÛÙÔÛ‡Ó˘ Î·È Û‚·ÛÌÔ‡ Ô˘ ‰ËÌÈÔ˘ÚÁÂ›Ù·È ·ÔÙÂÏ› ÈÛ¯˘Ú‹ ·ÊÂÙËÚ›· ÁÈ· ÙËÓ ÚfiÔ‰Ô ÙÔ˘ Ì·ıËÙ‹ Î·È ÙËÓ ÚÔÛˆÈ΋ ÙÔ˘ ÂͤÏÈÍË. A˘Ùfi Ô˘ ¤¯ÂÈ ·ÏÏ¿ÍÂÈ Â›Ó·È Ë Û˘¯ÓfiÙËÙ· Î·È Ë Ê‡ÛË ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ô˘ ηÏÂ›Ù·È Ó· ·ÓÙÈÌÂÙˆ›ÛÂÈ Ô ÂÎ·È‰Â˘ÙÈÎfi˜. °È· ·Ú¿‰ÂÈÁÌ·, Ô ·ÚÈıÌfi˜ ÙˆÓ ·ÙfiÌˆÓ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ¤¯ÂÈ ·˘ÍËı›. A˘Ùfi οÓÂÈ ÂÈÙ·ÎÙÈ΋ ÙËÓ ·Ó¿ÁÎË ÁÈ· ÏËÚÔÊfiÚËÛË Î·È ÂÊ·ÚÌÔÁ‹ Ó¤ˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÌÂıfi‰ˆÓ. O ·ÚÈıÌfi˜ ÙˆÓ Î·ÎÔÔÈËÌ¤ÓˆÓ ·È‰ÈÒÓ ¤¯ÂÈ ‰˘ÛÙ˘¯Ò˜ ·˘ÍËı›. ™˘ÓÂÒ˜, Ô Î·ıËÁËÙ‹˜ Ú¤ÂÈ Ó· ÁÓˆÚ›˙ÂÈ ˆ˜ Ó· ÚÔÛÂÁÁ›ÛÂÈ ¤Ó· ηÎÔÔÈË̤ÓÔ ·È‰› Î·È Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ÈÛ¯˘Ú‹ Û¯¤ÛË ÂÌÈÛÙÔÛ‡Ó˘ Ì·˙› ÙÔ˘ ¤ÙÛÈ ÒÛÙ ӷ ÙÔ˘ ‰ÒÛÂÈ Î›ÓËÙÚ· Ì¿ıËÛ˘. O ·ÚÈıÌfi˜ ÙˆÓ ·È‰ÈÒÓ Ô˘
˙Ô˘Ó Û ‰˘Û·ÚÌÔÓÈΤ˜ ÔÈÎÔÁ¤ÓÂȘ ¤¯ÂÈ Â›Û˘ ·˘ÍËı›. T· ·È‰È¿ Á›ÓÔÓÙ·È ÂÈıÂÙÈο Î·È ·‰È¿ÊÔÚ· ˆ˜ ·ÔÙ¤ÏÂÛÌ· ÂÈ‚›ˆÛ˘ Û ·ÛÊ˘ÎÙÈο ÂÚÈ‚¿ÏÏÔÓÙ· Ô˘ ˘ÔÓÔÌÂ‡Ô˘Ó Î¿ı ÂÚÈıÒÚÈÔ ÚÔÛˆÈ΋˜ ÂͤÏÈ͢ Î·È ÚÔfi‰Ô˘. ¢ÂÓ ˘¿Ú¯ÂÈ Ù›ÔÙ· Ô˘ Ó· ÌË ÌÔÚ› Ó· ·ÓÙÈÌÂÙˆÈÛÙ› ̤۷ ÛÙË Ù¿ÍË ·fi ¤Ó· ÛˆÛÙ¿ ηٷÚÙÈṲ̂ÓÔ ÂÎ·È‰Â˘ÙÈÎfi Ô˘ ·Ó·ÓÂÒÓÂÈ ÙȘ ÁÓÒÛÂȘ ÙÔ˘ ̤۷ ·fi ‰È·Ï¤ÍÂȘ Î·È ¿ÚıÚ· Î·È ÊÚÔÓÙ›˙ÂÈ Ó· ‰È·ÙËÚ› ˙ˆÓÙ·Ófi ÙÔ ÏfiÁÔ Ô˘ ÙÔÓ Ô‰‹ÁËÛ ӷ ÂÍ·Û΋ÛÂÈ ·˘Ùfi ÙÔ Â¿ÁÁÂÏÌ· : TËÓ ·Á¿Ë ÙÔ˘ ÁÈ· Ù· ·È‰È¿!
* H ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ Â›Ó·È EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜ EÈÛËÁ‹ÙÚÈ· ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ M·ıËÛÈ·ÎÒÓ ¢˘ÛÎÔÏÈÒÓ- EȉÈ΋ ¶·È‰·ÁˆÁfi˜, PhD in English Literature, Cognitive Semantics, B.A and M.Sc in Psychology (Specialty in Learning Difficulties) [email protected] om, 6947809078
2Ë ¤ÎıÂÛË ÍÂÓfiÁψÛÛÔ˘ ‚È‚Ï›Ô˘ Î·È ÂÔÙÈÎÒÓ M¤ÛˆÓ ÛÙËÓ §Â˘Î¿‰· M ÌÂÁ¿ÏË Û˘ÌÌÂÙÔ¯‹ ÂÈÛÎÂÙÒÓ Î·È ÂÎıÂÙÒÓ ÔÏÔÎÏËÚÒıËΠÛÙȘ 9 ™ÂÙÂÌ‚Ú›Ô˘ 2007 Û ÎÂÓÙÚÈÎfi ÍÂÓÔ‰Ô¯Â›Ô Ù˘ §Â˘Î¿‰·˜ Ë 2Ë ŒÎıÂÛË •ÂÓfiÁψÛÛÔ˘ BÈ‚Ï›Ô˘ Î·È EÔÙÈÎÒÓ M¤ÛˆÓ Ô˘ ÔÚÁ·ÓÒıËΠ·fi ÙÔÓ ™‡ÏÏÔÁÔ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ °ÏˆÛÛÒÓ ¶Ú¤‚Â˙·˜- §Â˘Î¿‰·˜. TÔ ™·‚‚·Ùfi‚Ú·‰Ô ÙÔ ¢.™. ÙÔ˘ ™˘ÏÏfiÁÔ˘ ·Ú¤ıÂÛ Á‡̷ ÛÙÔ˘˜ ÂÎı¤Ù˜ Î·È ÛÙ· M¤ÏË ÙÔ˘ ™˘ÏÏfiÁÔ˘ Û ·Ú·Ïȷ΋ Ù·‚¤ÚÓ· Ù˘ fiÏ˘. H ÂΉ‹ÏˆÛË ÍÂΛÓËÛ Ì ÙÔÈÎÔ‡˜ ·Ú·‰ÔÛÈ·ÎÔ‡˜ ¯ÔÚÔ‡˜ ·fi §Â˘Î·‰›ÙÈÎÔ ¯ÔÚ¢ÙÈÎfi Û˘ÁÎÚfiÙËÌ· Î·È ·ÎÔÏÔ‡ıËÛ ÍÂÊ¿Óو̷ ̤¯ÚÈ ÙȘ ÚÒÙ˜ ÚˆÈÓ¤˜ ÒÚ˜.
4
ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ ȉڇÙÚÈ· Ù˘ ıˆÚËÙÈ΋˜ Û¯ÔÏ‹˜ „˘¯ÔÏÔÁ›·˜ ÙˆÓ ÔÈÎÔÁÂÓÂÈ·ÎÒÓ ‰˘Ó·ÌÈÎÒÓ EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A., ·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿, EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing, EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ e-mail:[email protected] site: www.mindpower.gr
¶ÔÏÏ¿ ·fi Ù· Û˘ÌÙÒÌ·Ù· Ù˘ ‰˘ÛÏÂÍ›·˜ Î·È ÙˆÓ ¿ÏÏˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜, ÁÈ· Ù· ÔÔ›· ÏËÚÔÊÔÚÔ‡Ì·È ·fi ¤ÓÙ˘· Î·È ·Â˘ı‡ÓÔÓÙ·È Û ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È ÁÔÓ›˜, Ù· ‰È·ÎÚ›Óˆ ÛÙ· ·È‰È¿ ÌÔ˘ Î·È ÛÙÔ˘˜ ÂÚÈÛÛfiÙÂÚÔ˘˜ ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ ÌÔ˘. E›Ó·È Ú·ÁÌ·ÙÈΤ˜ ·Ô‰Â›ÍÂȘ fiÙÈ fiÔÈÔ ·È‰› Ù· ·ÚÔ˘ÛÈ¿˙ÂÈ ˘ÛÙÂÚ› ÁÂÓÓÂÙÈο ·fi Ù· ˘fiÏÔÈ· ·È‰È¿; TÈ Ú¤ÂÈ Ó· οӈ; ¶Ò˜ Ú¤ÂÈ Ó· ÛÎÂÊÙÒ Î·È Ó· ÙÔ ·ÓÙÈÌÂÙˆ›Ûˆ; K¿ı˘, K·ıËÁ‹ÙÚÈ· Î·È ÌËÙ¤Ú· E›Ó·È ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ÁÂÁÔÓfi˜ fiÙÈ ÛÙËÓ Û‡Á¯ÚÔÓË ÔÏÈÙÈÎÔÎÔÈÓˆÓÈ΋ ·Ó·Î·Ù¿Ù·ÍË Ù˘ ·ÁÎfiÛÌÈ·˜ ÎÔÈÓfiÙËÙ·˜ ·Ú·ÙËÚÂ›Ù·È Ì›· ηٷÈÁÈÛÙÈ΋ ÂÈÛÙËÌÔÓÈÎÔÊ·Ó‹˜ ÂÈÎÔÈÓˆÓȷ΋ ÔÏÈÙÈ΋ ÂÍÔÈΛˆÛ˘ Î·È ·ÚfiÙÚ˘ÓÛ˘ Ù˘ ÎÔÈÓ‹˜ ÁÓÒÌ˘. M ÙÔ fiÚÔ ÎÔÈÓ‹ ÁÓÒÌË ·Ó·Ê¤ÚÔÌ·È Û fiÏÔ ÙÔ ÎÔÈÓˆÓÈÎfi Û‡ÓÔÏÔ ·ÏÏ¿ Î·È ÂȉÈÎÒÙÂÚ· ÛÙËÓ ·ÓÙ›ÏË„Ë ÙˆÓ Û˘ÌÂÚÈÊÔÚÈÎÒÓ Ù¿ÛÂˆÓ Î·È Ù˘ ¤ÎÊÚ·Û˘ ÙˆÓ ·ÙfïÓ-ÌÂÏÒÓ Î¿ı ÂÈ̤ÚÔ˘˜ ÎÔÈÓˆÓÈ΋˜ ˘Ô-ÔÌ¿‰·˜ (.¯. Û¯ÔÏ›Ô- ÂÎ·È‰Â˘ÙÈÎÔ›, Û˘ÓÔÌ‹ÏÈÎÔÈÊ›ÏÔÈ, ·ÁÁÂÏÌ·ÙÈÎfi˜ ¯ÒÚÔ˜-Û˘Ó¿‰ÂÏÊÔÈ, ÔÈÎÔÁ¤ÓÂÈ·-Û˘ÁÁÂÓ›˜, Î.Ô.Î.). H ÂÍÔÈΛˆÛË Î·È ·ÚfiÙÚ˘ÓÛË ·˘Ù‹ Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ Û˘Ó ÙÔȘ ¿ÏÏÔȘ ÙÔ˘˜ ÂÍ‹˜ ÁÓÒÌÔÓ˜ ·ÍÈÔÏfiÁËÛ˘ Î·È ÎÚ›Û˘ Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ·ÏÏ¿ Î·È Ù˘ ·Ï‹˜ ‡·Ú͢ ÙÔ˘ οı ·ÙfiÌÔ˘ : — H Û˘ÓÔÏÈ΋ ÎÔÈÓˆÓÈ΋, ·Î·‰ËÌ·˚΋ Î·È Â·ÁÁÂÏÌ·ÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ÂÓfi˜ ·ÙfiÌÔ˘ Â›Ó·È Û˘Ó·ÁˆÁ‹ Î·È ·fiÚÚÔÈ· ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È ÙˆÓ ÔÚ›ˆÓ Ù˘ ‚ÈÔÏÔÁÈ΋˜ ÙÔ˘ ˘Ô‰ÔÌ‹˜. — K¿ı ÎÔÈÓˆÓÈÎfi˜ ÊÔÚ¤·˜ Ì ‹ ¯ˆÚ›˜ ÂÍ·ÎÚÈ‚ˆÌ¤ÓË ÈηÓfiÙËÙ· Î·È ¤ÏÏÂÈ„Ë Û˘ÌʤÚÔÓÙÔ˜ Á›ÓÂÙ·È ‰ÂÎÙfi˜ ˆ˜ ·ÍÈÔÏÔÁËÙÈÎfi ÎÚÈÙ‹ÚÈÔ ·˘ÙÒÓ ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È ÔÚ›ˆÓ. — K¿ı ÂÈÚ·Ì·ÙÈ΋ ‹ ·ÌÊÈ‚fiÏÔ˘ ÚÔÂχۈ˜ ‹ ·ÓÙÈÎÂÈÌÂÓÈÎfiÙËÙÔ˜ ıˆÚËÙÈ΋ ÂÚÌËÓ›· Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙÔ˘ ·ÙfiÌÔ˘ Ï·Ì‚¿ÓÂÙ·È ¿ÌÂÛ· ˆ˜ ÚÔÁÓˆÛÙÈÎfi˜ ÚÔÛ‰ÈÔÚÈÛÌfi˜ ÙÔ˘ ÂȤ‰Ô˘ Î·È ÙˆÓ ÔÚ›ˆÓ Ù˘ ÌÂÏÏÔÓÙÈ΋˜ ÎÔÈÓˆÓÈÎÔÔÈÎÔÓÔÌÈ΋˜ ÙÔ˘ ÔÚ›·˜ Î·È „˘¯ÔÎÔÈÓˆÓÈ΋˜ ÙÔ˘ Ù·˘ÙfiÙËÙ·˜. ŒÓ· ¿ÏÏÔ ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ÁÂÁÔÓfi˜ Â›Ó·È Ë ·˘ı·›ÚÂÙË Î·È ·ÓÂÍ›ÙËÏË Î·ÙËÁÔÚÈÔÔ›ËÛË Ù˘ „˘¯ÔÎÔÈÓˆÓÈ΋˜ ÔÓÙfiÙËÙ·˜ οı ·ÙfiÌÔ˘, Ë ÔÔ›· ¤گÂÙ·È ·fi ·˘Ù‹ ÙËÓ ·ÓÙ›ÏË„Ë Î·È Ë ·ÔÚÚ¤Ô˘Û· ·ÓÙÈÌÂÙÒÈÛË Ô˘ ·˘Ùfi ÙÔ ¿ÙÔÌÔ Ù˘Á¯¿ÓÂÈ Û˘Ó›· ·˘Ù‹˜ ·fi ÙËÓ ÎÔÈÓˆÓÈ΋ ÔÌ¿‰· Û fiÏ· Ù· ›‰· ‡·Ú͢ Î·È ¤ÎÊÚ·Û˘ Ù˘. E›Ó·È ÙÚ›ÙÔ ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ÁÂÁÔÓfi˜, Û οı ÂÈÛÙ‹ÌÔÓ· Ô˘ ¯ÚËÛÈÌÔÔÈ› fiϘ ÙÔ˘ ÙȘ ÁÓÒÛÂȘ, ÂÌÂÈڛ˜ Î·È ÈηÓfiÙËÙ˜, Â›Ó·È fiÙÈ ·˘ÙÔ‡ ÙÔ˘ ›‰Ô˘˜ Ë ÂÈÛÙËÌÔÓÈÎÔÊ·Ó‹˜ ÂÈÎÔÈÓˆÓȷ΋ ÔÏÈÙÈ΋ ÂÈÛÙËÌÔÓÈÎÒÓ ı¤ÛÂˆÓ Î·È ·fi„ÂˆÓ ÙfiÛÔ ÚÔ˜ ÙËÓ ÁÂÓÈ΋ ÎÔÈ-
æ˘¯Ô...ÁÚ¿ÊËÌ· ™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ ŸÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e-mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.
ÓˆÓÈ΋ ·ÓÙ›ÏË„Ë fiÛÔ Î·È ÚÔ˜ ÔÌ¿‰Â˜ ÂȉÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ Î·È ÂӉȷʤÚÔÓÙÔ˜ (.¯. ÁÔÓ›˜, ÂÎ·È‰Â˘Ù¤˜, Ì·ıËÙ¤˜, Î.Ï.) Ô˘ ÂÛÙÈ¿˙ÂÈ ·Ú·ÌÔÚʈÙÈο ÙËÓ ÚÔÛÔ¯‹ Û ÂÈ̤ÚÔ˘˜ ÛËÌ›· Î·È ÛÙ¿‰È· Ù˘ ‚Ȉ̷ÙÈ΋˜ ‰È·‰Èηۛ·˜ Ù· ÔÔ›· Ì ÙÔÓ ÙÚfiÔ Ô˘ ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ‰È·ÛÙÚ¤ÊÔ˘Ó Î·È ·ÏÏÔÈÒÓÔ˘Ó ÙËÓ Ú·ÁÌ·ÙÈÎfiÙËÙ· ÌÂ Û˘Ó¤ÂÈ· ÙËÓ ‰ËÌÈÔ˘ÚÁ›· ÂÛÊ·ÏÌ¤ÓˆÓ ÂÓÙ˘ÒÛˆÓ, ·ÂÈÏËÙÈÎÒÓ Û˘Ó·ÈÛıËÌ¿ÙˆÓ, ·ÚÓËÙÈ΋˜ ÛÙ¿Û˘ Î·È ‚‚ȷÛÌ¤ÓˆÓ ÂÈÏÔÁÒÓ Î·È ÎÈÓ‹ÛÂˆÓ ˘Ô ÙËÓ Â‹ÚÂÈ· ÂÓÙfiÓˆÓ „˘¯ÔÎÔÈÓˆÓÈÎÒÓ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ È¤ÛˆÓ. E›Ó·È, Ù¤ÏÔ˜, ·‰È·ÊÈÏÔÓ›ÎËÙË ÁÓÒÛË ÙÔ˘ ‰È·¯ÚÔÓÈο ηٷÍȈ̤ÓÔ˘ ·ÎÏÔ˘ ÙˆÓ ÂÈÛÙËÌfiÓˆÓ ÚˆÙÔfiÚˆÓ Ù˘ ‰È‡ڢÓÛ˘ ÙˆÓ ÔÚ›ˆÓ Ù˘ ·ÓıÚÒÈÓ˘ ÁÓˆÛÙÈ΋˜ ·ÓÙ›Ï˄˘ fiÙÈ Ô ÌfiÓÔ˜ ÙÚfiÔ˜ Ô˘ ÌÔÚ› Ó· ·ÓÙÈÌÂÙˆÈÛÙ› Ë Î¿ı ›‰Ô˘˜ ÁÓÒÛË ÒÛÙ ӷ ÌËÓ ·ÔÚÔÛ·Ó·ÙÔÏ›˙ÂÈ ·ÏÏ¿ ·ÓÙ›ıÂÙ· Ó· Ô‰ËÁ› ÛÙËÓ ÛˆÛÙ‹ ηÙ‡ı˘ÓÛË Û˘ÓÂȉËÙÔÔ›ËÛ˘, ÂÓ‰˘Ó¿ÌˆÛ˘ Î·È ·ÍÈÔÔ›ËÛ˘ ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ ÙÔ˘ ›‰Ô˘˜ Â›Ó·È Ó· Âȉˆı› ÛÂ Û˘Ó¿ÚÙËÛË Ì ÙÔ fiÏÔ Ï·›ÛÈÔ Ù˘ ˘Ê‹˜ Î·È Ù˘ ·Ó·Ù˘Íȷ΋˜ ÂͤÏÈ͢ Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ Î·È Ó· ÂÓÙ¿ÛÛÂÙ·È Û ·˘Ùfi ·ÓÙ› Ë ÁÓÒÛË Ó· ··ÈÙ› ÙËÓ ‰È· ‚›·˜ ¤ÓÙ·ÍË Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ ¯ˆÚ›˜ ηӤӷ Û‚·ÛÌfi ÛÙȘ ÛÙÔȯÂÈÒ‰ÂȘ ÙÔ˘Ï¿¯ÈÛÙÔÓ ·Ó¿ÁΘ ÙÔ˘. KÚ›ÓÂÙ·È ÏÔÈfiÓ ··Ú·›ÙËÙÔ Ó· ÂÈÛËÌ·Óı› Î·È Ó· ÂÈÎÔÈÓˆÓËı› ÛÙËÓ ÁÂÓÈ΋ ÎÔÈÓˆÓÈ΋ ·ÓÙ›ÏË„Ë ·˘Ùfi ÙÔ ˘ÁȤ˜ ·ÓÂÈÛÙËÌÔÓÈÎfi Ï·›ÛÈÔ ÙÔ˘ ›‰Ô˘˜, Ù˘ ʇÛ˘, ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È
Ù˘ ·Ó·Ù˘Íȷ΋˜ ηÙ‡ı˘ÓÛ˘ Î·È ÂͤÏÈ͢ Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ ÒÛÙ ӷ Â›Ó·È ‰˘Ó·Ù‹ Ë Ï‹Ú˘ ηٷÓfiËÛË ÙˆÓ ‰Â‰ÔÌ¤ÓˆÓ Ù˘ ÂÈÛÙËÌÔÓÈ΋˜ ¤-
Ú¢ӷ˜ ÛÙË ÛˆÛÙ‹ ÚÔÔÙÈ΋ Î·È Ë ‚ÂÏÙÈÛÙÔÔ›ËÛË ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Ô˘ ÚÔÛʤÚÂÈ ÁÈ· ÙËÓ ÂͤÏÈÍË ÙÔ˘ ›‰Ô˘˜. A•IøMATA Ù· ÔÔ›· ‰È¤Ô˘Ó ÙÔ Â›‰Ô˜ & ÙËÓ Ê‡ÛË Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ Î·È Ù›ıÔÓÙ·È Û ¿ÌÂÛË ÈÛ¯‡ Î·È ÂÊ·ÚÌÔÁ‹ ·fi ÙËÓ ÛÙÈÁÌ‹ Ù˘ Á¤ÓÓËÛ˘ ÙÔ˘1: 1. οı ·ÓıÚÒÈÓÔ fiÓ ÁÂÓÓÈ¤Ù·È ıÂÙÈÎfi: ‰ËÏ·‰‹ ÂÈı˘Ì› Ó· ¤¯ÂÈ Ì›· ıÂÙÈ΋ ·ÏÏËÏ›‰Ú·ÛË Ë ÔÔ›· Ó· ‰È¤ÂÙ·È ·fi ÙȘ ·Ú¯¤˜ Ù˘ ·ÌÔÈ‚·›·˜ ·Ô‰Ô¯‹˜, Û‚·ÛÌÔ‡, ·Á¿Ë˜ Î·È Î·Ù·Í›ˆÛ˘ Úfi˜ Î·È ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘.
AÚ¯¤˜ Ô˘ ‰È¢ÎÔχÓÔ˘Ó Î·È ÌÂÁÈÛÙÔÔÈÔ‡Ó ÙËÓ Â›Ù¢ÍË ÙÔ˘ ·ÒÙÂÚÔ˘ ÛÙfi¯Ô˘ Ù˘ ‡·Ú͢ ÙÔ˘: ÙËÓ Ù·˘ÙÔÔ›ËÛË Ù˘ ÔÓÙfiÙËÙ·˜ ÙÔ˘ Î·È ÙËÓ ·˘ÙÔÚ·ÁÌ¿ÙˆÛË Ù˘. 2. οı ·ÓıÚÒÈÓÔ fiÓ ANE•AIPETø™ ‰È·ı¤ÙÂÈ Ô͇ٷٷ ›‰· ˘·ÚÍȷ΋˜ Û˘Ó·ÈÛıËÛȷ΋˜ Î·È Û˘Ó·ÈÛıËÌ·ÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ ηٿ ÙËÓ Á¤ÓÓËÛË ÙÔ˘. 3. ¤¯ÂÈ ˘„ËÏ‹ Û˘Ó·ÈÛıËÌ·ÙÈÎÔ - ÁÓˆÛÙÈ΋ ·ÓÙ›ÏË„Ë ÙÔ˘ ˘·ÚÍÈ·ÎÔ‡ ·˘ÙÔ‡ ÙÔ˘: ‰ËÏ·‰‹ ‚ÈÒÓÂÈ Î·È ·ÓÙÈÏ·Ì‚¿ÓÂÙ·È Ï‹Úˆ˜ ̤ۈ ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Ù˘ Û˘Ó·ÈÛıËÛȷ΋˜ ÓÔËÌÔÛ‡Ó˘ ÙÔÓ Â·˘Ùfi ÙÔ˘ ÛÙËÓ Î·ÈÓÔ‡ÚÁÈ· ˘·ÚÍȷ΋ ÙÔ˘ Ú·ÁÌ·ÙÈÎfiÙËÙ·. 4. ¤¯ÂÈ Ï‹ÚË Î·Ù·ÓfiËÛË Î·È ·ÓÙ›ÏË„Ë Ù˘ Û˘Ó¿ÚÙËÛ˘ ÙÔ˘ Ì ÙÔ „˘¯Ô‰˘Ó·ÌÈÎfi Î·È ÙÔ Ê˘ÛÈÎfi ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓ: ‰ËÏ·‰‹ ÁÓˆÚ›˙ÂÈ ÙËÓ ÛËÌ·ÓÙÈÎfiÙËÙ· Ù˘ ÂÍ¿ÚÙËÛ˘ ÙÔ˘ ·fi ÙÔ ¿ÌÂÛÔ „˘¯Ô‰˘Ó·ÌÈÎfi Î·È Ê˘ÛÈÎfi ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘, ‚Ú›ÛÎÂÙ·È Û ÂÁÚ‹ÁÔÚÛË ÁÈ· Ù· ÌËӇ̷ٷ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È ¿ÌÂÛ· Î·È ÂËÚ¿˙Ô˘Ó ÙȘ ‰˘Ó·ÙfiÙËÙ˜ ÂÈ‚›ˆÛ˘ ÙÔ˘ (Ê˘ÛÈ΋˜ Î·È ˘·ÚÍȷ΋˜) Î·È ·ÓÙ·ÔÎÚ›ÓÂÙ·È Û ·˘Ùfi. 5. ÂÚÌËÓ‡ÂÈ ¿ÌÂÛ·, Ô͇ٷٷ Î·È ·ÓıÚˆÔÎÂÓÙÚÈο ÙÔ „˘¯Ô‰˘Ó·ÌÈÎfi ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘: ‰ËÏ·‰‹ ÌÂÙ·ÊÚ¿˙ÂÈ fiÏ· Ù· ÂÚÂı›ÛÌ·Ù· (ÏËÚÔÊfiÚËÛË) Ô˘ Ï·Ì‚¿ÓÂÈ ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ˆ˜ ˘Ô‰Â›ÍÂȘ ÙÔ˘ ›‰Ô˘˜ Ù˘ Û¯¤Û˘ Ô˘ ÚÔ·ÙÂÈ Ì ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘: Û¯¤Û˘ Ô˘ ÂÈÛÚ¿ÙÙÂÈ fiÙÈ Â›Ó·È Î·ı·Úfi ·ÔÙ¤ÏÂÛÌ· Î·È ·fiÚÚÔÈ· ÙˆÓ ·ÓÙȉڿÛÂˆÓ ·˘ÙÔ‡ ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ÛÙËÓ ‰È-
P‡ıÌÈÛË ÔÊÂÈÏÒÓ Û IKA Î·È OAEE ™‡Ìʈӷ Ì ÙËÓ ·fi 14/11/07 ·Ó·ÎÔ›ÓˆÛË ÙÔ˘ O.A.E.E. (°Ú·ÊÂ›Ô ¢ÈÔÈÎËÙ‹), ÔÈ Î·ı˘ÛÙÂÚÔ‡ÌÂÓ˜ ·ÛÊ·ÏÈÛÙÈΤ˜ ÂÈÛÊÔÚ¤˜ ̤¯ÚÈ & ÙÔÓ A‡ÁÔ˘ÛÙÔ 2007 (‰ËÏ·‰‹ ̤¯ÚÈ Î·È ÙÔ 4Ô ‰›ÌËÓÔ 2007) ÙˆÓ ·ÛÊ·ÏÈÛÌ¤ÓˆÓ ÛÙ· ÚÒËÓ TEBE, TAE Î·È T™A Ú˘ıÌ›˙ÔÓÙ·È Ì ÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ N.3607/07 (ºEK 245A’). ¶ÚԂϤÂÙ·È Â›Ù ÂÊ¿·Í ÂÍfiÊÏËÛË ¤ˆ˜ 31/12/2007, ›Ù ÂÍfiÊÏËÛË Û 80 ÌËÓÈ·›Â˜ ÈÛfiÔÛ˜ ‰fiÛÂȘ, Ì ÌÈÎÚfiÙÂÚË ÌËÓÈ·›· ‰fiÛË 100 ¢ÚÒ. H ¤ÎÙˆÛË ÛÙ· Ù¤ÏË Î·ı˘ÛÙ¤ÚËÛ˘ ÛÙËÓ ÂÊ¿·Í ÂÍfiÊÏËÛË Â›Ó·È 80% Î·È ÛÙËÓ ÙÌËÌ·ÙÈ΋ ηٷ‚ÔÏ‹ Â›Ó·È 50%. H ÚÔηٷ‚ÔÏ‹ ÁÈ· ÙËÓ ÙÌËÌ·ÙÈ΋ ηٷ‚ÔÏ‹ ·ÓÙÈÛÙÔȯ› ÛÙÔ 5% Ù˘ ÔÊÂÈÏ‹˜ Î·È Ú¤ÂÈ Ó· ηٷ‚ÏËı› ̤¯ÚÈ 31/12/2007 ÌfiÓÔ Ì ٷ¯˘ÏËڈ̋ ̤ۈ ÙˆÓ E§.TA.. H ÏËڈ̋ Ù˘ ÚÔηٷ‚ÔÏ‹˜ Ú¤ÂÈ Ó· Á›ÓÂÈ Ì¤Û· ÛÙËÓ ÚÔıÂÛÌ›·, ‰È·ÊÔÚÂÙÈο ı· ˘¿ÚÍÂÈ ·ÒÏÂÈ· ÙÔ˘ ‰ÈηÈÒÌ·ÙÔ˜ Ú‡ıÌÈÛ˘. ¢ÂÓ ÚԂϤÂÙ·È ·Ú¿Ù·ÛË Î·ıÒ˜ Ë Ú‡ıÌÈÛË ¤¯ÂÈ ıÂÛÈÛı› ‚¿ÛÂÈ ÓfiÌÔ˘. ™‡Ìʈӷ Ì ÙËÓ ·fi 12/11/07 EÁ·ÎÏÈÔ Ù˘ ¢/ÓÛ˘ AÛÊ¿ÏÈÛ˘ – EÛfi‰ˆÓ ÙÔ˘ I.K.A. (www.ika.gr) fiÛÔÓ ·ÊÔÚ¿ ÙȘ ‰È·Ù¿ÍÂȘ Ù˘ ·Ú·ÁÚ¿ÊÔ˘ 2 ÙÔ˘ ¿ÚıÚÔ˘ 19 ÙÔ˘ N. 3607/07, ·Ú·Ù›ÓÂÙ·È ¤ˆ˜ 31/12/07 Ë ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ·ÈÙ‹ÛÂˆÓ ÁÈ· ÙËÓ ˘·ÁˆÁ‹ ÛÙË Ú‡ıÌÈÛË ÙˆÓ ÔÊÂÈÏfiÌÂÓˆÓ ÚÔ˜ ÙÔ I.K.A. –E.T.A.M. & E.T.E.A.M. ÂÈÛÊÔÚÒÓ Ô˘ ›¯·Ó ÔÚÈÛÙ› Ì ÙÔ ¿ÚıÚÔ 28 ÙÔ˘ N. 3518/06 (ºEK 272Aã) ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ ÂÚÁÔ‰fiÙ˜
– ÔÊÂÈϤÙ˜ ÎÔÈÓÒÓ ÂȯÂÈÚ‹ÛÂˆÓ & ÔÈÎÔ‰ÔÌÔÙ¯ÓÈÎÒÓ ¤ÚÁˆÓ. E›Û˘, ‰Èη›ˆÌ· ˘·ÁˆÁ‹˜ ÛÙË Ú‡ıÌÈÛË ¯ˆÚ›˜ Ó· ˘Ô‚¿ÏÏÔ˘Ó Ó¤· ·›ÙËÛË ¤¯Ô˘Ó fiÛÔÈ ÂÚÁÔ‰fiÙ˜ – ÔÊÂÈϤÙ˜ (ÎÔÈÓÒÓ Âȯ/ÛÂˆÓ & ÔÈÎÔ‰ÔÌÔÙ¯ÓÈÎÒÓ ¤ÚÁˆÓ) ·) ›¯·Ó ˘Ô‚¿ÏÂÈ ·›ÙËÛË ÁÈ· Ú‡ıÌÈÛË Ì¤¯ÚÈ 02/04/07, ÙÔ˘˜ ›¯Â ¯ÔÚËÁËı› ÙÔ YËÚÂÛÈ·Îfi ™ËÌ›ˆÌ·, ·ÏÏ¿ ›¯Â ·Ú¤ÏıÂÈ Ë ‰È¿ÚÎÂÈ· ÈÛ¯‡Ô˜ ÙÔ˘, ÂÊfiÛÔÓ ÏËÚÔ‡Ó ÙȘ ÚÔ¸Ôı¤ÛÂȘ ˘·ÁˆÁ‹˜ ÛÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ¿ÚıÚÔ˘ 28 ÙÔ˘ N.3518/06 (ηٷ‚ÔÏ‹ ··ÈÙËÙÒÓ ÙÚÂ¯Ô˘ÛÒÓ ÂÈÛÊÔÚÒÓ ·fi 01/11/06 Î·È Ì¤¯ÚÈ ÙÔ Ì‹Ó· ˘·ÁˆÁ‹˜ ÛÙË Ú‡ıÌÈÛË) ‚) ›¯·Ó ˘Ô‚¿ÏÂÈ ·›ÙËÛË ÁÈ· Ú‡ıÌÈÛË ÌÂÙ¿ ÙËÓ 02/04/07 Î·È Ì¤¯ÚÈ ÙËÓ ËÌÂÚÔÌËÓ›· ‰ËÌÔÛ›Â˘Û˘ ÙÔ˘ N. 3607/07, ÂÊfiÛÔÓ ÚÔÛÎÔÌ›ÛÔ˘Ó fiÏ· Ù· ··Ú·›ÙËÙ· ÁÈ· ÙÔÓ ¤ÏÂÁ¯Ô ‰ÈηÈÔÏÔÁËÙÈο. T¤ÏÔ˜, Û‡Ìʈӷ Ì ÙËÓ ÂÁ·ÎÏÈÔ, fiÏ· Ù· ·ÓˆÙ¤Úˆ ‰ÂÓ ı· Ù‡¯Ô˘Ó ÂÊ·ÚÌÔÁ‹˜ ÛÙȘ ÂÚÈÙÒÛÂȘ ÔÊÂÈÏÂÙÒÓ Ô˘ ›¯·Ó ˘·¯ı› ÛÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ¿ÚıÚÔ˘ 28 ÙÔ˘ N. 3518/06 Î·È ·ÒÏÂÛ·Ó ÁÈ· ÔÔÈÔ‰‹ÔÙ ÏfiÁÔ ÙÔ ‰Èη›ˆÌ· Û˘Ó¤¯ÈÛ˘ Ù˘ Ú‡ıÌÈÛ˘. K·Ù¿ Ù· ÏÔÈ¿ ÈÛ¯‡Ô˘Ó ÔÈ Ô‰ËÁ›Â˜ Ù˘ ÂÁ΢ÎÏ›Ô˘ 71/2006. °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜, ÔÈ ·ÛÊ·ÏÈṲ̂ÓÔÈ ÌÔÚÔ‡Ó Ó· ·Â˘ı‡ÓÔÓÙ·È ÂÁη›Úˆ˜ ÛÙ· T·Ì›· ÙÔ˘˜. ¶ËÁ‹: ¢ÂÏÙ›Ô E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ ¶ÂÈÚ·È¿
΋ ÙÔ˘ ˘·ÚÍȷ΋ ›‰Ú·ÛË ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ ·˘Ùfi. 6. ¿ÌÂÛÔ˜ ÛÙfi¯Ô˜ ηٿ ÙÔ ‚ÚÂÊÈÎfi, ÓËÈ·Îfi Î·È ·È‰ÈÎfi ÛÙ¿‰ÈÔ Ù˘ ˙ˆ‹˜ ÙÔ˘ Â›Ó·È Ì·˙› Ì ÙËÓ ‰È·Ù‹ÚËÛË Î·È ÙÔÓ ÂÌÏÔ˘ÙÈÛÌfi Ù˘ ˘·ÚÍȷ΋˜ Û˘Ó·ÈÛıËÛȷ΋˜ Î·È Û˘Ó·ÈÛıËÌ·ÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ ÙÔ˘ Î·È ÁÈ· ÙËÓ Â͢ËÚ¤ÙËÛË ÙˆÓ ‰ÈÎÒÓ Ù˘ ÛÙfi¯ˆÓ Î·È ·ÔÛÙÔÏ‹˜, Ó· ÌÔÚ¤ÛÂÈ Ó· οÓÂÈ Ù· ÂÍ‹˜: Ó· ·ÔÎÙ‹ÛÂÈ, Ó· ·Ó·Ù‡ÍÂÈ KAI NA ENAPMONI™EI ME THN ™YNAI™£HMATIKH TOY NOHMO™YNH ÙËÓ ÔÏ˘ÌÔÚÊÈÎfiÙËÙ· Ù˘ ÁÓˆÛÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ Ë ÔÔ›· ı· ÙÔ ÂÍÔÏ›ÛÂÈ ÌÂ Ê˘ÛÈ΋, Û˘Ó·ÈÛıËÌ·ÙÈ΋ Î·È ÁÓˆÛÙÈ΋ ·ÙÔÌÈ΋ ·˘ÙÔÓÔÌ›·, ·˘ÙÔ‰˘Ó·Ì›· Î·È ·ÓÂÍ·ÚÙËÛ›· ÛÙËÓ ÂÓ‹ÏÈÎË ÂÈÎÔÈÓˆÓ›· ÙÔ˘ Ì ÙÔ „˘¯ÔÎÔÈÓˆÓÈÎfi Î·È Ê˘ÛÈÎfi ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓ ·ÓÙ› ˆ˜ ÂÓ‹ÏÈÎÔ˜ Ó· ‚ÚÂı› ·ÔÎÔÌ̤ÓÔ˜ ·fi ·˘Ù‹Ó. 7. ·Ó·Ù‡ÛÛÂÈ ÙȘ ۈ̷ÙÈΤ˜, ÎÈÓËÙÈΤ˜ Î·È ÁÓˆÛÙÈΤ˜ ‰˘Ó·ÙfiÙËÙ˜ ÙÔ˘ ‚¿ÛË ÙˆÓ ¿ÌÂÛˆÓ ÚÔÙÂÚ·ÈÔÙ‹ÙˆÓ Ô˘ ·ÚÔ˘ÛÈ¿˙Ô˘Ó ÔÈ ·Ó¿ÁΘ Ù˘ ˘·ÚÍȷ΋˜ Î·È Ê˘ÛÈ΋˜ ÂÈ‚›ˆÛ˘ ÙÔ˘ (Ì ·˘Ù‹Ó ·˘ÛÙËÚ¿ ÙËÓ ÚÔÙÂÚ·ÈfiÙËÙ·), fiˆ˜ ·˘Ù¤˜ ÚÔ·ÙÔ˘Ó Î·È ÌÂÙ·ÊÚ¿˙ÔÓÙ·È ·fi Ù· ÌËӇ̷ٷ Ô˘ Ï·‚·›ÓÂÈ ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘: ‰ËÏ·‰‹ ·Ó¿ÏÔÁ· ÙfiÛÔ Ì ÙËÓ Û˘ÓÈÛٷ̤ÓË ÙˆÓ ÌÂÙ·‚ÏËÙÒÓ Ù˘ ÏËÚÔÊfiÚËÛ˘ (ÙˆÓ ÂÓı·ÚÚ‡ÓÛÂˆÓ ‹ ·Ôı·ÚÚ‡ÓÛˆÓ) Ô˘ ÂÈÛÚ¿ÙÙÂÈ ·fi ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ÛÙȘ ‰ÈΤ˜ ÙÔ˘ ÂΉËÏÒÛÂȘ ·Ó·ÁÎÒÓ, Ù¿ÛˆÓ, ÂÈı˘ÌÈÒÓ Î·È ÛÙfi¯ˆÓ, fiÛÔ Î·È Ì ÙËÓ Û˘ÁÎÂÎÚÈ̤ÓË ˘ÔÎÂÈÌÂÓÈ΋ ÛËÌ·ÓÙÈÎfiÙËÙ· Î·È ‚·Ú‡ÙËÙ· Ô˘ ·Ô‰›‰ÂÈ Û οı ̛· ·fi ÙȘ ÌÂÙ·‚ÏËÙ¤˜ ·˘Ù¤˜, Î·È ÛÂ Û˘Ó˘ÔÏÔÁÈÛÌfi Î·È ·ÏÏËÏ›‰Ú·ÛË Ì ÙȘ ‰ÈΤ˜ ÙÔ˘ Û˘ÓÂÎÙÈÌ‹ÛÂȘ ‰˘Ó·ÙfiÙËÙ·˜ Ú·ÁÌ·ÙÔÔ›ËÛ˘ ÙˆÓ ˘·ÚÍÈ·ÎÒÓ ÙÔ˘ ÛÙfi¯ˆÓ Î·È ··ÈÙÔ˘Ì¤ÓˆÓ ÁÈ· ÙÔÓ ÛÎÔfi ·˘Ùfi ÂÓÂÚÁÂÈ·ÎÒÓ ÂÂÓ‰‡ÛÂˆÓ ·ÔÊ·Û›˙ÂÈ ÂÈÏÂÎÙÈο Î·È ‰˘Ó·ÌÈο ÙËÓ ÚÔÙÂÚ·ÈfiÙËÙ·, ÙÔÓ ‚·ıÌfi Î·È ÙÔÓ Ú˘ıÌfi ·Ó¿Ù˘Í˘ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÛˆÌ·ÙÈÎÒÓ, ÎÈÓËÙÈÎÒÓ Î·È ÁÓˆÛÙÈÎÒÓ ÈηÓÔÙ‹ÙˆÓ ÙÔ˘ ‚ÈÔÏÔÁÈÎÔ‡ ÙÔ˘ ÂÍÔÏÈÛÌÔ‡ ‹ ÙËÓ ÌÂÚÈ΋ ‹ ·ÎfiÌ· Î·È ÔÏÈ΋ ·Ó·ÛÙÔÏ‹ ‹ ·Î‡ÚˆÛË ÙÔ˘˜. 8. E›Ó·È ··Ú·›ÙËÙÔ Ó· ÂÈÛËÌ·Óı› fiÙÈ ·˘Ùfi˜ Ô ·˘ÙfiÓÔÌÔ˜ Ì˯·ÓÈÛÌfi˜ ÚÔÛ·ÚÌÔÛÙÈÎfiÙËÙ·˜ Ì ÛÙfi¯Ô ÙËÓ ÂÈ‚›ˆÛË ÈÛ¯‡ÂÈ Û ‰È·ÊÔÚÂÙÈο ›‰· Î·È ¤ÓÙ·ÛË Û fiÏ· Ù· ÛÙ¿‰È· ÙÔ˘ ›ÁÂÈÔ˘ ‚›Ô˘ Ù˘ ·ÓıÚÒÈÓ˘ ˘·ÚÍȷ΋˜ ÔÓÙfiÙËÙ·˜ Î·È Â˘ı‡ÓÂÙ·È ÁÈ· ÙËÓ ·˘ÍÔÌ›ˆÛË Ù˘ ÁÓˆÛÙÈ΋˜ ·ÓÙ›Ï˄˘ (‰È·Î˘Ì¿ÓÛÂȘ ÂȉfiÛÂˆÓ Û ÌÂÙÚ‹ÛÂȘ IQ), Ù˘ Ì·ıËÛȷ΋˜ ÈηÓfiÙËÙ·˜, Ù˘ ÂÏÏÂÈÌÌ·ÙÈ΋˜ ÚÔÛÔ¯‹˜, ÙˆÓ ·(1) Û·ÊÒ˜ ·˘Ù‹ Ë ‰È¢ÎÚ›ÓÈÛË Á›ÓÂÙ·È ÁÈ· ÏfiÁÔ˘˜ ÔÈÎÔÓÔÌ›·˜ ÙÔ˘ ·ÚfiÓÙÔ˜ ¿ÚıÚÔ˘ Î·È Â’ Ô˘‰ÂÓ› ‰ÂÓ Ú¤ÂÈ Ó· ÂÎÏËÊı› fiÙÈ ÛËÌ·›ÓÂÈ fiÙÈ ·ÔÎÏ›ÂÈ ‹ ·Ó·ÈÚ› Ù· Û˘ÁÎÂÎÚÈ̤ӷ ·ÍÈÒÌ·Ù· Ô˘ ‰È¤Ô˘Ó ÙËÓ ·ÓıÚÒÈÓË ÔÓÙfiÙËÙ· ηٿ ÙËÓ ÂÌ‚Ú˘·Î‹ Ê¿ÛË Ù˘ ·ËÛ˘, ‹ Î·È ·ÎfiÌË ·˘Ù‹Ó ÙËÓ ÚfiÙÂÚË ·fi ÙËÓ Î‡ËÛË Ê¿ÛË.
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 8
7
Michigan ECPE 2007 writing task analysis by Sylvia Kar Let’s look at one of the writing tasks on the Nov. 2007 ECPE Michigan to see what was expected of our students. In some countries, governments set a limit to the number of children each couple can have. In others, they give initiatives to make them have more children. What effects do these two policies have? One possibility: Brainstorming Limitation
Initiatives
-lack of freedom/choice -want to keep population down
-usually underdeveloped-poor countries -good for the child’s protection -want to raise population and birth rates -population will rise It’s interesting to note that in the more developed countries, where people can afford to raise children, they do not want to have children and most couples will settle on one child or none. On the other hand, in the underdeveloped countries, where poverty abounds, people are having more children than they can afford to raise.
Let’s look at one of the writing tasks on the Nov. 2007 ECPE Michigan to see what was expected of our students. Then, we’ll compare this topic to an ECCE December 2006 writing task. What’s wrong with this picture? Task A: In some countries, governments set a limit to the number of children each couple can have. In others, they give initiatives to make them have more children. What effects do these two policies have? One possibility: Brainstorming Limitation Initiatives ñ lack of freedom/choice ñ want to raise ñ want to keep population and birth rates population down ñ population will rise ñ usually underdeveloped-poor countries ñ good for the child’s protection
This is why in some countries governments have had to set a limit to the number of children a couple can have. But how fair is this? Does a government have the right to limit a couple from having as many children as they want? Where is the freedom of choice that a democratic society is supposed to live by? Though this may be a limitation on one’s freedom of choice, I strongly believe that people who cannot afford to feed their children should limit the number they produce. On the other hand, it is a good idea for
Where is the freedom of choice that a democratic society is supposed to live by? Though this may be a limitation on one’s freedom of choice, I strongly believe that people who cannot afford to feed their children should limit the number they produce. On the other hand, it is a good idea for developed countries to raise their birth rates since they can afford to bring up their children with all the needs that a child requires. Governments should provide the initiative and supplement the family’s income to make them have more than one child which is the situation now. In conclusion, it seems that if governments don’t step in at this point to help the birth rates either increase or decrease as the case may be, there will be serious demographic problems. This topic I found to be quite reasonable and it was possible for students too understand and perform accordingly. Don’t forget it is Proficiency level so there is no excuse for a student not performing. On the other hand, look at one of the prompts on the ECCE December 2006 examination.
developed countries to raise their birth rates since they can afford to bring up their children with all the needs that a child requires. Governments should provide the initiative and supplement the family’s income to make them have more than one child which is the situation now. In conclusion, it seems that if governments don’t step in at this point to help the birth rates either increase or decrease as the case may be, there will be serious demographic problems. This topic I found to be quite reasonable and it was possible for students to understand and perform accordingly.
place? Or should residents move away? Explain your opinion. At fist glance, I had a problem trying to figure out what I would have written had I been the recipient of such a topic. It is extremely demanding. Here’s what I came up with. Letter: Brainstorming Same place
Different place
ñ don’t want a graveyard ñ more expensive to left behind remove all debris ñ people want to forget ñ may happen again ñ city built on site of easy water transportation ñ now know the possibilities and can guard against similar happenings ñ matter of pride- man wants to harness nature Letter
It’s interesting to note that in the more developed countries, where people can afford to raise children, they do not want to have children and most couples will settle on one child or none. On the other hand, in the underdeveloped countries, where poverty abounds, people are having more children than they can afford to raise. This is why in some countries governments have had to set a limit to the number of children a couple can have. But how fair is this? Does a government have the right to limit a couple from having as many children as they want?
ECCE December 2006 WRITING TASK US DEBATE: REBUILD NEW ORLEANS? In 2005, the city of New Orleans was destroyed by a hurricane and the flooding that followed it. Now, people are debating whether or not to rebuild the city in the same place – where a similar disaster could happen again. Letter: The editors of The City Times are seeking their readers’ opinions about rebuilding after a disaster. If a disaster like this happened in your city, what do you think should be done? Should the city be rebuilt in the same
£¤ÏÂÙ ӷ ÂÓËÌÂÚÒÓÂÛÙ ÁÈ· fiÏÔ˘˜ Î·È ÁÈ· fiÏ· ‰‡Ô ÊÔÚ¤˜ ÙÔ Ì‹Ó·; Œ¯ÂÙ Ӥ· Ô˘ ·ÊÔÚÔ‡Ó ÙÔÓ ÎfiÛÌÔ Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘;
NewsLetter TÔ Newsletter ÙˆÓ BÈ‚ÏÈԈϛˆÓ Û·˜ ¤Ú¯ÂÙ·È ‰ˆÚÂ¿Ó ÛÙÔÓ ˘ÔÏÔÁÈÛÙ‹ Û·˜ Ì Ӥ· Î·È Âȉ‹ÛÂȘ Ô˘ ·ÊÔÚÔ‡Ó ÙËÓ ÍÂÓfiÁψÛÛË Âη›‰Â˘ÛË Î·È fi¯È ÌfiÓÔ! EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ÂÚÈ̤ÓÔ˘Ó ™Ù›ÏÙ ̷˜ ·ÔÎÏÂÈÛÙÈο ÙÔ˘˜ ·Ú·Ï‹Ù˜ ÙÔ ÔÓÔÌ·ÙÂÒÓ˘ÌÔ, ÙÔ˘ º§øPA™ Newsletter
ȉÈfiÙËÙ· Î·È ÙÔ e-mail Û·˜ ÛÙÔ [email protected]
This is an extremely difficult issue because technical knowledge is necessary, but I think there are arguments for both building in the same place and moving the new city somewhere else. It would seem that building on the same location would help people forget the disaster faster because they would not have to look upon the giant graveyard that the sea left behind. This might prove therapeutic to the survivors. It ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 15
8 ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 4
ÔÎÏ›ÛÂˆÓ ·fi Ù· ›‰· Ù˘ ˘ÁÈÔ‡˜ Û˘ÌÂÚÈÊÔÚ¿˜, Ù˘ ÈÛ¯‡Ô˜ ÙÔ˘ ·ÓÔÛÔÔÈËÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ Î.Ï. E›Ó·È ›Û˘ ··Ú·›ÙËÙÔ Ó· ÂÈÛËÌ·Óı› fiÙÈ ·˘Ùfi˜ Ô ›‰ÈÔ˜ ·˘ÙfiÓÔÌÔ˜ Ì˯·ÓÈÛÌfi˜ ÚÔÛ·ÚÌÔÛÙÈÎfiÙËÙ·˜ Ì ÛÙfi¯Ô ÙËÓ ÂÈ‚›ˆÛË ‚Ú›ÛÎÂÙ·È Û ‰˘Ó·ÌÈ΋ Û¯¤ÛË ·ÏÏËÏ›‰Ú·Û˘ Ì ÙËÓ ›‰È· ÙËÓ ˘·ÚÍȷ΋ ·ÓıÚÒÈÓË ÔÓÙfiÙËÙ· Ù˘ ÔÔ›·˜ ·ӷÚÔÛ‰ÈÔÚ›˙ÂÈ ÙÔ ˘·ÚÍÈ·Îfi ÛÙ›ÁÌ·, ÚÔÛ·Ó·ÙÔÏÈÛÌfi, ÂÓÂÚÁÂȷο ‰›· Î·È Ù·˘ÙfiÙËÙ· ‚¿ÛË ·˘ÙÒÓ ÙˆÓ È‰›ˆÓ ÙˆÓ ·Ó·ÙÚÔÊÔ‰ÔÙÔ‡ÌÂÓˆÓ ‰ÈÂÚÁ·ÛÈÒÓ. A•IøMATA Ù· ÔÔ›· ‰È¤Ô˘Ó ÙȘ ‰˘Ó·ÙfiÙËÙ˜ Ù˘ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜: 1. ™Â οı ·ÓıÚÒÈÓË ÔÓÙfiÙËÙ· Ô˘ ¤Ú¯ÂÙ·È ÂÈ Ù˘ Á‹˜ ÂÓ˘¿Ú¯Ô˘Ó ÂÓ ‰˘Ó¿ÌÂÈ ÂΉ‹ÏˆÛ˘ Î·È ·Ó¿Ù˘Í˘ ÛÙÔ Ì¤ÁÈÛÙÔ Ô˘ ¤¯ÂÈ ‰È·ÈÛÙˆı› Î·È Î·Ù·ÁÚ·Ê› ÛÙȘ ÂΉËÏÒÛÂȘ Î·È Ù· ÂÈÙ‡ÁÌ·Ù· ÙÔ˘ ·ÓıÚˆ›ÓÔ˘ ›‰Ô˘˜ fiϘ ·ÓÂÍ·ÈÚ¤Ùˆ˜ ÔÈ ÈηÓfiÙËÙ˜ Î·È Ù· ¯·Ú›ÛÌ·Ù· Ô˘ ¤¯ÂÈ ‰È·ÈÛÙˆı› Î·È ·Ô‰Âȯı› fiÙÈ ¯·Ú·ÎÙËÚ›˙Ô˘Ó ·˘Ùfi ÙÔ ·ÓıÚÒÈÓÔ Â›‰Ô˜. 2. Ë ÂÈÏÔÁ‹, Ë ÂΉ‹ÏˆÛË, Ë ÔÚ›·, Ô ‚·ıÌfi˜ Î·È Ô Ú˘ıÌfi˜ Ù˘ ·Ó¿Ù˘Í˘ Ù˘ Áο̷˜ ÙˆÓ ÈηÓÔÙ‹ÙˆÓ ÂÓfi˜ ·ÓıÚÒÈÓÔ˘ fiÓÙÔ˜ ÂÍ·ÚÙ¿Ù·È ·fi ÙȘ ÂοÛÙÔÙ ·ÔÊ¿ÛÂȘ ÙÔ˘ ȉ›Ô˘ ÙÔ˘ ·ÙfiÌÔ˘ Û‡Ìʈӷ Ì ÙȘ ÂÎÙÈÌ‹ÛÂȘ ÙÔ˘ Î·È ÙËÓ ÂχıÂÚË ‚Ô‡ÏËÛË ÙÔ˘ Û ·ÏÏËÏ›‰Ú·ÛË Î·È Î·ı’ ˘·ÁfiÚ¢ÛË Ì ÙȘ ˘Ô‰Â›ÍÂȘ, ÙȘ ÂÈÙ·Á¤˜, ÙȘ ÚÔÙÈÌ‹ÛÂȘ Î·È ÙȘ ·ÓÔ¯¤˜ ΢ڛˆ˜ ÙÔ˘ „˘¯ÔÎÔÈÓˆÓÈÎÔ‡ Î·È ÌÂÚÈÎÒ˜ ÙÔ˘ Ê˘ÛÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ÙÔ˘ fiˆ˜ ·˘Ù¤˜ ÂÎÏ·Ì‚¿ÓÔÓÙ·È Î·È Á›ÓÔÓÙ·È ·ÓÙÈÏËÙ¤˜ ˘ÔÎÂÈÌÂÓÈο ·fi ·˘Ùfi ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ¿ÙÔÌÔ. 3. OÈ Î·Ù¢ı‡ÓÛÂȘ, ÔÈ ÂÚÈÔ¯¤˜, ÙÔ Â›Â‰Ô ÛÙËÓ ·Ó¿Ù˘ÍË ÈηÓÔÙ‹ÙˆÓ Î·È ¯·ÚÈÛÌ¿ÙˆÓ ÂÓfi˜ ·ÙfiÌÔ˘, ηıÒ˜ Î·È Ô
‚·ıÌfi˜ Ù˘ ›‰ÔÛ˘ Û ·˘Ù¿ ηıÔÚ›˙ÔÓÙ·È ·fi ÙÔÓ Û˘Ó˘ÔÏÔÁÈÛÌfi Î·È ÙËÓ Û˘ÓÂÎÙ›ÌËÛË Ù˘ ·ÏÏËÏ›‰Ú·Û˘ ÙˆÓ ÌËÓ˘Ì¿ÙˆÓ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ Ô˘ ÂÎÏ·Ì‚¿ÓÂÈ ·fi ÙÔ „˘¯ÔÎÔÈÓˆÓÈÎfi ÂÚÈ‚¿ÏÏÔÓ, ·fi ÙËÓ ˘·ÚÍȷ΋ ÂÓÂÚÁÂȷ΋ ¤Ӊ˘ÛË Ô˘ ˘ÔÎÂÈÌÂÓÈο ÂÎÙÈÌ¿ fiÙÈ ··ÈÙÂ›Ù·È ÁÈ· Ó· ·ÎÔÏÔ˘ıËı› ‹ Ó· ÌËÓ ·ÎÔÏÔ˘ıËı› Ì›· Û˘ÁÎÂÎÚÈ̤ÓË Î·Ù‡ı˘ÓÛË Ì›· Û˘ÁÎÂÎÚÈ̤ÓË ¯ÚÔÓÈ΋ ÛÙÈÁÌ‹, ·fi ÙȘ ·Ô‰fiÛÂȘ (‚Ú·¯˘ÚfiıÂÛ̘ Î·È Ì·ÎÚÔÚfiıÂÛ̘) Ù˘ ¤Ӊ˘Û˘ ·˘Ù‹˜ Û ۯ¤ÛË Ì ÙËÓ Â͢ËÚ¤ÙËÛË ÙÔ˘ ·ÒÙÂÚÔ˘ ÛÙfi¯Ô˘ Î·È ·ÔÛÙÔÏ‹˜ ÙÔ˘, Î·È ·fi ÙȘ ˘ÔÎÂÈÌÂÓÈΤ˜ ÂÔÈı‹ÛÂȘ Î·È ÚÔÛ‰Ô˘ Ô˘ ¤¯Ô˘Ó ÚÔ·„ÂÈ, ÚÔ·ÙÔ˘Ó Î·È ·ÂÓ¿ˆ˜ ‰È·ÌÔÚÊÒÓÔÓÙ·È ·fi ·ÓÙfi˜ ›‰Ô˘˜ Û˘Ó·Ê›˜ ‚Ȉ̷ÙÈΤ˜ ÂÌÂÈڛ˜. 4. I‰·ÓÈÎfi˜ ÛÙfi¯Ô˜ Ù˘ ·˘ÙÔÚ·ÁÌ¿ÙˆÛ˘ Ì›·˜ ·ÓıÚÒÈÓ˘ ÔÓÙfiÙËÙ·˜ Â›Ó·È Ë ‰È·Ù‹ÚËÛË ÙˆÓ ˘„ËÏÒÓ ÂȤ‰ˆÓ Ù˘ ˘·ÚÍȷ΋˜ Û˘Ó·ÈÛıËÛȷ΋˜ ÓÔËÌÔÛ‡Ó˘ Î·È Ë ÂÓÂÚÁÔÔ›ËÛË, ·Ó¿Ù˘ÍË, ÌÂÁÈÛÙÔÔ›ËÛË Î·È ‚ÂÏÙÈÛÙÔÔ›ËÛË ÙÔ˘ Ê¿ÛÌ·ÙÔ˜ ÙˆÓ ‰˘Ó·ÙÔًوÓ, ÈηÓÔÙ‹ÙˆÓ Î·È ¯·ÚÈÛÌ¿ÙˆÓ Ù˘ ÁÓˆÛÙÈ΋˜ ÓÔËÌÔÛ‡Ó˘ Ô˘ Â›Ó·È ··Ú·›ÙËÙË ÁÈ· Ó· ÂÈÎÔÈÓˆÓ‹ÛÂÈ, Ó· ·˘ÙÔÓÔÌËı›, Ó· ·ÓÂÍ·ÚÙËÙÔÔÈËı› Î·È Û˘ÓÂÒ˜ Ó· ÂÓËÏÈÎȈı› ˘·ÚÍȷο ηٿ ÙÔÓ Â›ÁÂÈÔ ‚›Ô ÙÔ˘. 5. H ÂÓÂÚÁÔÔ›ËÛË Î·È ·Ó¿Ù˘ÍË ÙÔ˘ ÁÓˆÛÙÈÎÔ‡ ÔÏÔÛÙ·Û›Ô˘ ÙÔ˘, EINAI EKºPA™H, ™YNE¶A°ø°H KAI E•APTH™H TH™ KOINøNIKO¶OIH™H™ THN O¶OIA BIøNEI KAI YºI™TATAI A¶O TO æYXOKOINøNIKO ¶EPIBA§§ON ™TO O¶OIO ANHKEI. K·Ù’ ¤ÎÙ·ÛË Î·È Ë ÂÏÏÈ‹˜, ˘ÔÏÂÈfiÌÂÓË ·Ó¿Ù˘ÍË ÙÔ̤ˆÓ ÙÔ˘ ÔÏÔÛÙ·Û›Ô˘ ·˘ÙÔ‡ ‹ Ë ·Ô˘Û›· ÙÔ˘˜ ηٿ ÙËÓ Ì¤ÙÚËÛË Î·È ÙȘ ÂÎÙÈÌ‹ÛÂȘ ÙÔ˘ ÂȤ‰Ô˘ Î·È Ù˘ ¤ÎÙ·Û˘ ÙˆÓ
æYXO°PAºHMA ÁÓˆÛÙÈÎÒÓ ÈηÓÔÙ‹ÙˆÓ ÂÓfi˜ ·ÙfiÌÔ˘ Â›Ó·È Û·Ê›˜ ÂӉ›ÍÂȘ Î·È ·Ô‰Â›ÍÂȘ Ù˘ ÂÈÚÚÔ‹˜ Î·È ·‰È·ÌÊÈÛ‚‹ÙËÙ˘ ‰‡Ó·Ì˘ Ù˘ ‰È·‰Èηۛ·˜ ÎÔÈÓˆÓÈÎÔÔ›ËÛ˘ Î·È ÙÔ˘ „˘¯ÔÎÔÈÓˆÓÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ (ÛÙÂÓÔ‡ Î·È Â˘Ú‡ÙÂÚÔ˘) fiÔ˘ ·Ó·Ù‡ÛÛÂÙ·È ÙÔ ¿ÙÔÌÔ ·˘Ùfi. 6. H ÛÙ·ÙÈÛÙÈ΋ ÛËÌ·ÓÙÈÎfiÙËÙ· Ù˘ ·Ú·Ù‹ÚËÛ˘ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ Ê·ÈÓÔÌ¤ÓˆÓ (fiˆ˜ .¯. ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ, Ù˘ ÂÏÏÂÈÌÌ·ÙÈ΋˜ ÚÔÛÔ¯‹˜, Ù˘ ·‰˘Ó·Ì›·˜ Û˘ÁΤÓÙÚˆÛ˘, Ù˘ ·Ú·‚·ÙÈÎfiÙËÙ·˜, Ù˘ ÂÏÏ›„ˆ˜ ÎÈÓ‹ÙÚÔ˘, Ù˘ οو Ù˘ ·Ú›ÛÙ˘ ›‰ÔÛ˘ Û ÔÔÈÔ‰‹ÔÙ ̷ıËÛÈ·Îfi ÛÙfi¯Ô, ÎÔÎ) Û ÈηÓfi ÔÛÔÛÙfi ‹ ÛÙËÓ Î·ıÔÏÈÎfiÙËÙ· ÙÔ˘ ÏËı˘ÛÌÔ‡ ÂÓfi˜ ÎÔÈÓˆÓÈÎÔ‡ Û˘ÓfiÏÔ˘ (.¯. ÙÔ˘ Û˘ÓfiÏÔ˘ ÙÔ˘ Ì·ıËÙÈÎÔ‡ ÏËı˘ÛÌÔ‡ ›Ù ÙÔ ·ÁÎfiÛÌÈÔ Â›Ù ÙÔ ÙÔÈÎÈÛÙÈÎfi) ·Ú¤¯ÂÈ ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ‰Â‰Ô̤ÓÔ, Ì·ÚÙ˘Ú›· Î·È ·fi‰ÂÈÍË Ù˘ MEPIKH™ H’ ¶ANTE§OY™ AKATA§§H§OTHTA™ KAI B§A¶TIKOTHTA™ TOY ™Y°KEKPIMENOY ™Y™THMATO™ °IA THN E•Y¶HPETH™H TH™ ANA¶TY•H™ TøN Y¶AP•IAKøN IKANOTHTøN KAI XAPI™MATøN AN£Pø¶INøN ONTOTHTøN, Î·È Û˘ÓÂÒ˜ ÙˆÓ ÛÙfi¯ˆÓ Ù˘ ÁÂÓÈ΋˜ Â͢ËÚ¤ÙËÛ˘ ÙÔ˘ ·ÓıÚˆ›ÓÔ˘ Á¤ÓÔ˘˜ Î·È Ù˘ ·ÓıÚˆfiÙËÙ·˜. TÔ Â˘Ù˘¯¤˜ ÁÂÁÔÓfi˜ Û fiϘ ÙȘ ÂÚÈÙÒÛÂȘ ›Ù ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ ÛˆÛÙ‹˜ ÚÔÒıËÛ˘ Ù˘ ÂͤÏÈ͢ ÂÓfi˜ ·ÙfiÌÔ˘ ÔÏÔÎÏËڈ̤ӷ (‰ËÏ·‰‹ Î·È Û˘Ó·ÈÛıËÌ·ÙÈο Î·È ÁÓˆÛÙÈο) ›Ù ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ ÂÏÏÈÔ‡˜ ‹ ÌË ÈÛÔÚÚÔË̤Ó˘
AÓ¿‰ÂÈÍË Û˘ÁÁÚ·ÊÈÎÔ‡ ٷϤÓÙÔ˘ ™Ù· Ï·›ÛÈ· Ù˘ ÚÔÛ¿ıÂÈ·˜ Ù˘ MindPower Ó· ÚÔÛʤÚÂÈ Â˘Î·Èڛ˜ Û fiÏÔ˘˜ ·ÓÂÍ·ÈÚ¤Ùˆ˜ ÙÔ˘˜ ŒÏÏËÓ˜ Ô˘ ¤¯Ô˘Ó Ó· ÌÔÈÚ·ÛıÔ‡Ó È‰¤Â˜ Î·È ÂÌÂÈڛ˜ Ì ÙÔÓ ÎfiÛÌÔ ÍÂÎÈÓ¿ÂÈ Ô ÚÒÙÔ˜ ·ÎÏÔ˜ ·Ó¿‰ÂÈ͢ Û˘ÁÁÚ·ÊÈÎÒÓ Ù·Ï¤ÓÙˆÓ. M ¤Ó·Ó ·ÓÂÏÏ·‰ÈÎfi ‰È·ÁˆÓÈÛÌfi, o ÔÔ›Ô˜ ı· ‰È·ÚΤÛÂÈ ·fi ÙȘ 25/12/2007 ¤ˆ˜ ÙȘ 25/03/2008 ‰›ÓÂÙ·È Ë ‰˘Ó·ÙfiÙËÙ· Û οı ›‰ÔÍÔ Û˘ÁÁڷʤ·, ·ÓÂÍ·Úًو˜ ËÏÈΛ·˜ Ó· ‰ÔÎÈÌ¿ÛÂÈ ÙËÓ ¤Ó· ÙÔ˘ Î·È Ó· ·Ó·‰Â›ÍÂÈ ÙÔÓ Û˘ÁÁڷʤ· Ô˘ οı ¿ÓıÚˆÔ˜ ÎÚ‡‚ÂÈ Ì¤Û· ÙÔ˘. H ıÂÌ·ÙÔÏÔÁ›· ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡ ›ӷÈ: «H Zˆ‹ Û ÌÈ· M¤Ú·-¶Ò˜ ‚ÈÒÓÔ˘Ì ÙËÓ Î·ıËÌÂÚÈÓfiÙËÙ¿ Ì·˜, Ì ٷ ÚÔ‚Ï‹Ì·Ù¿ Ì·˜, Ù· fiÓÂÈÚ¿ Ì·˜ Î·È ÙËÓ ÔÚ›· Ï‡Û˘ Ì·˜;». TÔ ‰È‹ÁËÌ· ı· Ú¤ÂÈ Ó· ¤¯ÂÈ ¤ÎÙ·ÛË 1000-5000 ϤÍÂˆÓ ÛÙ· EÏÏËÓÈο. ¢Èη›ˆÌ· Û˘ÌÌÂÙÔ¯‹˜ ¤¯Ô˘Ó fiÏÔÈ ÔÈ Ó¤ÔÈ Û˘ÁÁÚ·Ê›˜ οÙÔ¯ÔÈ EÏÏËÓÈ΋˜ Èı·Á¤ÓÂÈ·˜/˘ËÎÔfiÙËÙ·˜ ¯ˆÚ›˜ ‰ËÌÔÛ›Â˘ÛË ‚È‚Ï›Ô˘. TÔ ‰È‹ÁËÌ· Ô˘ ı· ˘Ô‚ÏËı› ı· Ú¤ÂÈ Ó· Â›Ó·È ‰ËÌÈÔ‡ÚÁËÌ· ÙˆÓ È‰›ˆÓ Î·È Ó· ÌËÓ ¤¯ÂÈ ‰ËÌÔÛÈ¢ı› Û ¿ÏÏ· ¤ÓÙ˘·, ÈÛÙÔÛÂÏ›‰Â˜ ‹ ¿ÏÏÔ Â›‰Ô˜ ‰ËÌÔÛ›Ô˘ ̤ÛÔ˘. £· ‰ÔıÔ‡Ó 6 ÚÒÙ· ‚Ú·‚›· ÁÈ· οı ÌÈ· ·fi ÙȘ ¤ÍÈ ·Ú·Î¿Ùˆ ËÏÈÎȷΤ˜ ÔÌ¿‰Â˜ fiÔ˘ ı· ·Ó‹ÎÔ˘Ó ÔÈ ˘Ô„‹ÊÈÔÈ: 1. ¶·È‰ÈÎfi (·fi 10-13 ¤ÙË) 2. EÊË‚ÈÎfi (·fi 14-18 ¤ÙË)
3. N·ÚÒÓ EÓËÏ›ÎˆÓ (·fi 19-29 ¤ÙË) 4. EÓËÏ›ÎˆÓ (·fi 30-45) 5. M¤ÛˆÓ EÓËÏ›ÎˆÓ (·fi 46-65) 7. 3˘ HÏÈΛ·˜ (·fi 66 +) 1Ô BÚ·‚›Ô: 200, 2Ô BÚ·‚›Ô: AÍ›·˜ 100 (·fi ÂÈÏÔÁ‹ ÙˆÓ Ù›ÙÏˆÓ MindPower), 3Ô BÚ·‚›Ô: AÍ›·˜ 50 (·fi ÂÈÏÔÁ‹ ÙˆÓ Ù›ÙÏˆÓ MindPower). H ÙÂÏÂÙ‹ ·ÔÓÔÌ‹˜ ı· ·Ó·ÎÔÈÓˆı› Ì ÙËÓ ·Ó·ÎÔ›ÓˆÛË ÙˆÓ ‚Ú·‚›ˆÓ ÛÙȘ 20/12/2008 T· 3 ÚÒÙ· ‰ÈËÁ‹Ì·Ù· ı· ‰ËÌÔÛÈ¢ÙÔ‡Ó ÛÙËÓ ÔÌ·‰È΋ ·ÓıÔÏÔÁ›·. T· ÓÂ˘Ì·ÙÈο ‰ÈηÈÒÌ·Ù· ÙˆÓ ‰ÈËÁËÌ¿ÙˆÓ ÙˆÓ ˘Ô„ËÊ›ˆÓ ·Ó‹ÎÔ˘Ó ÛÙÔ˘˜ ‰ËÌÈÔ˘ÚÁÔ‡˜ ÙÔ˘˜ ÂÎÙfi˜ ·fi ·˘Ù¿ ÙˆÓ ÙÚÈÒÓ ÓÈÎËÙÒÓ. T· ÓÂ˘Ì·ÙÈο ‰ÈηÈÒÌ·Ù· ÙˆÓ ‰ÈËÁËÌ¿ÙˆÓ Ô˘ ı· ÎÂÚ‰›ÛÔ˘Ó ÙÔÓ ‰È·ÁˆÓÈÛÌfi Î·È ı· ‰ËÌÔÛÈ¢ıÔ‡Ó ÛÙËÓ ·ÓıÔÏÔÁ›· ·Ó‹ÎÔ˘Ó ·Ì¤Ûˆ˜ Î·È ·ÔÎÏÂÈÛÙÈÎÒ˜ ÛÙËÓ MindPower Publishing Î·È ··ÁÔÚ‡ÂÙ·È Ë ·Ó·‰ËÌÔÛ›Â˘Û‹ ÙÔ˘˜ Û ¿ÏÏ· ¤ÓÙ˘· ÔÔÈ·Û‰‹ÔÙ ÌÔÚÊ‹˜ ¯ˆÚ›˜ ¤ÁÁÚ·ÊË ¿‰ÂÈ· Ù˘ MindPower Publishing. T· ÓÂ˘Ì·ÙÈο ‰ÈηÈÒÌ·Ù· fiÏˆÓ ÙˆÓ ˘ÔÏÔ›ˆÓ ‰ÈËÁËÌ¿ÙˆÓ ·Ú·Ì¤ÓÔ˘Ó È‰ÈÔÎÙËÛ›· ÙˆÓ ‰ËÌÈÔ˘ÚÁÒÓ ÙÔ˘˜ ηÙfiÈÓ ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡. ¶ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚÔ‡Ó Ó· ‚ÚÔ˘Ó ÔÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ÛÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË http://www.mindpower.gr, ηıÒ˜ Î·È ÛÙÔ +30.210-2847253
·Ó¿Ù˘Í˘ ÂÓfi˜ ·ÙfiÌÔ˘ (ÔfiÙÂ Î·È ·Ú·ÙËÚÔ‡ÓÙ·È Û˘ÌÂÚÈÊÔÚÈο ÚÔ‚Ï‹Ì·Ù· οı ›‰Ô˘˜ Î·È ‚ÂÏËÓÂÎÔ‡˜) Â›Ó·È fiÙÈ ÌÔÚԇ̠·Ó¿ ¿Û· ÛÙÈÁÌ‹ Ó· ÙÔ ·ÏÏ¿ÍÔ˘Ì ıÂÙÈο Î·È ÂÔÈÎÔ‰ÔÌËÙÈο ›Ù ÛÙÔÓ Â·˘Ùfi Ì·˜ ˆ˜ ÂÓ‹ÏÈÎÔÈ Â›Ù ÛÙ· ·È‰È¿ Ì·˜ ˆ˜ ÁÔÓ›˜ Î·È ·ÚÎÂÙ¤˜ ÊÔÚ¤˜ ˆ˜ ÂÎ·È‰Â˘ÙÈÎÔ›. A˘Ùfi ÙÔ ÔÔ›Ô Â›Ó·È ·Ó·Áη›Ô ÒÛÙ ӷ ¤ÏıÂÈ ¿ÌÂÛË Î·È ÂÓÙ˘ˆÛȷ΋ ·ÏÏ·Á‹ ÚÔ˜ ÙÔ Î·Ï‡ÙÂÚÔ Â›Ó·È Ë ÛˆÛÙ‹ ÚfiÏË„Ë Î·È fiÔ˘ ¯ÚÂÈ¿˙ÂÙ·È Ë ÛˆÛÙ‹ ·ÓÙÈÌÂÙÒÈÛË. Ÿˆ˜ Â›Ó·È Ê˘ÛÈÎfi ÁÈ· Ó· ÙÔ ÂÈÙ‡¯Ô˘Ì ڤÂÈ Ó· ¤¯Ô˘Ì ۈÛÙ‹ ÁÓÒÛË Î·È Î·ıÔ‰‹ÁËÛË. E’ Ô˘‰ÂÓ› ‰ÂÓ Â›Ó·È ÛˆÛÙ‹ Ë ·ÚfiÙÚ˘ÓÛË Ì›·˜ ‰È· ‚›Ô˘ ıÂڷ›·˜ : Ô ¿ÓıÚˆÔ˜ ˆ˜ fiÓ ·ÓÙ·ÔÎÚ›ÓÂÙ·È ¿ÌÂÛ· fiÙ·Ó ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ·ÏÏ¿˙ÂÈ Â›Û˘ ¿ÌÂÛ· Î·È Û˘ÛÙËÌ·ÙÈο TOY§AXI™TON ™E ™Y°KEKPIMENOY™ TOMEI™ ¶OY MONO ENA™ EI¢IKO™ ¶OY EXEI THN IKANOTHTA KAI EINAI ¢IATE£EIMENO™ NA TO KANEI M¶OPEI NA ¢IAKPINEI KAI Y¶O¢EI•EI ANA ¶EPI¶Tø™H. °È· Ó· ÌÔÚ¤ÛÔ˘Ì ӷ ηٷϿ‚Ô˘Ì ÔÈÔ˜ Â›Ó·È Ô ÂȉÈÎfi˜ ·˘Ùfi˜ ı· Ú¤ÂÈ XøPI™ ºOBO Ó· ·ÎÔ‡ÛÔ˘ÌÂ Î·È ·ÎÔÏÔ˘ı‹ÛÔ˘Ì ÙËÓ Û˘Ó·ÈÛıËÌ·ÙÈ΋ Ì·˜ ÓÔËÌÔÛ‡ÓË Î·È Î·ÙfiÈÓ ÙËÓ ÁÓˆÛÙÈ΋ Ì·˜ : - £· Ú¤ÂÈ Ô ÂȉÈÎfi˜ Ó· Ì·˜ οÓÂÈ Ó· ·ÈÛı·ÓfiÌ·ÛÙ fiÙÈ ÌÔÚÔ‡ÌÂ Î·È ı· Á›ÓÔ˘Ì ·ÓÂÍ¿ÚÙËÙÔÈ ¯ˆÚ›˜ ÙËÓ ·Ó¿ÁÎË ‚ÔËı›·˜ ÙÔ˘ ·ÊÔ‡ ÂÎ·È‰Â˘Ùԇ̠ۈ-
ÛÙ¿. - £· Ú¤ÂÈ Ì ÙËÓ ÚÒÙË ÎÈfiÏ·˜ Û˘Ó‰ڛ· Ó· ·ÈÛı·ÓfiÌ·ÛÙ ‰˘Ó·ÙÔ› Î·È ‹ÚÂÌÔÈ Î·È fiÙÈ Ô ıÂÙÈÎfi˜ ¤ÏÂÁ¯Ô˜ ÙÔ˘ ·˘ÙÔ‡ Ì·˜ ·Ó fi¯È ¿ÌÂÛ· Û‡ÓÙÔÌ· ı· Â›Ó·È ÛÙ· ¯¤ÚÈ· Ì·˜. - £· Ú¤ÂÈ NA MHN AI™£ANOMA™TE TYæEI™ ◊ A§§OY EI¢OY™ ºOBO NA EXEI AY•H£EI META A¶O THN ™YNE¢PIA. - £· Ú¤ÂÈ ‹‰Ë Ó· ·ÈÛı·ÓfiÌ·ÛÙ fiÙÈ Ú¿ÁÌ·Ù· Ô˘ ‰ÂÓ Î·Ù·Ï·‚·›Ó·Ì ¤¯Ô˘Ó ÌÈ· Ï‹ÚË ÏÔÁÈ΋ ÂÍ‹ÁËÛË Û¯ÂÙÈο Ì ÙËÓ ÔÔ›· ÌÔÚԇ̠ӷ ·ÓÙȉڿÛÔ˘ÌÂ Î·È Ó· ‰ÈÔÚıÒÛÔ˘Ì ϋڈ˜ ηٷÛÙ¿ÛÂȘ Ì ÙËÓ Û˘ÌÂÚÈÊÔÚ¿ Ì·˜. T¤ÏÔ˜, - £· Ú¤ÂÈ Ó· ‰Ô‡Ì ÂÌÚ¿ÎÙˆ˜ Ë Î·ÈÓÔ‡ÚÁÈ· Ì·˜ Û˘ÌÂÚÈÊÔÚ¿ Ô˘ Ì·˜ ¤¯ÂÈ ˘Ô‰Â›ÍÂÈ Ô ÂȉÈÎfi˜ Ó· ¤¯ÂÈ ÙÔ˘Ï¿¯ÈÛÙÔÓ Ê·ÓÂÚ‹ ÂÈÚÚÔ‹ ηٿ ÙÔ ‰ÔÎÔ‡Ó. Œ¯ÔÓÙ·˜ ‰È·‚¿ÛÂÈ Ù· ·Ú·¿Óˆ ı· Ú¤ÂÈ ‹‰Ë Ó· ·ÈÛı·ÓfiÌ·ÛÙ fiÙÈ ÌÚÔÛÙ¿ Ì·˜ ˘¿Ú¯ÂÈ fi¯È ·‰È¤ÍÔ‰Ô ·ÏÏ¿ ¤Ó· ÛÙ·˘ÚÔ‰ÚfiÌÈ Ì ¿Ú· ÔÏϤ˜ ÂÈÏÔÁ¤˜ ÔÈ ÂÚÈÛÛfiÙÂÚ˜ ·fi ÙȘ Ôԛ˜ Â›Ó·È Û˘Ó·Ú·ÛÙÈΤ˜ Î·È Â˘¯¿ÚÈÛÙ˜ Â¿Ó ÁÓˆÚ›˙Ô˘Ì Ҙ Ó· οÓÔ˘Ì ۈÛÙ¿ ‚‹Ì·Ù· ÒÛÙ ӷ ÂÈϤÍÔ˘Ì ÙÔÓ ‰ÚfiÌÔ Ô˘ Ô‰ËÁ› ÛÙËÓ ÚÔÛˆÈ΋ Ì·˜ ·ÂÏ¢ı¤ÚˆÛË Î·È Â˘Ù˘¯›·. ________________ °È· ÂÚˆÙ‹ÛÂȘ Î·È ¿ÏÏ· ˙ËÙ‹Ì·Ù· ÂÈÎÔÈÓˆÓ‹ÛÙ Ì ÙËÓ „˘¯ÔÏfiÁÔ Î. °ÂÚÈÙÛ›‰Ô˘ ÛÙÔ 210- 2829285 ‹ ̤ۈ e-mail fiˆ˜ ·Ó·ÁÚ¿ÊÂÙ·È.
10
The Google-ization of Knowledge Natasja Larson, Laura Servage, and Jim Parsons Faculty of Education, University of Alberta Driving from Edmonton to California and need to find a map? Searching for an obscure reference on Professional Learning Communities? Or, feel a cold coming on and would rather gain herbal relief than get drugged up? There is only one answer. GOOGLE it. In the past decade, GOOGLE has morphed from the name of perhaps the premier search engine to become a verb. And, with that move, life in schools and learning in general has been reshaped. This article suggests some of the ways that this change might affect teachers, students, and schools in general. GOOGLE has a short history in comparison to our "old" systems of locating information - such as the library. Google was founded in 1998 and has quickly grown into the largest search engine on the World Wide Web. Currently, a "user" (an odd term in itself) can access an index of more than 4 billion URLs. And, every URL is a "Uniform Resource Locator," essentially the address of a file or Web page accessible on the Internet. To GOOGLE, when used as a verb, means to search the Internet. Originally, the term itself originated from "Googol" the mathematical term for a 1 followed by 100 zeros. The term was coined by Milton Sirotta, nephew of American mathematician Edward Kasner. Google Inc. says, their "play on the term reflects the company's mission to organize the immense amount of information available on the web." In practical terms, gone are the days when finding a reference was an exhausting and tedious task of library visits and consultations with the esoteric. Imagine Sean Connery's search for "comedy" in "The Name of the Rose" being a keyboard
away. Imagine Alexandria's great library and all the libraries of the ancient world being accessible to everyone who might be "connected" (another interesting term). Certainly the process of GOOGLING is one that seems on the surface to expand an individual's access to knowledge - and with it democracy and power - as key information shifts from being held by the few to open to the many. However, is this true? Does GOOGLE actually democratize knowledge? Or, might other things be happening? We suggest that perhaps all is not as it seems, and indeed "other things are happening." For example:
1. Google-ization is reshaping knowledge
everything, so you see what is pragmatic and possible to see. The implication is that we are short-sheeting the bed of our understanding. For sure, the Internet is filled with information and, theoretically, it is available at our "fingertips" with just a click of a button or a scroll down a page. However, the typical computer screen may be able to display just over 300 words tops. And if this world becomes our reality, we actually are relying on less information, not the more that is available. Perhaps this is not a good thing.
2. Google-ization is changing how knowledge counts as important The computer screen is a small thing. Not as in a minor thing, but literally as in a small thing. Physically the window to the "homepage" of knowledge is not open for one to see in its expanse. Instead, the window is small. One can only see bits and bites of things, certainly not the ability to lay it in front of oneself - as in the spreading of a newspaper on the table. How does this change knowledge? Because human understanding is a gestalt (a configuration of elements the human mind naturally unifies into a holistic understanding), human vision is holistic. On a computer, to aid the small physical geography of a computer screen, knowledge has been shrunk to fit the screen. As a result, the "user" is engaged in "sound bites" - rather, site bites. You simply cannot see
¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™
I‰ÈÔÎÙËÛ›·: °. ¶·¯¿Î˘ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.
What happens when one Googles something? The process is to type the search word into a short blank - usually opting for brevity rather than elongation and then to set the engine to revving. Suddenly, like Christmas morning, a number of presents appear under the tree. These "presents" might as well come down the chimney by an old man no one actually sees (but who eats your cookies nonetheless) or be carried by the stork. And, there might be literally thousands of these gifts, of which the top 12-20 have been displayed, as if by magic, in a linear fashion down the page. These presents are websites (URLs) and the information contained therein is created by someone, literally anyone, somewhere in the world. How specific is that? How are these presents chosen? Who picks these, and on what basis are the exact ones picked? Unlike other search engines that use the amount of times a word is located in a document as the number one deciding factor, Google's search is a little more intricate. Google, the search engine, actually uses two factors to pick pages with imperceptible preciseness and amazing speed. In what seems to be an effective little "wizard" (an odd name for
Microsoft computer help) in everyone's computer, Google's technology is called PageRank and HyperText-Matching Analysis. PageRank uses the "democratic" (an interesting choice of words given the vote counting problems in Florida) system of finding whose page links to whose and how many times the first page has been linked by other pages. This method, according the Google folks, gives everyone a "vote." Webpages with the most "reputable" sites linking to it end up higher on the search list. According to Google folk, HyperText-Matching analysis does more than just search out how many times a word appears on a page, it analyzes font, subdivision, and location of each word. Of course, what this exactly means we don't know.
3. Google-ization privileges business
On the face of it, expanding the opportunity to gain knowledge seems to promote increased democracy. But, this democracy may be false or may come with a price. The price is that Google allows you to invite strangers into your house and mind, and some of these strangers are potentially stranger than others. Specifically, what you see is not always what you get. In a take off on an old saw, representation is 9/10s of the "law." For example, there is a plethora of dot com sites that seem on the face of them to be something "other" than what they are at first represented to be. This is especially true for educational sites. What seems to be educational is actually "business" educational. Or, as we see it, education with a bias. This bias comes as a shock for most educators, who have been quite navely accepting at face value the information presented by outside sources that seem, on their face, to be credible. But, we are historically a trusting sort, we educators; and, with good reason. Most of us are upstanding scholars and teachers. Our agenda - wrong word - our vocation - is to teach others. We are that profession
that does not bristle at the concept of "en loco parentis." We take care of others: everyone prospers. But business people - fine as they are - work from a different goal. And this Google is capitalism at its best. Reputable means bigger and "more connected." This is perfect for business whose goal is: we sell; we prosper. Business differs from education much in the way that a television commercial differs from a textbook. Business thinks nothing of engaging in spin, because spin sells. It is not that spin is dishonest, just aggressively biased. And, what can not be spun is hidden. Businesses hide things they don't want others to see. They represent their best - anything that encourages others to "buy" their product. Therefore, when education becomes a product, it comes with baggage. And, dot com sites, as educational as they might be, come with much baggage. What are we really purchasing when we "buy" our knowledge off the internet? An educator can buy anything from books for their classroom to a degree for their wall. Is this educating for the greatest good?
4. Google-ization has reshaped the authority of knowledge
Much has changed in the past decade. Alberta, similar to other provinces, has used a highlysophisticated system of judging school resources. Basically, to become accepted as a school resource and deemed acceptable to be read by students, a resource must be authorized by a committee process that thoroughly scrutinizes it, adjudicates it, and deems it acceptable for all students. That means, it is tolerant (does not abuse) of human differences like age, sex, culture, history, ability, etc. Google has changed things. It is no longer feasible, regardless of how you hold it to the light, to assure that any resource one pulls on the Internet has been thoroughly tested and found acceptable by a committee of concerned professionals. Committee members are not
11 available to stand beside a student's computer and analyze each resource that flashes across the screen. So what? This changes the way students should be educated. Quite simply, if we cannot protect students from "harm" or "mis-education" we must teach them to educate and protect themselves from the sort of extreme and often misrepresented bias of those with a specific agenda - the Internet's version of "safe sects." This mandates the authority back onto students, which in the long run is not such a bad thing. Critical evaluation of web resources is a valuable insight students should learn, not only for school related work but for everyday experiences with the internet. But, is it happening? Unfortunately with the "freedom of posting" on the internet, anyone anywhere can produce a webpage that says anything they want. Freedom of speech at its best? Students cannot even rely on the suffix of dot org or dot edu to find credible information; as those who know the Internet the best suggest, the best-looking URLs can still be a farce. First, we need to educate ourselves on how best to evaluate a website; second, we need to develop techniques and understandings that teach our students about assessing websites. If we do not, our students will never be able to carefully and responsibly choose resources that help them make educated decisions.
5. Google-ization has reshaped education dialog
Obviously, a book differs from a computer. But, the difference is more than what is obvious at first glance. Within the history of reading as an area of study, much has been written about the way a reader engages with a text. But the physical-ness of a book differs greatly from the physicalness of a computer. Few computers are comfortable enough to snuggle with in a favourite chair. Studies remain to be done on how a student interacts with text on a screen and whether this has any implications for the learner. But, we would venture a guess that comfort cannot but help shape learning. And the learning that one gains from engagement with a book differs from the engagement one gains from interaction with a computer screen. Moms and dads don't often cuddle up next to their young children at the
computer and read the text on the screen to them like they would a bedtime story. Young children often use the computer independently, such as playing games or looking at Internet images, but the anxious parents we know are more likely to be concerned that such independence is more alienating than educational or that what is seen as personal engagement comes at the expense of human relationships. So are our young children better learners because of their adeptness of using a computer? Or are they disadvantaged in other areas because of this technology? Are family relationships and learning, that used to be developed within families, implicated by computers? We might argue that there issues yet to be resolved.
6. Google-ization is creating a primary aesthetics
Simply stated, sites that are easy to navigate and are pretty are more highly valued than those that are not. This places a primary focus on form over substance. But form is not substance; nor is form knowledge. At least form is not the deep knowledge we need to make important decisions. Thus, when young learners (even older ones) use the internet for research, they may be more likely to choose information with less criticism for content than for visual appeal. Our children are growing up in a visually stimulating society, from billboards to television ads. Internet sites have graphics morphing into different graphics without even pressing a button. There is less appeal for text, just plain print on a page, then for pictures. Even text is modified to attract attention through different fonts, sizes, and pictures. One can add emoticons:) for effect. We've all seen sites that may be more confusing to navigate than others. Our first response? Move on, and left click out of there. All the relevant information is quickly whisked off your screen and you move on to another site without time to even blink. And, we are doing these erasures even more quickly with highspeed, broadband capabilities. What used to be "don't judge a book by its cover" should be taught as "don't judge a site by its aesthetics!"
7. Google-ization is reshaping the heuristic of knowledge
Most knowledge that students deal with is linear. This is not to say that it is historical, from ancient to modern; instead, it follows a particular form. One can follow this logic from start to finish. But hyperlinks reshape this logic. That we have accepted this reshaping of knowledge is clear, and we sort of engage it without thought. But, instead of moving from one to two to three and onwards, we have engaged a form of "jump" logic. We obviously are not, as the old math teachers would tell us, showing "the steps." When a person is reading their information on a site and in the middle of the text a word appears in blue, we are already trained to know that this means "click here" and you will be taken to another place that deals with that particular word in whatever sense the author means for you to interpret it. (But who filled the basket? And, even if you knew the first site was good, how do you know the second is as well?) As you begin to read the "new" information, you come across another blue word. You click, and on and on the process goes. How much of this "relevant" information is retained with our heuristic leap-frogging? Often we don't necessarily finish reading an article? These are the Internet's equivalent of a "choose your own ending" book, where the reader can decide to go to page 14 if one plot twist is preferable to another.
8. Google-ization is reshaping the nature of communication The questions for judging authenticity are simple. Who do
you trust? Where do you get your information? On one hand, the opening up of the world is a gift and Google gives us many more opportunities to meet new people and gain new ideas. On the other hand, people we meet and the information we obtain are not always as they seem. The Internet is an information highway that allows one to cruise along at any chosen speed; but drivers beware. The road is full of potholes and sideroads that can lead to deadends. Those growing up in the age of Google-ization may be learning that half-done is good enough or that trust is a minor issue when engaging Internet knowledge. People can communicate with each other through discussion boards and in chatrooms, but who are you talking to? And, are there ulterior motives? Even if the answer is no, we are growing more cynical and we are coming to believe that cynicism is a virtue. Communication no longer has to be on the telephone, in person, or through the mail, to people one already knows. Communication can be done through discussion boards or chatrooms where one may post messages from the comfort of one's home or office. The implications? Flaming unnecessarily heated discussions that don't follow what is known as "netiquette" or etiquette on the internet - are increasing. People are talking to people that they don't know, haven't built relationships with, and are more likely to be impolite to. When the "threat" of face-to-face encounters are no longer present, communication changes. Therefore, free speech and open dialogue are sometimes turned into communication with a vengeance. Summary The Google-ization of knowledge is more than simply a
discussion about how our quest for knowledge has been reshaped; it is about how we have been reshaped as we have sought this knowledge. We agree, education has been changed by a few clicks of the mouse. Our writing has attempted to highlight what some of these changes might be. The questions are: what direction do we want Google-ization to head towards in the future? Are we really "better off" than before? How can we gain more control of our own experiences? Are these experiences what we want them to be? Where is the education of our young headed? Finally, can we GOOGLE the above questions to find the answers? The fact is that, despite our concerns, communication through Google-ization is not always negative. People, in fact, are in communication with people they never would have met before Listservs and Newsgroups became popular. The possibility exists that people from huge geographical expanses can be brought together by ideas and cemented by common interests into a harmonious conversation about mutual passions. The result? Wonderful ideas, discoveries, events, and camaraderie emerge from these "invisible" connections made possible through "logging" (another interesting word) onto the internet. Google has allowed us to expand our network of friends and colleagues worldwide without leaving our desks. These are the promises that attend the problems. Reprinted from ERIC, Education Resources
EXPRESS
PUBLISHING CHRISTMAS PRIMARY READERS A¶OK§EI™TIKA ™TA
– Also available: The lion & the mouse The Shepherd boy & the Wolf The Wild Swans Little red riding hood Snow white & the Seven Dwarfs
Also available: The ant & the cricket The Father & his Sons New patches for old Hansel & Gretel Puss in boots Cinderella
20 %
Also available: A mirror, a carpet & a lemon M ÙËÓ ·ÁÔÚ¿ A trip to the rainforest ÂÓfi˜ Christmas Sleeping Beauty Title Î·È ÂÓfi˜ The Cracow Dragon Express Primary The Frog Princess reader The Ghost The nightingale & the rose
¢øPO DVD
Christmas Title
12
La notion de la tâche en pédagogie : production écrite et orale Par Constantin TEGOS La maxime « on ne fait bien que ce que l'on prend plaisir à faire », traduit souvent l'attitude de l'apprenant devant l'épreuve de la production écrite ou orale. Le plaisir d'écrire, d'être lu, d'être entendu pour un apprenant est à notre avis lié à sa motivation profonde. Il n'en demeure pas moins que cette notion de plaisir, même si elle est transversale doit bien être présente dans la classe, et constituer un élément moteur pour les apprentissages. Le savoir-être de l'enseignant, au-delà de son savoir-faire, doit permettre ainsi dans la classe de faire naître de la magie, du merveilleux, et de l'inattendu. L'écrit doit alors justement apparaître comme un vecteur formidable entre l'apprenant et les apprentissages. La(es) tâche(s) n'est donc jamais purement langagière, mais représente un acte social plus large. Ainsi, il faut partir du principe que la réalisation de toute tâche et de toute activité langagière qui lui est liée dépend des interactions sociales dans le cadre desquelles elle a lieu. Il y a « tâche » dans la mesure où l'action est le fait d'un (ou de plusieurs) sujet(s) qui y mobilise(nt) stratégiquement les compétences dont il(s) dispose(nt) en vue de parvenir à un résultat déterminé. (Cadre 2001: 15) Autrement dit, c'est la relation interpersonnelle qui définit largement l'utilisation de la langue. Cela a pour conséquence que l'enseignant devrait, dans toute la mesure du possible, proposer des activités dans lesquelles les interactions sociales seront clairement définies et réelles. Pour ce faire, il est important de dépasser les activités qui demandent à l'apprenant d'agir au nom d'une tierce personne fictive. Ainsi une consigne du genre telle que,
“Michel passe ses vacances sur la côte d'Azur et écrit une carte postale à sa grand-mère dans laquelle il lui parle de ce qu'il fait”, fausse t-elle clairement l'interaction sociale. Il va de soi que les activités langagières et l'accomplissement d'une tâche sont également largement définis par ce que nous nommons contexte et définissons comme tous les paramètres et toutes les contraintes particulières à l'exclusion de l'interaction sociale : l'intention, le lieu, le moment, le médium (téléphone, carte, sms, courriel, lettre…), etc. Dans tout acte de production, l'écrit et l'oral font aussi partie d'un travail de mémorisation pour constituer des repères en vue d'organiser et de planifier une activité ultérieure. Toutefois, l'amélioration de la production écrite et orale relèvent de certaines idées, en voici quelques unes à prendre en considération : i. IDÉES POUR OPTIMISER SES CHANCES DE RÉUSSIR LA COMPRÉHENSION ÉCRITE (Å) — Lire attentivement les questions (items) de chaque exercice au moins deux fois avant de lire les textes. Repérer les mots inconnus dans le(s) textes(s) et essayer d'en deviner le sens. Il ne faut pas vouloir tout comprendre, mais saisir l'idée globale. — Pour chaque question, cibler le passage du texte qui traite de ce sujet et vérifier la réponse dans le texte (faire attention aux phrases négatives, au subordonnées qui changent le sens de la phrase). — Si on le demande, justifier la réponse en citant un court passage du texte. Il est bien sur nécessaire que ce passage
soit en rapport avec la réponse et prouve qu'elle est valable ! — Garder quelques minutes pour se relire. — Pour rédiger la réponse en français, on doit s'aider de la question pour reconstruire une réponse à laquelle on ajoutera l'élément demandé. ii. IDÉES POUR OPTIMISER SES CHANCES DE RÉUSSIR LA COMPRÉHENSION ORALE (Å) — Lire attentivement les questions (items) de chaque exercice au moins deux fois avant d'écouter le(s) document(s) sonore(s). Repérer les mots-clés des questions (items) et essayer d'en deviner le sens. Il est important de bien comprendre ce qui est demandé et de le replacer, si possible, dans son contexte. _ Écouter l'enregistrement attentivement en essayant de comprendre le sens global afin de pouvoir identifier le(s) contexte(s) et répondre aux QCM. _ Pendant les deux écoutes, il ne faut pas se bloquer sur un mot ou une expression que l'on n'arrive pas à comprendre. _ Répondre aux questions de manière logique, en s'aidant du contexte de chaque question (items). (Å). - «RÉUSSIR LA PRODUCTION ÉCRITE DELF B1-B2 & Sb B2» EDITONS TEGOS 2007 «RÉUSSIR LA CERTIFICATION EN LANGUE FRAN_AISE KPg C1» EDITIONS TEGOS 2007
14
20.000 Ӥ˜ ı¤ÛÂȘ ÂÚÁ·Û›·˜ ·fi Ôχ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ N¤Ô ÚfiÁÚ·ÌÌ· ÙÔ˘ OAE¢ ÁÈ· ÙËÓ ÚfiÛÏË„Ë ÙÔ˘ «ÚÒÙÔ˘ ˘·ÏÏ‹ÏÔ˘»  ¤ÌÊ·ÛË ÙËÓ ˘ÔÛÙ‹ÚÈÍË ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ ¯ˆÚ›˜ ÚÔÛˆÈÎfi (·˘ÙÔ··Û¯ÔÏÔ‡ÌÂÓˆÓ) ÚÔÎÂÈ̤ÓÔ˘ Ó· ÚÔÛÏ¿‚Ô˘Ó ÙÔÓ ÚÒÙÔ ÙÔ˘˜ ˘¿ÏÏËÏÔ, ·ÏÏ¿ Î·È ÁÂÓÈο ÁÈ· ÙȘ ÌÈÎÚ¤˜ Ôχ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ, Ù¤ıËΠ۠ÂÊ·ÚÌÔÁ‹ ·fi ÙÔÓ OAE¢ ÙÔ Ó¤Ô Û˘Ó‰˘·Ṳ̂ÓÔ ÚfiÁÚ·ÌÌ· ÂȯÔÚ‹ÁËÛ˘ ÂȯÂÈÚ‹ÛÂˆÓ ÁÈ· ÙËÓ ··Û¯fiÏËÛË 20.000 ÂȉÔÙÔ‡ÌÂÓˆÓ ·Ó¤ÚÁˆÓ. H ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ·ÈÙ‹ÛÂˆÓ ı· ·Ú·Ì›ÓÂÈ ·ÓÔÈÎÙ‹ ̤¯ÚÈ ÙËÓ Î¿Ï˘„Ë ÙˆÓ ı¤ÛˆÓ. TÔ ÚfiÁÚ·ÌÌ· ·ÔÛÎÔ› ÛÙËÓ Ù·¯‡ÙÂÚË ‰˘Ó·Ù‹ ·ӤÓÙ·ÍË ÙˆÓ ·ÔÏ˘ı¤ÓÙˆÓ ·ÙfiÌˆÓ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜, ÚÔÛʤÚÔÓÙ·˜ ÈÛ¯˘Ú¿ ΛÓËÙÚ· ÛÙȘ ÂȯÂÈÚ‹ÛÂȘ ÁÈ· ÙËÓ ··Û¯fiÏËÛ‹ ÙÔ˘˜. AÔÙÂÏ› ¤ÎÙ·ÛË ÙÔ˘ ·Á›Ô˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÌÂÙ·ÙÚÔ‹˜ ÙÔ˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜ Û ›‰ÔÌ· ··Û¯fiÏËÛ˘, ÂÎÙ›ÓÔÓÙ·˜ ÙÔ ‰È¿ÛÙËÌ· ÂȯÔÚ‹ÁËÛ˘ Ù˘ ··Û¯fiÏËÛ˘ Î·È ÁÈ· Û˘ÁÎÂÎÚÈ̤Ó˜ ηÙËÁÔڛ˜ ÂȯÂÈÚ‹ÛˆÓ, ̤¯ÚÈ Î·È Â›ÎÔÛÈ Ù¤ÛÛÂÚȘ (24) Ì‹Ó˜ ‹/Î·È ÙÚÈ¿ÓÙ· (30) Ì‹Ó˜ ηٿ ÂÚ›ÙˆÛË. TÔ ÚfiÁÚ·ÌÌ· Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ ‰‡Ô Ê¿ÛÂȘ: ñ H ·’ Ê¿ÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ‰È·ÚΛ fiÛÔ Î·È ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ÁÈ· ÙÔ ÔÔ›Ô Ô ¿ÓÂÚÁÔ˜ ¤¯ÂÈ Î·ÙÔ¯˘ÚÒÛÂÈ ‰Èη›ˆÌ· Ï‹„˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜. ñ H ‚’ Ê¿ÛË Â›Ó·È ÙÔ ˘ÔÏÂÈfiÌÂÓÔ Ì¤¯ÚÈ ÙË Û˘ÌÏ‹ÚˆÛË ÙˆÓ 24 ‹ 30 ÌËÓÒÓ ·ÓÙ›ÛÙÔȯ·, ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·.
M
B·ÛÈÎÔ› ÛÙfi¯ÔÈ TÔ ÚfiÁÚ·ÌÌ· ¤¯ÂÈ ÙȘ ÂÍ‹˜ ‚·ÛÈΤ˜ ÛÙԯ‡ÛÂȘ: 1. TËÓ ˘ÔÛÙ‹ÚÈÍË ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ ¯ˆÚ›˜ ÚÔÛˆÈÎfi (·˘ÙÔ··Û¯ÔÏÔ˘Ì¤ÓˆÓ), ÚÔÎÂÈ̤ÓÔ˘ Ó· ÚÔÛÏ¿‚Ô˘Ó ÙÔÓ ÚÒÙÔ ÙÔ˘˜ ˘¿ÏÏËÏÔ.
2. TËÓ ÂÓ›Û¯˘ÛË ÙˆÓ ÌÈÎÚÒÓ Î·È Ôχ ÌÈÎÚÒÓ ÂȯÂÈÚ‹ÛÂˆÓ (¶ME) Ì ÚÔÛˆÈÎfi ̤¯ÚÈ 25 ¿ÙÔÌ·. 3. TËÓ ¿ÌÂÛË Â·Ó¤ÓÙ·ÍË ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ ÙˆÓ ·ÔÏ˘ı¤ÓÙˆÓ ·ÙfiÌˆÓ Î·È È‰È·›ÙÂÚ· ÙˆÓ ·Ó¤ÚÁˆÓ ÌÂÁ·Ï‡ÙÂÚ˘ ËÏÈΛ·˜ (·Ó‰ÚÒÓ ¿Óˆ ÙˆÓ 50 ÂÙÒÓ Î·È Á˘Ó·ÈÎÒÓ ¿Óˆ ÙˆÓ 45 ÂÙÒÓ). TÔ ÂÓ ÏfiÁˆ ÚfiÁÚ·ÌÌ· ÂȯÔÚ‹ÁËÛ˘ ÂȯÂÈÚ‹ÛÂˆÓ ·ÊÔÚ¿ ÛÙËÓ ··Û¯fiÏËÛË 20.000 ÂȉÔÙÔ‡ÌÂÓˆÓ ·Ó¤ÚÁˆÓ ËÏÈΛ·˜ 18-64 ÂÙÒÓ, ÂÎ ÙˆÓ ÔÔ›ˆÓ ÔÛÔÛÙfi 60% ı· Ú¤ÂÈ Ó· Â›Ó·È Á˘Ó·›Î˜.
YÏÔÔ›ËÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ A’ Ê¿ÛË: °È· ÙËÓ ·’ Ê¿ÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÈÛ¯‡Ô˘Ó ÔÈ fiÚÔÈ Î·È ÚÔ¸Ôı¤ÛÂȘ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Û‡Ìʈӷ Ì ÙËÓ KÔÈÓ‹ AfiÊ·ÛË 30874/23.6.2004 ÙˆÓ ˘Ô˘ÚÁÒÓ OÈÎÔÓÔÌ›·˜ Î·È OÈÎÔÓÔÌÈÎÒÓ, EÛˆÙÂÚÈÎÒÓ ¢ËÌfiÛÈ·˜ ¢ÈÔ›ÎËÛ˘ Î·È AÔΤÓÙÚˆÛ˘ Î·È A·Û¯fiÏËÛ˘ Î·È KÔÈÓˆÓÈ΋˜ ¶ÚÔÛÙ·Û›·˜ Î·È ÙËÓ Ì ·ÚÈıÌ. B122512/30.8.2004 ÂÁ·ÎÏÈÔ Ù˘ ¢/ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: OÈ ÂȯÂÈÚ‹ÛÂȘ ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÓÙ·¯ıÔ‡Ó ÛÙË ‚’ Ê¿ÛË Ú¤ÂÈ Ó· ˘Ô-
EÓÙ·ÛÛfiÌÂÓÔÈ ÂÚÁÔ‰fiÙ˜ TÔ ÚfiÁÚ·ÌÌ· Û˘Ó›ÛÙ·Ù·È ÛÙË ¯ÚÔÓÈ΋ ¤ÎÙ·ÛË Ù˘ ÂȯÔÚ‹ÁËÛ˘ ÂÚÁÔ‰ÔÙÒÓ ÁÈ· ÙËÓ ··Û¯fiÏËÛË ÂȉÔÙÔ‡ÌÂÓˆÓ ·Ó¤ÚÁˆÓ ÛÙȘ ÂÍ‹˜ ÂÚÈÙÒÛÂȘ: ñ A˘ÙÔ··Û¯ÔÏÔ˘Ì¤ÓˆÓ ‹ ÂÚÁÔ‰ÔÙÒÓ ¯ˆÚ›˜ ÚÔÛˆÈÎfi Ô˘ ÚÔÛÏ·Ì‚¿ÓÔ˘Ó ÂȉÔÙÔ‡ÌÂÓÔ ¿ÓÂÚÁÔ, ÔfiÙ ÙÔ ÚfiÁÚ·ÌÌ· ÂÂÎÙ›ÓÂÙ·È ÛÙÔ˘˜ ÙÚÈ¿ÓÙ· (30) Ì‹Ó˜. ñ EȯÂÈÚ‹ÛÂˆÓ Ì ÚÔÛˆÈÎfi 1-25 ¿ÙÔÌ· Ô˘ ÚÔÛÏ·Ì‚¿ÓÔ˘Ó ÂȉÔÙÔ‡ÌÂÓÔ ¿ÓÂÚÁÔ, ÔfiÙ ÙÔ ÚfiÁÚ·ÌÌ· ÂÂÎÙ›ÓÂÙ·È ÛÙÔ˘˜ ›ÎÔÛÈ Ù¤ÛÛÂÚȘ
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1
ÙȘ ÂÈÛÙËÌÔÓÈΤ˜ ÙÔ˘˜ ÌÂϤÙ˜ Î·È ÙȘ ÂÌÂÈڛ˜ ÙÔ˘˜, ÁÈ· Ó· οÓÔ˘Ì ¤Ó·Ó ÎfiÛÌÔ Î·ÏÏ›ÙÂÚÔ, ÌÈ· ÎÔÈÓˆÓ›· ÈÔ ·ÍÈÔÎÚ·ÙÈ΋ Î·È ÈÛfiÓÔÌË, ÌÈ· ÎÔÈÓˆÓ›· Ô˘ fiÏÔÈ ı· ·ÔÏ·Ì‚¿ÓÔ˘Ó Ù· ·Á·ı¿ Ô˘ Ô Ï¿ÛÙ˘ Î·È Ë Ï¿ÛË Ì·˜ ÎÏËÚÔ‰fiÙËÛ·Ó. O ºÈÏ› B·Ï¤Ú, ¶Úfi‰ÚÔ˜ ÙÔ˘ ¢ÈÂıÓÔ‡˜ ºfiÚÔ˘Ì ÁÈ· ÙËÓ KÔÈÓˆÓÈ΋ Î·È ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ¢ı‡ÓË, ¿ÓÔÈÍ ÙÔ ™˘Ó¤‰ÚÈÔ ÂÈÛËÌ·›ÓÔÓÙ·˜ fiÙÈ Ë ‰È·ÊÔÚÂÙÈÎfiÙËÙ· Â›Ó·È ÌÈ· ¢ηÈÚ›·, Â¿Ó Ì·˜ ‰›ÓÂÈ ÙËÓ ‰˘Ó·ÙfiÙËÙ· Ó· ˆÊÂÏËıԇ̠·fi ÙȘ ‰È·ÊÔÚ¤˜ Ì·˜. ¢˘ÛÙ˘¯Ò˜ fï˜ ·˘Ù‹ Ë ‰È·ÊÔÚÂÙÈÎfiÙËÙ· Â›Ó·È ËÁ‹ ·‰ÈΛ·˜ ÔÏϤ˜ ÊÔÚ¤˜. MÔÚ›Ù ӷ ÛÎÂÊı›Ù fiÙÈ Î¿ÔȘ ¢ηÈڛ˜ ÛÙËÓ ˙ˆ‹ Û·˜ ÂÍ·ÚÙÒÓÙ·È ·fi ÙÔ Ô˘, ˆ˜ Î·È ·fi ÔÈfiÓ ÁÂÓÓËı‹Î·ÙÂ; ¶fiÛ˜ Î·È fiÛ˜ ÊÔÚ¤˜ Ë Ù‡¯Ë ÛÔ˘ Û ·˘ÙfiÓ ÙÔÓ ÎfiÛÌÔ ‰ÂÓ ÂÍ·ÚÙ¿Ù·È ·fi ÙÔ Â¿Ó Â›Û·È ¿Ó‰Ú·˜ Ë Á˘Ó·›Î·, Â¿Ó Â›Û·È Ó¤Ô˜ Ë ËÏÈÎȈ̤ÓÔ˜, Ì·‡ÚÔ˜ Ë Ï¢Îfi˜, ˘ÁÈ›˜ Î·È ·ÚÙÈÌÂÏ‹˜ ‹ ¿ÙÔÌÔ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ, ÁËÁÂÓ‹˜ Ë ·ÏÏÔ‰·fi˜, Â¿Ó ·Ó‹ÎÂȘ ÛÙÔ ¤Ó· Ë ÛÙÔ ¿ÏÏÔ ÔÏÈÙÈÎfi ÎÒÌ·, ηÌÈ¿ ÊÔÚ¿, Î·È ÙfiÛ· ¿ÏÏ·. OÈ AÚ¯¤˜ Û EıÓÈÎfi Î·È ¢ÈÂıÓ¤˜ Â›Â‰Ô Î·Ù·ÚÙ›˙Ô˘Ó Î·ÓfiÓ˜ Î·È ÓfiÌÔ˘˜ ÁÈ· Ó· ηٷÔÏÂÌ‹ÛÔ˘Ó ÙȘ ‰È·ÎÚ›ÛÂȘ. E›Ó·È fï˜ ·˘Ùfi ·ÚÎÂÙfi ÁÈ· Ó· ÛÙ·Ì·Ù‹ÛÂÈ ÙÔ˘˜ ·ÓıÚÒÔ˘˜ Ó· ÛΤÙÔÓÙ·È Î·È Ó· ÂÓÂÚÁÔ‡Ó ÂÈÏÂÎÙÈο! TÔ ¢ÈÂıÓ¤˜ ºfiÚÔ˘Ì ÁÈ· ÙËÓ ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ Î·È KÔÈÓˆÓÈ΋ E˘ı‡ÓË, Ô˘ ·ÁˆÓ›˙ÂÙ·È ·Ú¿ÏÏËÏ· Î·È ÁÈ· ÙËÓ Î·Ù¿ÚÁËÛË ÙˆÓ ‰È·ÎÚ›ÛˆÓ, ¤¯ÂÈ ıÂÛ›ÛÂÈ ¤Ó· ÙÂÙÚ·ÂÙ¤˜ ÚfiÁÚ·ÌÌ·, 2007-2010, Ì ÛÙfi¯Ô ÙËÓ ÂÓË̤ڈÛË ÙˆÓ ÔÏÈÙÒÓ Á‡Úˆ ·fi ÙÔÓ Û‚·ÛÌfi Ô˘ ÔÊ›ÏÔ˘Ì ÛÙ· ¿ÙÔÌ· Î·È ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ. ™ÙÔÓ ÂÙÂÚÔÁÂÓ‹ ÎfiÛÌÔ Ì·˜ ·ÎfiÌ· Î·È Ë ‰È·ÊÔÚÂÙÈÎfiÙËÙ· Ù˘ ÎÔ˘ÏÙÔ‡Ú·˜, Ù˘ ıÚËÛΛ·˜ Î·È ÙˆÓ ÂıÓÈÎÒÓ Ô-
‚¿ÏÏÔ˘Ó ÛÙËÓ YËÚÂÛ›· ·›ÙËÛË ÁÈ· ¤ÎÙ·ÛË ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÂÓÙfi˜ 15 ËÌÂÚÒÓ ·fi ÙË Ï‹ÍË Ù˘ ·’ Ê¿Û˘.
¢È¿ÚÎÂÈ· EȯÔÚ‹ÁËÛ˘ ÙÔ˘ EÚÁÔ‰fiÙË H Û˘ÓÔÏÈ΋ ‰È¿ÚÎÂÈ· ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ (24 ‹ 30 Ì‹Ó˜, ηٿ ÂÚ›ÙˆÛË), ηٷӤÌÂÙ·È Û ‰‡Ô Ê¿ÛÂȘ. ñ H ÚÒÙË (·) Ê¿ÛË ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ÁÈ· ÙÔ ÔÔ›Ô ¤¯ÂÈ Î·ÙÔ¯˘Úˆı› ‰Èη›ˆÌ· Ï‹„˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜ (̤¯ÚÈ 12 Ì‹Ó˜). ñ H ‰Â‡ÙÂÚË (‚) Ê¿ÛË ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· Ô˘ ˘ÔÏ›ÂÙ·È ÌÂÙ¿ ÙÔ ¤Ú·˜ Ù˘ ÂȉfiÙËÛ˘, ÏfiÁˆ ·ÓÂÚÁ›·˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· Û˘ÌÏËÚˆıÔ‡Ó ÔÈ 24 ‹ 30 Ì‹Ó˜, ·ÓÙ›ÛÙÔȯ·.
¶ÔÛfi ÂȯÔÚ‹ÁËÛ˘ A’ Ê¿ÛË: TÔ ÌËÓÈ·›Ô ÔÛfi Ù˘ ÂȯÔÚ‹ÁËÛ˘ Â›Ó·È ›ÛÔ Ì ÙÔ ÌËÓÈ·›Ô ÔÛfi ÙÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ ·ÓÂÚÁ›·˜ Ô˘ ¤¯ÂÈ ÂÁÎÚÈı› ÁÈ· ÙÔÓ ¿ÓÂÚÁÔ ·fi ÙËÓ ·ÚÌfi‰È· YËÚÂÛ›· ÙÔ˘ OÚÁ·ÓÈÛÌÔ‡, fiˆ˜ ÔÚ›˙ÂÙ·È ÛÙËÓ ·Ú. 4 Ù˘ Ì ·ÚÈıÌ. 30874/23.6.2004 KYA Î·È ÛÙËÓ ·Ú. 9 Ù˘ Ì ·ÚÈıÌ. B 122512/30.8.2004 Â(24) Ì‹Ó˜ ‹ ÛÙÔ˘˜ ÙÚÈ¿ÓÙ· (30) Ì‹Ó˜, Â¿Ó Ô ÂȉÔÙÔ‡ÌÂÓÔ˜ Â›Ó·È ¿ÓÂÚÁÔ˜ ¿Ó‰Ú·˜ ¿Óˆ ÙˆÓ 50 ÂÙÒÓ ‹ ¿ÓÂÚÁË Á˘Ó·›Î· ¿Óˆ ÙˆÓ 45 ÂÙÒÓ. ™Â fiϘ ÙȘ ·Ú·¿Óˆ ÂÚÈÙÒÛÂȘ ı· Ú¤ÂÈ Ô ¿ÓÂÚÁÔ˜ Ó· ÚÔÛÏËÊı› ÂÓÙfi˜ ÙÔ˘ ÚÒÙÔ˘ ÙÚÈÌ‹ÓÔ˘ Ù˘ ÂȉfiÙËÛ˘ ·ÓÂÚÁ›·˜ ÙÔ˘. EÍ·ÈÚ¤ÛÂȘ ™ÙÔ ÚfiÁÚ·ÌÌ· ‰ÂÓ ÂÓÙ¿ÛÛÔÓÙ·È Ù· Ó˘¯ÙÂÚÈÓ¿ ΤÓÙÚ· Î·È ÔÈ ÂÙ·ÈÚ›˜ ÚÔÛˆÚÈÓ‹˜ ··Û¯fiÏËÛ˘ (¿ÚıÚÔ 20 ÙÔ˘ N. 2956/2001), ÁÈ· ÌÈÛıˆÙÔ‡˜ ÙÔ˘˜ Ô˘ ·Ú¤¯Ô˘Ó ÂÚÁ·Û›· Û ¿ÏÏÔÓ ÂÚÁÔ‰fiÙË (¤ÌÌÂÛÔ˜ ÂÚÁÔ‰fiÙ˘).
¢È·ÊÔÚÂÙÈÎfiÙËÙ· Î·È ›Û˜ ¢ηÈڛ˜
H ™. OÈÎÔÓÔÌ¿ÎÔ˘ ÛÙÔ ¿ÓÂÏ ÙˆÓ ÔÌÈÏËÙÒÓ
Ì¿‰ˆÓ ·ÔÙÂÏ› Î·Ù·Ï˘ÙÈÎfi ·Ú¿ÁÔÓÙ· ÂÈÏÔÁÒÓ Î·È ·ÓÙȉڿÛÂˆÓ ÛÙÔÓ ¯ÒÚÔ Ù˘ ÂÚÁ·Û›·˜. OÈ ÓfiÌÔÈ ˘¿Ú¯Ô˘Ó, ÔÈ ÎÚ·ÙÔ‡ÓÙ˜ fï˜ Â›Ó·È ¿ÙÔÌ·, ¿ÙÔÌ· Ô˘ ÔÈ ÓfiÌÔÈ ‰ÂÓ ÌÔÚÔ‡Ó ¿ÓÙ· Ó· ¯ÂÈÚ·ÁˆÁ‹ÛÔ˘Ó. TÔ KÔÏϤÁÈÔ ÙˆÓ ÂȉÈÎÒÓ, Ô˘ ‰ËÌÈÔ˘ÚÁ‹ıËΠÁÈ· ÙËÓ KÔÈÓˆÓÈ΋ Î·È ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ E˘ı‡ÓË, ÚÔÙ›ÓÂÈ Ú·-
E›Ï˘ÛË ‰È·ÊÔÚÒÓ OÔÈ·‰‹ÔÙ ‰È·ÊÔÚ¿ ÚÔ·„ÂÈ Ô˘ ·ÊÔÚ¿ ÛÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ÚfiÁÚ·ÌÌ· ı· ÂÈχÂÙ·È Ì ·fiÊ·ÛË Ù˘ EȉÈ΋˜ EÈÙÚÔ‹˜, fï˜ ÚԂϤÂÙ·È ·fi ÙËÓ Ì ·ÚÈıÌ. 30874/23.6.2004 KYA. H Û¯ÂÙÈ΋ ¤ÓÛÙ·ÛË ı· ˘Ô‚¿ÏÏÂÙ·È ÛÙËÓ YËÚÂÛ›· A·Û¯fiÏËÛ˘ ÙÔ˘ OAE¢, ÂÓÙfi˜ ÙÚÈ¿ÓÙ· (30) ËÌÂÚÒÓ ·fi ÙËÓ ÎÔÈÓÔÔ›ËÛË Ù˘ ·fiÚÚȄ˘ ÙÔ˘ ·ÈÙ‹Ì·ÙÔ˜ ÛÙÔÓ ÂӉȷÊÂÚfiÌÂÓÔ ÂÚÁÔ‰fiÙË Î·È ı· ‰È·‚È‚¿˙ÂÙ·È ÛÙË ¢È‡ı˘ÓÛË A·Û¯fiÏËÛ˘ ¢ÈÔ›ÎËÛ˘ ÙÔ˘ OAE¢ Ì ٷ ··Ú·›ÙËÙ· ÁÈ· ÙËÓ ÂͤٷÛË Ù˘ ÛÙÔȯ›·.
Á΢ÎÏ›Ô˘ Ù˘ ¢È‡ı˘ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: TÔ ÌËÓÈ·›Ô ÔÛfi Ù˘ ÂȯÔÚ‹ÁËÛ˘ Â›Ó·È ›ÛÔ Ì ÙÔ ÌËÓÈ·›Ô ÔÛfi ÙÔ˘ ÂȉfiÌ·ÙÔ˜ ·ÓÂÚÁ›·˜ ·fi ÙËÓ ·ÚÌfi‰È· YËÚÂÛ›· ÙÔ˘ OÚÁ·ÓÈÛÌÔ‡ (¯ˆÚ›˜ ÙȘ ÚÔÛ·˘Í‹ÛÂȘ ÏfiÁˆ ÚÔÛٷ٢fiÌÂÓˆÓ ÌÂÏÒÓ). K·Ù¿ ÙË ‰È¿ÚÎÂÈ· Ù˘ ‚’ Ê¿Û˘, Ô ÙÔÔıÂÙÔ‡ÌÂÓÔ˜ ·ÛÊ·Ï›˙ÂÙ·È Î·È ÁÈ· ÙÔÓ ÎÏ¿‰Ô ·ÓÂÚÁ›·˜.
¶ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ‰ÈηÈÔÏÔÁËÙÈÎÒÓ ÁÈ· ηٷ‚ÔÏ‹ ÂȯÔÚ‹ÁËÛ˘ A’ Ê¿ÛË: H ÚÔıÂÛÌ›· ˘Ô‚ÔÏ‹˜ ÙˆÓ ‰ÈηÈÔÏÔÁËÙÈÎÒÓ ÁÈ· ÙËÓ Î·Ù·‚ÔÏ‹ ÂȯÔÚ‹ÁËÛ˘ ηıÔÚ›˙ÂÙ·È ÛÙËÓ ·Ú. 13 Ù˘ Ì ·ÚÈıÌ. B122512/30.8.2004 ÂÁ΢ÎÏ›Ô˘ Ù˘ ¢È‡ı˘ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: AÍÈÒÛÂȘ ÂÚÁÔ‰ÔÙÒÓ ÁÈ· ›ÛÚ·ÍË Ù˘ ÂȯÔÚ‹ÁËÛ˘ ÁÈ· Ù· ÂȯÔÚËÁÔ‡ÌÂÓ· ¿ÙÔÌ· ·ÛÎÔ‡ÓÙ·È ÂÓÙfi˜ ‰‡Ô (2) ÌËÓÒÓ ·fi ÙË Ï‹ÍË Î¿ı 3ÌËÓÔ˘ ··Û¯fiÏËÛ˘.
¢ÂÛ̇ÛÂȘ A’ Ê¿ÛË: OÈ ‰ÂÛ̇ÛÂȘ ÁÈ· ÙË Ê¿ÛË ·˘Ù‹ ÔÚ›˙ÔÓÙ·È ÛÙËÓ ·Ú. 8 Ù˘ 30874/23.6.2004 KYA Î·È ÛÙËÓ ·Ú. 11 Ù˘
ÎÙÈÎÔ‡˜ ÙÚfiÔ˘˜ Î·È ÚÔ‚¿ÏÂÈ ·Ú·‰Â›ÁÌ·Ù· Î·È Î·Ï¤˜ Ú·ÎÙÈΤ˜ Ô˘ ·Ó·‰ÂÈÎÓ‡Ô˘Ó ÙÔ ÚfiÏÔ Ù˘ KÔÈÓˆÓÈ΋˜ E˘ı‡Ó˘. OÈ ‰È·ÊÔÚ¤˜ ÛÙÔÓ ÂÚÁ·ÛÈ·Îfi ¯ÒÚÔ ÌÔÚ› Ó· ·Ó·‰ÂȯıÔ‡Ó Û ËÁ¤˜ ‰ËÌÈÔ˘ÚÁÈÎfiÙËÙ·˜ Î·È ·Ú·ÁˆÁ‹˜. H Á˘Ó·›Î· Û˘ÌÏËÚÒÓÂÈ ÙÔÓ ¿Ó‰Ú·, Ô Ó¤Ô˜ ‚ÔËı¿ Î·È ·Ó·ÓÂÒÓÂÈ ÙÔÓ ËÏÈÎȈ̤ÓÔ Î·È ÂΛÓÔ˜ ÙÔ˘ ÚÔÛʤÚÂÈ ÙËÓ ÔχÙÈÌË Â›Ú· ÙÔ˘, Ô ‰˘Ó·Ùfi˜ ηχÙÂÈ ÙÔÓ ·‰‡Ó·ÌÔ, ÎÙÏ. O ÎfiÛÌÔ˜ ̤ڷ Ì ÙËÓ Ì¤Ú· Á›ÓÂÙ·È ÌÈÎÚfiÙÂÚÔ˜. XÚÂÈ·˙fiÌ·ÛÙ ¯ÒÚÔ, ¯ÚÂÈ·˙fiÌ·ÛÙ Ӥ· ÂÚÂı›ÛÌ·Ù·, Ӥ˜ Û˘ÓÂÚÁ·Û›Â˜. OÈ ‰È·ÊÔÚ¤˜ Ì·˜ ‰ÂÓ Ú¤ÂÈ Ó· ·ÔÙÂÏÔ‡Ó ÙÔ ÚÒÙÔ ÎÚÈÙ‹ÚÈÔ ·ÍÈÔÏfiÁËÛ˘. MfiÓÔÓ Ë ÔÈfiÙËÙ· Ú¤ÂÈ Ó· ·ÍÈÔÏÔÁÂ›Ù·È Î·È fiÏÔÈ ÂΛÓÔÈ ÔÈ ·Ú¿ÁÔÓÙ˜ Ô˘ ·ÔÚÚ¤Ô˘Ó ·fi ÙȘ ÎÔÈÓˆÓÈΤ˜, ÂÈÛÙËÌÔÓÈΤ˜ Î·È ËıÈΤ˜ ·Ú¯¤˜ Ú¤ÂÈ Ó· ηÙ¢ı‡ÓÔ˘Ó ÙÔÓ ¿ÓıÚˆÔ Î·È Ó· ÙÔÓ Ô‰ËÁÔ‡Ó ÛÙÔ˘˜ ÂοÛÙÔÙ ÛÙfi¯Ô˘˜. ¶Ú¤ÂÈ Ó· Ì¿ıÔ˘Ì ӷ Û˘Ì‚ÈÒÓÔ˘ÌÂ Î·È Ó· ¯ÚËÛÈÌÔÔÈԇ̠οı ÙÈ Ó¤Ô ˆ˜ ËÁ‹ ‰ËÌÈÔ˘ÚÁ›·˜ Î·È ·Ó·Ó¤ˆÛ˘, ÁÈ· Ó· ÚÔ¯ˆÚ‹ÛÔ˘ÌÂ, ÁÈ· Ó· ÂÈ‚ÈÒÛÔ˘ÌÂ. ¶Ú¤ÂÈ Ó· ·ÓÙ·ÏÏ¿ÍÔ˘Ì ÙËÓ ‰˘Ó·ÌÈ΋ Ì·˜, ÙȘ ȉ¤Â˜ Ì·˜, ÙËÓ Ù¤¯ÓË Ì·˜, ÙÔÓ ÔÏÈÙÈÛÌfi Ì·˜, ÁÈ· Ó· ·Ú¿ÁÔ˘Ì Ӥ· ÚÔ˚fiÓÙ·, Ӥ˜ ȉ¤Â˜, Ӥ˜ ηϤ˜ Ú·ÎÙÈΤ˜, ÁÈ· Ó· ΢ÚÈ·Ú¯‹ÛÔ˘Ì ے ·˘ÙfiÓ ÙÔÓ Ï·Ó‹ÙË. ¶·Ú¿ÏÏËÏ· Ú¤ÂÈ Ó· ·Ó·Ù‡ÍÔ˘ÌÂ Î·È Ó· ‚ÂÏÙÈÒÛÔ˘Ì ÙÔ ÂÚÈ‚¿ÏÏÔÓ Ì·˜. OÈ ·ÓıÚÒÈÓ˜ Û˘Óı‹Î˜ ÂÚÁ·Û›·˜, ‰ÂÓ ÌÔÚ› ·Ú¿ Ó· ‰ÒÛÔ˘Ó Î·ÏÏ›ÙÂÚË ÔÈfiÙËÙ· ÛÙÔ ·Ú·ÁfiÌÂÓÔ ÚÔ˚fiÓ Ë ÙȘ ˘ËÚÂۛ˜. O ÂÚÁ·˙fiÌÂÓÔ˜ Ô˘ ˙ÂÈ Î·È ÂÚÁ¿˙ÂÙ·È Û ¢¯¿ÚÈÛÙÔ ÂÚÈ‚¿ÏÏÔÓ, Ô˘ ¤¯ÂÈ ÂÍ·ÛÊ·Ï›ÛÂÈ ·ÓıÚÒÈÓË ÌÂٷΛÓËÛË, ÊÚÔÓÙ›‰· ÁÈ· ÙÔ ÌÈÎÚfi ÙÔ˘ ·È‰›, ηϋ ·ÛÊ¿ÏÈÛË Î·È ÂÚ›ı·Ï„Ë ÁÈ· ÙËÓ ÔÈÎÔÁ¤ÓÂÈ¿ ÙÔ˘, Âη›‰Â˘ÛË ÁÈ· ÙËÓ Î·ÏÏ›ÙÂÚË ·fi‰ÔÛ‹ ÙÔ˘, ·Ô‰Ô¯¤˜ ·Ó¿ÏÔÁ˜ Ì ÙËÓ ÚÔÛÊÔÚ¿ ÙÔ˘, ‰ÂÓ ÌÔÚ› ·Ú¿ Ó· ‰›ÓÂÈ ÙÔÓ Î·ÏÏ›ÙÂÚÔ Â·˘ÙfiÓ ÙÔ˘ ÛÙÔ˘˜ ÛÙfi¯Ô˘˜ Ù˘ ÂÚÁÔ‰ÔÛ›·˜ ÙÔ˘.
17 Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He is currently a teacher at the Deree College. He likes to think of himself as a ‘front-line teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess. If you would like to ask any questions, make any comments read some of his published articles or find out about forthcoming events, please visit his site at www.michelioudakis.org.
Picture a nurse working in a hospital. The phone rings, she answers it. The caller identifies himself as a hospital physician and directs the nurse to administer 20 mg of a certain drug to a particular patient. Note the following: a) the ‘doctor’ gives his instructions by phone – which is against the rules, b) the medication is unauthorized, c) the medicine bottle clearly states ‘Max daily dose 10 mg’ and d) the nurse has never seen this person or heard his name before. What does the nurse do? What would you have done? Now forget this example for a moment and read on. What follows is in my opinion one of the most horrifying experiments ever. Milgram’s famous experiment: (Described in Brehm, Kassin & Fein 2002) You agree to take part in an experiment on the ‘study of memory’. You go to the laboratory where a researcher clad in a white robe is waiting for you along with another volunteer. The researcher explains the basic idea, which is to see how punishment affects learning and memory. One of the two volunteers is to be the teacher and the other the learner. Lots are cast. You are the teacher. The role of the learner is to study a list of pairs of words until he can remember them perfectly. Afterwards, the learner is taken to a cubicle where he is strapped into something suspiciously reminiscent of an electric chair. The researcher then takes you to a small room with a board full of switches. You can clearly see the learner from there. The researcher explains the procedure. The teacher (you that is) calls out a word. If the learner can remember the second word of the pair, then you continue. If not, you throw a switch which administers an electric shock to the learner. However – and at this point you may start feeling a bit queasy – with every new mistake the shocks increase in strength by 15 volts. All is fine in the beginning. The learner makes some mistakes and you duly administer the shocks but you can see that the latter, although causing discomfort to the learner, are not really that serious. Yet, the intensity keeps going up. In the 75-105 V range you can hear the learner groaning. At the 150 V level he shouts that he wants to stop. The researcher calmly prompts you to continue. It is obvious now that the shock level is such that the learner cannot concentrate, so he keeps making mistakes and the punishment continues. You can see the learner writhing in agony and screaming at the 190-240 V level. After that he stops, though you can see his body jerk with each shock. The shocks go up to the 450 V level. Do you carry on? Fortunately, this was just an experiment. Subjects (the ‘teachers’) later found out that no shock had actually been
administered and the ‘learner’ was in fact an actor. Yet what matters is what they thought was happening. Under these circumstances how far up the scale would you have gone? Well, 65% of the subjects went on to administer the maximum shock possible! Why? 1 Applications in the field of ELT: According to Milgram, the most important finding of this study was people’s extreme willingness to obey authority (Cialdini 2001). While his purpose was to alert people to how dangerous this can be, let us for a moment suspend all ‘moral’ objections and look at the principle itself. Can we use it? I believe that what this experiment shows has huge implications for classroom management. If ss can see us as authority figures, the chances are that we will have very few problems with discipline and our work will be that much easier. How can we come across as more ‘authoritative’? Cialdini (2001) mentions three factors, to which I would add a fourth one. Titles: If you have them, flaunt them! Especially among adults, a ‘Ph.D.’, ‘DOS’, ‘Teacher Trainer’ or ‘ESOL Oral Examiner’ may well carry a lot of weight. 2 Clothes: Various experiments have shown that a uniform greatly increases compliance. Teachers normally do not wear uniforms, but in my experience being well-dressed never fails to produce a positive effect. 3 Trappings: Little things like accessories, gadgets, a professional-looking mobile phone or a good briefcase also add to the overall effect (Bernstein & Nash 2005). The place is also important; when the experiment was conducted in a less prestigious office, compliance dropped to 48% (Wren 1999). Professionalism: This is less tangible. However, being generally organized, giving an outline of the course or lesson at the beginning and most importantly explaining the rationale of what you do by sharing with ss some of the findings of research in the ELT field certainly help in making you come across as a competent professional. Going back to Milgram, there are some further points worth mentioning: Proximity: The closer the researcher was to the teacher, the higher the compliance rate (Aronson 1999). So it is not enough to just issue instructions to our ss; we have to circulate, be among them, helping, redirecting and monitoring. This is vital especially in pair/group work activities (Dornyei 2001). Defiance: The presence of a coparticipant who defied the experimenter reduced compliance rates to 10%! (Bernstein & Nash 2005). The implication is clear; the presence of one disruptive s can play havoc with classroom
Social Psychology and ELT
AUTHORITY discipline. In such cases the T and the institution need to take quick and decisive action. 4 Graduated involvement: One factor which certainly contributed to the high level of compliance was the fact that the ‘teachers’ delivered the shocks ‘bit by bit’. If they had stopped halfway, it would have been very difficult for them to justify to themselves why they had gone up to that stage in the first place (Wren 1999). Once again, we see that in order to get our ss to do something hard it is best to do it stepby-step. Having started work on, say, a project, their initial commitment may well see the whole thing through. Voluntary commitment: Please note that all the ‘teachers’ were volunteers. Time and again we come across this element: people are far more willing to cooperate/comply if they feel that they have done so without external pressure – or even rewards. The ‘moral’ here is: a) wherever possible, give ss a choice; even an onerous task seems far less so if you have chosen it yourself! (Cialdini 2001) b) beware of offering rewards; you may increase initial excitement but you may also be depriving learners of the ‘inner’ motive. I am sure that if Milgram read this article he would be horrified. He had meant his research as a warning against compliance – as an illustration of what blind obedience to authority can make people do. Yet here I have been advocating all along that we make use of this factor in order to induce discipline. The point is that there are cases when it can be positive. In a variation of the original experiment, the ‘learner’ demanded that the experiment continues despite the intense pain he appeared to feel. The experimenter on the other hand ordered the ‘teacher’ to stop. In every case, the shocks ceased immediately! It seems that we obey authority for good or evil (Wren 1999). The principle is there – the point is how we choose to use it. PS: What about the nurses mentioned in the introduction?? Well, 95% of them (!!) dutifully prepared to administer the drug, before being stopped and told that the ‘Doctor’ did not actually exist and that it was all in fact an experiment(Cialdini 2001). 1 Interestingly, when Milgram asked people this question hypothetically (i.e. not in the context of the experiment) everyone denied that they would do such a thing. Even psychologists failed to guess the results: they predicted that only 1 person in a thousand would go up to that level! (Eysenck 1996) 2 This depends on the context of course. We have to strike the right balance between being respected and creating an artificial ‘gap’ between ourselves and the learner which might make it hard for us to work with them, especially on an 1-to-1 basis. 3 Once again, being too formally dressed might detract from our ability to get close to our ss. The point is to look
professional without appearing to be distant. 4 I know I sound like a strict disciplinarian but I have known cases when a reluctance to be firm jeopardized the progress of the whole group. We do want to be sympathetic towards disruptive ss but we also have to think of the class as a whole. References 1. Aronson, E. “The Social Animal” Worth – Freeman, 1999 2. Bernstein, D. & Nash P. “Essentials of Psychology” Houghton Mifflin, 2005 3. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002 4. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon 2001 5. Dornyei, Z. “Motivational Strategies in the Language Classroom” Cambridge University Press, 2001 6. Eysenck, M. “Simply Psychology” Psychology Press 1996 7. Wren, K. “Social Influences” Routledge 1999
Social Psychology and ELT: Authority - 4
15
Michigan ECPE 2007 writing task analysis 20.000 Ӥ˜ ı¤ÛÂȘ ÂÚÁ·Û›·˜ ·fi Ôχ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 7
is human nature to forget bad things and remember the good. Besides, knowing the possibilities of such a disaster means building to protect the area. Also, the city is built on a location which provides excellent water transportation and this will help the city to get back on its feet economically. Additionally, knowing what can happen is surely a guard against protecting the same thing from happening again. And let’s not forget man’s pride. It has always been man against nature. Man wants and needs to harness nature, so he will want to build on the same location. On the other hand, there are also arguments for moving to a new location. In order to build on the old site, all the debris and buildings left standing would have to be removed and disposed of. This is extremely expensive. Besides, if such a disaster happened once, couldn’t it happen again? Why risk the loss of life and home again? I really can’t come to a conclusion. I think such an issue needs very careful planning and
endless hours of debate to set down the pros and cons and argue them to death. Human life is at stake and what’s more valuable than life? Of course anyone can see that this is not ECCE material. We are dealing with 12 to 15 year olds. Maybe someone should send this message to the “proper” source. It seems that the Proficiency topics are scales more manageable than the ECCE topics! It seems to me that the ECCE has the difficult topics and the controversial ones as we have seen in previous examinations. So, what now?
A°°E§IE™ ¶ø§EITAI ·Î›ÓËÙÔ È‰·ÓÈÎfi ÁÈ· ÊÚÔÓÙÈÛÙ‹ÚÈÔ 300 Ù.Ì. ÛÙÔ ™¯ÈÛÙfi KÔÚ˘‰·ÏÏÔ‡ ÎÔÓÙ¿ ÛÙËÓ EÊÔÚ›·. TËÏ.: 210 4967114, ÎÈÓ.: 6945417262 Î. T¿ÛÔ˜ §ON¢INO.– ENOIKIAZONTAI ȉÈfiÎÙËÙ· ‰ˆÌ¿ÙÈ· Ì ÎÔ˘˙›Ó·„˘Á›Ô-T.V. Î·È ÍÂÓÔ‰Ô¯Â›Ô ¤Ó·ÓÙÈ Hyde Park ¿Óˆ Û ·ÁÔÚ¿ÛÙ·ıÌÔ‡˜, ÌÂÙÚfi-bus ÁÈ· Ì·ı‹Ì·Ù· ·ÁÁÏÈÎÒÓ, ÙÔ˘ÚÈÛÌfi, ÍÂÓ¿ÁËÛË.
Ì ·ÚÈıÌ. B122512/30.8.2004 ÂÁ΢ÎÏ›Ô˘ Ù˘ ¢È‡ı˘ÓÛ˘ A·Û¯fiÏËÛ˘. B’ Ê¿ÛË: ·) OÈ ÂȯÂÈÚ‹ÛÂȘ ˘Ô¯ÚÂÔ‡ÓÙ·È Ó· ‰È·ÙËÚ‹ÛÔ˘Ó ÙȘ ı¤ÛÂȘ ÂÚÁ·Û›·˜ ÂȯÔÚËÁÔ‡ÌÂÓ˜ Î·È ÌË (ÚÔÛˆÈÎfi Ô˘ ÚÔÛÏ‹ÊıËΠ̠ÙÔ ÚfiÁÚ·ÌÌ· Î·È ÚÔÛˆÈÎfi ÂÍ·Ì‹ÓÔ˘) ηı’ fiÏË ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜. ‚) ™Â ÂÚ›ÙˆÛË ÔÈÎÂÈÔıÂÏÔ‡˜ ·Ô¯ÒÚËÛ˘ ‹ ηٷÁÁÂÏ›·˜ ۇ̂·Û˘ ÂȯÔÚËÁÔ‡ÌÂÓÔ˘ ÌÈÛıˆÙÔ‡ ı· ‰È·ÎfiÙÂÙ·È Ë ÂȯÔÚ‹ÁËÛË ÁÈ· ÙË Û˘ÁÎÂÎÚÈ̤ÓË ı¤ÛË, ¯ˆÚ›˜ ÂÈÙÒÛÂȘ, ηıfiÙÈ ‰ÂÓ Â›Ó·È ‰˘Ó·Ù‹ Ë ·ÓÙÈηٿÛÙ·ÛË ÙÔ˘ ÂȯÔÚËÁÔ‡ÌÂÓÔ˘. Á) ™Â ÂÚ›ÙˆÛË Ô˘ ˘¿ÚÍÂÈ Ì›ˆÛË (·fiÏ˘ÛË, ÔÈÎÂÈÔıÂÏ‹˜ ·-
Ô¯ÒÚËÛË, Ï‹ÍË Û‡Ì‚·Û˘ ÔÚÈṲ̂ÓÔ˘ ¯ÚfiÓÔ˘) ÙÔ˘ ÚÔ¸¿Ú¯ÔÓÙÔ˜ ÚÔÛˆÈÎÔ‡ Ù˘ Âȯ›ÚËÛ˘, ı· ‰È·ÎfiÙÂÙ·È ÙÔ ÚfiÁÚ·ÌÌ· ηٿ ÙfiÛ˜ ı¤ÛÂȘ ÂÚÁ·Û›·˜ fiÛ˜ ÌÂÈÒıËΠÙÔ ÚÔÛˆÈÎfi Î·È ı· ÂÈÛÙÚ¤ÊÂÙ·È ÙÔ ·Ó·ÏÔÁÔ‡Ó ÔÛfi, ÂÊfiÛÔÓ ‰ÂÓ ˘¿ÚÍÂÈ ·ÓÙ›ÛÙÔÈ¯Ë ·ÓÙÈηٿÛÙ·ÛË Ì¤Û· Û ÙÚÈ¿ÓÙ· (30) Ë̤Ú˜. ¢ÂÓ ıˆÚÂ›Ù·È Ì›ˆÛË ÚÔÛˆÈÎÔ‡: Ë ÛÙÚ¿Ù¢ÛË, Ë ·Ûı¤ÓÂÈ· (fiÛÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ‰È·ÚΛ), Ë Û˘ÓÙ·ÍÈÔ‰fiÙËÛË, Ë Ê˘Ï¿ÎÈÛË Î·È Ô ı¿Ó·ÙÔ˜, fiÔ˘ ‰ÂÓ ··ÈÙÂ›Ù·È ·ÓÙÈηٿÛÙ·ÛË ÙÔ˘ ÌÈÛıˆÙÔ‡, ÂÊfiÛÔÓ Ë Âȯ›ÚËÛË ÚÔÛÎÔÌ›ÛÂÈ Ù· ··Ú·›ÙËÙ· ‰ÈηÈÔÏÔÁËÙÈο, ·fi Ù· ÔÔ›· ı· ·Ô‰ÂÈÎÓ‡ÔÓÙ·È Ù· ·ÓˆÙ¤Úˆ.
Tel. 9762188, 6945011496.
A¯·ÚÓ·›. TËÏ.: 210 2318424.
¶ø§EITAI ÊÚÔÓÙÈÛÙ‹ÚÈÔ 90m2, 3 ÁÚ·Ê›·, ·›ıÔ˘Û˜ ÁÚ·ÌÌ·Ù›·˜ Î·È ·Ó·ÌÔÓ‹˜, 2wc ÛÙËÓ ÚfiÛÔ„Ë 1Ô˘ ÔÚfiÊÔ˘ ÎÙÈÚ›Ô˘ ÁÚ·Ê›ˆÓ ÏËÛ›ÔÓ ÌÂÙÚfi AÌÂÏÔ΋ˆÓ. TËÏ.: 210 6432887, 10.00-12.00
¶ø§EITAI ÊÚÔÓÙÈÛÙ‹ÚÈÔ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙ· ÓÔÙÈÔ·Ó·ÙÔÏÈο ÚÔ¿ÛÙÂÈ· Ù˘ Aı‹Ó·˜ Ì 85 Ì·ıËÙ¤˜. TËÏ.: 6976 499 566, 6977 577074, 210 9315284.
ZHTEITAI ηıËÁËÙ‹˜ ‹ ηıËÁ‹ÙÚÈ· ÁÈ· °ÂÚÌ·ÓÈο ηıÒ˜ Î·È ¤ÌÂÈÚÔ˜ ηıËÁËÙ‹˜ ‹ ηıËÁ‹ÙÚÈ· ÁÈ· AÁÁÏÈο ÁÈ· PROFICIENCY).
¶ø§EITAI K¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ ÂÓ ÏÂÈÙÔ˘ÚÁ›·, Ì ηϋ Ê‹ÌË ÛÙËÓ ÂÚÈÔ¯‹ ¶·ÁÎÚ·Ù›Ô˘ ÏfiÁˆ ÌÂÙ·ÎfiÌÈÛ˘. TËÏ.: 6977391564
A·Ú·›ÙËÙ· ‰ÈηÈÔÏÔÁËÙÈο ·) ŒÓÙ˘Ë Î·Ù¿ÛÙ·ÛË Ô˘ ı· ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ ÔÓÔÌ·ÙÂÒÓ˘ÌÔ ÙˆÓ ÚÔÛÏËÊı¤ÓÙˆÓ ‚¿ÛÂÈ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜, ÙËÓ ÂȉÈÎfiÙËÙ·, ÙË ËÌÂÚÔÌËÓ›· ÚfiÛÏ˄˘, ÙÔ Û˘ÓÔÏÈÎfi ·Î·ı¿ÚÈÛÙÔ ÔÛfi Ô˘ ‰ÈηÈÔ‡Ù·È ·Ó¿ Ì‹Ó· Ô ÂÚÁ·˙fiÌÂÓÔ˜, ÙÔ ÔÔ›Ô ‰ÂÓ ı· Â›Ó·È Î·ÙÒÙÂÚÔ ÙÔ˘ ÚÔ‚ÏÂfiÌÂÓÔ˘ ·fi ÙȘ ÔÈΛ˜ ™˘ÏÏÔÁÈΤ˜ ™˘Ì‚¿ÛÂȘ EÚÁ·Û›·˜ (™™E) Î·È ÛÙË ÛÙ‹ÏË Ù˘ ˘Â‡ı˘Ó˘ ‰‹ÏˆÛ˘, ÙȘ ˘ÔÁڷʤ˜ ÙˆÓ ÚÔÛÏËÊı¤ÓÙˆÓ ÌÈÛıˆÙÒÓ, fiÙÈ ··Û¯ÔÏËıËÎ·Ó Î·È ÏËÚÒıËÎ·Ó ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ÁÈ· ÙÔ ÔÔ›Ô ˙ËÙÂ›Ù·È Ë ÂȯÔÚ‹ÁËÛË. ‚) AÓÙ›ÁÚ·Ê· ÌÈÛıÔÏÔÁÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ ‹ AÓ·Ï˘ÙÈÎÒÓ ¶ÂÚÈÔ‰ÈÎÒÓ ¢ËÏÒÛÂˆÓ (A¶¢) ÙÔ˘ ¯ÚÔÓÈÎÔ‡ ‰È·ÛÙ‹Ì·ÙÔ˜, ÁÈ· ÙÔ ÔÔ›Ô ˙ËÙÂ›Ù·È Ë ÂȯÔÚ‹ÁËÛË ·fi fiÔ˘ ı· ÚÔ·ÙÔ˘Ó ÔÈ Ë̤Ú˜ ÂÚÁ·Û›·˜ Î·È ÔÈ ·ÛÊ·ÏÈÛÙÈΤ˜ ÂÈÛÊÔÚ¤˜ Ô˘ ˘Ô¯ÚÂÔ‡ÓÙ·È ÔÈ ÂȯÂÈÚ‹ÛÂȘ Ó· ·Ô‰ÒÛÔ˘Ó ÛÙÔÓ ·ÛÊ·ÏÈÛÙÈÎfi ÙÔ˘˜ ÊÔÚ¤·. Á) °Ú·ÌÌ¿ÙÈÔ Â›Ûڷ͢ ‹ ‚‚·›ˆÛË ·fi‰ÔÛ˘ ·ÛÊ·ÏÈÛÙÈÎÒÓ ÂÈÛÊÔÚÒÓ ÁÈ· ÙÔ˘˜ Ì‹Ó˜ ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜ ˙ËÙÂ›Ù·È Ë ÂȯÔÚ‹ÁËÛË. ‰) K·Ù¿ÛÙ·ÛË ÚÔÛˆÈÎÔ‡ Î·È ˆÚÒÓ ÂÚÁ·Û›·˜ ıˆÚË̤ÓË ·fi ÙÔ ™E¶E. Â) B‚·›ˆÛË ·ÛÊ·ÏÈÛÙÈ΋˜ Î·È ÊÔÚÔÏÔÁÈ΋˜ ÂÓËÌÂÚfiÙËÙ·˜, fiÔ˘ ··ÈÙ›ٷÈ.
16
New Word on the Block In this column we will be presenting you with new words, or new uses of old words so that you are always up to date! Kiddyprinting From 'CCTV' to 'extraordinary rendition', the language of security, surveillance and counterterrorism is a real growth area in today's language. Tabloid scares about public safety are answered by articles concerned about the erosion of our civil liberties, and the debate inevitably spawns new terms, euphemisms and slogans. One of the latest innovations in this area is kiddyprinting. This may sound like an infant school activity involving buckets of poster paint and ending in marathon sessions with the
washing machine at home. The reality is a lot less jolly, and for many is a downright sinister innovation, involving as it does the recording and checking of the fingerprints or palmprints of pupils by their schools. The first UK school to adopt the latest palmprint Source: Chambers Wordwatch technology did so only a Column Editor: Lawrence Mamas year ago (in the Scottish (Andrew Betsis ELT) [email protected] town of Paisley), but
various forms of 'biometric identification' are already in use in British schools for uses as diverse as library access (fingerprints replacing library cards) and obtaining free school meals. In theory, however, such methods could spread through every part of the school day, starting with a text message to parents triggered when their child
electronically registers their presence on entering the school. The promoters of such systems maintain that they are beneficial for children and the wider society, but critics argue that their increasing use in schools will habituate impressionable youngsters to the invasive use of surveillance technology. The debate continues.
Butt Bra Nip and tuck, lift and peel: in today's perfectionobsessed culture, it can sometimes seem as though half of the population feels their natural looks are in need of enhancement. The quest for the body beautiful often leads to the surgeon's knife, but for those of a more squeamish disposition – or whose bank balances are slimmer than their waistlines – this is not an option. When dieting is too dull and exercise too taxing, the only way to make oneself slimmer, smoother or shapelier is to resort to supportive undergarments. From corsets to girdles, people have long tried to improve their natural shapes with the assistance of good tailoring and strategically placed supports to hold in, push up, sculpt or define. One of the latest garments to be marketed to those trying to outsmart the effects of gravity or too many muffins is the butt bra. Consisting of interlinked straps that circle the top of the thighs and the waist, it is claimed to give lift and support to larger posteriors, while also maximizing the curve and plumpness of smaller, flatter behinds. Whether the butt bra becomes as popular as underwired and push-up bras remains to be seen. While some people have embraced its antisag, curve-defining possibilities, others have declared that they would prefer to let it all hang out than be trussed up like a Christmas turkey. One thing alone is certain: whether you're delighted with the results, or find the whole idea ridiculous, the butt bra seems guaranteed to bring a smile to your cheeks.
On-trend
ñ Œˆ˜ 3 ¿ÙÔΘ ‰fiÛÂȘ ÁÈ· ·ÁÔÚ¤˜ Ì ÈÛÙˆÙÈΤ˜ οÚÙ˜ ñ ŸÏ· Ù· Ó¤· Û¯ÔÏÈο ‚ÔËı‹Ì·Ù· 10% ñ MÈ· ÙÂÚ¿ÛÙÈ· Û˘ÏÏÔÁ‹ Ì ¯·ÚÙÔÛ¯ÔÏÈο ›‰Ë Û ¯·ÌËϤ˜ ÙÈ̤˜ ñ M ¤Ó· ÎÏÈÎ, ‰ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ ‚È‚Ï›ˆÓ, ÛÙÔ www.florasfun.gr
If you read a fashion magazine fifty years ago, you might have learned what was 'hip'. A decade later, a similar publication would give you the dope on what was 'groovy' or 'gear'. Each generation seems to find its own terminology to denote what is acceptable in terms of style: 'all the go', 'with it', 'fly', 'sharp' and 'snazzy' have all enjoyed a vogue at one time or another – yet each of these terms would immediately stigmatize the speaker as being distinctly unfashionable if it were used today. For those who are in the know, the current term to use is on-trend. This term has been used in fashionable circles to describe items as diverse as Melba toast, metallic waistbands, gold leather bags and kimonos. If this comes as news to you, consider yourself 'off-trend'. This latest jargon seems apposite for a society where there is a premium on conforming to the lead of a few influential opinion-formers. But things can change quickly, and to remain fashionable you need to make a conscious effort to monitor the latest trends, much in the same way that contemporary politicians have to keep abreast of the latest briefings to be sure of being 'on-message' at all times. It all seems a far cry from the times when the hallmark of being fashionable and cool was the effortlessness with which the feat was accomplished.
Related Documents
Lingua Franca 13 Sep-oct 2007
April 2020 1
Lingua Franca 14 Nov-dec 2007
April 2020 1
Lingua Franca 9 Jan-feb 2007
April 2020 3
Lingua Franca 11 May-jun 2007
April 2020 0
Lingua Franca 10 Mar-apr 2007
April 2020 1