Lingua Franca 15 Jan-feb 2008

K.E.M.¶.A£. 4687

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ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.


Greek Language Requirements for English Teachers.....2
Feng Shui ÁÈ· ÁÚ·Ê›· ......................................................3
Child abuse. A shameful reality! ......................................6
O‰ËÁ›· Ù˘ E.E. ÁÈ· ÙËÓ ·Ú·Ï·ÓËÙÈ΋ ‰È·Ê‹ÌÈÛË........10
AÛʷϤÛÙÂÚÔ ¢È·‰›ÎÙ˘Ô ÁÈ· Ù· ·È‰È¿ ............................11
æ˘¯Ô... ÁÚ¿ÊËÌ·..............................................................12
New Word on the Block...................................................13 ¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂Î·›‰Â˘Û˘ Ô

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EK¢O™H: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E. KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó· AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488


Academic turns city into a social experiment ...............14
Apprentissage et activites ludiques: La chanson .........15
Sprechen Sie Deutsch.....................................................16

NEO ¢IOIKHTIKO ™YMBOY§IO ™TON ¶ANE§§HNIO TËÓ K˘Úȷ΋ 30 M·ÚÙ›Ô˘ ¤ˆ˜ ÙËÓ TÚ›ÙË 1 AÚÈÏ›Ô˘ ‰ÈÂÍ‹¯ıÂÈ Ë °ÂÓÈ΋ ™˘Ó¤Ï¢ÛË Î·È ÔÈ ÂÎÏÔÁ¤˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ, Europalso. To Ó¤Ô ¢ÈÔÈÎËÙÈÎfi ™˘Ì‚Ô‡ÏÈÔ fiˆ˜ ÚԤ΢„ ·fi ÙȘ ÂÎÏÔÁ¤˜ ¤¯ÂÈ ˆ˜ ÂÍ‹˜: ¶Úfi‰ÚÔ˜: AÏ›ÎË ¢ÂÓ‰ÚÈÓÔ‡-K·Ú˘ÛÙÈ·ÓÔ‡ AÓÙÈÚfi‰ÚÔ˜: EÊË OÈÎÔÓÔÌ¿ÎÔ˘ °ÂÓÈ΋ °Ú·ÌÌ·Ù¤·˜: AÓÓ· MÔ˘ÏÓÙÔ‡ÌË T·Ì›·˜: ™Ù¤ÏÏ· ºÏˆÚ¿ EÊÔÚÔ˜ °Ú·ÙÒÓ EÍÂÙ¿ÛˆÓ: AÓÙÒÓ˘ AÌÔ˘ÚÁÈ·Ófi˜ EÊÔÚÔ˜ ¶ÚÔÊÔÚÈÎÒÓ EÍÂÙ¿ÛˆÓ: EÌÌ·ÓÔ˘¤Ï· XÚÈÛÙÔ‰Ô‡ÏÔ˘ EÊÔÚÔ˜ EΉËÏÒÛˆÓ: °ÈÒÚÁÔ˜ ZËÎfiÔ˘ÏÔ˜

M¤ÏË: KÒÛÙ·˜ °Î·Ó¿˜, °È¿ÓÓ˘ P·ÏÏÈ¿˜ EÍÂÏÂÁÎÙÈ΋ EÈÙÚÔ‹: ¶Úfi‰ÚÔ˜: AÓÓ· ¢·ÏÈ¿ÓË, M¤ÏË: AϤͷӉÚÔ˜ BÔ˘ÁÈÔ˘ÎÏ‹˜, B·Û›Ï˘ AÁÁÂÏfiÔ˘ÏÔ˜ TÔ Ó¤Ô ¢ÈÔÈÎËÙÈÎfi ™˘Ì‚Ô‡ÏÈÔ ‰ÂÛ̇ÙËΠӷ Û˘Ó¯›ÛÂÈ ÙÔ ¤ÚÁÔ Ù˘ ÚÔËÁÔ‡ÌÂÓ˘ ‰ÈÔ›ÎËÛ˘ Ì ¤ÌÊ·ÛË Û ı¤Ì·Ù· ÈÛÙÔÔ›ËÛ˘ ÁψÛÛÔÌ¿ıÂÈ·˜, ÔÈfiÙËÙ·˜ Î·È ÂÚÁ·Ûȷο Î·È Û˘Ó‰ÈηÏÈÛÙÈο ı¤Ì·Ù· Ô˘ ··Û¯ÔÏÔ‡Ó ÙÔÓ ÎÏ¿‰Ô. H Ó¤· Úfi‰ÚÔ˜, η AÏ›ÎË ¢ÂÓ‰ÚÈÓÔ‡-K·Ú˘ÛÙÈ·ÓÔ‡ Ì›ÏËÛ ÛÙË Lingua Franca : «TÔ ¤ÚÁÔ Ô˘ ÂÈÙÂϤÛÙËΠٷ ÙÂ-

ÏÂ˘Ù·›· ¯ÚfiÓÈ· Â›Ó·È Ú·ÁÌ·ÙÈο ÙÂÚ¿ÛÙÈÔ ·ÏÏ¿ ‰ÂÓ ÌÔÚԇ̠ӷ ÛÙ·Ì·Ù‹ÛÔ˘Ì ‰Ò. TÔ Ó¤Ô ¢ÈÔÈÎËÙÈÎfi ™˘Ì‚Ô‡ÏÈÔ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ı· Û˘Ó¯›ÛÂÈ ÙȘ ÚÔÛ¿ıÂȘ ÙÔ˘ ÁÈ· ÙËÓ ÂÁηı›‰Ú˘ÛË ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ÙÔ˘ Central Lancashire Û fiÏË ÙËÓ EÏÏ¿‰· Î·È ÙËÓ ÂͤÏÈÍË ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ÙÔ˘ Europalso. ¶·Ú¿ÏÏËÏ· ı· ÔÏÔÎÏËÚÒÛÔ˘Ì ÙÔ ¤ÚÁÔ Ô˘ ÍÂΛÓËÛ ÙËÓ ÚÔËÁÔ‡ÌÂÓË ‰ÈÂÙ›· ÁÈ· ÙËÓ ¶ÈÛÙÔÔ›ËÛË ¶ÔÈfiÙËÙ·˜ ÙˆÓ ÌÂÏÒÓ ÙÔ˘ ™˘ÏÏfiÁÔ˘ Ì·˜ Î·È ı· Û˘Ó¯›ÛÔ˘Ì ÙÔÓ ·ÁÒÓ· ¿Óˆ ÛÂ Û˘Ó‰ÈηÏÈÛÙÈο Î·È ÂÚÁ·ÙÈο ı¤Ì·Ù·

K¶Á: H N¤· ¢˘Ó·ÌÈ΋ ÛÙËÓ •ÂÓfiÁψÛÛË ¶ÈÛÙÔÔ›ËÛË ÛÙÔȯ˘ ÁÏÒÛÛ·˜ Ô˘ ı· ÂÍ™ÙÔ ¯ÒÚÔ Ù˘ ÈÛÙÔÔ›ËÛ˘ Ù·Ûı› ÛÙËÓ ÂÚ¯fiÌÂÓË ÂÍÂÙ·Ù˘ ÁÓÒÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙÈ΋ ÙÔ˘ M·˝Ô˘ 2008, ı· ¤¯ÂÈ ‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ‰˘Ó·ÌÈο ˆ˜ ·ÔÙ¤ÏÂÛÌ· Ó· ‰È·ÁˆÓ›˙ÂÙÔ KÚ·ÙÈÎfi ¶ÈÛÙÔÔÈËÙÈÎfi Ù·È Ô ˘Ô„‹ÊÈÔ˜ Ù·˘Ùfi¯ÚÔÓ· °ÏˆÛÛÔÌ¿ıÂÈ·˜ ÙÔ˘ YÔ˘ÚÎ·È ÛÙ· ‰‡Ô Â›‰·, ÁÂÁÔÓfi˜ Á›Ԣ EıÓÈ΋˜ ¶·È‰Â›·˜ Î·È Ô˘ ı· ÂÈʤÚÂÈ ÛÙÔÓ ›‰ÈÔ fi£ÚËÛÎÂ˘Ì¿ÙˆÓ, Ô˘ ÚfiÎÂÈÊÂÏÔ˜ Û ¯ÚfiÓÔ Î·È Û ÎfiÛÙÔ˜. Ù·È Ó· ÎÏ›ÛÂÈ ÂʤÙÔ˜ Ì ÙËÓ ÂºÈÏÔ‰ÔÍ›· Ù˘ ¢È‡ı˘ÓÛ˘ ÍÂÙ·ÛÙÈ΋ ÙÔ˘ M·˝Ô˘ 2008 ÙÔ˘ K¶Á ηıÒ˜ Î·È ÙˆÓ EÈ(10/11 M·˝Ô˘) ¤ÓÙ ¯ÚfiÓÈ· ÂÛÙËÌÔÓÈÎÒÓ OÌ¿‰ˆÓ ÙˆÓ ¶·ÈÙ˘¯Ô‡˜ ·ÚÔ˘Û›·˜ ÛÙÔ ¯ÒÚÔ O ¶Úfi‰ÚÔ˜ Ù˘ KEE K·ı. AÓÙÒÓÈÔ˜ TÛÔ¿ÓÂÈÛÙËÌ›ˆÓ Aı‹Ó·˜ Î·È £ÂÛÙˆÓ ÍÂÓfiÁψÛÛˆÓ ÂÍÂÙ¿ÛˆÓ. ÓÔÁÏÔ˘ ηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ ÙËÏÂͤٷÛ˘ Ô˘ ¶ÏËÚÔÊÔڛ˜ ÁÈ· ÙÔ K¶°, ‰ÈÂÓÂÚÁ‹ıËΠÛÙȘ ÂÍÂÙ¿ÛÂȘ K¶Á ÂÚÈfi‰Ô˘ NÔ- Û·ÏÔӛ΢, Â›Ó·È Ó· ÂÍÂÏÈÙÔÓ ÙÚfiÔ ÂͤٷÛ˘ Î·È ÂÌ‚Ú›Ô˘ 2007 Î·È Ô °ÂÓÈÎfi˜ °Ú·ÌÌ·Ù¤·˜ ÙÔ˘ ¯ıÔ‡Ó ·ÓÙ›ÛÙÔȯ· Û ÂÓÈ·›· ı¤Ì·Ù· ·Ï·ÈfiÙÂÚˆÓ ÂÍÂÙ¿- Y¶.E.¶.£., ¶Ú¤Û‚˘ ¢ËÌ‹ÙÚÈÔ˜ ¶Ï·Ù‹˜, Ô˘ ‰È·‚·ıÌÈṲ̂ӷ ÙÂÛÙ Î·È Ù· ÂÛÂˆÓ ı· ‚Ú›Ù ÛÙÔÓ ÈÛÙfiÙÔÔ ·Ú·ÎÔÏÔ˘ı› Ì ȉȷ›ÙÂÚÔ ÂӉȷʤÚÔÓ ÙËÓ fiÏË ›‰· B1, B2 Î·È °1, °2, ÂÓfi„ÂÈ Ì¿ÏÈÛÙ· Î·È Ù˘ ÚÔÛÂÙÔ˘ Y¶E¶£ ‰È·‰Èηۛ·. ¯Ô‡˜ ÚÔÛı‹Î˘ Ó¤ˆÓ ÁψÛ(www.ypepth.gr/kpg) Ô˘ Û‡TÔÓ ÚÔÛ¯‹ M¿ÈÔ ı· ÂÍÂÙ·ÛÒÓ ÛÙȘ ‹‰Ë ÂÍÂÙ·˙fiÌÂÓ˜ ÛÙÔ ÓÙÔÌ· ı· ÂÍÂÏȯı› Û ‡ÏË, Ë Ô- ÛÙÔ‡Ó ÁÈ· ÚÒÙË ÊÔÚ¿: Ô›· ı· ·Ú¤¯ÂÈ ÔÏÏ·Ϥ˜ ˘ËÙ· Â›‰· A1(ÛÙÔȯÂÈ҉˘ K¶Á. ÚÂۛ˜ ÛÙÔ˘˜ ÂӉȷÊÂÚfiÌÂÓÔ˘˜. ÁÓÒÛË) Î·È A2 (‚·ÛÈ΋ ÁÓÒÛË) Ì T· Â›‰· Ô˘ ÂÍÂÙ¿˙ÔÓÙ·È ÂÓÈ·›Ô ‰È·‚·ıÌÈṲ̂ÓÔ Ù¤ÛÙ Î·È EÍÂÙ¿ÛÂȘ ÛÙËÓ IÛ·ÓÈ΋ ÁÏÒÛÛ· ¶Ôχ Û‡ÓÙÔÌ·, ı· ‰ÈÂÓÂÚÁË̤¯ÚÈ ÛÙÈÁÌ‹˜ Û ٤ÛÛÂÚȘ ÁÏÒÛ- ÛÙȘ Ù¤ÛÛÂÚȘ ÁÏÒÛÛ˜ ıÔ‡Ó ÂÍÂÙ¿ÛÂȘ ÂÈ¤‰Ô˘ B2 ÛÙËÓ Û˜ (AÁÁÏÈ΋, °·ÏÏÈ΋, IÙ·ÏÈ΋ A1-A2- EÓÈ·›Ô ¢È·‚·ıÌÈṲ̂ÓÔ IÛ·ÓÈ΋ ÁÏÒÛÛ·. OÈ ÂӉȷÊÂÚfiÎ·È °ÂÚÌ·ÓÈ΋) Â›Ó·È Ù·: TÂÛÙ-EÈÛ·ÁˆÁ‹ N¤ˆÓ °ÏˆÛÛÒÓ ñ B1(̤ÙÚÈ· ÁÓÒÛË) H ηÈÓÔÙÔÌ›· ÙÔ˘ ÂÓÈ·›Ô˘ ‰È·- ÌÂÓÔÈ ÌÔÚÔ‡Ó Ó· ÂÓËÌÂÚˆıÔ‡Ó ñ B2(ηϋ ÁÓÒÛË) ‚·ıÌÈṲ̂ÓÔ˘ Ù¤ÛÙ ÁÈ· ÙË ÛÙÔȯÂÈ- ·fi ÙËÓ ÈÛÙÔÛÂÏ›‰· ÙÔ˘ K¶Á ÙÔ˘ ñ °1 (Ôχ ηϋ ÁÓÒÛË) Ò‰Ë Î·È ‚·ÛÈ΋ ÁÓÒÛË Ù˘ ·ÓÙ›™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 12

Ô˘ ··Û¯ÔÏÔ‡Ó ÙÔ˘˜ Û˘Ó·‰¤ÏÊÔ˘˜. £· ‹ıÂÏ· Ó· ηϤۈ Î·È Ì¤Û· ·fi ÙËÓ ÂÊËÌÂÚ›‰· Û·˜ fiÏÔ˘˜ ÙÔ˘˜ Û˘Ó·‰¤ÏÊÔ˘˜-̤ÏË Ì·˜ Ó· Û˘Ì·Ú·Ù·¯ıÔ‡Ó Ì ÙÔ Ó¤Ô ¢ÈÔÈÎËÙÈÎfi ™˘Ì‚Ô‡ÏÈÔ ÙÔ˘ ™˘ÏÏfiÁÔ˘ Ì·˜ Î·È Ó· ÛÙÂϯÒÛÔ˘Ó ÙȘ ÂÈÙÚÔ¤˜ Î·È ÙÔ Intercommunications Office. O ¿ÌÂÛÔ˜ ÛÙfi¯Ô˜ Ì·˜ Â›Ó·È Ë ¿„ÔÁË ‰ÈÂÍ·ÁˆÁ‹ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Europalso ηıÒ˜ Î·È ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ÙÔ˘ UCLAN. ¶·Ú¿ ÙȘ ·ÓÙÈÍÔfiÙËÙ˜ Î·È Ù· ÚÔ‚Ï‹Ì·Ù· Ô˘ ¤¯ÂÈ ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ Ë, ·Ó ÌË ÙÈ ¿ÏÏÔ, ‡ÔÙË ÛÙ¿ÛË ÙÔ˘ A™E¶ Ô˘ ¤ˆ˜ Û‹ÌÂÚ· Ô˘ ÌÈÏ¿Ì ηı˘ÛÙÂÚ› Ó· Â·Ó·Ê¤ÚÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ UCLAN ÛÙÔ ºEK, ÔÈ Û˘ÌÌÂÙÔ¯‹ Û ·˘Ù¤˜ Â›Ó·È ·ıÚfi· ·fi fiÏË ÙËÓ EÏÏ¿‰·.»

Tesol Greece new board On Saturday 15th and Sunday 16th March 2008, the 29th annual Convention of Tesol Greece was held at the Hellenic American Union in Athens. This year’s theme was Inspired teachers, Motivated learners and Stephen Krashen, Keith Johnson, Kia Karava and Elizabeth O'Dowd were the plenary speakers. We caught up with Costas Pitichoutis, the newly elected TESOL Greece chairperson during the KOSMOS exhibitions in Athens for a brief chat on his involvement with TESOL and his immediate plans. How did you get involved with TESOL Greece in the first place? I heard about TESOL Greece while I was studying in the US and became a member as soon as I returned to Athens. Interest and commitment to the profession prompted me to attend all events and get more actively involved in SIGs namely MM/CALL and Drama/Literature of which I was a founding member. What do you get out of it? The opportunity to share experiences, ideas and problems with other professionals in the field. I consider this type of

exchange and feeling of belonging to a professional culture an integral part of continuing professional development and personal growth. Can anyone get actively involved? Are there any restrictions? Any professional in ELT, applied linguistics, linguistics, and education in general, who wishes to dedicate a certain amount of time and energy, as a volunteer, is more than welcome to get actively involved in TESOL Greece events. Additionally, I would encourage any and all members to share their ideas, voice their thoughts and make suggestions that can enrich and enhance our range of services and events to members of TESOL and /or introduce innovation. What are your immediate plans for your tenure as a chairman of ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 10

2

Greek Language Requirements for English Teachers In a written parliamentary question (E-0719/08) on 14 February 2008, Graham Watson MEP has asked the European Commission what action it will take over moves by the Greek government to impose a Greek language requirement on English teachers: ➧ Subject:Non-Greek nationals teaching in Greece The Commission will be aware that Greece has changed the requirements applicable to nonnationals who wish to teach English in private schools and colleges in Greece: they are now required to have passed a state examination in the Greek language. Since such teachers of English require no English teaching qualification, simply proof of proficiency in English, does the Commission share my view (and that of many others) that this is a protectionist move to give preference to Greek nationals? And, if so, what action will the Commission take? In previous moves, this matter has been raised with Solvit Greece, a problem-solving network established by the European Commission which handles complaints involving the

misapplication of EU legislation by public authorities in each of the EU member states. The Minister of National Education has refused to give them a statement. The situation has also been drawn to the attention of the Rt Hon David Miliband MP, UK foreign secretary. As far back as August 2007, a response from the Directorate General Internal Market of the European Commission stated “As concerns English teachers at private language institutes Directive 2005/36/EC is not applicable prima facie”, continuing that the Greek language requirement is “against the principles of the EU Treaty, which are the free provision of services, the freedom of establishment and the free movement of workers”. However, directorates of secondary education continue to tell school owners that they cannot employ English teachers unless they have certification of their competence in Greek. The situation of teachers already working in Greece is further complicated by the difficulties in obtaining reliable information about what the requirements

Peter Beech* Anglo-Hellenic Teacher Training [email protected]

actually are. Even now, there is no mention of Greek language certification on the list of requirements on the ministry website at http://www.ypepth.gr/docs/plirofor _deltio_allodapoi_070531.doc and the requirements for eparkia at http://www.ypepth.gr/docs/pd_epar keias_didaskalias.doc include «B‚·›ˆÛË ÁÓÒÛ˘ Ù˘ EÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜» with no further detail provided. There is a similar lack of detail in directive 85934/¢5, circulated by the Ministry of National Education and Religious Affairs in August 2006, which states that English teachers who are European Union Nationals

«ÚÔÛÏ·Ì‚¿ÓÔÓÙ·È Û ÊÚÔÓÙÈÛÙ‹ÚÈ·, ÂÊfiÛÔÓ ‰È·ı¤ÙÔ˘Ó Ù· ÚÔÛfiÓÙ· Ô˘ ··ÈÙ› Ô ÓfiÌÔ˜ ÁÈ· ηٿÏË„Ë ·ÓÙ›ÛÙÔȯˆÓ ı¤ÛÂˆÓ ·fi Ë̉·Ô‡˜ Î·È Î·Ù¤¯Ô˘Ó Â›Û˘ ÙË ‚‚·›ˆÛË ÂÏÏËÓÔÌ¿ıÂÈ·˜ ...» A clarification sent to us by the Directorate of Private Education in January 2007 stressed that the requirement was for a «‚‚·›ˆÛË ÈÛÙÔÔ›ËÛ˘ ·Ï‹˜ ÁÓÒÛ˘ Î·È ‰˘Ó·ÙfiÙËÙ·˜ ¯Ú‹Û˘ Ù˘ ÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜», which presumably means level A, but teachers are in fact being directed to obtain «ÈÛÙÔÔ›ËÛË Ù˘ Ï‹ÚÔ˘˜ Î·È ¿ÓÂÙ˘ ¯Ú‹Û˘ Ù˘ ÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜», which is equivalent to at least C1 (Cambridge CAE) level. Numerous teachers who have contacted us report being told to take either the level D exam offered at the HAU or the Ministry exam, and the current information we were given by the responsible department (210 3443657) when checking for this article in March 2008 is that “there are no other levels, they have to take the exam organised by the Ministry”. According to the information provided to candidates for the Ministry exam, «ÁÈ· fiÛÔ˘˜ ı¤ÏÔ˘Ó

Ó· ¿ÚÔ˘Ó Â¿ÚÎÂÈ· ͤÓ˘ ÁÏÒÛÛ·˜ ÁÈ· Ó· ‰È‰¿ÛÎÔ˘Ó Û ÊÚÔÓÙÈÛÙ‹ÚÈ· ÚÔÙ›ÓÂÙ·È ÙÔ Û¯ÔÏÈÎfi ÂÁ¯ÂÈÚ›‰ÈÔ Ù˘ ¤ÎıÂÛ˘ Ù˘ A’ §˘Î›Ԣ». One teacher known to me personally was failed on the oral component of this exam although he has been living and teaching in Greece for over twenty years. This is a clear indication that the directive is precisely, as Graham Watson states, “a protectionist move to give preference to Greek nationals”. We await with interest the response of the European Commission to this call to action. Concerned school owners and teachers are encouraged to contact Mr Robertus Cornelissen of the European Comission Directorate-General Employment, Social Affairs and Equal Opportunities (tel. 0032 22957667). We appreciate the efforts of all our clients and colleagues who have supported our response to this situation. In particular, I would like to take this opportunity to publicly thank Dr David Green for his invaluable assistance. * Peter Beech is Director of AngloHellenic Teacher Recruitment. www.anglo-hellenic.com 27410 53511

3 ¶fiÛÔ Û˘¯Ó¿ ‚ϤÔ˘ÌÂ Û˘ÁÎÂÎÚÈ̤ÓÔ˘˜ Â·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ¯ÒÚÔ˘˜ Ó· ·ÏÏ¿˙Ô˘Ó ¯¤ÚÈ· οı 2-3 ¯ÚfiÓÈ· ¯ˆÚ›˜ ÏÔÁÈ΋ ÂÍ‹ÁËÛË; ¶fiÛÔ Û˘¯Ó¿ ‚ϤÔ˘Ì ¿ÏÏÔ˘˜ ¯ÒÚÔ˘˜ Ô˘ fi,ÙÈ ÁÚ·ÊÂ›Ô Î·È Ó· ·ÓÔ›ÍÂÈ ı· È¿ÛÂÈ; TÔ Ê·ÈÓfiÌÂÓÔ ·˘Ùfi ÙÔ ¤¯Ô˘Ì ‰ÂÈ ÔÏϤ˜ ÊÔÚ¤˜ Î·È ·˘Ùfi ‰ÂÓ ÔÊ›ÏÂÙ·È ÛÙËÓ Â͢Ó¿‰·, ÙËÓ ÔÈfiÙËÙ· ÙˆÓ ˘ËÚÂÛÈÒÓ ‹ ÛÙÔ ÎÔÎηϿÎÈ Ù˘ Ó˘¯ÙÂÚ›‰·˜ Ô˘ Èı·ÓfiÓ Î·Ù¤¯ÂÈ Ô È‰ÈÔÎÙ‹Ù˘ Ù˘ Âȯ›ÚËÛ˘. AÏ¿ ˘¿Ú¯Ô˘Ó ¯ÒÚÔÈ ÔÈ ÔÔ›ÔÈ ¤¯Ô˘Ó ηÏfi ‹ ηÎfi ºÂÓÁÎ ™Ô‡È. K·Ïfi ºÂÓÁÎ ™Ô‡È ‰ÂÓ Â›Ó·È ··Ú·›ÙËÙ· Ë ˆÚ·›· ‰È·ÎfiÛÌËÛË ‹ Ë Î·Ï‹ ·›ÛıËÛË Ô˘ ‰›ÓÂÈ ¤Ó·˜ ¯ÒÚÔ˜. E¿Ó ›Û¯˘Â ·˘Ùfi, ÙfiÙ fiÏ· Ù· ˆÚ·›· ÁÚ·Ê›· Î·È Î·Ù·ÛÙ‹Ì·Ù· ‰ÂÓ ı· ¤ÎÏÂÈÓ·Ó ÔÙ¤, ÂÓÒ ÔÈ ¯ÒÚÔÈ Ì ˆÚ·›· ·›ÛıËÛË ı· ›¯·Ó ¿ÓÙ· ÂÏ¿Ù˜. TÈ Â›Ó·È ÏÔÈfiÓ ·˘Ùfi Ô˘ οÓÂÈ ÌÈ· Âȯ›ÚËÛË Ó· ¤¯ÂÈ Î·Ïfi ºÂÓÁÎ ™Ô‡È; Y¿Ú¯Ô˘Ó ‰‡Ô ·Ú¿ÁÔÓÙ˜ Ô˘ ÂËÚ¿˙Ô˘Ó ÙÔ ºÂÓÁÎ ™Ô‡È ÂÓfi˜ ¯ÒÚÔ˘: ¶ÚÒÙÔÓ, Ë Â›‰Ú·ÛË Ô˘ ¤¯ÂÈ Ô ÂÛˆÙÂÚÈÎfi˜ Î·È Â͈ÙÂÚÈÎfi˜ ¯ÒÚÔ˜ Î·È ÂÍÂÙ¿˙ÂÙ·È Ì Á˘ÌÓfi Ì¿ÙÈ. ™ÙÔ ·Ú·Î¿Ùˆ ¿ÚıÚÔ ı· Û·˜ ‰ÒÛÔ˘ÌÂ Û˘Ì‚Ô˘Ï¤˜ Ô˘ ‚·Û›˙ÔÓÙ·È Û ·˘Ùfi ÙÔ Â›‰Ô˜ ºÂÓÁÎ ™Ô‡È, ÙÔ ÔÔ›Ô ÔÓÔÌ¿˙ÂÙ·È «Û¯ÔÏ‹ Ù˘ ÊfiÚÌ·˜». ¢Â‡ÙÂÚÔÓ, Ë Â›‰Ú·ÛË Ô˘ ¤-

Feng Shui ÁÈ· ÁÚ·Ê›· ¶fiÛÔ ºÂÓÁÎ ™Ô‡È Â›Ó·È ÙÔ ÁÚ·ÊÂ›Ô Û·˜; ¯Ô˘Ó ÔÈ Î·Ù¢ı‡ÓÛÂȘ ÙÔ˘ ÔÚ›˙ÔÓÙ· ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚfiÓÔ Î·È ÂÍÂÙ¿˙ÂÙ·È Ì ÙËÓ ‚Ô‹ıÂÈ· Ù˘ ÂȉÈ΋˜ ˘Í›‰·˜ ºÂÓÁÎ ™Ô‡È. H ÌÂϤÙ˘ Ù˘ Â›‰Ú·Û˘ ·˘Ù‹˜ Á›ÓÂÙ·È ÌfiÓÔ ·fi ¤Ó·Ó ÂȉÈÎfi ÙÔ˘ ºÂÓÁÎ ™Ô‡È, Ô ÔÔ›Ô˜ ı· Û˘Ó‰È¿ÛÂÈ ÔÏϤ˜ ÊfiÚÌÔ˘Ï˜ Ì·˙› ÁÈ· ηχÙÂÚ· ·ÔÙÂϤÛÌ·Ù·. ™ÙÔ ·Ú·Î¿Ùˆ ¿ÚıÚÔ ı· Û·˜ ‰ÒÛÔ˘Ì οÔȘ Û˘Ì‚Ô˘Ï¤˜ ÁÈ· ÙÔ 2008 Û‡Ìʈӷ Ì ÙËÓ Û¯ÔÏ‹ «IÙ¿ÌÂÓ· ÕÛÙÚ·». OÈ Û˘Ì‚Ô˘Ï¤˜ ÁÈ· ÙÔ 2008 ‰ÂÓ ÌÔÚÔ‡Ó Ó· ·ÓÙÈηٷÛÙ‹ÛÔ˘Ó ÌÈ· ÔÏÔÎÏËڈ̤ÓË ÌÂϤÙË Î·È Â›Ó·È ÌfiÓÔ ‚ÔËıËÙÈΤ˜. °Ú·Ê›· Î·È ÂÛˆÙÂÚÈÎfi˜ ¯ÒÚÔ˜ MÚÔÛÙ¿ ·fi ÙËÓ ı¤ÛË Ô˘ οıÂÛÙ Ú¤ÂÈ Ó· ‚ϤÂÙ ·ÓÔȯÙfi ¯ÒÚÔ Î·È fi¯È ¤Ó· ÙÔ›¯Ô. A˘Ùfi Ô˘ ‚Ú›ÛÎÂÙ·È ÌÚÔÛÙ¿ Û·˜ Â›Ó·È ÙÔ Ì¤ÏÏÔÓ Û·˜ Î·È ÂÛ›˜ ı¤ÏÂÙ ӷ ¤¯ÂÙ ·ÓÔȯÙfi Î·È fi¯È ÌÏÔηÚÈṲ̂ÓÔ Ì¤ÏÏÔÓ. ¶›Ûˆ ·fi ÙËÓ ı¤ÛË Ô˘ οıÂÛÙ Ú¤ÂÈ Ó· ˘¿Ú¯ÂÈ ÛÙ·ıÂÚfi˜ ÙÔ›¯Ô˜ Ô ÔÔ›Ô˜ Û·˜ ·Ú¤¯ÂÈ ÚÔÛÙ·Û›·. E¿Ó ‰Ô˘Ï‡ÂÙ Û ¯ÒÚÔ ·ÓÔȯÙÔ‡ Ù‡Ô˘, ‚¿ÏÙ ›Ûˆ Û·˜ ¤Ó· ¯ÒÚÈÛÌ· Ô˘ ¤¯ÂÈ ‡„Ô˜ ÙÔ˘-

°ÂˆÚÁ›· KÈ¿ÊË Ï¿¯ÈÛÙÔÓ fiÛÔ Î·È ÙÔ ÛÒÌ· Û·˜ fiÙ·Ó Î¿ıÂÛÙÂ. TÔ Á˘¿ÏÈÓÔ ‰È·Ê·Ó¤˜ ¯ÒÚÈÛÌ· ·Ú¤¯ÂÈ ÏÈÁfiÙÂÚË ÚÔÛÙ·Û›· ·fi ¤Ó· Ú·ÁÌ·ÙÈÎfi ÙÔ›¯Ô ‹ ·‰È·Ê·Ó‹ ¯ÒÚÈÛÌ· ‹ „ËÏfi ¤ÈÏÔ. ŸÙ·Ó Ì·›ÓÂÙ ÛÙËÓ Â›ÛÔ‰Ô Î¿ı ‰ˆÌ·Ù›Ô˘ Ú¤ÂÈ Ó· ÌÔÚ›Ù ӷ ‚ϤÂÙ ÔÏfiÎÏËÚÔ ÙÔ ‰ˆÌ¿ÙÈÔ ‰ÈfiÙÈ ·˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ Ë ÂÓ¤ÚÁÂÈ· (chi) Ú¤ÂÈ ÂχıÂÚ· ÛÙÔ ‰ˆÌ¿ÙÈÔ. E›Û˘ fiÙ·Ó Î¿ıÂÛÙ ÛÙÔ ÁÚ·ÊÂ›Ô Û·˜ ı· Ú¤ÂÈ Â›Û˘ Ó· ÌÔÚ›Ù ӷ ‚ϤÂÙ fiÛÔ Á›ÓÂÙ·È ÂÚÈÛÛfiÙÂÚÔ ·fi ÙÔÓ ¯ÒÚÔ. ¶›Ûˆ ‹ ÌÚÔÛÙ¿ ·fi ÙÔ ÁÚ·ÊÂ›Ô Û·˜ ‰ÂÓ ı· Ú¤ÂÈ Ó· ˘¿Ú¯Ô˘Ó ÁˆÓ›Â˜ ÙÔ›¯ˆÓ ‹ ¿ÏÏˆÓ Â›-

ÏˆÓ Ô˘ «¯Ù˘Ô‡Ó» ÙÔ ÁÚ·ÊÂ›Ô Û·˜ ‰ÈfiÙÈ Â›Ó·È Û·Ó ‰ËÏËÙËÚÈÒ‰Ë ‚¤ÏË. EÍÂÙ¿ÛÙÂ Â¿Ó Ë ÁˆÓ›· ÙÔ˘ ÁÚ·Ê›Ԣ ÙÔ˘ Û˘Ó·‰¤ÏÊÔ˘ Û·˜ ¯Ù˘¿ÂÈ ÛÙËÓ ‰ÈÎÈ¿ Û·˜ ÁˆÓ›· ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜, ‰ÈfiÙÈ ·˘Ùfi ϤÁÂÙ·È «„·Ï›‰ÈÛÌ·» Î·È ‰ËÌÈÔ˘ÚÁ› η˘Á¿‰Â˜. ¢Â›ÙÂ Â¿Ó Á‡Úˆ Û·˜ ˘¿Ú¯ÂÈ ÁÚ·ÊÂ›Ô Û˘Ó·‰¤ÏÊÔ˘ Ô˘ ÙÔ Ì‹ÎÔ˜ ÙÔ˘ «‚Ú›ÛÎÂÈ» Û Â¤ÎÙ·ÛË ÙÔ ‰ÈÎfi Û·˜ ÁÚ·Ê›Ô, ‰ÈfiÙÈ ·˘Ùfi ‰ËÌÈÔ˘ÚÁ› ›ÂÛË Û ÂÛ¿˜. AÔʇÁÂÙ·È Ó· οıÂÛÙ ·Ó¿ÌÂÛ· Û ‰‡Ô fiÚÙ˜, ‹ ·Ó¿ÌÂÛ· Û ‰‡Ô ·ÓÔ›ÁÌ·Ù· ‰ˆÌ·Ù›ˆÓ fiˆ˜ ·Ó¿ÌÂÛ· Û fiÚÙ˜ Î·È ·Ú¿ı˘ÚÔ ‹ Ì·ÏÎÔÓfiÔÚÙ·. E›Û˘ ·ÔʇÁÂÙ ӷ ›ÛÙ ·Ó¿ÌÂÛ· Û ¿ÓÔÈÁÌ· ‰ˆÌ·Ù›Ô˘ (fiÚÙ·, ·Ú¿ı˘ÚÔ ÎÏ) Î·È Î·ıÚ¤ÙË. OÈ ÂÚÈÔ¯¤˜ ·Ôı‹Î¢Û˘ ·Ú¯Â›ˆÓ Î·È Ù· ÂÍ·ÚÙ‹Ì·Ù· ÁÚ·Ê›Ԣ ‰ÂÓ ı· Ú¤ÂÈ Ó· ηٷϷ̂¿ÓÔ˘Ó ˘ÂÚ‚ÔÏÈÎfi ¯ÒÚÔ ·fi ÙÔ Û‡ÓÔÏÔ. XÚËÛÈÌÔÔÈ‹ÛÙ ٷ ÁÈ· Ó· «¯ˆÚ›ÛÂÙ» ÔÙÈο ¤Ó· ÌÂÁ¿ÏÔ ¯ÒÚÔ Û ÌÈÎÚfiÙÂÚÔ˘˜. H ηχÙÂÚË ı¤ÛË ÙÔ˘ ÁÚ·Ê›Ԣ Â›Ó·È ·˘Ù‹ Ô˘ ‚Ú›ÛÎÂÙ·È ‰È·ÁÒÓÈ· Î·È ·ÓÙ›ıÂÙ· ·fi ÙËÓ fiÚÙ· ÙÔ˘ ‰ˆÌ·Ù›Ô˘, ‰ÈfiÙÈ Ë ÂÓ¤ÚÁÂÈ·

(chi) Ú¤ÂÈ ¿ÓÙ· Ì ·˘ÙfiÓ ÙÔÓ ÙÚfiÔ. O ‰È¢ı˘ÓÙ‹˜ Â›Ó·È Î·Ï‡ÙÂÚ· Ó· οıÂÙ·È ‰È·ÁÒÓÈ· Î·È ·ÓÙ›ıÂÙ· ·fi ÙËÓ Â›ÛÔ‰Ô Ù˘ ÂÙ·ÈÚ›·˜. ¶ÂÚÈÔ¯¤˜ Ô˘ ¤¯Ô˘Ó ÏÈÌÓ·Ṳ̂ÓË ‹ ·ÚÓËÙÈ΋ ÂÓ¤ÚÁÂÈ· ÂÈϤÁÔÓÙ·È ÁÈ· ¯ÒÚÔ˘˜ ·Ú¯Â›ˆÓ ‹ ÙÔ˘·Ï¤Ù·˜ Î·È fi¯È ÁÈ· ÁÚ·Ê›·. §ÈÌÓ·Ṳ̂ÓË ÂÓ¤ÚÁÂÈ· ‚Ú›ÛÎÂÙ·È Û ÌÈÎÚÔ‡˜ ÛÙÚÈ̈Á̤ÓÔ˘˜ ¯ÒÚÔ˘˜ Ô˘ ‰ÂÓ ‚ϤÔ˘Ó ÙËÓ Â›ÛÔ‰Ô ÙÔ˘ ‰ˆÌ·Ù›Ô˘, ÂÓÒ ·ÚÓËÙÈ΋ ÂÓ¤ÚÁÂÈ· ¤¯Ô˘Ó ¯ÒÚÔÈ Ô˘ ‰¤¯ÔÓÙ·È ‰ËÏËÙËÚÈÒ‰Ë ‚¤ÏË ·fi ¿ÏÏÔ˘˜ ÙÔ›¯Ô˘˜. H ÙÔ˘·Ï¤Ù· Ó· ÌËÓ Â›Ó·È ·ÎÚÈ‚Ò˜ ‰›Ï· ·fi ÙËÓ Â›ÛÔ‰Ô. øÚ·›· Î·È ˘ÁÈ‹ Ê˘Ù¿ ‰›ÓÔ˘Ó ˙ˆ‹ Û ¤Ó· ¯ÒÚÔ. TÔ Ì¤ÁÂıfi˜ ÙÔ˘˜ Ó· Â›Ó·È Û ·ÚÌÔÓ›· Ì ÙÔÓ ¯ÒÚÔ. OÈ ›Ó·Î˜ Î·È ‰È·ÎfiÛÌËÛË Ó· ÌËÓ Â›Ó·È ·ÊËÚË̤ÓË Ù¤¯ÓË Î·È Ó· ı˘Ì›ÛÔ˘Ó Ê˘ÛÈÎfi ÂÚÈ‚¿ÏÏÔÓ. ¶fiÛÔ Û˘¯Ó¿ ¿ÏψÛÙ ÔÓÂÈÚ¢fiÌ·ÛÙ Û ÒÚ· ‰Ô˘ÏÂÈ¿˜ ÌÈ· ·Ú·Ï›· Ì Á·Ï¿˙È· ÓÂÚ¿ ÙÔ ÔÔ›Ô Ì·˜ ÍÂÎÔ˘Ú¿˙ÂÈ; AÔʇÁÂÙ ϿÌ˜ Î·È ¿ÏÏ· ·ÓÙÈΛÌÂÓ· Ô˘ Èı·ÓfiÓ Ó· ÎÚ¤ÌÔÓÙ·È ¿Óˆ ·fi ÙÔ ÎÂÊ¿ÏÈ Û·˜, ‰ÈfiÙÈ ‰ËÌÈÔ˘ÚÁÔ‡Ó ›ÂÛË. T· ¯ÚÒÌ·Ù· Ú¤ÂÈ Ó· Â›Ó·È Û¯ÂÙÈο Ô˘‰¤ÙÂÚ·, ÂÎÙfi˜ Â¿Ó ¤Ó·˜ ÂȉÈÎfi˜ Û·˜ ¤¯ÂÈ Û˘Ì‚Ô˘Ï‡ÛÂÈ ‰˘Ó·Ù¿ ¯ÚÒÌ·Ù·. TÔ ÎfiÎÎÈÓÔ ¯ÚÒÌ· Ú¤ÂÈ Ó· ¯ÚËÛÈÌÔÔÈÂ›Ù·È Ì ̤ÙÚÔ. ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 4

4 ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 3

TÔ Û¯‹Ì· ÙÔ˘ ÁÚ·Ê›Ԣ Ú¤ÂÈ Ó· Â›Ó·È ÙÂÙÚ¿ÁˆÓÔ, ÔÚıÔÁÒÓÈÔ, ‹ Ì ηÌ‡Ï˜. OÈ Î·Ì‡Ï˜ Â›Ó·È Î·Ï¤˜ Ì ÙËÓ ÚÔ˘fiıÂÛË fiÙÈ ‚Ú›ÛÎÂÛÙ ·fi ÂΛÓË ÙËÓ ÏÂ˘Ú¿ ÙÔ˘ ÁÚ·Ê›Ԣ fiÔ˘ Ë Î·Ì‡ÏË Û·˜ ÂÚÈÎχÂÈ Î·È ·ÁηÏÈ¿˙ÂÈ, ·ÔʇÁÔÓÙ·˜ Ó· οıÂÛÙ ÛÙËÓ Î·Ì‡ÏË ÙÔ˘ ÁÚ·Ê›Ԣ Ô˘ Û·˜ «Îfi‚ÂÈ». ™›ÁÔ˘Ú· ¤¯ÂÙ ‰ÂÈ Û˘¯Ó¿ reception Ì ηÌ‡Ï˜ ÁÚ·ÊÂ›Ô Î·È ÙÔ ÚÔÛˆÈÎfi Ó· ‚Ú›ÛÎÂÙ·È Ì¤Û· ÛÙËÓ Î·Ì‡ÏË Î·È ÂÛ›˜ ·¤Íˆ. •¤ÚÂÙ ÙÒÚ· ÔÈfi˜ ¤¯ÂÈ ÙÔ ¿Óˆ ¯¤ÚÈ Û ·˘Ù‹ ÙËÓ ÂÚ›ÙˆÛË. ¶ÚÔÛ·ı‹ÛÙ ӷ ¤¯ÂÙ ÙÔ ÁÚ·ÊÂ›Ô Û ٿÍË Î·È Ó· Â›Ó·È Î·ı·Úfi. ™ÙÔ ·Ú¯·›Ô ‚È‚Ï›Ô ÙÔ˘ ºÂÓÁÎ ™Ô‡È «ÙÔ BÈ‚Ï›Ô Ù˘ T·Ê‹˜», ÙÔ ÔÔ›Ô Â›Ó·È ÛËÌÂ›Ô ·Ó·ÊÔÚ¿˜ ÁÈ· ÙËÓ Û¯ÔÏ‹ Ù˘ ÊfiÚÌ·˜ ÙÔ˘ ºÂÓÁÎ ™Ô‡È, Ô KÔ‡Ô ¶Ô ·Ó·Ê¤ÚÂÈ fiÙÈ Î·Ï‹ ÂÓ¤ÚÁÂÈ· ¤¯Ô˘Ó ÔÈ ¯ÒÚÔÈ Ì ÂÚÈ‚¿ÏÏÔÓ Ô˘ ‰ÂÓ ÌÔÈ¿˙ÂÈ Ì Ù۷ϷΈ̤ӷ ‚ÚÒÌÈη ÚÔ‡¯·. H Ì˘Úˆ‰È¿ Î·È Ô ‹¯Ô˜ Û ¤Ó· ÁÚ·ÊÂ›Ô ·›˙Ô˘Ó Â›Û˘ ÛËÌ·ÓÙÈÎfi ÚfiÏÔ. O ¯ÒÚÔ˜ Ó· ·ÂÚ›˙ÂÙ·È Û˘¯Ó¿, Ó· Ì˘Ú›˙ÂÈ Â˘¯¿ÚÈÛÙ· Î·È Ó· ÌËÓ ¤¯ÂÈ ÂΈʷÓÙÈ΋ Ê·Û·Ú›·. °Ú·Ê›· Î·È Â͈ÙÂÚÈÎfi˜ ¯ÒÚÔ˜ EÍÂÙ¿ÛÙÂ Â¿Ó Ë ÂÙ·ÈÚ›· Û·˜

ÏËÚ› ÙȘ «3 ÚÔ¤˜» ÙÔ˘ ºÂÓÁÎ ™Ô‡È: A˘ÙÔΛÓËÙ·, ¿ÓıÚˆÔÈ Î·È ÓÂÚfi. ¶ÂÚÈÔ¯¤˜ Ô˘ ¤¯Ô˘Ó ΛÓËÛË Ì ·˘ÙÔΛÓËÙ· ·ÏÏ¿ Ô˘ Ë Î›ÓËÛË ·˘Ù‹ ÌÔÚ› Ó· Â›Ó·È Û¯ÂÙÈο ·ÚÁ‹ (¯ ÏfiÁˆ Ê·Ó·ÚÈÒÓ ‹ ÛÙ¿ÛË ÏˆÊÔÚ›Ԣ ‹ ÌÂÙÚfi), ÂÚÈÔ¯¤˜ fiÔ˘ Û˘ÁÎÂÓÙÚÒÓÔÓÙ·È ÔÏÏÔ› ¿ÓıÚˆÔÈ fiˆ˜ ÁÈ· ·Ú¿‰ÂÈÁÌ· Â˙fi‰ÚÔÌÔÈ Ì ÌÂÁ¿ÏË ÚÔ‹ ·ÓıÚÒˆÓ, ‹ ÂÚÈÔ¯¤˜ Ô˘ ·ÁηÏÈ¿˙ÔÓÙ·È Û ۯ‹Ì· ηÌ‡Ï˘ ·fi ÓÂÚfi ¤¯Ô˘Ó ηϤ˜ Èı·ÓfiÙËÙ˜ ÂÈÙ˘¯›·˜. MÚÔÛÙ¿ ·fi ÙËÓ Â›ÛÔ‰Ô Ù˘ ÂÙ·ÈÚ›·˜ Â›Ó·È Î·Ïfi Ó· ‚Ú›ÛÎÂÙ·È ·ÓÔȯÙfi˜ ¯ÒÚÔ˜. Ÿˆ˜ ·ÎÚÈ‚Ò˜ ÈÛ¯‡ÂÈ ÁÈ· ÙÔ˘˜ ÂÛˆÙÂÚÈÎÔ‡˜ ¯ÒÚÔ˘˜, ¤ÙÛÈ Î·È ¤Íˆ ı¤ÏÔ˘Ì ·ÓÔȯÙfi ¯ÒÚÔ ÁÈ· ·ÓÔȯÙfi ̤ÏÏÔÓ. E›Û˘ ›Ûˆ ·fi ÙÔ ÎÙ›ÚÈÔ Ù˘ ÂÙ·ÈÚ›·˜ ηÏfi Â›Ó·È Ó· ˘¿Ú¯ÂÈ ¿ÏÏÔ ÎÙ›ÚÈÔ Î·È fi¯È ·ÓÔȯÙfi˜ ¯ÒÚÔ˜ ‹ ÓÂÚfi. ™Ù·ı›Ù ÛÙËÓ Â›ÛÔ‰Ô ÙÔ˘ ÎÙÈÚ›Ô˘ ÛÙÔ ÈÛfiÁÂÈÔ Î·È ÂÍÂÙ¿ÛÙÂ Â¿Ó ‚ϤÂÙ Á‡Úˆ Û·˜ Ù· „ËÏfiÙÂÚ· Ó· Â›Ó·È Ì·ÎÚÈ¿ Î·È Ù· ¯·ÌËÏfiÙÂÚ· Ó· Â›Ó·È Èfi ÎÔÓÙ¿ (Û·Ó ˙ÈÎ ˙·Î). E›Û˘ ·Ú·ÙËÚ‹ÛÙÂ Â¿Ó Ù· ÎÙ›ÚÈ· Ô˘ Û·˜ ÂÚÈ‚¿ÏÏÔ˘Ó ¤¯Ô˘Ó ‰ÔÌ‹ ‹ ‰È·ÎfiÛÌËÛË ˙ÈÎ ˙·Î Ô˘ Ó· ηÙ‚·›ÓÂÈ ÚÔ˜ ÙÔ Ì¤ÚÔ˜ Û·˜. A˘Ùfi ÙÔ Ê·ÈÓfiÌÂÓÔ Ï¤ÁÂÙ·È «Î·Ù·ÚÚ¿ÎÙ˘» Î·È Â›Ó·È È‰È·›ÙÂÚ· ηÏfi ÁÈ· ÙÔÓ ÏÔ‡ÙÔ Â-

¿Ó Ô Î·Ù·ÚÚ¿ÎÙ˘ ÎÙÈÚ›ˆÓ ¤Ú¯ÂÙ·È ·fi Ù· ÌÚÔÛÙ¿ ‹ ·fi Ù· ·ÚÈÛÙÂÚ¿ ÙÔ˘ ‰ÈÎÔ‡ Û·˜ ÎÙÈÚ›Ô˘. H fiÚÙ· ÙÔ˘ ÎÙÈÚ›Ô˘ Â›Ó·È Î·Ï‡ÙÂÚ· Ó· ·ÓÔ›ÁÂÈ ÚÔ˜ Ù· ̤۷, ‰ÈfiÙÈ ‰¤¯ÂÙ·È ¤ÙÛÈ Î·Ï‡ÙÂÚ· ÙËÓ ÂÓ¤ÚÁÂÈ· (chi). H Ù·Ì¤Ï· Ù˘ Âȯ›ÚËÛ˘ Ú¤ÂÈ Ó· Â›Ó·È Î·Ï¿ ÔÚ·Ù‹. ¢È·Ï¤ÍÙ ÌÂٷ͇ ÙÔ˘ ÎfiÎÎÈÓÔ˘, ΛÙÚÈÓÔ˘ Î·È Ú¿ÛÈÓÔ˘, ‰ÈfiÙÈ ·˘Ù¿ Ù· ¯ÚÒÌ·Ù· Â›Ó·È Èfi ÔÚ·Ù¿ Î·È Èfi ‰ËÌÔÊÈÏ‹. ¢ÂÓ Â›Ó·È Û‡ÌÙˆÛË fiÙÈ Ù· Ê·Ó¿ÚÈ· ÛÙÔ˘˜ ‰ÚfiÌÔ˘˜ ¤¯Ô˘Ó ·˘Ù¿ Ù· ¯ÚÒÌ·Ù·. H Ù·Ì¤Ï· Û·˜ ÌÔÚ› Ó· Â›Ó·È Ôχ fiÌÔÚÊË, ‹ Ôχ ÛÔηÚÈÛÙÈ΋ ·ÎfiÌ· Î·È ¿Û¯ËÌË, ·ÊÔ‡ Ô ÛÎÔfi˜ Â›Ó·È Ó· ͯˆÚ›˙ÂÈ ·fi ÙȘ ¿ÏϘ.

H Ù·Ì¤Ï· ÌÔÚ› Ó· ‚Á·›ÓÂÈ ÛÙÔ Â˙Ô‰ÚfiÌÈÔ Û·Ó ¤Ó· ¯¤ÚÈ Ô˘ ·Ú¿˙ÂÈ ÙÔ˘˜ ÂÏ¿Ù˜. TÔ 2008 Î·È ÙÔ ÁÚ·ÊÂ›Ô Û·˜ ™‡Ìʈӷ Ì ÙÔ Û¯ÔÏ‹ ÙÔ˘ ºÂÓÁÎ ™Ô‡È, ˘¿Ú¯Ô˘Ó ÂÙ‹ÛȘ ÂȉڿÛÂȘ Û οı ηÙ‡ı˘ÓÛË ÙÔ˘ ÔÚ›˙ÔÓÙ·. H ¯ÂÈÚfiÙÂÚË Â›‰Ú·ÛË ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜ ‚Ú›ÛÎÂÙ·È ÛÙÔÓ NfiÙÔ, ‰ÈfiÙÈ ÛÙÔÓ NfiÙÔ ‚Ú›ÛÎÂÙ·È ÙÔ ¿ÛÙÚÔ Ù˘ ηÎÔÙ˘¯›·˜, ÔfiÙ ÙÔ ÓfiÙÈÔ ÙÌ‹Ì· Ù˘ ÂÙ·ÈÚ›·˜ ı· ¤¯ÂÈ Ù· ÂÚÈÛÛfiÙÂÚ· ÚÔ‚Ï‹Ì·Ù·. T· ¿ÙÔÌ· Ô˘ ‚Ú›ÛÎÔÓÙ·È ÂΛ ı· ¤¯Ô˘Ó ÚÔ‚Ï‹Ì·Ù·, ÂÓÒ Ù· Ì˯·Ó‹Ì·Ù· ÂΛ ı· ¤¯Ô˘Ó Ù¿ÛË Ó· ¯·Ï¿ÓÂ. H ÂÓ¤ÚÁÂÈ· ·˘Ù‹ ¤¯ÂÈ È‰È·›-

ÙÂÚË Â›‰Ú·ÛË Â¿Ó Ë Â›ÛÔ‰Ô˜ ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜, ÙÔ˘ ÎÙÈÚ›Ô˘ ‹ Ë ÙÔ ÁÚ·ÊÂ›Ô ÙÔ˘ ‰È¢ı˘ÓÙ‹ ‚Ú›ÛÎÂÙ·È ÛÙÔÓ NfiÙÔ Î·È ÌÔÚ› Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ÚÔ‚Ï‹Ì·Ù·. B¿ÏÙ ÂÚÈÛÛfiÙÂÚ· ÌÂÙ·ÏÏÈο ‰È·ÎÔÛÌËÙÈο, ¤Ó·Ó ÌÂÙ·ÏÏÈÎfi ÌÂψ‰fi Î·È ·ÔʇÁÂÙ ÙÔ ÎfiÎÎÈÓÔ Î·È ÊÔ‡ÍÈ· ¯ÚÒÌ·. B¿ÏÙ Â›Û˘ ÂÚÈÛÛfiÙÂÚÔ ¿ÛÚÔ, Ì·‡ÚÔ, ÁÎÚÈ, ·ÛË̤ÓÈÔ ‹ ¯Ú˘Ûfi ¯ÚÒÌ·. MËÓ ¤¯ÂÙ ÙËÓ Ï¿ÙË ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜ ÛÙÔÓ NfiÙÔ, ÁÈ·Ù› ÙÔ 2008 ı· ‰Â¯Ù›Ù Èۈ̷¯·ÈÚÒÌ·Ù·. E›Û˘ ÌËÓ Î¿ıÂÛÙ ÛÙÔ ÁÚ·ÊÂ›Ô Û·˜ ‚ϤÔÓÙ·˜ ηÙ¢ı›·Ó ÚÔ˜ ÙÔÓ BÔÚÚ¿, ‰ÈfiÙÈ ÙÔ 2008 Ô M¤Á·˜ ¢Ô‡Î·˜ ¢›·˜ ÂËÚ¿˙ÂÈ ÙÔÓ BÔÚÚ¿ Î·È ‰ËÌÈÔ˘ÚÁ› Â›Û˘ ÂÌfi‰È·. MËÓ ·Ó·Î·ÈÓ›˙ÂÙ·È ÛÙÔ BfiÚÂÈÔ Î·È NfiÙÈÔ ÙÌ‹Ì· Ù˘ ÂÙ·ÈÚ›·˜. ™Ù· BÔÚÂÈÔ‰˘ÙÈο ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜ ÙÔ 2008 ‚Ú›ÛÎÂÙ·È ÙÔ ¿ÛÙÚÔ ·Ûı¤ÓÂÈ·˜, ÔfiÙ ‚¿ÏÙ ¤Ó· ÛÂÙ 6 ÓÔÌÈÛÌ¿ÙˆÓ ÎÔÏÏË̤ӷ Ì ˙ËÏÔÙ¤È ÙÔ ¤Ó· ‰›Ï· ÛÙÔ ¿ÏÏÔ. E›Û˘ ·ÔʇÁÂÙ ٷ ¯ÚÒÌ·Ù· Ù˘ ʈÙÈ¿˜ Î·È ÚÔÙÈÌ‹ÛÙ ٷ ·ÛÚfiÌ·˘Ú· ‹ ÌÂÙ·ÏÏÈο ¯ÚÒÌ·Ù·. ™Ù· NÔÙÈÔ‰˘ÙÈο ˘¿Ú¯ÂÈ Â›‰Ú·ÛË ÛηӉ¿ÏˆÓ Î·È Î·ÎÔÁψÛÛÈ¿˜, ÔfiÙ ‚¿ÏÙ ¤Ó· ‰È¿Ê·Ó˜ ‚¿˙Ô Ì ÓÂÚfi Î·È 3 ÎÏ·ÚÈ¿ Ì·ÌÔ‡ ‹ Ú·ÛÈÓ¿‰· ¯ˆÚ›˜ ÏÔ˘ÏÔ‡‰È·.

6

Child abuse. A shameful reality! Unfortunately, each year, thousands of children experience physical, sexual, and/or emotional abuse by parents or caregivers who are supposed to give unconditional love and attention. The scars can be deep and long-lasting, affecting not just abused children but society as well. Most of the times, the teachers are the ones who detect signs of child abuse and have the difficult but very important role to support the abused child and help him/her stand on his/her own two feet. The aim of this article is to help teachers detect signs of child abuse and thus be able to deal with it. To start with, some of the most common signs of abuse are the following: The Child: 1. Shows sudden changes in behaviour or school performance 2. Has learning problems that cannot be attributed to specific physical or psychological causes 3. Is always watchful and alert as if he is expecting something bad to happen 4. Lacks adult supervision 5. May come to school early, stay late, and does not want to go home. The Parent: 1. Shows little concern for the child’s progress. He/She rarely responds to the teachers’ requests regarding conferences, or parent’s days. 2. Denies the existence of the child's problems. 3. Asks the classroom teacher to use harsh

3. Lacks needed medical or physical discipline if the dental care child misbehaves. 4. Is consistently dirty. 4. Expresses the idea that 5. Lacks sufficient clothing. the child is entirely 6. States there is no one at worthless and unreliable. home to provide care 5. Demands perfection or a level of physical or Another equally destructive academic performance form of abuse is sexual the child cannot achieve. The Parent and Child: abuse. 1. Rarely touch or look at Some of the most common each other. signs of sexual abuse are 2. Consider their the following: by Dr. Theodora The Child: relationship entirely Papadopoulou 1. Has difficulty walking negative. Ph. D in English Literature. or sitting. 3. State that they do not M. Sc in Psychology 2. Suddenly refuses to like each other. A teacher should consider the possibility participate in physical activities. of physical abuse when the child 3. Demonstrates bizarre or unusual sexual 1. Has unexplained burns, bites, bruises, knowledge or behaviour. broken bones, or black eyes. 4. Has bruises 2. Has fading bruises or other marks 5. Complains about sleeping disorders noticeable after an absence from 6. Is always scared and does not want to school. be hugged or touched by teachers or 3. Seems frightened of the parents and classmates. protests or cries when it is time to go 7. Is shameful home from school. 8. Blames him/herself for everything bad 4. Denies to speak or interact with older that takes place at school children, especially adults. Some of the most common signs of 5. Indicates antisocial behaviour. emotional abuse are the following: The Child: Apart from physical abuse, a child may be 1. Indicates eating disorders experiencing neglect. 2. Experiences speech disorders Some of the most common signs of 3. Is aggressive and lacks patience neglect are the following: The Child: 4. Is not cooperative and does not have 1. Is frequently absent from school friends 2. Begs or steals money from classmates Most physically abusive parents insist that

their actions are simply forms of discipline, ways to make children learn to behave. They are unable to realise the tremendous impact of their actions on their own children and therefore find excuses for their actions. They have such an excessive need for control that makes them unable or unwilling to see their level of aggression as inappropriate. On the other hand, children who are abused develop a low self-esteem and are unable to form friendships. They experience panic attacks and have sleeping disorders. They are doomed to live in isolation since they cannot trust anybody. School is a safe place for them since they are away from all people who hurt them physically and emotionally, but they lack intrinsic motivation for school success because they are overwhelmed with all the negative feelings they are forced to encounter. Teachers who detect signs of abuse should try to gain the child’s trust and make him/her feel safe enough to share the problem with the teacher. The director of the school and the teacher should talk to the parents of the abused child about the academic and behavioural problems that the child encounters at school in order to see their point of view. Reporting the incident to the police or organisations which deal with child abuse is sometimes the only solution to the problem. I have mentioned in my other articles that being a teacher is certainly more than ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 7

7 ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 6

tutoring, correcting homework and preparing children for exams. The teacher-student relationship is such a strong relationship that prevents every teacher from not taking action in times when the student desperately needs our help. We might be the only ones who can help them. So, let’s not turn our backs to abused children hoping that things will get better. Without our intervention, the problem will certainly become bigger and more destructive. After all, teachers are every child’s spiritual parents. In these cases we are the only «real» parents they need.

¢øPEAN BIB§IA!! ME TA KOY¶ONIA TH™ EP°ATIKH™ E™TIA™ EÍ·ÚÁ˘ÚÒÛÙ ٷ ÎÔ˘fiÓÈ· Ù˘ EÚÁ·ÙÈ΋˜ EÛÙ›·˜, Û ÏÔÁÔÙ¯ÓÈο ‚È‚Ï›· ÁÈ· ÂÓ‹ÏÈΘ Î·È ·È‰È¿, ÊÚÔÓÙÈÛÙËÚȷο-Û¯ÔÏÈο ‚ÔËı‹Ì·Ù· ‹ ÍÂÓfiÁψÛÛ· ÊÚÔÓÙÈÛÙËÚȷο ‚ÔËı‹Ì·Ù· * H ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡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], 6947809078

¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™

I‰ÈÔÎÙËÛ›·: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E. EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.

™Ù· Ï·›ÛÈ· Ù˘ ‰È·ÚÎÔ‡˜ ÚÔÛ¿ıÂÈ·˜ ÙÔ˘ OÚÁ·ÓÈÛÌÔ‡ EÚÁ·ÙÈ΋˜ EÛÙ›·˜ Ó· ʤÚÂÈ ÈÔ ÎÔÓÙ¿ ÛÙÔÓ ¿ÓıÚˆÔ ÙÔÓ ÎfiÛÌÔ ÙÔ˘ ‚È‚Ï›Ô˘ ÁÈ· ·ÎfiÌ· Ì›· ¯ÚÔÓÈ¿ οı ÂÚÁ·˙fiÌÂÓÔ˜, ηıÒ˜ Î·È Î¿ıÂ Û˘ÓÙ·ÍÈÔ‡¯Ô˜ Ô˘ η٤‚·Ï ‹ ηٷ‚¿ÏÂÈ ÂÈÛÊÔÚ¤˜ ˘¤Ú Ù˘ EÚÁ·ÙÈ΋˜ EÛÙ›·˜ ‰ÈηÈÔ‡Ù·È Ó· Ï¿‚ÂÈ Ù· Û¯ÂÙÈο ÎÔ˘fiÓÈ· ÁÈ· ‰ˆÚÂ¿Ó ·ÁÔÚ¿ ‚È‚Ï›ˆÓ. OÈ ‰ÈηÈÔ‡¯ÔÈ, ̤ۈ ÙˆÓ ‚È‚ÏÈÔˆÏ›ˆÓ Ô˘ Â›Ó·È Û˘Ì‚ÂÌ‚ÏË̤ӷ Ì ÙËÓ EÚÁ·ÙÈ΋ EÛÙ›·, ÌÔÚÔ‡Ó Ó· ·ÓÙ·ÏÏ¿ÍÔ˘Ó Ù· ÎÔ˘fiÓÈ· Ì ‚È‚Ï›· ÏÔÁÔÙ¯ӛ·˜ ·ÏÏ¿ Î·È ÍÂÓfiÁψÛÛ· ‚È‚Ï›·, ¿Û˘ ʇÛˆ˜ ηıÒ˜ Î·È ÊÚÔÓÙÈÛÙËÚÈ·Îfi ‚Ô‹ıËÌ·, ¤ˆ˜ ÙȘ 30/08/2008. ™˘ÓÔÏÈο ı· ‰È·ÙÂıÔ‡Ó 250.000 ÎÔ˘fiÓÈ·, 20% ÂÚÈÛÛfiÙÂÚ· ·fi ÙÔ 2007, ÌÈ· Û˘ÓÔÏÈ΋ ‰·¿ÓË ÙÂÛÛ¿ÚˆÓ ÂηÙÔÌÌ˘Ú›ˆÓ ¢ÚÒ. T· ÎÔ˘fiÓÈ·, ·Í›·˜ 16 ¢ÚÒ ¤Î·ÛÙÔ, ÌÔÚÔ‡Ó Ó· Ù· ÚÔÌËı¢ÙÔ‡Ó ÔÈ ‰ÈηÈÔ‡¯ÔÈ ·fi ÙȘ ÔÈΛ˜ ‰È¢ı‡ÓÛÂȘ Ù˘ EÚÁ·ÙÈ΋˜ EÛÙ›·˜ Ì ÙËÓ ÚÔÛÎfiÌÈÛË ÙˆÓ ‚È‚ÏÈ·Ú›ˆÓ

·ÛıÂÓ›·˜, ·fiÛ·ÛÌ· ·ÙÔÌÈÎÔ‡ ÏÔÁ·ÚÈ·ÛÌÔ‡ Ì 100 Ë̤Ú˜ ÂÚÁ·Û›·˜ ÙÔ ¤ÙÔ˜ 2007, ÙÔ ÂÎηı·ÚÈÛÙÈÎfi Ù˘ ÂÊÔÚ›·˜ Î·È ÙËÓ Ù·˘ÙfiÙËÙ· ÙÔ˘. O οı ·ÛÊ·ÏÈṲ̂ÓÔ ÌÔÚ› Ó· ·Ú·Ï¿‚ÂÈ ·fi ¤Ó· ÎÔ˘fiÓÈ ÁÈ· οı ·ÛÊ·ÏÈṲ̂ÓÔ Ì¤ÏÔ˜ Ù˘ ÔÈÎÔÁ¤ÓÂÈ¿˜ ÙÔ˘. H ÚÒÙË Ê¿ÛË ‰È·ÓÔÌ‹˜ ÎÔ˘ÔÓÈÒÓ ÛÙÔ˘˜ ‰ÈηÈÔ‡¯Ô˘˜ ¤ÏËÍ ÛÙȘ 24 M·ÚÙ›Ô˘. ™Ù· Ù¤ÏË M·˝Ô˘ ı· ‰È·ÓÂÌËıÔ‡Ó Û˘ÌÏËڈ̷ÙÈο ÎÔ˘fiÓÈ· Û ÂӉȷÊÂÚfiÌÂÓÔ˘˜ Ô˘ ‰ÂÓ ÚfiÏ·‚·Ó ÙËÓ ÚÒÙË ‰È·ÓÔÌ‹. ¶ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ ‚Ú›ٷ ÛÙÔ www.oee.gr T· ÎÔ˘fiÓÈ· ÌÔÚÔ‡Ó Ó· ·Ú·ÏËÊıÔ‡Ó ·fi Ù· ·Ú·Î¿Ùˆ K¤ÓÙÚ· ¢È·ÓÔÌ‹˜ KÔ˘ÔÓÈÒÓ EÚÁ·ÙÈ΋˜ EÛÙ›·˜: Aı‹Ó· 2103245297, 2108841950, ¶ÂÈÚ·È¿ 2104120746, ¶ÂÚÈÛÙ¤ÚÈ 2105743907, T·‡ÚÔ˜ 2103424394, EÏÂ˘Û›Ó· 2105545360, XÔÏ·ÚÁfi˜ 2106542155, N¤· IˆÓ›· 2102717636, AÚÁ˘ÚÔ‡ÔÏË 2109958596, AÈÁ¿Ïˆ 2105312795, £ÂÛÛ·ÏÔÓ›ÎË 2310286083, 2310286071

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O‰ËÁ›· Ù˘ E.E. ÁÈ· ÙËÓ ·Ú·Ï·ÓËÙÈ΋ ‰È·Ê‹ÌÈÛË H MAYPH §I™TA TøN 12 KATAXPH™TIKøN ¶PAKTIKøN fi ÙËÓ TÂÙ¿ÚÙË 12 ¢ÂÎÂÌ‚Ú›Ô˘ Ù¤ıËΠ۠ÈÛ¯‡ ÛÙÔ Û‡ÓÔÏÔ Ù˘ ÎÔÈÓÔÙÈ΋˜ ÂÈÎÚ¿ÙÂÈ·˜, Ë Ó¤· Ô‰ËÁ›· ÁÈ· ÙËÓ Î·Ù·ÔϤÌËÛË Ù˘ ·Ú·Ï·ÓËÙÈ΋˜ ‰È·Ê‹ÌÈÛ˘ Î·È ÙˆÓ ÂÈıÂÙÈÎÒÓ ˆÏ‹ÛˆÓ. H EÏÏ¿‰· Â›Ó·È ÌÂٷ͇ ÙˆÓ 14 ¯ˆÚÒÓ Ô˘ ¤¯Ô˘Ó ÂÓۈ̷ÙÒÛÂÈ ÙËÓ Ô‰ËÁ›· ÛÙÔ ÂıÓÈÎfi ‰›Î·ÈÔ. ™Ùfi¯Ô˜ Â›Ó·È Ë ·‡ÍËÛË Ù˘ ÂÌÈÛÙÔÛ‡Ó˘ ÙˆÓ Î·Ù·Ó·ÏˆÙÒÓ Î·È ÙÔ˘ ÂȯÂÈÚËÌ·ÙÈÎÔ‡ ÎfiÛÌÔ˘ ÛÙËÓ ÂÓÈ·›· ·ÁÔÚ¿, ÒÛÙ ӷ ÌÔÚÔ‡Ó Ó· ÂˆÊÂÏÔ‡ÓÙ·È Ï‹Úˆ˜ ·fi Ù· ÏÂÔÓÂÎÙ‹Ì·Ù· ÙˆÓ ‰È·Û˘ÓÔÚÈ·ÎÒÓ ·ÁÔÚÒÓ. OÈ Ó¤ÔÈ Î·ÓfiÓ˜ Ù˘ E.E. ÁÈ· ÙËÓ Î·Ù·ÔϤÌËÛË Ù˘ ·Ú·Ï·ÓËÙÈ΋˜ ‰È·Ê‹ÌÈÛ˘ Î·È ÙˆÓ ÂÈıÂÙÈÎÒÓ ÔÏÈÙÈÎÒÓ ÒÏËÛ˘ - ÂÚÈÏ·Ì‚·ÓÔ̤Ó˘ Ù˘ ··ÁfiÚ¢Û˘ ÙˆÓ ··ÙËÏÒÓ «‰ˆÚ¿ӻ ÚÔÛÊÔÚÒÓ Î·È Ù˘ ··ÁfiÚ¢Û˘ Ù˘ ‰È·Ê‹ÌÈÛ˘ ̤ۈ «¿ÛÎËÛ˘ Û˘Ó¯ԇ˜ ›ÂÛ˘» (¿ÌÂÛË ÂÍÒıËÛË) ·È‰ÈÒÓ ÛÙÔ Internet, ı· ÏÂÈÙÔ˘ÚÁÔ‡Ó ÁÈ· ÚÒÙË ÊÔÚ¿ ÂÓ·ÚÌÔÓÈṲ̂ӷ Û ηÓÔÓÈÎfi Â›‰Ô. H EÈÙÚÔ‹ ¤¯ÂÈ Î·Ù·ÚÙ›ÛÂÈ ÌÈ· M·‡ÚË §›ÛÙ·, Ë ÔÔ›· ÂÚÈÏ·Ì‚¿ÓÂÈ 12 ·fi ÙȘ ϤÔÓ Î·Ù·¯ÚËÛÙÈΤ˜ Ú·ÎÙÈΤ˜, ÍÂÎÈÓÒÓÙ·˜ ·fi ÙȘ ‰È·ÊËÌ›ÛÂȘ-‰ÔÏÒÌ·Ù·, ̤¯ÚÈ Ù· Û˘ÛÙ‹Ì·Ù· ˘Ú·Ì›‰ˆÓ, ÙȘ ¤ÌÌÂÛ˜ ‰È·ÊËÌ›ÛÂȘ Î·È ÙÔ˘˜ „¢‰Â›˜ ÈÛ¯˘ÚÈÛÌÔ‡˜ Â-

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™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1

TESOL Greece? First and foremost I intend to do my best to maintain the high standards set by past chairpersons. Secondly, I would like to help broaden our scope as a professional association and to ensure that a wider range of practitioners, researchers and theoreticians are addressed, ranging from novice teachers to highly acclaimed individuals in the fields of ELT, applied linguistics and education. I strongly feel that we can cater for our diverse membership in an inclusive manner that can meet different expectations and requirements.

Ú› ıÂÚ·›·˜ ÚÔ‚ÏËÌ¿ÙˆÓ ˘Á›·˜ Ô˘ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Î·Ù¿ ÙˆÓ Î·Ù·Ó·ÏˆÙÒÓ. H ‰ˆ‰Âο‰· ηٷ¯ÚËÛÙÈÎÒÓ Ú·ÎÙÈÎÒÓ Ô˘ ˙ËÌÈÒÓÔ˘Ó ÙÔÓ Î·Ù·Ó·ÏˆÙ‹ Î·È ı· Ú¤ÂÈ ϤÔÓ Ó· ‰ÈÒÎÔÓÙ·È ·fi ÙȘ ·ÚÌfi‰È˜ ·Ú¯¤˜ ÙˆÓ ÎÚ·ÙÒÓ ÌÂÏÒÓ Â›Ó·È: ¢È·Ê‹ÌÈÛË-‰fiψ̷ Ì ÛÙfi¯Ô ÙËÓ ·Ú·Ï¿ÓËÛË ÙÔ˘ ηٷӷψً ÁÈ· Ó· ·ÁÔÚ¿ÛÂÈ ·fi ÌÈ· Âȯ›ÚËÛË, ‰È·ÊËÌ›˙ÔÓÙ·˜ ¤Ó· ÚÔ˚fiÓ Û Ôχ ¯·ÌËÏ‹ ÙÈÌ‹ ¯ˆÚ›˜ Ó· ‰È·ı¤ÙÂÈ Â‡ÏÔÁÔ ·fiıÂÌ·. A·ÙËϤ˜ «‰ˆÚ¿ӻ ÚÔÛÊÔÚ¤˜ Ô˘ ‰ËÌÈÔ˘ÚÁÔ‡Ó ÂÛÊ·Ï̤ӷ ÙËÓ ÂÓÙ‡ˆÛË ‰ˆÚÂ¿Ó ÚÔÛÊÔÚÒÓ ÂÚÈÁÚ¿ÊÔÓÙ·˜ ÙÔ ÚÔ˚fiÓ ˆ˜ «‰ˆÚ¿ӻ, «¯ˆÚ›˜ ÂÈ‚¿Ú˘ÓÛË», ·Ó Ô Î·Ù·Ó·ÏˆÙ‹˜ ˘Ô¯Úˆı› Ó· ηٷ‚¿ÏÂÈ ÔÔÈ·‰‹ÔÙ ÏËڈ̋ ÏËÓ ÙÔ˘ ÎfiÛÙÔ˘˜ ÁÈ· ÙËÓ ·Ú·Ï·‚‹ ‹ ÙËÓ ·Ú¿‰ÔÛË ÙÔ˘ ·ÓÙÈÎÂÈ̤ÓÔ˘. ÕÌÂÛË ÂÍÒıËÛË ·È‰ÈÒÓ ÁÈ· ·ÁÔÚ¿ ‰È·ÊËÌÈ˙ÔÌ¤ÓˆÓ ÚÔ˚fiÓÙˆÓ fiˆ˜ «·ÁÔÚ¿ÛÙ ÙÔ ‚È‚Ï›Ô ÙÒÚ·» ‹ ÁÈ· ¿ÛÎËÛË Û˘Ó¯ԇ˜ ›ÂÛ˘ ÛÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜ ‹ Û ¿ÏÏÔ˘˜ ÂÓ‹ÏÈÎÔ˘˜, ÁÈ· Ó· ÙÔ˘˜ ·ÁÔÚ¿ÛÔ˘Ó Ù· ‰È·ÊËÌÈ˙fiÌÂÓ· ÚÔ˚fiÓÙ·. 梉›˜ ÈÛ¯˘ÚÈÛÌÔ› Û¯ÂÙÈο Ì ıÂÚ·¢ÙÈΤ˜ ȉÈfiÙËÙ˜ —·fi ·ÏÏÂÚÁ›Â˜

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̤¯ÚÈ ·ÒÏÂÈ· Ì·ÏÏÈÒÓ Î·È ·ÒÏÂÈ· ‚¿ÚÔ˘˜. ŒÌÌÂÛË ‰È·Ê‹ÌÈÛË Ì ¯Ú‹ÛË ·ÚıÚÔÁÚ·Ê›·˜ ÛÙ· ̤۷ ÂÓË̤ڈÛ˘ ÁÈ· ÙËÓ ÚÔÒıËÛË ÚÔ˚fiÓÙÔ˜, fiÔ˘ Ô ¤ÌÔÚÔ˜ ¤¯ÂÈ Î·Ù·‚¿ÏÂÈ ÙÔ ·ÓÙ›ÙÈÌÔ Ù˘ ÚÔÒıËÛ˘ ¯ˆÚ›˜ ·˘Ùfi Ó· Á›ÓÂÙ·È Û·Ê¤˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹. ™˘ÛÙ‹Ì·Ù· ˘Ú·Ì›‰ˆÓ, fiÔ˘ Ô Î·Ù·Ó·ÏˆÙ‹˜ ıˆÚ› fiÙÈ ÌÔÚ› Ó· ¤¯ÂÈ fiÊÂÏÔ˜ ΢ڛˆ˜ Ì ÙËÓ ÂÈÛ·ÁˆÁ‹ ¿ÏÏˆÓ Î·Ù·Ó·ÏˆÙÒÓ ÛÙÔ Û‡ÛÙËÌ·. ¢ËÌÈÔ˘ÚÁ›· ÂÛÊ·Ï̤Ó˘ ÂÓÙ‡ˆÛ˘ fiÙÈ Ô Î·Ù·Ó·ÏˆÙ‹˜ ΤډÈÛ οÔÈÔ ‰ÒÚÔ ¯ˆÚ›˜ Ó· ˘¿Ú¯ÂÈ Ù¤ÙÔÈÔ ‰ÒÚÔ ‹ fiÙ·Ó ÔÈ ÂÓ¤ÚÁÂȘ ·fiÎÙËÛ˘ ÙÔ˘ ‰ÒÚÔ˘ ˘fiÎÂÈÓÙ·È Û ÏËڈ̋ ¯ÚËÌ¿ÙˆÓ ‹ ÛÙËÓ ÂÈ‚¿Ú˘ÓÛË ÙÔ˘ ηٷӷψً Ì οÔÈ· ‰·¿ÓË. ¶·Ú·Ï·ÓËÙÈ΋ ÂÓÙ‡ˆÛË ˆ˜ ÚÔ˜ Ù· ‰ÈηÈÒÌ·Ù· ÙÔ˘ ηٷӷψً ̤ۈ Ù˘ ·ÚÔ˘Û›·Û˘ ÙˆÓ ‰ÈÎ·ÈˆÌ¿ÙˆÓ Ô˘ ·Ú¤¯ÂÈ Ô ÓfiÌÔ˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹ ˆ˜ ȉȷ›ÙÂÚÔ ¯·Ú·ÎÙËÚÈÛÙÈÎfi ÙÔ˘ ÂÌfiÚÔ˘. ¶ÂÚÈÔÚÈṲ̂Ó˘ ‰È¿ÚÎÂÈ·˜ ÚÔÛÊÔÚ¤˜ ̤ۈ ÁÓˆÛÙÔÔ›ËÛ˘ fiÙÈ ÙÔ ÚÔ˚fiÓ ı· Â›Ó·È ‰È·ı¤ÛÈÌÔ ÁÈ· ÌÈÎÚfi ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, Ì ·ÔÙ¤ÏÂÛÌ· Ó· ÌËÓ ¤¯Ô˘Ó ÔÈ Î·Ù·Ó·ÏˆÙ¤˜ ÙË ‰˘Ó·ÙfiÙËÙ· Ó· ÚÔ‚Ô‡Ó Û ÌÈ·

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Û˘ÓÂȉËÙ‹ ÂÈÏÔÁ‹. AÓ¿ÏË„Ë Ù˘ ˘Ô¯Ú¤ˆÛ˘ ·ÚÔ¯‹˜ ˘ËÚÂÛÈÒÓ ÛÙÔ˘˜ ηٷӷψ٤˜ ÌÂÙ¿ ÙËÓ ÒÏËÛË Î·È ‰È¿ıÂÛË ·˘Ù‹˜ Ù˘ ˘ËÚÂÛ›·˜ ÌfiÓÔ Û ¿ÏÏË ÁÏÒÛÛ·, ¯ˆÚ›˜ Ó· ¤¯ÂÈ ·Ó·ÊÂÚı› ·˘Ùfi Û·ÊÒ˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹, ÚÔÙÔ‡ ‰ÂÛÌ¢ı› Ó· Ú·ÁÌ·ÙÔÔÈ‹ÛÂÈ ÙË Û˘Ó·ÏÏ·Á‹. A·›ÙËÛË ¿ÌÂÛ˘ ‹ ÌÂÙ·ÁÂÓ¤ÛÙÂÚ˘ ÏËڈ̋˜ ‹ ÂÈÛÙÚÔÊ‹˜ ‹ ʇϷ͢ ÁÈ· ÚÔ˚fiÓÙ· Ô˘ ¤¯ÂÈ ÚÔÌËı‡ÛÂÈ Ô ¤ÌÔÚÔ˜ ·ÏÏ¿ ‰ÂÓ ¤¯Ô˘Ó ·Ú·ÁÁÂÏı› ·fi ÙÔÓ Î·Ù·Ó·ÏˆÙ‹. ¶·ÓÂ˘Úˆ·˚Τ˜ ÂÁÁ˘‹ÛÂȘ Ô˘ ‰ËÌÈÔ˘ÚÁÔ‡Ó ÙËÓ ÂÛÊ·Ï̤ÓË ÂÓÙ‡ˆÛË fiÙÈ Ë ÌÂÙ¿ ÙËÓ ÒÏËÛË Â͢ËÚ¤ÙËÛË ·Ó·ÊÔÚÈο Ì ¤Ó· ÚÔ˚fiÓ ·Ú¤¯ÂÙ·È Û ÎÚ¿ÙÔ˜ ̤ÏÔ˜ ‰È·ÊÔÚÂÙÈÎfi ÂΛÓÔ˘ fiÔ˘ ¤ÁÈÓÂ Ë ÒÏËÛË ÙÔ˘ ÚÔ˚fiÓÙÔ˜. Ÿˆ˜ ‰‹ÏˆÛÂ Ë ·ÚÌfi‰È· Â›ÙÚÔÔ˜ ÁÈ· ÙËÓ ÚÔÛÙ·Û›· ÙÔ˘ ηٷӷψً, MÂÁϤӷ KÔ‡Ó‚·, ÔÈ ·ı¤ÌÈÙ˜ Ú·ÎÙÈΤ˜ ÂÎÌÂÙ·ÏχÔÓÙ·È ÛÙÔ˘˜ ηٷӷψ٤˜ Î·È ÛÙÚ‚ÏÒÓÔ˘Ó ÙȘ ·ÓÙ·ÁˆÓÈÛÙÈΤ˜ ·ÁÔÚ¤˜. ™ÙËÓ ÂÓÈ·›· ·ÁÔÚ¿ Ù˘ E˘ÚÒ˘ ‰ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ Ó· ˘¿Ú¯ÂÈ ¯ÒÚÔ˜ ÁÈ· ÂÌfiÚÔ˘˜ Ô˘ Ȥ˙Ô˘Ó, ·ÚÂÓÔ¯ÏÔ‡Ó ‹ ·Ú·Ï·ÓÔ‡Ó ÙÔ˘˜ ·ÓıÚÒÔ˘˜.

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¶ËÁ‹: E·ÁÁÂÏÌ·ÙÈÎfi EÈÌÂÏËÙ‹ÚÈÔ ¶ÂÈÚ·È¿

Tesol Greece new board On a different note, I would like to help make the next TESOL Greece convention a very special event to celebrate the 30th anniversary of our association. The fact that a volunteer professional association like ours, has managed to persevere and grow through the years, regardless of more or less favourable conditions demonstrates our mindset, attitude and determination as a group. Wouldn't you agree? What is your vision for TESOL Greece? I envisage an even stronger professional association that will embrace all the

practitioners in Greece and will become a point of reference for all. TESOL Greece can cater for diversity and offer equal opportunities to all. As professionals who work to promote communication via a common medium, we inevitably share similar objectives, principles and values. All we need to do is listen to our membership and incorporate hopes, expectations and wishes into our mission statement. In other words, I see TESOL Greece as an organic entity that can evolve, develop and grow in an inclusive manner, embracing all and fostering continuous professional development. Officers: Chairperson: Costas Pitychoutis Vice Chairperson: Fotini Migadaki Secretary General: Anna Zacharatou Treasurer: Panagiota Arnaouti Members-at-large: Danae Kozanoglou, Maroussa Pavlis, Sofia Panaghis Irene Protopapadaki, Jeffrey Doonan

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Alternate Members: Smaragda Skoulou, Konstantina Diroplaki, Denis Cheng, Matina Katseli Oversight Committee Members: Eleni Alifieri, Katerina Dima, Vicky Mellou Oversight Committee Alternate Member: Konstantia Papavassiliou TESOL Greece Executive Officer: Anastasia Lakioti Special Interest Group Coordinators: YL: Voula Moustakidou EAP/ESP: Nektaria Vlachogianni MM/CALL: Eftichis Kantarakis Dr/Lit: Georgia Voutsina

papers. Able to work in most fields and for a variety of projects. 6938-120933. ¶ø§EITAI ÂÍÔÏÈÛÌfi˜ ÊÚÔÓÙÈÛÙËÚ›Ô˘ Û ÙÈÌ‹ ZHTEITAI ηıËÁ‹ÙÚÈ· AÁÁÏÈÎÒÓ ·fi ÊÚÔÓÙÈÛÙ‹ÚÈÔ ÛÙÔ X·Ï¿Ó‰ÚÈ, 24-35 ÂÙÒÓ. ¢ηÈÚ›·˜. ¢Ò‰Âη ıÚ·Ó›·, ÁÚ·Ê›Ô, ¤‰Ú˜, ¢Â˘Ù¤Ú· Î·È ¶·Ú·Û΢‹ 4.30 ¤ˆ˜ 7.30, ¿ÌÂÛË ‚È‚ÏÈÔı‹Î˜, ›Ó·Î˜, ʈÙÔÙ˘ÈÎfi Î·È ÚfiÛÏË„Ë. ¶Ï‹Ú˘ ··Û¯fiÏËÛË ·fi M¿ÈÔ Î·Ù·ÎfiÚ˘ÊË ÊˆÙÂÈÓ‹ ÂÈÁÚ·Ê‹ Û ¿ÚÈÛÙË ’08. TËÏ.: 210-6855200, Fax: 210-6855201 ηٿÛÙ·ÛË. TËÏ.: 6947-736136. e-mail:[email protected] ¶ø§EITAI K•° ÛÙËÓ EÏÂ˘Û›Ó· Ï‹Úˆ˜ ¶ø§OYNTAI 10 ıÚ·Ó›·, 12 ηÚÂÎÏÔıÚ·Ó›·, ÂÍÔÏÈṲ̂ÓÔ Ì ÌÂÁ¿ÏÔ ·ÚÈıÌfi Ì·ıËÙÒÓ. TËÏ.: 6944-599624. 1 ›Ó·Î·˜ Ì·Úη‰fiÚÔ˘, Ì›· ¤‰Ú·, ¤Ó· ¶ø§EITAI K¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È ÊˆÙÔÙ˘ÈÎfi Ì˯¿ÓËÌ· Û Ôχ ηϋ ¶ÏËÚÔÊÔÚÈ΋˜ Û ÎÂÓÙÚÈÎfi ÛËÌÂ›Ô Ù˘ ηٿÛÙ·ÛË 1.000 ¢ÚÒ. K·ÏÏÈı¤·˜, ÂÓ ÏÂÈÙÔ˘ÚÁ›·, Î·È Ï‹Úˆ˜ TËÏ.: 6948-643349 Î. K·›ÙË. ÂÍÔÏÈṲ̂ÓÔ. MfiÓÔ ÛÔ‚·Ú¤˜ ÚÔÙ¿ÛÂȘ. ¶ø§EITAI K•° ÛÙÔ Î¤ÓÙÚÔ Ù˘ TËÏ.: 6981-625197. £ÂÛÛ·ÏÔӛ΢, ÎÔÚ˘Ê·›·˜ ÂˆÓ˘Ì›·˜, ÌfiÓÔ Û FREELANCE WRITER/EDITOR available to ¤ÌÂÈÚÔ˘˜ ηıËÁËÙ¤˜ ÈÙ·ÏÈÎÒÓ Î·È ÈÛ·ÓÈÎÒÓ edit/produce articles, reports, Î·È Û ÙÈÌ‹ Ú·ÁÌ·ÙÈο ‰ÂÏ·ÛÙÈ΋. essays/compositions, documents and research TËÏ.: 6944-223348.

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AÛʷϤÛÙÂÚÔ ¢È·‰›ÎÙ˘Ô ÁÈ· Ù· ·È‰È¿ ÛÙÔÛÂÏ›‰Â˜ ÎÔÈÓˆÓÈÎÒÓ Â·ÊÒÓ, Û˘ÓÔÌÈϛ˜ Î·È ·È¯Ó›‰È· Û ·¢ı›·˜ Û‡Ó‰ÂÛË: ÙÔ ¢È·‰›ÎÙ˘Ô Ì·˜ ÚÔÛʤÚÂÈ ¯›ÏÈÔ˘˜ ‰˘Ô ÙÚfiÔ˘˜ Ó· ‰È¢ڇÓÔ˘Ì ÙÔÓ Î‡ÎÏÔ ÙˆÓ ÁÓˆÚÈÌÈÒÓ Ì·˜, ·ÏÏ¿ fiÙ·Ó ÚfiÎÂÈÙ·È ÁÈ· ·È‰È¿, ηÏfi Â›Ó·È Ó· ͤÚÔ˘Ì Ì ÔÈÔ˘˜ ‚Ú›ÛÎÔÓÙ·È Û "·¢ı›·˜ Û‡Ó‰ÂÛË". TÔ Ó¤Ô ÚfiÁÚ·ÌÌ· Ù˘ EE ÁÈ· ·ÛʷϤÛÙÂÚÔ ¢È·‰›ÎÙ˘Ô ÊÈÏÔ‰ÔÍ›, ¤Ú· ·fi Ù· ˘¿Ú¯ÔÓÙ· ̤ÙÚ· ÚÔÛÙ·Û›·˜, fi¯È ÌfiÓÔ Ó· ηٷÔÏÂÌ‹ÛÂÈ ÙÔ ·Ú¿ÓÔÌÔ ÂÚȯfiÌÂÓÔ ÈÛÙÔÛÂÏ›‰ˆÓ, ·ÏÏ¿ Î·È Ó· ·ÓÙÈÌÂÙˆ›ÛÂÈ ÙÔ Úfi‚ÏËÌ· Ù˘ ·ÚÂÓfi¯ÏËÛ˘ Î·È ÙÔ˘ ÂÎÊÔ‚ÈÛÌÔ‡ ÙˆÓ ·È‰ÈÒÓ. "T· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· Ë EE ¤¯ÂÈ ‚ÔËı‹ÛÂÈ ÛËÌ·ÓÙÈο Ó· Á›ÓÂÈ ÙÔ ¢È·‰›ÎÙ˘Ô ·ÛʷϤÛÙÂÚÔ ÁÈ· Ù· ·È‰È¿, ·ÏÏ¿ Ë ÚÔÛ¿ıÂÈ· ·˘Ù‹ ‰ÂÓ ¤¯ÂÈ ·ÎfiÌË ÔÏÔÎÏËÚˆı›", ‰‹ÏˆÛÂ Ë ·ÚÌfi‰È· ÁÈ· ÙËÓ ÎÔÈÓˆÓ›· Ù˘ ÏËÚÔÊÔÚ›·˜ E›ÙÚÔÔ˜, B›‚È·Ó P¤ÓÙÈÓÁÎ. X¿ÚË ÛÙÔ Ó¤Ô ÚfiÁÚ·ÌÌ·, Ë E˘ÚÒË ı· ÚˆÙÔÛٷًÛÂÈ ÛÙË ‰Ú¿ÛË ÁÈ· ÙËÓ ÚÔÛÙ·Û›· ÙˆÓ Ó¤ˆÓ ·fi ηÎÔÔÈ‹ÛÂȘ ̤ۈ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘. °È· Ó· ‰È·ÛÊ·ÏÈÛı› fiÙÈ Ï·Ì‚¿ÓÂÙ·È ˘fi„Ë Ë Ú·ÁÌ·ÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘ Î·È ÙÔ˘ ÎÈÓËÙÔ‡ ÙËÏÂÊÒÓÔ˘ Ô˘ οÓÔ˘Ó Ù· ·È‰È¿, ÔÈ ÚÔÙ¿ÛÂȘ Â›Ó·È ‚·ÛÈṲ̂Ó˜ ÛÂ Û˘ÛÙ¿ÛÂȘ Ô˘ ¤Î·Ó·Ó ÔÈ ›‰ÈÔÈ ÔÈ Ó¤ÔÈ ÛÙÔ ºfiÚÔ˘Ì NÂÔÏ·›·˜ ÁÈ· ÙËÓ H̤ڷ AÛÊ¿ÏÂÈ·˜ ÛÙÔ ¢È·‰›ÎÙ˘Ô TÔ ÚÔÙÂÈÓfiÌÂÓÔ ÚfiÁÚ·ÌÌ·, Ì ÚÔ¸ÔÏÔÁÈÛÌfi ‡„Ô˘˜ 55 ÂηÙ. ¢ÚÒ: ñ ı· ‰È¢ÎÔχÓÂÈ ÙËÓ ·Ó·Ê·Ú¿ ·Ú¿ÓÔÌÔ˘ ÂÚȯÔ̤ÓÔ˘ Î·È Î·ÎÔ‹ıÔ˘˜ Û˘ÌÂÚÈÊÔÚ¿˜ –ȉ›ˆ˜ ·È‰ÔÔÚÓÔÁÚ·ÊÈÎÔ‡ ˘ÏÈÎÔ‡ Î·È ‰fiÏÈ·˜ ÚÔÛ¤ÁÁÈÛ˘ ·È‰ÈÒÓ Ì¤Ûˆ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘ ñ ı· ÂÓı·ÚÚ‡ÓÂÈ ÙÔ˘˜ Ó¤Ô˘˜ Ó· Û˘ÌÌÂÙ¿Û¯Ô˘Ó ÔÈ ›‰ÈÔÈ

ñ ı· ÚÔˆı‹ÛÂÈ ÙȘ ÚˆÙÔ‚Ô˘Ï›Â˜ ·˘ÙÔÚÚ‡ıÌÈÛ˘ ÙÔ˘ ÙÔ̤· ñ ı· ¢·ÈÛıËÙÔÔÈ‹ÛÂÈ Ù· ·È‰È¿, ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜ ‰·ÛοÏÔ˘˜ Î·È ı· ÂÌÏÔ˘Ù›ÛÂÈ ÙȘ ËÁ¤˜ ÏËÚÔÊfiÚËÛ˘ Î·È Û˘Ì‚Ô˘ÏÒÓ Û¯ÂÙÈο Ì ÙȘ ÔÚı¤˜ Ú·ÎÙÈΤ˜ ñ ı· ʤÚÂÈ Û Â·Ê‹ ÙÔ˘˜ E˘Úˆ·›Ô˘˜ Ô˘ ·Û¯ÔÏÔ‡ÓÙ·È Ì ÙËÓ ·ÛÊ¿ÏÂÈ· ÙˆÓ ·È‰ÈÒÓ ÛÙÔ ¢È·‰›ÎÙ˘Ô ÒÛÙ ӷ ‰ËÌÈÔ˘ÚÁ‹ÛÔ˘Ó ÌÈ· ÎÔÈÓ‹ ‚¿ÛË ÁÓÒÛÂˆÓ Î·È ÂÌÂÈÚÈÒÓ. E›Ó·È Ú¿ÁÌ·ÙÈ fiÏ· ·˘Ù¿ ··Ú·›ÙËÙ·; E›Ó·È ·Ï‹ıÂÈ· fiÙÈ Ù· ·È‰È¿ ˘ÔÙÈÌÔ‡Ó ÙÔ˘˜ ÎÈÓ‰‡ÓÔ˘˜ Ô˘ ‰È·ÙÚ¤¯Ô˘Ó; EÌÂÚÈÛٷو̤ÓË ÌÂϤÙË Ô˘ ÂÎÔÓ‹ıËΠÁÈ· ÙÔ ı¤Ì· ÙÔ 2007 ¤‰ÂÈÍ fiÙÈ ·ÚfiÏÔ Ô˘ Ù· ·È‰È¿ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ ¢È·‰›ÎÙ˘Ô Î·È Ù· ÎÈÓËÙ¿ ÙËϤʈӷ Ì ‰ËÌÈÔ˘ÚÁÈÎfi ÙÚfiÔ Î·È ÁÓˆÚ›˙Ô˘Ó ÙȘ ÚÔÊ˘Ï¿ÍÂȘ Ô˘ Ú¤ÂÈ Ó· Ï·Ì‚¿ÓÔ˘Ó, ÔÏÏ¿ ·' ·˘Ù¿ ·Ú·‰¤¯ÔÓÙ·È fiÙÈ ÂÓÂÚÁÔ‡Ó ÚÈ„ÔΛӉ˘Ó·. OÚÈṲ̂ӷ Ì¿ÏÈÛÙ· ÔÌÔÏfiÁËÛ·Ó fiÙÈ ¤¯Ô˘Ó ˘ÔÛÙ› ÂÎÊÔ‚ÈÛÌfi ηٿ ÙËÓ ÏÔ‹ÁËÛ‹ ÙÔ˘˜ ÛÙÔ ¢È·‰›ÎÙ˘Ô Î·È ¿ÏÏ· fiÙÈ ¤¯Ô˘Ó ¤ÏıÂÈ Û Â·Ê‹ Ì ·ÁÓÒÛÙÔ˘˜.

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Europa.eu

ANAKOINø™H

ÛÙȘ ÚÔÛ¿ıÂȘ ‰ËÌÈÔ˘ÚÁ›·˜ ÂÓfi˜ ·ÛʷϤÛÙÂÚÔ˘ ‰ÈÎÙ˘·ÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ̤ۈ Ù˘ Û‡ÛÙ·Û˘ ÂȉÈÎÒÓ ÔÌ¿‰ˆÓ ÚÔ‚ÏËÌ·ÙÈÛÌÔ‡

TÔ BÈ‚ÏÈÔˆÏÂ›Ô ºÏˆÚ¿˜ ÛÙË N›Î·È· ÌÂٷʤÚÂÙ·È! £· ¯·Úԇ̠ӷ Û·˜ Â͢ËÚÂÙ‹ÛÔ˘Ì Ì ÙËÓ ›‰È· ÔÈfiÙËÙ· Î·È ÙÈ̤˜ ·fi ÙÔ ˘ÔηٿÛÙËÌ¿ Ì·˜ ÛÙÔÓ KÔÚ˘‰·ÏÏfi, KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56, ÙËÏ.: 210-4942302.

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ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ ȉڇÙÚÈ· Ù˘ ıˆÚËÙÈ΋˜ Û¯ÔÏ‹˜ „˘¯ÔÏÔÁ›·˜ ÙˆÓ ÔÈÎÔÁÂÓÂÈ·ÎÒÓ ‰˘Ó·ÌÈÎÒÓ EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A., ·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿, EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing, EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ e-mail:[email protected] site: www.mindpower.gr

«E›Ì·È ÂÎ·È‰Â˘ÙÈÎfi˜ Í¤ÓˆÓ ÁψÛÛÒÓ Û ‰ËÌfiÛÈÔ Á˘ÌÓ¿ÛÈÔ / χÎÂÈÔ Ì ٿÍÂȘ ÙÚÔÌÂÚ¿ ·ÓfiÌÔȘ ÔÈ Ôԛ˜ ¯ˆÚ›˙ÔÓÙ·È ‚·ÛÈο ÛÙ· ·È‰È¿ Ì ‘¯·ÚÙ›’ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Ù· ÔÔ›· Â›Ó·È ‚·ÛÈο ··›‰Â˘Ù· ·ÏÏ¿ Ô˘ Ì·˜ ‰›ÓÂÙ·È ÂÓÙÔÏ‹ Ó· ÙÔ˘˜ ‚¿˙Ô˘Ì ‚·ıÌfi Ó· ÂÚÓ¿Ó ÁÈ· Ó· ÌËÓ Î¿ÓÔ˘Ì ‰È·ÎÚ›ÛÂȘ Î·È ÛÙ· ·È‰È¿ Ô˘ ·Û¯›˙Ô˘Ó Ó· ‚Á¿ÏÔ˘Ó ¤Ó· ‚·ıÌfi ·ÏÏ¿ ı˘ÌÒÓÔ˘Ó Î·È ‰ÂÓ ı¤ÏÔ˘Ó Ó· οÓÔ˘Ó Ì¿ıËÌ· ÏfiÁˆ Ù˘ ÌÂÙ·¯Â›ÚÈÛ˘ Ù˘ ¿ÏÏ˘ ÔÌ¿‰·˜. TÈ Ó· οӈ ÁÈ· Ó· Ù· ‚ÔËı‹Ûˆ fiÏ·, ·ÊÔ‡ fiÏ· ı¤ÏÔ˘Ó Ó· Ì¿ıÔ˘Ó Î·È Î·Ó¤Ó· ‰ÂÓ ÌÔÚ› ; » M. K., ÂÎ·È‰Â˘ÙÈÎfi˜ ·fi ÙËÓ ¶¿ÙÚ·.

TÔ ÚÒÙÔ ÙÔ ÔÔ›Ô ı¤Ïˆ Ó· οӈ Â›Ó·È Ó· ÛÂ Û˘Á¯·ÚÒ ÁÈ· ÙÔ Î›ÓËÙÚÔ ÙÔ ÔÔ›Ô ¤¯ÂȘ Ó· ‚ÔËı‹ÛÂȘ Ù· ¿ÙÔÌ· Ô˘ ÛÔ˘ ¤¯Ô˘Ó ·Ó·ÙÂı› Î·È Ì¿ÏÈÛÙ· Û ÙfiÛÔ ‰˘Û¯ÂÚ›˜ Û˘Óı‹Î˜. ™ÙËÓ Î·Ù¿ÛÙ·ÛË Ô˘ ÌÔ˘ ÂÚÈÁÚ¿ÊÂȘ η̛· ÔÌ¿‰· ÂÓÙfi˜ Ù˘ Ù¿Í˘, Û˘ÌÂÚÈÏ·Ì‚·ÓÔ̤ÓÔ˘ Î·È ÙÔ˘ Â˘Û˘Ó›‰ËÙÔ˘ ηıËÁËÙ‹, ‰ÂÓ Â›Ó·È ÚÔÓÔÌÈÔ‡¯Ô˜. £· ÂÎı¤Ûˆ ·Ú·Î¿Ùˆ ·ÎÚÈ‚Ò˜ ÙÈ Û˘Ì‚·›ÓÂÈ Î·È Ô˘ ·ÔÛÎÔ› Î·È ı· ÚÔÛ·ı‹Ûˆ Ó· ÛÔ˘ ‰Â›Íˆ ÙÔÓ ‰ÚfiÌÔ Ô˘ Ú¤ÂÈ Ó· ·ÎÔÏÔ˘ı‹ÛÂȘ ÁÈ· Ó· ÙÔ ÛÙ·Ì·Ù‹ÛÂȘ ÙÔ ÔÔ›Ô Â›Ó·È ¿Ú· Ôχ ·Ïfi, ··ÈÙ› fï˜ ·ÔÊ·ÛÈÛÙÈÎfiÙËÙ·, ÂÈÌÔÓ‹ Î·È ˘ÔÌÔÓ‹. ™ÙËÓ Ô˘Û›· ·˘Ùfi Ô˘ ÂȉÈÒÎÂÙ·È Û ٿÍÂȘ ÛÙȘ Ôԛ˜ ÈÛ¯‡ÂÈ ÙÔ Î·ıÂÛÙÒ˜ Ô˘ ÂÚÈÁÚ¿ÊÂȘ Â›Ó·È Ë ¿ÌÂÛË Î·È ÙÂÏÂȈÙÈ΋ ·ÔÁÔ‹Ù¢ÛË fiÏˆÓ ·ÓÂÍ·ÈÚ¤Ùˆ˜ ÙˆÓ Ì·ıËÙÒÓ Î·ıÒ˜ Î·È ÙÔ˘ ηıËÁËÙ‹ ̤ۈ ÙÔ˘ Û·Û›Ì·ÙÔ˜ Ù˘ ‚‚·ÈfiÙËÙ·˜ fiÙÈ Ë ÂÈÙ˘¯›· Î·È Ë ·ÔÙ˘¯›· Â›Ó·È Î·Ù·ÛÙ¿ÛÂȘ Ï‹Úˆ˜ ˘fi ÙÔÓ ¤ÏÂÁ¯Ô ÙÔ˘ ·ÙfiÌÔ˘. A˘Ùfi ÙÔ ÔÔ›Ô ›ıÔ˘Ó ÙȘ ·Ú·¿Óˆ ÔÌ¿‰Â˜ Â›Ó·È fiÙÈ Ù›ÔÙ ‰ÂÓ Â›Ó·È ˘fi ÙÔÓ ¤ÏÂÁ¯Ô ÙÔ˘˜ Î·È ‹ ı· Ú¤ÂÈ Ó· ·ÔÚÚ›„Ô˘Ó ÙÔ ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ· ˆ˜ ̤ÛÔ ÚÔfi‰Ô˘ ‹ Ó· ·ԉ¯ıÔ‡Ó ÙÔ ÚfiÏÔ Ô˘ ÙÔ˘˜ ¤¯ÂÈ ÂÈ‚ÏËı› (Ô Î·Ïfi˜ Ì·ıËÙ‹˜, Ô Ì¤ÙÚÈÔ˜, Ô Ù˘¯ÂÚfi˜, ·˘Ùfi˜ Ô˘ ¤¯ÂÈ Ù· ̤۷, Ô ‘Ì ÂȉÈ΋ ÌÂÙ·¯Â›ÚÈÛË’, Î.Ï,). A˘ÙÔ› ÔÈ ÔÔ›ÔÈ ‰ÂÓ ÙÔ ·Ô‰¤¯ÔÓÙ·È ‘ÂÚÈıˆÚÈÔÔÈÔ‡ÓÙ·È’ ‹ ‘̤ÓÔ˘Ó ÌfiÓÔÈ ÙÔ˘˜’ ¯ˆÚ›˜ ‚¤‚·È· Ó· Á›ÓÂÙ·È ÂÚÈÁÚ·Ê‹ ÙÔ˘ ÙÈ ÛËÌ·›ÓÂÈ ·˘Ùfi. ™˘ÁÎÂÎÚÈ̤ӷ ÛÙËÓ ÂÚ›ÙˆÛË ÛÔ˘ Ù· ·È‰È¿ Ô˘ ¤¯Ô˘Ó ÙÔ

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.

‘¯·ÚÙ›’ ¤¯Ô˘Ó Ì›· Â›ÛËÌË ÈÛÙÔÔ›ËÛË fiÙÈ Â›Ó·È ·ÓÂ›‰ÂÎÙÔÈ Ì·ı‹Ûˆ˜ (¿Û¯ÂÙ· ·Ó ÚÔÛÔÈÔ‡ÓÙ·È fiÙÈ ÙÔ ‹Ú·Ó ÁÈ· ÙËÓ ÂȉÈ΋ ÌÂÙ·¯Â›ÚÈÛË Ô˘ ·˘Ùfi ÙÔ ¯·ÚÙ› ÂÍ·ÛÊ·Ï›˙ÂÈ ·fi ÙÔ ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ· Î·È Ù· ‘ÚÔÓfiÌÈ·’ Ô˘ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Û ·˘Ù‹Ó Î·È fiÙÈ ‰ÂÓ ·ÓÙ·ÔÎÚ›ÓÂÙ·È ÛÙËÓ ·Ï‹ıÂÈ·, ÙÔ ÁÂÁÔÓfi˜ ·Ú·Ì¤ÓÂÈ fiÙÈ ÎÚ›ıËΠfiÙÈ ÙÔ ¯ÚÂÈ¿˙ÔÓÙ·È Î·È fiÙÈ ‰ÂÓ Â›Ó·È Èηӿ Ó· ÏÂÈÙÔ˘ÚÁ‹ÛÔ˘Ó ¯ˆÚ›˜ ÙËÓ ÌÂÙ·¯Â›ÚÈÛË ·˘Ù‹. °ÂÓÈο Â›Ó·È Î·ÓfiÓ·˜ fiÙÈ Ù· ·È‰È¿ Ù· ÔÔ›· ¤¯Ô˘Ó ÔÙȉ‹ÔÙ Â›ÛËÌÔ ÙÔ ·›ÚÓÔ˘Ó ˆ˜ ۇ̂ÔÏÔ ÙÔ ÔÔ›Ô Â›Ó·È Î·Ù¿ ‚¿ıÔ˜ ·ÏËıÈÓfi Î·È ˘ÔÛ˘Ó›‰ËÙ· ÚÔÛ·ÚÌfi˙Ô˘Ó ÙËÓ Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘˜ Ì ·˘Ùfi) Î·È Û˘ÓÂÒ˜ ‰ÂÓ ˘¿Ú¯ÂÈ ÏfiÁÔ˜ Ó· ÚÔÛ·ı‹ÛÔ˘Ó Ó· Ì¿ıÔ˘Ó ·˘Ù¿ ÁÈ· Ù· ÔÔ›· ÙÔ˘˜ ‰›ÓÂÙ·È ¯·ÚÈÛÙÈο Ô ‚·ıÌfi˜. ŒÙÛÈ ·Ú¿ÁÔÓÙ·È Î·Ù’ Ô˘Û›·Ó ·Ó·ÏÊ¿‚ËÙ· ¿ÙÔÌ· Ù· ÔÔ›· ¤¯Ô˘Ó Ì¿ıÂÈ Ó· ˙Ô‡Ó ÂÍ·ÚÙË̤ӷ ·fi ·˘ÙfiÓ Ô ÔÔ›Ô˜ ¯·ÚÈÛÙÈο ı· ÙÔ˘˜ ‰›ÓÂÈ ‘‚·ıÌfi’ Ô˘ ‰ÂÓ ÙÔÓ ·Í›˙Ô˘Ó. M ٤ÙÔÈÔ˘ ›‰Ô˘˜ ÚÔÂÙÔÈÌ·Ṳ̂ӷ ¿ÙÔÌ· Ù· ÔÔ›· ¤¯Ô˘Ó ‰È‰·¯ı› Ó· Â›Ó·È ‘ ηϿ ·È‰È¿ ·ÏÏ¿ ¯ˆÚ›˜ ‰˘Ó·ÙfiÙËÙ˜’, ‘ÊÈÏfiÙÈÌ· Ì ηÏÔ‡˜ ÙÚfiÔ˘˜’ ÚÔ˜ ·˘ÙÔ‡˜ ·fi ÙÔ˘˜ ÔÔ›Ô˘˜ ÂÍ·ÚÙÔ‡ÓÙ·È ‰È·ÈˆÓ›˙ÂÙ·È Ë ÎÔÈÓˆÓÈ΋ ηٿÛÙ·ÛË Á‡Úˆ Ì·˜ Ë ÔÔ›· Û˘Ó¯Ҙ ÂȉÂÈÓÒÓÂÙ·È ÏfiÁˆ Ù˘ ÂÏ·ÙÂȷ΋˜ Û¯¤Û˘ Ô˘ ÂÈÎÚ·Ù› Û fiÏÔ˘˜ ÙÔ˘˜ ÙÔÌ›˜ Ù˘ ÎÔÈÓˆÓ›·˜ ·fi ÙËÓ ÔÏÈÙÈ΋ ̤¯ÚÈ ÙËÓ Î·ıËÌÂÚÈÓ‹ ·ÓÙÈÌÂÙÒÈÛË ÙÔ˘ ÔÏ›ÙË ·fi ‰ËÌfiÛȘ ·Ú¯¤˜ Î·È ÙÔ˘˜ ˘·ÏÏ‹ÏÔ˘˜ ̤۷ Û ·˘Ù¤˜, ·ÓÙ› Ù˘ ˘ÁÈÔ‡˜ ·ÏÏËÏÂ›‰Ú·Û˘ Ì ÛÙfi¯Ô ÙËÓ ‚ÂÏÙ›ˆÛË Î·È ·Ó¿Ù˘ÍË ÙfiÛÔ ÙÔ˘ ÎÔÈÓˆÓÈÎÔ‡ Û˘ÓfiÏÔ˘ fiÛÔ Î·È ÙÔ˘ ·ÙfiÌÔ˘. T· ·È‰È¿ Ô˘ ‰ÂÓ ¤¯Ô˘Ó ÙÔ ‘¯·ÚÙ›’ Î·È Ô˘ ÎÚ›ÓÔÓÙ·È Ì ÂÈϤÔÓ ·˘ÛÙËÚfiÙËÙ· ·ÊÔ‡ ÔÏϤ˜ ·fi ÙȘ ‘ı¤ÛÂȘ’ ηÏÒÓ ‚·ıÌÒÓ ¤¯Ô˘Ó ·‰›Îˆ˜ ‰Ôı› ÛÙËÓ ¿ÏÏË ÔÌ¿‰· ¯ˆÚ›˜ ηıfiÏÔ˘ ·ÓÙ›ÎÚÈÛÌ· (Â›Ó·È ÁÓˆÛÙfi Û ÔÏÏÔ‡˜ Û˘Ó·‰¤ÏÊÔ˘˜ Î·È Û ·˘ÙÔ‡˜ Ô˘ ۯ‰ȿ˙Ô˘Ó ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ ·ÁÎÔÛÌ›ˆ˜ Û˘ÌÂÚÈÏ·Ì‚·ÓÔ̤Ó˘ Î·È Ù˘ EÏÏ¿‰·˜ fiÙÈ ÔÈ Î·ıËÁËÙ¤˜ ÔÊ›ÏÔ˘Ó Ó· ·Ú·‰ÒÛÔ˘Ó ‚·ıÌÔÏÔÁ›· ηÓÔÓÈ΋˜ ηٷÓÔÌ‹˜ [ normal distribution ] ·Û¯¤Ùˆ˜ Â·Ó ¤¯Ô˘Ó Ù¿ÍË Ë ÔÔ›· ¤¯ÂÈ fiÓÙˆ˜ ·˘Ù‹ ÙËÓ Î·Ù·-

ÓÔÌ‹ ‹ ¤¯Ô˘Ó ¿ÙÔÌ· Ù· ÔÔ›· Â›Ó·È fiÏ· ·ÚÈÛÙ‡ÔÓÙ· ‹ fiÏ· ÌÂÙÚ›·˜ ‹ η΋˜ ÂȉfiÛˆ˜) ¤¯Ô˘Ó

Ôχ ı˘Ìfi Ô ÔÔ›Ô˜ ¿ÌÂÛ· ‰È·Ï‡ÂÈ fiÙÈ Î›ÓËÙÚÔ ¤¯Ô˘Ó ÁÈ· Ó· ·ÚÈÛÙ‡ÛÔ˘Ó ‹ ·ÏÒ˜ ÁÈ· Ó· Û˘Ó¯›ÛÔ˘Ó ÛÙÔ Û¯ÔÏÂ›Ô ·ÊÔ‡ ÙÔ˘˜ ‰È‰¿ÛÎÂÙ·È ÂÌÚ¿ÎÙˆ˜ fiÙÈ ÂÈÙ˘¯›· ‰ÂÓ ·ÔÎÙ¿Ù·È ·Ú¿ ÌfiÓÔ Ì Ï¿ÁÈÔ˘˜ ‹ ˘Ô‰fiÚÈÔ˘˜ ÙÚfiÔ˘˜ ÔÈ ÔÔ›ÔÈ Â›Ó·È Î·Ù’ ÂÍÔ¯‹Ó ¿‰ÈÎÔÈ. T· ¿ÙÔÌ· ·˘Ù¿ ÂÎ·È‰Â‡ÔÓÙ·È Ó· Â›Ó·È ÌÔÈÚÔÏ·ÙÚÈο ηÈ

ÓˆıÚ¿, Ó· ÌËÓ ¤¯Ô˘Ó ηıfiÏÔ˘ ΛÓËÙÚÔ ÁÈ· Ó· ·ÓÙȉڿÛÔ˘Ó Û ÔÔÈ·‰‹ÔÙ ·‰ÈΛ· ÙÔ˘˜ Á›ÓÂÙ·È ÁÂÓÈο. M·ı·›ÓÔ˘Ó Ó· ‰¤¯ÔÓÙ·È ÚÔÛ‚ÔÏ‹ ÛÙËÓ ÚÔÛ‚ÔÏ‹ Ù˘ ·˘ÙÔÂÎÙ›ÌËÛ˘ ÙÔ˘˜ ηıÒ˜ Î·È ÙËÓ ¯Ú‹ÛË ·˘ı·ÈÚ¤ÙˆÓ Î·È ÂÎÓfiÌˆÓ Ì¤ÙÚˆÓ Î·È ÛÙ·ıÌÒÓ Ì ÙÔ ÛÙÂÚÂfiÙ˘Ô ‘ ·˘Ùfi ¤ÙÛÈ Â›Ó·È ÙÈ Ó· οÓÔ˘ÌÂ’. ™Â Û˘Ó‰˘·ÛÌfi Ì ٷ ¿ÙÔÌ· Ô˘ ·Ú¿ÁÔÓÙ·È ·fi ÙËÓ ÚÔËÁÔ‡ÌÂÓË ÔÌ¿‰· ‰ËÌÈÔ˘ÚÁÂ›Ù·È Ì›· ηٿÛÙ·ÛË ÎÔÈÓˆÓÈ΋ ÛÙËÓ ÔÔ›· Ë ·˘ı·ÈÚÂÛ›·, Ë ·Ú·ÓÔÌ›·, Ë ·‰ÈΛ· Î·È Ë ·Ú¿ÏÔÁË ÂÂÍ‹ÁËÛË ÂÍÔÊı¿ÏÌˆÓ Î·Ù·ÛÙ¿ÛÂˆÓ Á›ÓÂÙ·È ·Ô‰ÂÎÙ‹ Î·È ·ÓÂÎÙ‹ Î·È Û˘ÓÂÒ˜ ‰È·ÈˆÓ›˙ÂÙ·È, Êı›ÚÔÓÙ·˜ ÙËÓ ÎÔÈÓˆÓ›· Û ÛËÌÂ›Ô Ô˘ ÙÒÚ· Â›Ó·È ¿ÎÚˆ˜ ÙÔÍÈ΋ ÁÈ· Ù· ̤ÏË Ù˘. O ηıËÁËÙ‹˜, fiÙ·Ó Â›Ó·È Â˘Û˘Ó›‰ËÙÔ˜ ·ÈÛı¿ÓÂÙ·È ·ÂÏÈÛ›· Î·È ·ÓËÌÔÚÈ¿ ̤۷ Û ·˘Ùfi ÙÔ Û˘ÓÔı‡ÏÂ˘Ì· Û˘ÁÎÚÔ˘fiÌÂÓˆÓ ‰˘Ó¿ÌÂˆÓ Î·È Ù˘ Û˘ÛÙËÌ·ÙÈ΋˜ ·Ê·›ÚÂÛ˘ Ô˘ÛÈ·ÛÙÈ΋˜ ˘ÔÛÙ‹ÚÈ͢ ÛÙÔ ¤ÚÁÔ ÙÔ˘ ηıÒ˜ ÔÏϤ˜ ÊÔÚ¤˜ ‚¿ÏÏÂÙ·È ‹ ÙÔ˘ ‰¤ÓÔÓÙ·È Ù· ¯¤ÚÈ· Û ·˘Ù¿ Ù· ÔÔ›· ÂȯÂÈÚ› Ó· οÓÂÈ Ì ÙËÓ Û‡ÓıÂÛË Ù˘ Ù¿Í˘ Ô˘ ÙÔ˘ ¤¯ÂÈ ‰Ôı›. ŒÓ· ÛÊ¿ÏÌ· ÙÔ ÔÔ›Ô Î¿ÓÂÈ ¤Ó·˜ Ù¤ÙÔÈÔ˜ ηıËÁËÙ‹˜, Ôχ

ÏÔÁÈο, Â›Ó·È fiÙÈ ÛÙËÚ›˙ÂÙ·È Û ·˘ÙÔ‡˜ Ô˘ ÈÛ¯˘Ú›˙ÔÓÙ·È fiÙÈ ÙÔÓ ˘ÔÛÙËÚ›˙Ô˘Ó Î·È ÙÔÓ ‚ÔËıÔ‡Ó. £· Ú¤ÂÈ Ó· ηٷϿ‚ÂȘ fiÙÈ Ë ÚÒÙË ˘ÔÛÙ‹ÚÈÍË Ô˘ ı· ÚÔÛÊÂÚfiÙ·Ó Â¿Ó Ú·ÁÌ·ÙÈο ˘‹Ú¯Â ı· ‹Ù·Ó ÔÚı‹ Û‡ÛÙ·ÛË ÙˆÓ Ù¿ÍÂˆÓ ÒÛÙ ӷ Â›Ó·È ÏÂÈÙÔ˘ÚÁÈο ·ÌÈÁ‹˜ ˆ˜ ÚÔ˜ ÙÔ Ô˘ÛÈ·ÛÙÈÎfi ÂÎ·È‰Â˘ÙÈÎfi Â›Â‰Ô ÙÔ˘Ï¿¯ÈÛÙÔÓ. EÊfiÛÔÓ ·˘Ùfi ‰ÂÓ ÈÛ¯‡ÂÈ Â›Ó·È ·ÛʷϤ˜ Ó· ˘Ôı¤ÛÂȘ fiÙÈ Ô ÌfiÓÔ˜ Ô ÔÔ›Ô˜ Û ˘ÔÛÙËÚ›˙ÂÈ Â›Ó·È Ô Â·˘Ùfi˜ ÛÔ˘ Î·È ·˘ÙÔ› Ô˘ ı· ÛÔ˘ ·ԉ›ÍÔ˘Ó ¤ÌÚ·ÎÙ· Î·È fi¯È Ì ÏfiÁÈ· fiÙÈ ÛÔ˘ χÓÔ˘Ó Ù· ¯¤ÚÈ·. ™Â ·˘Ù‹Ó ·ÎÚÈ‚Ò˜ ÙËÓ ‰È·›ÛÙˆÛË Î·È ·fiÊ·ÛË ¤ÁÎÂÈÙ·È Î·È Ë Ï‡ÛË ÙÔ˘ ÚÔ‚Ï‹Ì·ÙÔ˜. E¿Ó ÛÙËÚȯı›˜ ÌfiÓÔ ÛÙÔÓ Â·˘Ùfi ÛÔ˘ Î·È ‰ÂÓ ‚·ÛÈÛÙ›˜ Û ÙÚ›ÙÔ˘˜ Ô˘ ·ԉ‰ÂÈÁ̤ӷ Û ¤¯Ô˘Ó οÓÂÈ Ó· ·ÈÛı·Óı›˜ ·Ó‹ÌÔÚË, ·‰‡Ó·ÌË Î·È ÌÂÚ‰Â̤ÓË, Â›Ó·È Ì·ıËÌ·ÙÈο Û›ÁÔ˘ÚÔ fiÙÈ ı· ¤¯ÂȘ ·ÔÙÂϤÛÌ·Ù· Ù· ÔÔ›· ı· Â›Ó·È Ôχ ÂÔÈÎÔ‰ÔÌËÙÈο Î·È Ôχ ıÂÙÈο ÁÈ· ÙÔ ¿ÙÔÌÔ ÛÔ˘ ·ÏÏ¿ Î·È ÁÈ· ÙËÓ Ù¿ÍË Ô˘ ı· ¤¯ÂÈ ÙËÓ Ù‡¯Ë Ó· Û ¤¯ÂÈ. §fiÁˆ ¤ÎÙ·Û˘ ı· ÂÚÈÁÚ¿„ˆ Ì ÏÂÙÔ̤ÚÂÈ· Ù· ‚‹Ì·Ù· Ù· ÔÔ›· ·ÔÚÚ¤Ô˘Ó ·fi ÙËÓ ·Ú·¿Óˆ ‰È·›ÛÙˆÛË Î·È ·fiÊ·ÛË ÛÙÔ ÂfiÌÂÓÔ ¿ÚıÚÔ.

K¶Á: H N¤· ¢˘Ó·ÌÈ΋ ÛÙËÓ •ÂÓfiÁψÛÛË ¶ÈÛÙÔÔ›ËÛË ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1

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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! In this column we will be presenting you with new concepts, new words, or new uses of old words so that you will always be up to date ! Source: Chambers Wordwatch Column Editor : Lawrence Mamas (Andrew Betsis ELT) [email protected]

Mis lit Walk into any bookshop these days and you can’t fail to be struck by the number of bestselling autobiographical titles detailing miserable childhoods. With their washedout covers featuring hauntedlooking children and dramatic straplines like ‘the ultimate betrayal’ or ‘a childhood shattered’, these harrowing tales of abuse, cruelty and neglect have become so popular that many bookshops now devote an entire section to them: just ask for the ‘Real Lives’ or ‘Painful Lives’ shelves.

What’s more, these so-called ‘misery memoirs’ have spawned a brand-new literary genre: misery lit, or mis lit. If Bridget Jones creator Helen Fielding can be considered the mother of chick lit (frothy fiction about young urban women looking for love), then the founding father of mis lit is Source: Chambers Wordwatch Column Editor: Lawrence Mamas generally held to be Dave (Andrew Betsis ELT) [email protected] Pelzer, whose 1995 book A Child Called It recounted his people’s misfortunes as a form shocking ill-treatment at the of macabre titillation? hands of his mother. Make Or are they inspirational stories plenty of room on your shelves of triumph over adversity, beside the lad lit (chick lit for written as a cathartic boys), mum lit/dad lit (about experience? Some the trials of parenthood), Brit commentators believe that they lit (books by young British authors) and hic lit (true stories are little more than selfof battling the booze); there are indulgent fantasies, cynically dreamt up in order to cash in literally hundreds of gloomy on the fastest growing sector in mis lit masterpieces waiting to publishing today. be snapped up. Debate rages over the merits of Whatever your opinion, one thing’s for sure: mis lit is big these gut-wrenching reads: are business. they exploitative, using other

Popcorn Lung From housemaid’s knee to phossy jaw, occupational diseases have always been, well, an occupational hazard. This is especially true for those who work in close proximity to potentially harmful substances such as coal dust and radioactive materials. Even so, the news that working too close to microwave popcorn poses a risk to health does prompt a quick check of the calendar to make sure that it isn’t April 1st. But popcorn lung is no April Fool’s joke. Also known as popcorn workers’ lung, its official name is bronchiolitis obliterans – a Latin descripion of the blocking of the airways that results from inflammation of the bronchioles. As these small branches of the airways become inflamed, scar tissue forms and fills up the air sacs; this causes irreversible damage and reduces lung capacity so

dramatically that in many cases a lung transplant becomes necessary for survival. Although the disease has a number of causes, its colloquial name comes from the fact that it can be brought about by inhalation of diacetyl, the chemical which for years has been used in the manufacture of microwave popcorn to provide the requisite buttery flavour. While it is predominantly popcorn-factory workers who, having endured prolonged exposure to particularly high levels of the chemical, have developed popcorn lung, there is at least one known case of an overenthusiastic consumer of microwave popcorn succumbing to the disease. Manufacturers have recently begun to introduce alternative methods for buttering up our movie-time snacks.

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Academic turns city into a social experiment Mayor Mockus of Bogot¿ and his spectacularly applied theory by Maria Cristina Caballero Special to the Harvard News Office

Antanas Mockus had just resigned from the top job of Colombian National University. A mathematician and philosopher, Mockus looked around for another big challenge and found it: to be in charge of, as he describes it, "a 6.5 million person classroom." Mockus, who had no political experience, ran for mayor of Bogot?; he was successful mainly because people in Colombia's capital city saw him as an honest guy. With an educator's inventiveness, Mockus turned Bogot? into a social experiment just as the city was choked with violence, lawless traffic, corruption, and gangs of street children who mugged and stole. It was a city perceived by some to be on the verge of chaos. People were desperate for a change, for a moral leader of some sort. The eccentric Mockus, who communicates through symbols, humor, and metaphors, filled the role. When many hated the disordered and disorderly city of Bogot¿, he wore a Superman costume and acted as a superhero called "Supercitizen." People laughed at Mockus' antics, but the

laughter began to break the ice of their extreme skepticism. Mockus, who finished his second term as mayor this past January, recently came to Harvard for two weeks as a visiting fellow at the Kennedy School's Institute of Politics to share lessons about civic engagement with students and faculty. "We found Mayor Mockus' presentation intensely interesting," said Adams Professor Jane Mansbidge of the Kennedy School, who invited Mockus to speak in her "Democracy From Theory to Practice" class. "Our reading had focused on the standard material incentive-based systems for reducing corruption. He focused on changing hearts and minds - not through preaching but through artistically creative strategies that employed the power of individual and community disapproval. He also spoke openly, with a lovely partial self-mockery, of his own failings, not suggesting that he was more moral than anyone else. His presentation made it clear that the most effective campaigns combine material incentives with normative change and participatory

stakeholding. He is a most engaging, almost pixieish math professor, not a stuffy 'mayor' at all. The students were enchanted, as was I."

A theatrical teacher The slim, bearded, 51-year-old former mayor explained himself thus: "What really moves me to do things that other people consider original is my passion to teach." Mockus' seemingly wacky notions have a respectable He has long been known for theatrical displays to gain people's intellectual pedigree. His measures were informed by, attention and, then, to make them among others, Nobel Prize-winning economist Douglass North, who has investigated the tension between formal think. and informal rules, and J?rgen Habermas' work on how Mockus, the only son of a dialogue creates social capital. (Staff photos Jon Lithuanian artist, burst onto the Chase/Harvard News Office) Colombian political scene in 1993 the extra taxes. A dramatic indicator of when, faced with a rowdy auditorium of the shift in the attitude of "Bogotanos" the school of arts' students, he dropped during Mockus' tenure is that, in 2002, the his pants and mooned them to gain quiet. The gesture, he said at the time, should be city collected more than three times the revenues it had garnered in 1990. understood "as a part of the resources Another Mockus inspiration was to ask which an artist can use." He resigned as people to call his office if they found a rector, the top job of Colombian National kind and honest taxi driver; 150 people University, and soon decided to run for called and the mayor organized a meeting mayor. with all those good taxi drivers, who The fact that he was seen as an unusual advised him about how to improve the leader gave the new mayor the behavior of mean taxi drivers. The good opportunity to try extraordinary things, taxi drivers were named "Knights of the such as hiring 420 mimes to control Zebra," a club supported by the mayor's traffic in Bogot¿'s chaotic and dangerous streets. He launched a "Night office. for Women" and asked the city's men to Yet Mockus doesn't like to be called a leader. "There is a tendency to be stay home in the evening and care for dependent on individual leaders," he said. the children; 700,000 women went out "To me, it is important to develop on the first of three nights that Mockus collective leadership. I don't like to get dedicated to them. credit for all that we achieved. Millions of When there was a water shortage, people contributed to the results that we Mockus appeared on TV programs achieved ... I like more egalitarian taking a shower and turning off the relationships. I especially like to orient water as he soaped, asking his fellow people to learn." citizens to do the same. In just two months people were using 14 percent less water, a savings that increased Taking a moral stand when people realized how much money Still, there were times when Mockus felt they were also saving because of he needed to impose his will, such as when economic incentives approved by he launched the "Carrot Law," demanding Mockus; water use is now 40 percent that every bar and entertainment place less than before the shortage. close at 1 a.m. with the goal of diminishing "The distribution of knowledge is the drinking and violence. key contemporary task," Mockus said. Most important to Mockus was his "Knowledge empowers people. If campaign about the importance and people know the rules, and are sacredness of life. "In a society where sensitized by art, humor, and creativity, human life has lost value," he said, "there they are much more likely to accept cannot be another priority than rechange." establishing respect for life as the main Mockus taught vivid lessons with these right and duty of citizens." Mockus sees tools. One time, he asked citizens to put the reduction of homicides from 80 per their power to use with 350,000 100,000 inhabitants in 1993 to 22 per "thumbs-up" and "thumbs-down" cards 100,000 inhabitants in 2003 as a major that his office distributed to the achievement, noting also that traffic populace. The cards were meant to fatalities dropped by more than half in the approve or disapprove of other citizens' same time period, from an average of behavior; it was a device that many 1,300 per year to about 600. Contributing people actively - and peacefully - used to this success was the mayor's inspired in the streets. decision to paint stars on the spots where He also asked people to pay 10 percent pedestrians (1,500 of them) had been extra in voluntary taxes. To the surprise killed in traffic accidents. of many, 63,000 people voluntarily paid ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 15

15 ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 14

'Knowledge,' said Mockus, 'empowers people. If people know the rules, and are sensitized by art, humor, and creativity, they are much more likely to accept change.' (Photo by Gerardo Chaves/El Tiempo) "Saving a single life justifies the effort," Mockus said. The former mayor had to address many fronts simultaneously. In his struggle against corruption, he closed down the transit police because many of those 2,000 members were notoriously bribable. Mockus was a constant presence in the media, promoting his civic campaigns. "My messages about the importance of protecting children from being burned with fireworks, protecting children from domestic violence, and the sacredness of life reached many, including the children," he said. Once the mother of a 3-year-old girl called his office to say that meeting Mockus was her daughter's only birthday wish. But the meeting also revealed, said Mockus, that Colombian society has a long way to go. During the visit, the mother told him: "When I am going to hit her, she runs to the telephone and says that she is going to call Mockus. She doesn't even know how to dial a number, but obviously she thinks that you would protect her." Mockus, who has two daughters himself, was shocked at the woman's nonchalance about striking her daughter.

Women's night and mimes There is almost always a civics lesson behind Mockus' antics. Florence Thomas, a feminist and a professor at Colombian National University, pointed out to Mockus that in Bogot? women were afraid

to go out at night. "At that time, we were also looking for what would be the best image of a safe city, and I realized that if you see streets with many women you feel safer," Mockus explained. So he asked men to stay home and suggested that both sexes should take advantage of the "Night for Women" to reflect on women's role in society. About 700,000 women went out, flocking to free, open-air concerts. They flooded into bars that offered women-only drink specials and strolled down a central boulevard that had been converted into a pedestrian zone. To avoid legal challenges, the mayor stated that the men's curfew was strictly voluntary. Men who simply couldn't bear to stay indoors during the six-hour restriction were asked to carry self-styled "safe conduct" passes. About 200,000 men went out that night, some of them angrily calling Mockus a "clown" in TV interviews.

But most men graciously embraced Mockus' campaign. In the lower-middleclass neighborhood of San Cristobal, women marched through the streets to celebrate their night. When they saw a man staying at home, carrying a baby, or taking care of children, the women stopped and applauded. That night the police commander was a woman, and 1,500 women police were in charge of Bogot?'s security. Another innovative idea was to use mimes to improve both traffic and citizens' behavior. Initially 20 professional mimes shadowed pedestrians who didn't follow crossing rules: A pedestrian running across the road would be tracked by a mime who mocked his every move. Mimes also poked fun at reckless drivers. The program was so popular that another 400 people were trained as mimes. "It was a pacifist counterweight," Mockus

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said. "With neither words nor weapons, the mimes were doubly unarmed. My goal was to show the importance of cultural regulations."

A bigger classroom? Mockus noted that his administrations were enlightened by academic concepts, including the work of Nobel Prize-winning economist Douglass North, who has investigated the tension between formal and informal rules and how economic development is restrained when those rules clash; and J?rgen Habermas' work on how dialogue creates social capital. Mockus also mentions Socrates, who said that if people understood well, they probably would not act in the wrong way. Luis Eduardo Garz?n, the new mayor of Bogot?, is the first leftist who has been in charge of the second-most important political position in Colombia. Said Mockus, "His election expresses a consensus around the importance of addressing social issues. Garz?n has the challenge of opening space to new political forces in a country that has been dominated by a 'bipartidismo bobo' (dumb two-party system)." Mockus - a sterling exemplar of the current vogue in Latin America for "antipoliticians" - says that transforming Bogot?'s people and their sense of civic culture was the key to solving many of the city's problems. He is looking forward to returning to the classroom at Colombian National University after a sabbatical year. But Mockus is also considering the possibility of launching a presidential campaign - and perhaps being in charge of a 42 million student classroom. Mar?a Cristina Caballero, a native of Bogot?, is a fellow at Harvard University's Center for Public Leadership at the John F. Kennedy School of Government

Apprentissage et activites ludiques: La chanson Par Constantin TEGOS Apprendre une langue sans que cela soit contraignant suppose à l'enseignant de trouver des situations et des activités autant du sens pour ses élèves. Jouer la carte du ludique est souvent une pratique qui nous amène droit à la chanson. En effet, la chanson constitue un moment privilégié dans l'apprentissage d'une langue étrangère. Car, une chanson reste avant tout un moment récréatif dont la fonction initiale est une fonction de divertissement et de détente. A. Pour étudier une chanson plusieurs types d'approches sont possibles. En voici trois que nous utilisons très souvent : — Approche de la civilisation : la chanson permet d'illustrer certains aspects de la vie quotidienne, soit à travers une seule chanson soit à partir d'un regroupement de plusieurs chansons autour d'un même thème ;

— Enrichissement linguistique par l'étude des images, des niveaux de langue, des structures, du vocabulaireÅ. — Sensibilisation à la phonologie, à la rythmique de la langue française. C'est aussi l'occasion de rétablir des prononciations incorrectes. L'intérêt réside dans le maniement des mots selon leur longueur, leur sonorité, leur rythme. B. Le travail sur une chanson se fait en plusieurs séances et cela pour ne pas confondre les phases d'exploitation et d'animation : — Phase de motivation ; elle suscite le désir d'apprendre et peut être réalisée soit en présentant un objectif général, soit en dessinant un projet d'étude. — Phase de présentation : elle comprend la 1ère écoute regroupant les impressions générales et la 2ème écoute s'attachant à la compréhension

travailler les phases d'exploitation et d'animation sur deux niveaux :

globale. — Phase d'explication. Elle peut s'effectuer à différents niveaux suivant la chanson : niveau lexical et syntaxique ; niveau culturel ; niveau poétique ; niveau musical. On peut aboutir à une reconstitution du texte par un habile jeu de questionsréponses. — Phase d'appropriation ou/et de mémorisation : Exercices sur les champs lexicaux et phonétiques. C. Concrètement, on pourrait

i. La forme ñ Analyser la structure de la chanson. ñ Décrire le style : poétique, informatif, ludique... ñ La rime y joue-t-elle un rôle important ? ñ Analyser les images, les métaphores, les figures de style. ñ Créer un texte troué. ñ Analyser le vocabulaire. ñ Analyser le sens : que veut dire l'auteur par..., comment dire autrement...? ñ Préciser le niveau de langue (oral/écrit). ñ Recomposer le texte (à partir de pièces détachées). ii. Le contenu ñ Identifier : - l'idée générale du texte, de telle strophe ; - les référents culturels: des

allusions à des personnages ou à des habitudes culturelles ; - les valeurs véhiculées ; - le message transmis, les opinions exprimées ; - les idées exprimées, les comportements ; - la symbolique. ñ Débattre des sujets précédents. ñ Cette chanson doit-elle être prise au sens propre ou au sens figuré ? ñ Comparer deux ou plusieurs chansons. Il est évident que le schéma proposé, ci-dessus, doit être adapté selon le niveau des élèves et qu'il ne constitue pas un modèle fermé. ____________ (Å). e-Dico Français<>Grec & e-Dico Anglais<>Grec : Dictionnaires bilingues avec phonétique et construction de vocabulaire autonome avec possibilité d'impression et de sauvegarde.

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Sprechen Sie Deutsch? ¿ı E˘Úˆ·›Ô˜ Ú¤ÂÈ Ó· ¤¯ÂÈ ÌÈ· «‰Â‡ÙÂÚË ÌËÙÚÈ΋ ÁÏÒÛÛ·», ϤÓ ÔÈ ÂȉÈÎÔ› Û ¤ÎıÂÛ‹ ÙÔ˘˜ ÚÔ˜ ÙËÓ EE. TË ¯ÚÔÓÈ¿ ·˘Ù‹, Ô˘ Â›Ó·È ·ÊÈÂڈ̤ÓË ÛÙÔÓ ‰È·ÔÏÈÙÈÛÌÈÎfi ‰È¿ÏÔÁÔ, Ë EE ·Ó·˙ËÙ› ÙÚfiÔ˘˜ Ì ÙÔ˘˜ ÔÔ›Ô˘˜ ı· ÌÔÚ¤ÛÂÈ Ó· ÚÔˆı‹ÛÂÈ Î·Ï‡ÙÂÚ· ÙËÓ ÂÎÌ¿ıËÛË Í¤ÓˆÓ ÁψÛÛÒÓ. °È· ÙÔ ÛÎÔfi ·˘Ùfi ·Ó¤ıÂÛ ÙËÓ ÂÎfiÓËÛË ¤ÎıÂÛ˘ Û ÔÌ¿‰· ÎÔÚ˘Ê·›ˆÓ ÂȉÈÎÒÓ. ™Â ÔÈÔ Û˘Ì¤Ú·ÛÌ· η٤ÏËÍ·Ó; ŸÙÈ Ë EE Ú¤ÂÈ Ó· ÂÓı·ÚÚ‡ÓÂÈ fiÏÔ˘˜ ÙÔ˘˜ E˘Úˆ·›Ô˘˜ Ó· Ì¿ıÔ˘Ó ÌÈ· «ÁÏÒÛÛ· ÚÔÛˆÈ΋˜ ÂÈÏÔÁ‹˜» - οÙÈ Û·Ó ‰Â‡ÙÂÚË ÌËÙÚÈ΋ ÁÏÒÛÛ·. «H ηϋ ÁÓÒÛË Í¤ÓˆÓ ÁψÛÛÒÓ ‰ËÌÈÔ˘ÚÁ› Á¤Ê˘Ú˜ Î·È ÚÔ¿ÁÂÈ ÙËÓ Î·Ù·ÓfiËÛË ·Ó¿ÌÂÛ· ÛÙȘ ‰È¿ÊÔÚ˜ ÎÔ˘ÏÙÔ‡Ú˜ Î·È ÔÏÈÙÈÛÌÔ‡˜», ·Ó¤ÊÂÚ ¯·Ú·ÎÙËÚÈÛÙÈο Ô ·ÚÌfi‰ÈÔ˜ ÁÈ· ÙËÓ ÔÏ˘ÁψÛÛ›· E›ÙÚÔÔ˜ §ÂÔÓ¿ÚÓÙ ŸÚÌ·Ó. T· Û˘ÌÂÚ¿ÛÌ·Ù· Ù˘ ¤ÎıÂÛ˘ ı· ‰ÒÛÔ˘Ó ÙÚÔÊ‹ ÛÙȘ Û˘˙ËÙ‹ÛÂȘ Ù˘ ˘Ô˘ÚÁÈ΋˜ ‰È¿Û΄˘ ÁÈ· ÙËÓ ÔÏ˘ÁψÛÛ›·, Ô˘ Ú·ÁÌ·ÙÔÔÈÂ›Ù·È ÁÈ· ÚÒÙË ÊÔÚ¿ ÛÙȘ 15 ºÂ‚ÚÔ˘·Ú›Ô˘ Ì ÙË Û˘ÌÌÂÙÔ¯‹ ÙˆÓ ˘Ô˘ÚÁÒÓ ¶·È‰Â›·˜ fiÏˆÓ ÙˆÓ ¯ˆÚÒÓ Ù˘ EE.

K

H ¤ÎıÂÛË Â›‰Â ÙÔ Êˆ˜ Ù˘ ‰ËÌÔÛÈfiÙËÙ·˜ Ï›Á˜ ÌfiÏȘ ̤Ú˜ ÌÂÙ¿ ÙËÓ ·Ó·ÁÁÂÏ›· ÙˆÓ ÓÈÎËÙÒÓ ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡ ÌÂÙ¿ÊÚ·Û˘ Juvenes translatores Ô˘ ‰ÈÔÚÁ¿ÓˆÛÂ Ë EÈÙÚÔ‹. H ·ÍÈÔÏfiÁËÛË ÙˆÓ ÌÂÙ·ÊÚ¿ÛÂˆÓ ¤ÁÈÓ ·fi 126 ÌÂÙ·ÊÚ·ÛÙ¤˜ Ù˘ MÂÙ·ÊÚ·ÛÙÈ΋˜ YËÚÂÛ›·˜ Ù˘ EÈÙÚÔ‹˜, ÔÈ ÔÔ›ÔÈ ·Ó¤Ï·‚·Ó Ó· ‚·ıÌÔÏÔÁ‹ÛÔ˘Ó 134 ‰È·ÊÔÚÂÙÈÎÔ‡˜ ÁψÛÛÈÎÔ‡˜ Û˘Ó‰˘·ÛÌÔ‡˜ Î·È Ó· ÂÈϤÍÔ˘Ó ¤Ó· ÓÈÎËÙ‹ ·fi οı ¯ÒÚ·. O ‰È·ÁˆÓÈÛÌfi˜ ·Ó¤‰ÂÈÍ ÙÔÓ ÚˆÙ‡ÔÓÙ· ÚfiÏÔ Ô˘ ·›˙ÂÈ Ë ÌÂÙ¿ÊÚ·ÛË ÛÙËÓ ÔÏÈÙÈ΋ Ù˘ EÈÙÚÔ‹˜ ÁÈ· ÙËÓ ÔÏ˘ÁψÛÛ›·. T· fiÚÁ·Ó· Ù˘ EE ·ÔÙÂÏÔ‡Ó ÙÔÓ Î·ıÚ¤ÙË Ù˘ ÁψÛÛÈ΋˜ ÔÏ˘ÌÔÚÊ›·˜ ÛÙËÓ E˘ÚÒË, ‰Â‰Ô̤ÓÔ˘ fiÙÈ ·Ú¿ÁÔ˘Ó ÙÔÓ ÌÂÁ·Ï‡ÙÂÚÔ ·ÚÈıÌfi ÔχÁψÛÛˆÓ ÂÁÁÚ¿ÊˆÓ ·fi ÔÔÈÔÓ‰‹ÔÙ ¿ÏÏÔ ÔÚÁ·ÓÈÛÌfi ÛÙÔÓ ÎfiÛÌÔ. A˘Ùfi Û˘Ì‚·›ÓÂÈ ÂÂȉ‹ Ë EE Ú¤ÂÈ Ó·

‰ËÌÔÛȇÂÈ ÙË ÓÔÌÔıÂÛ›· Ù˘ Î·È ÛÙȘ 23 Â›ÛË̘ ÁÏÒÛÛ˜ Ù˘. ŒÙÛÈ, οı ¯ÚfiÓÔ ÌÂÙ·ÊÚ¿˙ÔÓÙ·È 1,5 ÂÚ›Ô˘ ÂηÙÔÌ̇ÚÈ· ÛÂÏ›‰Â˜. AÎfiÌ· ÎÈ ·˘Ù‹ Ë ÈÛÙÔÛÂÏ›‰· Î·È ÙÔ ¿ÚıÚÔ Ô˘ ‰È·‚¿˙ÂÙ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ ‰È·Ù›ıÂÓÙ·È Î·ıËÌÂÚÈÓ¿ ÛÙȘ 23 ÁÏÒÛÛ˜. ¶ÚfiÛÊ·Ù· ‰Â, Ë EE ¤ıÂÛ ‰ˆÚÂ¿Ó ÛÙË ‰È¿ıÂÛË ÙÔ˘ ÎÔÈÓÔ‡ ¤Ó· corpus Ì ¤Ó· ÂηÙÔÌ̇ÚÈÔ ÊÚ¿ÛÂȘ Î·È ÙȘ ÌÂÙ·ÊÚ¿ÛÂȘ ÙÔ˘˜ Û 22 ‹ 23 ÁÏÒÛÛ˜, Ú¿ÁÌ· ÙÔ ÔÔ›Ô ı· ‚ÔËı‹ÛÂÈ ÛÙË ‚ÂÏÙ›ˆÛË ÙˆÓ Û˘ÛÙËÌ¿ÙˆÓ ·˘ÙfiÌ·Ù˘ ÌÂÙ¿ÊÚ·Û˘, ȉ›ˆ˜ ÁÈ· ÙȘ ÏÈÁfiÙÂÚÔ ÁÓˆÛÙ¤˜ ÁÏÒÛÛ˜. ™ÙȘ 14 NÔÂÌ‚Ú›Ô˘ 2007, ÂÚÈÛÛfiÙÂÚÔÈ ·fi ¯›ÏÈÔÈ ‰ÂηÂÙ¿¯ÚÔÓÔÈ Ì·ıËÙ¤˜ ·fi ۯ‰fiÓ 300 Û¯ÔÏ›· Û fiÏË ÙËÓ E˘Úˆ·˚΋ ŒÓˆÛË ˘Ô‰‡ıËÎ·Ó ÙÔ˘˜ Â·ÁÁÂÏ̷ٛ˜ ÌÂÙ·ÊÚ·ÛÙ¤˜. ¢ÂÓ ‹Ù·Ó fï˜ ÌfiÓÔÈ ÙÔ˘˜: ÂÚÈÛÛfiÙÂÚ· ·fi ›ÎÔÛÈ ¿ÙÔÌ· ‚Ú›ÛÎÔÓÙ·Ó Û ÂÈÊ˘Ï·Î‹ fiÏË ÙËÓ Ë̤ڷ ÛÙȘ BڢͤÏϘ ÁÈ· Ó· χÛÔ˘Ó ÚÔ‚Ï‹Ì·Ù· Ù˘ ÙÂÏÂ˘Ù·›·˜ ÛÙÈÁÌ‹˜ ÛÙË ÁÏÒÛÛ· ÙˆÓ ÂӉȷÊÂÚÔÌ¤ÓˆÓ Ì¤Ûˆ ÙËÏÂÊÒÓÔ˘ ‹ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ. MÂÙ¿ ÙÔÓ ‰È·ÁˆÓÈÛÌfi, ÙÔ ËÏÂ-

Juvenes Translatores E˘Úˆ·ÈÎfi˜ ‰È·ÁˆÓÈÛÌfi˜ Ì·ıËÙÈ΋˜ ÌÂÙ¿ÊÚ·Û˘

ÎÙÚÔÓÈÎfi Ù·¯˘‰ÚÔÌÂ›Ô ÙˆÓ Juvenes Translatores ÏËÌ̇ÚÈÛ ·fi ÂÓıÔ˘ÛÈÒ‰Ë ÌËӇ̷ٷ ηıÒ˜ Î·È Â˘¯·ÚÈÛٛ˜ ÁÈ· ÙËÓ Â˘Î·ÈÚ›· Ô˘ ‰fiıËΠÛÙÔ˘˜ Ó¤Ô˘˜ Ó· Û˘ÌÌÂÙ¿Û¯Ô˘Ó Û ¤Ó· Ù·˘Ùfi¯ÚÔÓ· ‰È·ÛΉ·ÛÙÈÎfi Î·È ÂÎ·È‰Â˘ÙÈÎfi ·ÓÂ˘Úˆ·˚Îfi ÁÂÁÔÓfi˜. ¶¿Óˆ ·fi ÂηÙfi ‰ÈÔÚıˆÙ¤˜ ÂÍ¤Ù·Û·Ó ÂÚÈÛÛfiÙÂÚ˜ ·fi 1300 ÌÂÙ·ÊÚ¿ÛÂȘ ÚÈÓ ·fi ÙȘ ‰È·ÎÔ¤˜ ÙˆÓ XÚÈÛÙÔ˘Á¤ÓÓˆÓ Î·È ÂÓÙ˘ˆÛÈ¿ÛÙËÎ·Ó ·fi ÙȘ ÈηÓfiÙËÙ˜ Î·È ÙË Ê·ÓÙ·Û›· ÙˆÓ ‰È·ÁˆÓÈÛı¤ÓÙˆÓ. O ‰È·ÁˆÓÈÛÌfi˜ Juvenes

Translatores ‹Ù·Ó ÌÈ· ·ÍÈfiÏÔÁË ÂÌÂÈÚ›·: ˘‹ÚÍ ÂÍ·ÈÚÂÙÈ΋ Â·Ê‹ Ì ÙÔ ÎÔÈÓfi, ‰È·ÊËÌ›ÛÙËÎÂ Ë ÔÏ˘ÁψÛÛ›· Î·È Ë ÂÎÌ¿ıËÛË ÁψÛÛÒÓ Î·È ¤ÁÈÓ ÂÚÈÛÛfiÙÂÚÔ Î·Ù·ÓÔËÙfi ÙÔ Â¿ÁÁÂÏÌ· ÙÔ˘ ÌÂÙ·ÊÚ·ÛÙ‹. OÈ 27 ÓÈÎËÙ¤˜ ·fi ·ÓÙ›ÛÙÔȯ˜ ¯ÒÚ˜ Ù˘ E˘ÚÒ˘ Û˘Ó·ÓÙ‹ıËÎ·Ó ÛÙȘ 9 M·ÚÙ›Ô˘ ÛÙȘ BڢͤÏϘ fiÔ˘ Î·È ·Ú¤Ï·‚·Ó ÙȘ ÙÈÌËÙÈΤ˜ ÙÔ˘˜ ‰È·ÎÚ›ÛÂȘ. AÔ ÙË ¯ÒÚ· Ì·˜ ÓÈ΋ÙÚÈ· ‹Ù·Ó Ë BÂÓÂÙ›· A˘Ù˙ËÁÈ¿ÓÓË ·fi ÙÔ 6Ô °ÂÓÈÎfi §‡ÎÂÈÔ K·‚¿Ï·˜.