the voice of teens 8th issue

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

The Vo ice of Teens European School Magazine

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

Year 04 - N. 01- April 2012

I n Th is Number

HAIKU: another way of seeing things

Haiku is a short poem born in Japan in XVII century. First of all, it is necessary to say what poetry is.

pp. 3

Issue 1

IMMIGRANTS

Immigrants in Greece pp. 2

The Italian ambient fond pp. 3

HAIKU: another way of seeing things pp. 3

Yannis Ritsos pp.5

Senior Secondary School of Gazi Domenikos Theotokopoulos pp. 8

The homeless in Athens pp. 9

Refugees in Greece pp. 11

Comprehensive Secondary School G.B. Pentasuglia pp. 16

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

The magazine is also available at http://www.itismt.it/voice_of_teens/index.htm Pag. 2 / 17

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IMMIGRANTS in GREECE Emigration is the act of leaving one's country or region to settle in another. It is the same as immigration but from the per-spective of the country of origin. Human movement in general is termed migration. The problem of migration has two aspects. On the one hand immigrants arrive in Greece and cause a number of problems, such us:

1. Consolidation of racism 2. Outbreak of violence 3. Worsening the unemployment problems of locals 4. Heterogeneity of the population.

On the other hand, nowadays young Greeks migrate abroad in pursuit of a bet-ter life. Immigrants in Greece often have some of their basic rights violated. These belong to the human rights listed in the Universal Declaration of Human Rights, and are the right to a nationality, to life, to education, to a safe place to live. Analytically, many of the following immigrants rights are often violated in con-trast to the Universal Declaration!

#1: We are all born free and equal #2: Without discriminations #3: We are entitled to the right of life #8: Our human rights are protected by law #9: No unfair detainment #12: We are entitled to the right of privacy #13: of freedom of move #14: to the right of a safe place of live #21: of democracy #22: of social security #23: and work #25: of food, shelter #26: and education

According to research data, the vast majority (79.3%) of respondents believe that the number of immigrants in Greece is very great; more than 50% of Greeks believe that the presence of immigrants is a threat to the country, although the same percentage of Greek people interacts and communicates daily with them.

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



The Italian ambient fond

The Fai, Italian ambi-ent fond, is an asso-ciation that openshis-torical,cultural and naturalistic places to show them to citizens and tourists with the aim ofsupporting and enhancing the envi-ronment of our coun-try.In Italy, the Fai

organized visits at the historical and artistic heri-tage in the two days of Spring, in March. In Matera the association organized a two day opening in the citys Sassi ,in the historical area of the city,the Casa Cava and theCasa di Ortega. Both the houses are dug in tuff; the first is adisused quarry, the other belonged to the painter Ortega. Some students accompanied tourists in these two places not always opened to public. Matera is a lit-tle city of Basilicata, in the south of Italy,focused on tourism, because tourists come from all over the world to admire Sassis landscape, that from 1993 are considereda Unesco Heritage. The Fai Spring days have contributed for the protection of the Ital-ian historical and artistic heritage.

Emanuela Tarasco e Luciaelena Piacenza The Italian ambient fond The Fai, Italianambient fond, is an association that openshistorical,cultural and naturalistic places to show them to citizens and tourists with the aim of-supporting and enhancing the environment of our country.In Italy, the Fai organized visits at the his-torical and artistic heritage in the two days of Spring, in March. In Matera the association organ-ized a two day opening in the citys Sassi ,in the historical area of the city,the Casa Cava and theCasa di Ortega. Both the houses are dug in tuff; the first is adisused quarry, the other belonged to the painter Ortega. Some students accompanied tourists in these two places not always opened to public. Matera is a lit-tle city of Basilicata, in the south of Italy,focused on tourism, because tourists come from all over the world to admire Sassis landscape, that from 1993 are considereda Unesco Heritage. The Fai Spring days have contributed for the protection of the Ital-ian historical and artistic heritage.

HAIKU: un altro modo di vedere le cose

Lhaiku un componimento poetico, breve, nato in Giappone nel XVII secolo. Ma, prima di tutto, giusto dire cos la poesia. La poesia non certamente solo roba da donne, penso sia il modo migliore per e-sprimere unemozione, raccontare unesperienza o semplicemente descrivere lordinario. Lhaiku proprio questo! Un breve componimento che, in maniera diret-ta, parla al lettore e gli permette di diventare prota-

gonista. Ci che caratterizza lhaiku la sua semplicit metrica nonch schematica, infatti non possiede un titolo. Ma in cosa consiste questa semplicit metrica? Strutturalmente, lhaiku costituito da tre versi secon-do lo schema 5-7-5 ovvero cinque sillabe nel primo verso, sette nel secondo e ancora cinque nel terzo. Questa una regola obbligatoria, quindi non va tra-sgredita. Riguardo i temi, spesso preferibile parlare della natura quindi le stagioni, gli animali o un preciso momento della giornata che suscita unemozione. Gli scrittori moderni sfruttano anche altre tematiche. Scrivere haiku abbastanza spesso diventa un esercizio mentale e sviluppa la creativit di chiunque si cimenti. In molte scuole americane previsto lo studio dellhaiku e migliaia di giovani si avvicinano sempre pi a questa forma di poesia. In Giappone, invece, solo una minima parte della popolazione si diletta a scrivere haiku, ed un peccato! Magari un giorno questa forma poetica, unica nel suo genere, sar in grado di affasci-nare tutti e potr essere lunico mezzo per scrivere di s. Insomma immaginare di creare un piccolo diario della propria vita, ma scritto in versi.

Due miei haiku:

Il vento mite, gli alberi in fiore, freschi colori.

HAIKU: another way of seeing things

Haiku is a short poem born in Japan in XVII century. First of all, it is necessary to say what poetry is. Poetry is not only for women but, I think, it is the best way to express an emotion, to talk about an experience or simply to describe the ordinary. This is the haiku! A short poem that speaks directly to the reader and allows him or her to become the main character. What characterizes the haiku is its simplicity in the metrics as well as its scheme, in fact it doesnt have a title. But what is this simplicity in the metrics? In its structure, haiku, is made up of 3 lines according to the scheme (5-7-5) so that means five syllables in the first line, seven in the second one and again five in the last one. This is a compulsory rule so, it cannot be dis-obeyed. About the issues, it is sometimes better to talk about the nature, so: seasons, animals or a spe-cific parts of the day which arouse emotions. But some modern haiku writers exploit other issues. Writing haiku often becomes a mental exercise and it develops everyones creativity. In many American schools is the study of haiku is approached by thousands of students approach more and more. In Japan only a fraction of the population enjoys writing haiku, which is a pity! Maybe one day this form of poetry, only in its genre, will be able to capture everyone and, maybe, it will be the only way to write about ourselves. Consider you can create a little diary of your life but written in verse. Two examples of haiku written by me:

Mild wind, Vermilion light, the trees in bloom, shallows in flight. fresh colour. The south wind.

Marco Nicoletti



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YANNIS RITSOS

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

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

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

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

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

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

from the National and Kapodistrian University of Athens. He distinguished, however, with many foreign awards. "Great International Award for Poetry" (Belgium, 1972), an international award "Georgi Dimitrov". (Bulgaria, 1975), Grand Prize for poetry "Alfre de Viny (France, 1975), an international award" Etna-Taormina "(Italy, 1976)," Lenin Prize for Peace "(USSR, 1977), the international award" Bontelo "(1978).

But who is Ritsos? A singer of the peoples struggles or the lonely skeptic, the "comforter of the comfortless world?" The sensual that sucks with all his resources the juices of life, one that closes

within his human body the natural world and on the contrary he transforms the universe into pulsating flesh? The erotic, who leaps in the touching of all the bodies and statues, or the hermit who "repels" and " become a god"? Or is he the naturally existential person who explains his agony in his whispered conversation with time and death? "The divided and double" says himself, confirming the exaggerated word of poetry.

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

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


From In the Barracks

The moon entered the barracks

It rummaged in the soldiers blankets

Touched an undressed arm Sleep

Someone talks in his sleep Someone snores

A shadow gesture on the long wall

The last trolley bus went by Quietness

Can all these be dead tomorrow?

Can they be dead from right now?

A soldier wakes up

He looks around with glassy eyes

A thread of blood hangs from the moons lips In Romiosini, the postwar years are a focus (1945-1947), and they have not been kind. The seven parts to this piece each reflect a soldiers journey home.

These trees dont take comfort in less sky

These rocks dont take comfort under foreigners

Footsteps

These faces dont take comfort but only

In the sun

These hearts dont take comfort except in justice. An entirely different feeling is found in Parentheses, composed 1946-1947. In it, heal-ing is observed and a generosity of spirit exerts itself among those whose hearts had been previously crushed. In Understanding:

A woman said good morning to someone so simple and natural

Good morning

Neither division nor subtraction To be able to look outside

Yourself-warmth and serenity Not to be

just yourself but you too A small addition

A small act of practical arithmetic easily understood

Zoi Rogdaki, Katerina Skouradaki B1 Class.

Coordinator teachers: Korakaki Helen. Stavri Katerina



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Senior Secondary School of Gazi Domenikos Theotokopoulos My name is Spyros, Im 17 years old and attend the Senior Secondary School of Gazi. Next year I will take the national exams to enter university. I live in Gazi, which is a suburb of Heraklion, the capital city of Crete. I would like to make a short presentation of my school. The Senior Secondary School of Gazi ''Domenikos The-otokopoulos'' was founded in 1995 to facilitate the wider area of the municipality of Gazi and is housed in the same school building with the Junior High School of Gazi. Since then it has had an excellent presence in educational matters as well as in the local community. In the previous years our school has participated in various Comenius projects, other European exchange programmes and environmental projects and generally we have been active in organizing cultural exchanges and international partnership projects in Europe. During the last two years some students have formed a drama school club and give performances at the end of every school year. Moreover, once a year we issue our school magazine, which is based entirely on the students' indi-vidual and team work. It is also worth mentioning that the students of our school have always achieved great percentages of success in universities through the exist-ing National Exam system . The students attend different subjects according to the syllabus specified by the National Ministry of Education, like Mathematics, Computer Science, Sciences, Foreign Languages, Ancient Greek, Latin, Modern Greek Litera-ture, Sociology, Religious Education etc. This school year 2011-12 our school is also carrying out different projects according to the new Greek school reform. Today there are about 354 students attending the school and about 38 teachers(29 full-time and 9 part-time) as well as a headmistress and two deputy head teachers. In 2002 , with the unanimous decision of the teachers board and the approval of the Education committee of

Heraklion prefecture, it was called General Secondary school Gaziou Domenikos Theotokopoulos (El Greco) , in honour of the great Greek painter who was born in Fodele, a village in the municipality of Gazi. Apart from the two teachers offices and the headmis-tresss office there are 18 teaching classrooms in total. Moreover, there is a modern computer science laboratory, a fully equipped science laboratory, a library and a big multiple use hall where different activities and festivals are held. There is also a great collection of modern teach-ing aid materials, like teaching software programs, laptops and two overhead projectors . My classmates and I have to cope with the difficulties and weaknesses that there are in our educational system and so we study really hard every day. Nevertheless, we have many interesting out of school activities and hobbies. Many students do sports, dancing lessons, drama, singing and volunteering. Our schools webpage is : http://lyk-gaziou.ira.sch.gr . It is well worth visiting it to find more information about our school, the teachers and the students boards and the dif-ferent activities and educational programmes which are currently carried out or to contact us.

Spyros Kassotakis B1 Class. Coordinator teachers:

Korakaki Helen. Stavri Katerina



In Greece and particularly in Athens, the number of home-less people is increasing day by day as of now there are 20.000

people who take refuge in the street. The economic crisis which Greece is going through has increased the problem. The Declaration Of Human Rights states that all people are born equal and free, that everyone has the right to a private life, that all people have the right to have a safe place to live and the right to their prop-erty/belongings and last the right to democracy and safety and the right to food, but all of the above rights are not met by society for all. We would want all governments in the European Union and all people that make up the world, to join forces and to help the Greek Government resolve the problem of the homeless and the problem of illegal immigrants which aggravates homelessness.

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

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In recent years we are facing an unprecedente and massive new refugee phenomenon. A

refugee is a person, who has fled his country of origin because of grounded fear of persecution due to:

Religion

Nationality

Political Belief

Membership in a social or cultural group

Refugees differ from immigrants, who, legally or not, voluntarily leave their homeland in search of better living conditions. Since life in their home-lands is unbearable these people will overwhelm Europe and, of course, Greece. It is not possible to safeguard the Aegean, the Evros and the bor-ders with Albania, Fyrom and Boulgaria. Refugees arrive in Greece in a state of despair having left their families to escape the risk of imprisonment and execution. Most of them have a traumatic experience of having seen relatives, friends, partners being impris-oned, disappearing or even being executed. Moreover, they face serious problems of survival because they lack resources, family and social ties and com-munication due to language and cultural differences. These people will remain without papers, work and access to the social structures. They are forced to resort to ghettos in deprived neighborhoods, such as St.Panteleiomon in Athens or in imprisoned camps, as the Afghan camp in Patras and Lavrion. The refugees from Afghanistan, Pakistan, Sudan and Somalia have no way back; their path will never be safe.

Are the refugees entitled to rights and fundamental freedoms?

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

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



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

the right to life,

protection from torture and ill-treatment,

the right to a nationality,

the right to freedom of movement,

the right to leave any country, including one's own, and to return to one's country, and

the right not to be forcibly returned.

These rights are affirmed, among other civil, political, economic, social and cultural rights, for all persons, citi-zens and non-citizens alike, in the Universal Declaration of Human Rights, the International Covenant on Civil and Political Rights, and the International Covenant on Economic, Social and Cultural Rights which together make up the International Bill of Human Rights.

a) "No one shall be subject to arbitrary arrest, detention or exile" (Universal Declaration of Human Rights, article 9);

b) "Everyone has the right to seek and to enjoy in other countries asylum from persecution." (Universal Declaration of Human Rights, article 14);

c) "Everyone has the right to a nationality" (Universal Declaration of Human Rights, article 15); d) "Everyone has the right to freedom of movement and residence within the borders of each

State" (Universal Declaration of Human rights, article 13; International Covenant on Civil and Political Rights, article 12).

Three issues are giving rise to concern.

1. The disturbing tendency to close doors to asy-lum-seekers.

2. Intolerance, racism, xenophobia, aggression, national and ethnic tensions and conflicts during the process of applying for asylum and also after refugee status has been granted

3. The persistence of human rights violations in countries of origin and the need to address those violations before refugees can be volun-tarily repatriated.

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



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LI.I.S. G.B. Pentasuglia di Matera un Istituto Indu-striale per lo studio e la conoscenza approfondita di alcuni settori portanti dellEconomia mondiale. La scuola suddivisa in cinque parti:

Chimica e Materiali;

Elettronica ed Elettrotecnica;

Informatica e Telecomunicazioni;

Meccanica e Meccatronica;

Liceo Scientifico Opzione Scienze Applicate.

Analizziamoli uno alla volta. Chimica e Materiali: il settore che studia e appro-

fondisce la grande scienza della Chimica, Fisica e Organica, Analitica e delle Fermentazioni, la Chimica Industriale e gli Impianti Chimici, tutti elementi essenziali per una conoscenza completa ed esauriente di questa scienza. Ai giorni doggi, la maggior parte

delle cose che rientrano nella nostra quotidianit ap-partengono alla chimica. In questo settore, si cercher di superare i limiti della chimica semplice e arrivare allo studio di nuove e recenti scoperte, utili alla nostra vita per risolvere problemi presenti nella vita moderna, come creare un progetto sullinquinamento o su un plastificante di vernici. Alla fine dei cinque anni, due di preparazione e tre di approfondimento, viene rilasciato il diploma di Perito Chimico, un titolo che permette ampie possibilit nel campo lavorativo ed universitario.

Elettronica ed Elettrotecnica: il settore che rende possibile la conoscenza di tutto ci relativo all Elettrotecnica e alla sua applicazione nella vita lavorativa, sociale ed economica. Alcune delle materie specifiche studiate sono i Sistemi Elettrici Automatici, le Tecnologie Elettriche e il Disegno Tecnico e la Progettazione. Molte sono le ore di laboratorio, che vengono utilizzate per applicare le conoscenze teoriche acquisite in classe. LElettrotecnica ovunque, e conoscerla completamen-te, diventando Periti Elettrotecnici, permette una proiezione efficace nel campo lavorativo ed universita-rio.

Informatica e Telecomunicazioni : il settore che permette la conoscen-za approfondita dellInformatica e dei Sistemi Informatici ed Elettronici ne-cessari per il corretto funzionamento del computer, che fa parte sempre pi della nostra vita. In questo settore, si

approfondiscono le conoscenze di apparecchi elettroni-ci, realizzando prodotti multimediali come CD-Rom e piccoli software, instaurando cos una forte interazione tra alunni e docenti. Alla fine dei cinque anni, due di preparazione e tre di approfondimento, viene rilasciato il diploma di Perito Informatico, permettendo ampie possibilit nel campo lavorativo ed universitario. Meccanica e Meccatronica: il settore in cui si mira alla formazione del Perito Meccanico, dando conoscenze generali di informatica, chimica ed elettrotecnica, per avere una adeguata flessibilit mentale. Il compito del Perito Meccanico quello di controllare gli impianti tecnici e di macchine a fluido: pertanto acquisisce conoscenze

nella Meccanica Applicata, la Tecnologia Meccanica, i Sistemi e il Disegno, Progettazione e Organizzazione

Industriale. E fondamentale lapplicazione delle conoscenze: infatti, lIstituto ha buoni laboratori e

macchine per sperimentare e applicare le conoscenze acquisite in classe. Interessante invece lArea di Progetto, la realizzazione di un proget-to multidisciplinare, che ha lo scopo di verificare le co-noscenze dello studente mediante la connessione di varie discipline. Cos facendo, si conferir unulteriore conoscenza degli argomenti.

Liceo Scientifico Opzione Scienze Applicate: un settore diverso dagli altri perch non conferisce il di-ploma da Perito, ma d una preparazione umanistica ampia ed articolata e una preparazione scientifico-tecnologica altrettanto sviluppata e consolidata. La dif-ferenza tra questo tipo di Liceo e un comune Liceo Scientifico che non si studia il Latino, ma si mira a conoscenze teoriche e soprattutto applicate, ovvero con pi ore di laboratorio. Le conoscenze acquisite non sono comunque cos specifiche come quelle degli altri settori, ma sono pi generali e necessitano di una preparazione universitaria per conseguire una specia-lizzazione e cominciare nel mondo del lavoro.

Alex Maffei



The I.I.S. (Comprehensive Secondary School) G.B. Pentasuglia of Matera is an industrial

school for the study and the in-depth knowledge of some of the most important fields in the world economy. It is divided into five specializations:

Chemistry and Materials Studies;

Electronic and Electrotechnic Studies;

Information Technology and Telecommunication Studies;

Mechanics and Electromechanical Studies;

Applied Sciences High School.

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

Electronic and Electrotechnic Studies: this subject that makes possible the knowledge of everything relative to electrotechnics and its application in social, working and economic life. Some of the specific subjects are electric and automatic systems, electrical technologies, de-sign and technology and planning. Many hours are spent in the laboratory, where you will apply the theoretical knowledge learnt in class. Electrotechnics is everywhere, and to know it completely, becoming an electrotechnic expert, will allow you an effective projection in busi-ness and university. Information Technology and Telecommunication Studies: this subject permits in-depth knowledge of IT and information and elec-tronic systems necessary for the correct functioning of a computer,

which is ever more part of our lives. In this subject, you examine closely the knowledge of elec-tronic devices, creating multimedia products like CDs and small software, therefore creating a strong link and collaboration between students and teachers. At the end of the five years, two of preparation and three of in-depth study, you receive the certificate of information technology expert, a qualification that gives you wide possibilities in the worlds of business and of univer-sity.

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

Applied Sciences High School: there is a difference between this specialization and the

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

Alex Maffei



Thanks to the eTwinning Program

Istituto Tecnico Industriale Statale G. B. Pentasuglia Via Mattei, snc, 75100 Matera Italy - Coordinator

3 " " 3rd Upper Secondary School Miltos Kountouras Thessalonikis & Lahana 7. 14342 , Athens Greece

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