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ŒÎ‰ÔÛË “BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜”

M·Ú›· ºÏˆÚ¿ E¶E


¶·ÓÂÈÛÙËÌ›Ô˘ 59, Aı‹Ó·
TËÏ.: 210 5232621
Y‡ı˘ÓË ¤Î‰ÔÛ˘:
™Ù¤ÏÏ· ºÏˆÚ¿
stella.floras@floras.gr

>T‡¯Ô˜ 10 >ºÂ‚ÚÔ˘¿ÚÈÔ˜ 2010

MËÓÈ·›· ËÏÂÎÙÚÔÓÈ΋ ¤Î‰ÔÛË ÁÈ· ÙÔÓ ÎÏ¿‰Ô Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘

Cambridge ESOL aim to launch


FCE for Schools in 2011

ºÂ‚ÚÔ˘¿ÚÈÔ˜
_ ™ÂÏ. 2

M‹Ó·˜ IÙ·ÏÈÎÒÓ ELT news

_ ™ÂÏ. 6

10 ways to boost your creativity

Mado Badoula _ ™ÂÏ. 8

A›Û٢٘ ÚÔÛÊÔÚ¤˜ ÁÈ· ηıËÁËÙ¤˜ Î·È Ì·ıËÙ¤˜ Multicultural Classrooms!

EÎÙÒÛÂȘ ¤ˆ˜ 60% A new challenge for all


educators!

£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ _ ™ÂÏ. 10

Don’t Give Up! Motivating adult


students to complete language
ÁÚ·ÌÌ·ÙÈΤ˜ courses
‚È‚Ï›· ·ÏÔÔÈË̤ÓË ÏÔÁÔÙ¯ӛ·
ÏÂÍÈο ÂÎ·È‰Â˘ÙÈÎfi ˘ÏÈÎfi _ ™ÂÏ. 14
·È¯Ó›‰È·
P‡ıÌÈÛË ‰·Ó›ˆÓ ÛÙȘ ÙÚ¿Â˙˜
TO NOMO™XE¢IO

_ ™ÂÏ. 16

TÈ ÎÚ‡‚ÂÈ ÙÔ ·ÓıÂÏÏËÓÈÎfi ̤ÓÔ˜


ÙˆÓ «Financial Times»
™Â fiÏ· Ù· BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜
_ ™ÂÏ. 18
02 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

Roger Johnson
Director Assessment & Operations

BREAKING NEWS University of Cambridge ESOL


Examinations

Cambridge ESOL
aim to launch FCE
for Schools in 2011
{New B2 exam for younger students}

FCE (i.e. CEFR level B2) and will have the same recognition, but
the exam will be more accessible and attractive to school-aged
children, who won't feel disadvantaged because some of the
material is intended for adults with broader or different interests.
Will it replace or co exist with the current examination?
FCE for Schools will be offered alongside the current FCE. We
work in over 130 countries and there are some where we would
expect the new test to be more popular, and others where the
current test is more suited to the typical age of the candidates.
Will there be an age restriction for candidates wishing to sit
the particular exam?
There's no age restriction on either version of the test - that
Roger Johnson, Director Assessment & Operations of University wouldn’t be practical or fair - but we have designed FCE for
of Cambridge ESOL Examinations spoke to E Lingua Franca about Schools for a target age group of approximately 12 to 16. That's for
First Certificate for Schools, the brand new B2 examination to be guidance only, and it's best for a teacher or school owner to decide
launched in Greece in 2011. which version of the test is most appropriate for her or his
Project First Certificate for Schools sounds like an exciting students.
idea! How will the new exam be different to the current one? When can we expect the new exam to be launched in
Which needs will it cater for? How will candidates benefit from Greece? At what stage is the process currently?
it? We plan to make FCE for Schools available in Greece from 2011.
FCE for Schools is aimed at school-aged children and reflects What led Cambridge ESOL to decide to launch this new
their interests and how they might use language in real world examination?
situations (either now or in the future). The overall design of the In Greece, English has been regarded as a key skill for decades,
test is the same as current FCE which teachers in Greece are so and Greek children learn English from quite early on, so we expect
familiar with. But the content of FCE for Schools will be suited to this version of FCE to be particularly popular. Other countries are
the age group, and this will be achieved by selecting material for catching up in the sense that as general levels of education
the exam which reflects the school-aged learners’ perspective as improve across the world, more children start to learn English at a
well as their interests. That doesn't require a new test design or a younger age. So, they are ready to do tests which are motivating
different list of topics - FCE for Schools will include the usual wide and which demonstrate success in their English studies at an
range of topics - it's more about how the topics are treated in any earlier age. We've seen this trend in the great interest in our
particular task. Cambridge Young Learner tests and KET and PET for Schools which
For example, most young people like sport and pop music. But have been available for some time and which teachers, parents
a magazine article on these subjects written for school kids has a and the kids themselves find really motivating. Our aim has always
different style and includes different information and arguments been to give people a choice of relevant high-quality tests which
to one written for young adults. are suited to their needs, and FCE for Schools is another step along
FCE for Schools tests at exactly the same level as the current that road.

ºEBPOYAPIO™ 2010
§H•H Y¶OBO§H™
22 & 23 M·˝Ô˘ 2010 AITH™
¶·Ú·Û΢‹, 1Eø2NM:
·ÚÙ›Ô˘
A›Û٢٘
-40%
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-35% -4

-40%
-25%

-45%

-35%
¶ÚÔÛÊÔÚ¿
·Î¤ÙÔ˘

-25%
-50%
NEO

-17% -30%

deeo
viid
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NE
N EO
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-25% ™Â fiÏ· Ù· BÈ‚ÏÈÔˆÏ›·


-25% IÛ¯‡ÂÈ ¤ˆ˜ ™¿‚‚·ÙÔ
MfiÓÔ ÁÈ· Ù· ̤ÏË ÙÔ˘ ºÏˆÚ¿˜ Book Club
¶ÚÔÛÊÔÚ¤˜

-45%
-20%
-30%
-25%

-20% ! K·È ÂηÙÔÓÙ¿‰Â˜


·ÎfiÌ· Ù›ÙÏÔÈ ÛÂ
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-40%
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-60% ¶ÚÔÛÊÔÚ¿
·Î¤ÙÔ˘

Ï›· ºÏˆÚ¿˜
‚·ÙÔ 27/2 ▼¢ÒÚÔ ·fi ÙȘ ÂΉfiÛÂȘ
Edilingua ÛÙÔ˘˜ ÚÒÙÔ˘˜ 40
lub Î·È ÙÔ˘ Teachers Club ηıËÁËÙ¤˜ Ì ÙȘ ·ÁÔÚ¤˜ ÙÔ˘˜
06 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

ELT
news
{What’s hot in ELT}

AÓ·ÎÔÈÓÒıËÎ·Ó ·fi ÙÔÓ ¶·ÓÂÏÏ‹ÓÈÔ ™‡Ó‰Â- B. E•ETA™TPA:


ÛÌÔ I‰ÈÔÎÙ‹ÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ÔÈ K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ AÓÂÍ¿ÚÙËÙÔÈ YÔ„‹ÊÈÔÈ
B1 98 B1 118
ËÌÂÚÔÌËӛ˜ ‰ÈÂÍ·ÁˆÁ‹˜ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ESB B2 140 B2 160
& UCLAN C1 150 C1 170
C2 175 C2 195
English Speaking Board
A. HMEPOMHNIE™: University of Central Lancashire
°Ú·Ù¤˜ EÍÂÙ¿ÛÂȘ °Ú·Ù¤˜ EÍÂÙ¿ÛÂȘ
B1 - B2 - C1 - C2 ™¿‚‚·ÙÔ, 22 & K˘Úȷ΋, 23 M·˝Ô˘ C2 ™¿‚‚·ÙÔ 22, ‹ K˘Úȷ΋, 23 M·˝Ô˘
B. E•ETA™TPA:
¶ÚÔÊÔÚÈΤ˜ EÍÂÙ¿ÛÂȘ: OÈ ËÌÂÚÔÌËӛ˜ ÙˆÓ ÚÔÊÔÚÈÎÒÓ ÂÍÂÙ¿ÛÂˆÓ K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ AÓÂÍ¿ÚÙËÙÔÈ YÔ„‹ÊÈÔÈ
ı· ·Ó·ÎÔÈÓˆıÔ‡Ó Û‡ÓÙÔÌ· C2 175 C2 195
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 12

¶ÂÚÈÛÛfiÙÂÚÔ Î¤Ú‰Ô˜ ÁÈ· Ù· ̤ÏË Ì·˜!!!


TÒÚ· ‰ÂÓ ÎÂÚ‰›˙ÂÙ MONO Ì ÙȘ ·ÁÔÚ¤˜ Û·˜ Û ÏÔÁÔÙ¯ӛ·!!
TÒÚ· ‰ÂÓ ÎÂÚ‰›˙ÂÙ MONO Ì ÙȘ ·ÁÔÚ¤˜ Û·˜ Û ÏÂÍÈο!!
TÒÚ· ‰ÂÓ ÎÂÚ‰›˙ÂÙ MONO Ì ÙȘ ·ÁÔÚ¤˜ Û·˜ Û ۯÔÏÈÎfi ‚Ô‹ıËÌ·!!
TÒÚ· ÎÂÚ‰›˙ÂÙ ÂÈÛÙÚÔÊ‹
KAI Ì ٷ ¯·ÚÙÈο Î·È Ù· ›‰Ë ÁÚ·Ê›Ԣ
°È· οı d 100 ·ÁÔÚÒÓ Ô˘ Ú·ÁÌ·ÙÔÔț٠۷˜ ÂÈÛÙÚ¤ÊÔ˘Ì d 7 ÁÈ· ÙȘ ÂfiÌÂÓ˜ ·ÁÔÚ¤˜ Û·˜.
Aı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59, ÙËÏ. 210-3215590, ¶ÂÈÚ·È¿˜ ZˆÛÈÌ¿‰ˆÓ 46, ÙËÏ. 210-4172819 , K·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31, ÙËÏ. 210-9519140,
N.IˆÓ›· §.HÚ·ÎÏ›Ԣ 350, EÌÔÚÈÎfi K¤ÓÙÚÔ IONIA 2000 ÙËÏ. 210-2710665, ¶ÂÚÈÛÙ¤ÚÈ EıÓÈ΋˜ AÓÙÈÛÙ¿Ûˆ˜ 87, ÙËÏ. 210-5756882,
AÈÁ¿Ïˆ ™Ù. ™·Ú¿ÊË 2, ÙËÏ. 210-5312229, M·ÚÔ‡ÛÈ MÈÏÙÈ¿‰Ô˘ 16, ÙËÏ. 210-8066377, HÏÈÔ‡ÔÏË KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 14, ÙËÏ. 210-9955162,
X·Ï¿Ó‰ÚÈ HÚÒ‰Ô˘ AÙÙÈÎÔ‡ 4, ÙËÏ. 210-6844417, KÔÚ˘‰·ÏÏfi˜ KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56, ÙËÏ. 210-4942302

ºEBPOYAPIO™ 2010
08 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

by Mado Badoula
mbaboula@hotmail.com

10 ways
to boost
your creativity
{Optimize your teaching powers!}

Whether we consider ourselves highly creative teachers 3. MAKE GOOD USE OF YOUR TIME
or not, it is possible for all of us to be even more creative Manage your classroom effectively and don't waste time
if we take the time to nurture that part of ourselves. The on teaching! That can be done if you make good use of
steps below give us direction in how to bring more of our your plan and if you plan for fun making activities,
creativity to the surface and to optimize our teaching discussion (what did we learn today? what did we have
powers at the same time. Don't be afraid to try them. to remember? who liked the lesson? why? what could
we have done differently? why should we even get down
to learning the past continuous?), or game playing that
1. LISTEN TO YOUR STUDENTS
will wisely come down to using what your grammar
There you have fresh new faces in front of you who carry
target has been all the way. Trust your students feeling
fresh new ideas from a world which is no longer yours. on which activity works best and practice it with
Move forward by listening to what they have to say. What variations.
are their opinions about life? What are they enthused
about? What makes them scared? Feel for them. Don't 4. TRY SOMETHING DIFFERENT
assume either that you are the same, or that things What if you are teaching grammar? Should the whole
haven't changed or even that the new generation is lesson be about rules and practicing them in different
completely flat! They know how they might be able to ways? Certainly not! Be bold! Combine it with reading and
learn better; they can tell you what they want; they see where that leads you. At the beginning of each lesson
certainly need you to understand them, not the other sit the students around you on the floor and read them
way round. from a book of their choice for five minutes. Don't focus
on grammar but use your voice to make the story livelier.
2. CARE ABOUT WHAT YOUR STUDENTS CARE Then use the passage during the rest of the grammar
lesson. Adjust the words, phrases, clauses of it to the set
Surf the net; find out what the messenger is; what their
of rules you need them to practice on that certain day.
favorite singers, hobbies, computer games, films are.
They will surely understand much better what you mean
Know them and then use this knowledge to teach them
and will also have immersed in the depths of literature.
in a more creative manner. Use some of the language you
know they come across when dealing in all this computer 5. CONSULT YOUR COLLEAGUES
jargon they seem to know much better than you; read You are not alone. Your colleagues might have great ideas
the magazines they read; try to imagine the future they that have worked for them -or haven't, but that doesn't
have to deal with in a few years and show them ways to mean they can't do the trick for you. Keep a list of these
handle it. Don't try to change them. ideas somewhere everybody can see and consult the

ºEBPOYAPIO™ 2010
[Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘] 09
teacher who came up with an idea for more details. Ask up your sleeve, tricks that you know have worked in the
those who teach other skills what their students tell past and when spotting signs of boredom adapt them to
them about your area of interest and think of ways you the class's certain needs and don't be afraid to use them.
can combine the two. Share classes with other teachers
and plan on a joint lesson where listening and writing can 10. GET A LIFE!
both be practiced e.g. by staging a little performance No teacher has ever managed to survive stress and
with your colleague and then ask your students to write exhaustion without unwinding for a while away from
down their opinion about the topic. classrooms, plans or coursebooks. If you don't get in
touch with the rest of what is going on in the world and
6. GET OUT OF THE SCHOOL just focus on work all you'll be able to come out with is a
Be it to a performance in the language you teach or monolithic personality that your students will have no
around the neighborhood to list all the wrong doings of respect for. Join them in the world of today!
the local authorities that affect people's lives. Show
interest in the language you are helping your students * H M·ÓÙÒ M·ÌԇϷ (mbaboula@hotmail.com) ¤¯ÂÈ ÛÔ˘‰¿ÛÂÈ
learn in. Take them places where people us that target ÓÔÌÈο Î·È ¤¯ÂÈ ÌÂÏÂÙ‹ÛÂÈ ¤Ú· ·fi ÙËÓ ·ÁÁÏÈ΋ ÁÏÒÛÛ·, ‰ËÌfiÛȘ
Û¯¤ÛÂȘ, ‰ËÌÔÛÈÔÁÚ·Ê›· Î·È Û˘Ì‚Ô˘Ï¢ÙÈ΋. MÂÙ·ÊÚ¿˙ÂÈ Î·È
language in professional ways e.g. tour guide, translation ÂÚÁ¿˙ÂÙ·È ÛÙÔÓ È‰ÈˆÙÈÎfi ÂÎ·È‰Â˘ÙÈÎfi ÙÔ̤· Â‰Ò Î·È ÔÏÏ¿ ¯ÚfiÓÈ·.
school, english newspaper offices in you city. Be careful K·Ù¿ ηÈÚÔ‡˜ Û˘ÓÂÚÁ¿˙ÂÙ·È Ì MME Î·È °Ú·Ê›· T‡Ô˘ EÏÏËÓÈÎÒÓ Î·È
not to ask them to spend money on anything (unless you E˘Úˆ·˚ÎÒÓ ¢ÈÎÙ‡ˆÓ Ì Â›ÎÂÓÙÚÔ ÙȘ E˘·ı›˜ KÔÈÓˆÓÈο OÌ¿‰Â˜.
can otherwise manage funding) as that would serve as a
deterrent; not every kid has the pocket money to visit
Herodeion!
TÔ NYC Û·˜ ÚÔÛηÏ› ÛÙË ·ÚÔ˘Û›·ÛË 3 Ó¤ˆÓ
ÚÔÁÚ·ÌÌ¿ÙˆÓ ÂÍÂȉ›Î¢Û˘ ÛÙËÓ ÂȉÈ΋ ·ÁˆÁ‹:
7. TRUST TEAM WORK ñ ¢È·¯Â›ÚÈÛË M·ıËÙÒÓ Ì ™˘Ó·ÈÛıËÌ·ÙÈΤ˜ Î·È ™˘ÌÂÚÈÊÔÚÈΤ˜
Let the students mingle, talk to each other, change seats, ¢˘ÛÎÔϛ˜.
stand up as long as they speak english. Make them play ñ ¢È·¯Â›ÚÈÛË M·ıËÙÒÓ Ì I‰È·›ÙÂÚ˜ EÎ·È‰Â˘ÙÈΤ˜ AÓ¿ÁΘ.
examiner-examinee and evaluate them on the use of the ñ ¢È·¯Â›ÚÈÛË M·ıËÙÒÓ Ì A˘ÙÈÛÌfi- Asperger Syndrome.
language. Ask boys and girls to play the opposite sex and TËÓ K˘Úȷ΋ 28/02 ÛÙȘ 11.00 ÛÙËÓ §. AÌ·Ï›·˜ 38, ™‡ÓÙ·ÁÌ·.
ask them to decide themselves whether they've
T· ÚÔÁÚ¿ÌÌ·Ù· Â›Ó·È ÈÛÙÔÔÈË̤ӷ ·fi ÙÔ BÚÂÙ·ÓÈÎfi
succeeded or not. Be the student and let them teach you
something. Give them a situation to play on where
OÚÁ·ÓÈÛÌfi Edexcel Î·È ·¢ı‡ÓÔÓÙ·È ÛÂ:
everybody will have a certain role. You need a director, ñ EÎ·È‰Â˘ÙÈÎÔ‡˜ ÚˆÙÔ‚¿ıÌÈ·˜ Î·È ‰Â˘ÙÂÚÔ‚¿ıÌÈ·˜
actors and critics. ÂÎ·›‰Â˘Û˘.
ñ K·ıËÁËÙ¤˜ •¤ÓˆÓ °ÏˆÛÛÒÓ
8. KEEP A TEACHER'S JOURNAL ñ NËÈ·ÁˆÁÔ‡˜
Ideas might pop up will shopping or waiting for the bus. ñ EȉÈÎÔ‡˜ £ÂÚ·Â˘Ù¤˜
Keep a journal with you at all times and note down ñ §ÔÁÔıÂÚ·Â˘Ù¤˜
anything that might trigger a new activity. E.g. shopping ñ æ˘¯ÔÏfiÁÔ˘˜
vocabulary or imagine what people might be thinking ñ ™˘Ì‚Ô‡ÏÔ˘˜
about when stuck in queues. Let your students ask ñ ™¯ÔÏÈÎÔ‡˜ ™˘Ì‚Ô‡ÏÔ˘˜
around -parents, friends, teachers at school- and make a
ñ KÔÈÓˆÓÈÔÏfiÁÔ˘˜
list to share with the rest of the classroom. Use that to
teach modal verbs, dream of/about, think of/about,
ñ ºÔÈÙËÙ¤˜ ·ÓÙ›ÛÙÔȯˆÓ ÂȉÈÎÔÙ‹ÙˆÓ ( Â› Ù˘¯›Ô)
wishes, conditionals or even some very useful swear H ÂΉ‹ÏˆÛË ı· Ï·ÈÛȈı› Ì ÌÈ· ÛÂÈÚ¿ ÔÌÈÏÈÒÓ ·fi
words! ÂÍÂȉÈÎÂ˘Ì¤ÓÔ˘˜ ÂÈÛÙ‹ÌÔÓ˜ ÛÙÔ ¯ÒÚÔ Ù˘ ÂȉÈ΋˜ ·ÁˆÁ‹˜.

9. DON'T OVERDO IT E›ÛÔ‰Ô˜ EχıÂÚË


Don't plan everything! It simply won't work. And it will £· ¯ÔÚËÁËı› ÈÛÙÔÔÈËÙÈÎfi ·Ú·ÎÔÏÔ‡ıËÛ˘
frustrate you if you depend too much on it. A single
thought someone dropped in classroom might be able to ¶ÏËÚÔÊÔڛ˜: New York College, AÌ·Ï›·˜ 38, ™‡ÓÙ·ÁÌ· 105
form itself into an activity. Look out for utterings that 58. ÙËÏ. 210 – 32 25 961, email: nycath@nyc.gr
serve such purpose. Have some non time consuming aces

ºEBPOYAPIO™ 2010
10 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

¢Ú. £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘

Multicultural
Dr. Theodora Papadopoulou
Teacher Trainer, Lecturer at NYC

Classrooms!
A new challenge
for all educators! {The solution is knowledge}

Over the last years, Greece has accepted a significant new learning experiences.
number of immigrants who crave for a better quality of life Every student is a unique personality who carries strong
and more opportunities that will give them the chance to beliefs, is culturally shaped and has set boundaries that
develop their abilities and prove their strengths in many need to be respected. We can't approach this student
sectors including education. without showing respect to his/her beliefs and experiences.
Greece has welcomed people from various parts of the Accepting a student in our class means accepting everything
world who come from various social and financial levels. about him/her. We should gradually introduce him/her to
They all share the same wish: equal opportunities and the new learning environment and give him/her time to
acceptance. adjust. It is completely disastrous to reject all his/her past
The new reality has brought major changes in the and demand a quick adjustment.
educational system. Although the new generation of students is less affected by
The school environment has definitely become a signs of xenophobia, it would be unrealistic to believe that
multicultural one that needs new teaching methods and a all students are ready to embrace everyone who thinks, acts
new curriculum in order to satisfy all students' needs. and looks different than them. It is the teacher's role not to
Multicultural education is a field of study and an emerging allow such behaviours to find room to grow in the school
discipline whose major aim is to create equal educational environment. The teacher should foster warm, welcoming
opportunities for students from diverse racial, ethnic, social- and caring environments where all children will develop
class, and cultural groups. One of its important goals is to their abilities.
help all students acquire the knowledge, attitudes, and skills A basic factor that should not be taken lightly is 'safety'.
needed to function effectively in any society and to interact, Students become more committed and do their best in any
negotiate, and communicate with people from diverse environment that protects and supports their individual
groups in order to create a civic and moral community that needs. Students interact better with teachers who are
works for the common good ( Banks and Banks, 1995). friendly, approachable, supportive and fair.
The teacher should not be an aloof authority figure. He/she
Foreign language teachers have to face this new challenge should be the coach, the supporter, the person who has the
since classes have been enriched with students who come solution to any problem that may arise in the classroom. The
from different countries and have been educated in a teacher is the one who sets the rules and expects all
different learning environment. The big challenge is not only students to follow.
to successfully lead these students to the acquisition of a There are basic principles that teachers who teach in
diploma but to make them fully absorb the new information, multicultural classrooms should have in mind in order to
participate in every activity that takes place in the increase the level of performance of their students. Some of
classroom, successfully interact with both teachers and them are listed below:
peers and on top of everything, fully accept and enjoy the ñ Collect information about your students' interests and

ºEBPOYAPIO™ 2010
[Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘] 11
experiences so as to prepare appropriate and familiar 2002; Shulman & Mesa-Bains, 1993; Silverman,
material for pair work and other classroom activities that will Welty, & Lyon, 1994, there are several long-
draw all students' attention. term benefits of the global perspective of
ñ Encourage students to respond to each others' questions multicultural education. Some of these long
and comments, not just your own, to foster a sense of term benefits are as follows:
community. 1. Multicultural education increases
ñ Show trust and respect to students who come from other productivity because a variety of mental
countries. The rest of the class will imitate your actions and resources are available for completing the
embrace them as respectful members of the school same tasks and it promotes cognitive and
community. moral growth among all people.
ñ Give every student a role in the classroom. 2. Multicultural education increases creative problem-
ñ Provide guidelines for group discussions so as to create an solving skills through the different perspectives applied to
environment where students will feel safe voicing their same problems to reach solutions.
opinions. 3. Multicultural education increases positive relationships
ñ Turn the lesson into a multisensory one! through achievement of common goals, respect,
appreciation, and commitment to equality among the
Many foreign language teachers struggle to teach intellectuals at institutions of higher education.
vocabulary and explain idioms to students who are at an 4. Multicultural education decreases stereotyping and
elementary level and don't speak the native language of the prejudice through direct contact and interactions among
country they live in. They wonder how it is feasible to diverse individuals.
familiarise these students with the content of the book and 5. Multicultural education renews vitality of society through
initiate them to take part in all the activities that take place the richness of the different cultures of its members and
in the classroom. The answer is simple and always effective fosters the development of a broader and more
! Take the lesson out of the book. New vocabulary can easily sophisticated view of the world.
be explained by using examples, putting the words in Schools are designed to welcome and serve any individual
dialogues and narrating stories that give students the who wishes to learn. The teacher's role is to help every
chance to guess the meaning of the new words. student overcome the obstacles that prevent him/her from
Students love being given initiatives. You can ask your learning and make all the appropriate adjustments that will
students to guess and predict the end of the stories that are help him feel safe and protected in the school environment.
presented in the books, write new dialogues and what's Constant support, guidance, and chances to exchange
more act these dialogues out in the classroom in the form of personal experiences and information in the classroom- in
role plays. If the teacher wants to have a more target- forms of classroom activities- will give the chance to all
focused activity, he/she can ask students who work in pairs students to familiarise themselves with the new reality,
to write the dialogues themselves, using specific vocabulary learn from each other and develop a different opinion
that is given to them. In this way, the teacher is always able towards diversity. Multicultural education is the beginning of
to understand whether the new information is successfully a new era that helps all citizens of the world comprehend
understood and thus correctly used. Students, on the other the importance of co-existing with people who think
hand, will have the chance to absorb new material through differently, express themselves differently, look differently
strong associations that are strengthened by the but wish, desire and learn in the same way.
participation of all senses.
Students should not be passive learners. In cases of Bibliography
multicultural classrooms, students easily adjust to a Banks, James, A (1999). An Introduction to Multicultural
multisensory learning environment. It is a totally new Education. Boston: Allyn and Bacon.
experience that they are not afraid to explore. Proper Banks, J. A., & Banks, C. A. M. G. (Eds.). (2001). Multicultural
material, well designed activities, guidance, and clear goals education: Issues and perspectives. New York: John Wiley.
are the keys to successful multisensory lessons. Bergin & Garvey, (1995). Critical Multiculturalism: Uncommon
Students who are exposed to multicultural educational Voices in a Common Struggle. Edited by Barry Kanpol and
Peter McLaren. Westport, CT
experiences are highly benefited in many sectors. According
García, E. E. (1999). Student cultural diversity understanding
to Banks, 1987; Clark & Gorski, 2002; Cushner, McClelland, &
and meeting the challenge. Boston: Houghton Mifflin.
Stafford, 2000; Duhon, Mundy, Leder, LeBert, & Ameny-
Gay, G. (2000). Culturally responsive teaching theory,
Dixon, 2002; Duhon-Boudreaux, 1998; Gollnick & Chinn, research, and practice. New York: Teachers College Press.
2002; Hirsh, 1987; Johnson &Johnson, 2002; Larson & Lynch, James (1991). Education for Citizenship in a
Ovando, 2001; Levy, 1997; Quiseberry, McIntyre, & Duhon, Multicultural Society. New York: Cassell

ºEBPOYAPIO™ 2010
12 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 6 EÎÙˆÙÈÎfi ¶·Î¤ÙÔ ESB-UCLAN Partner With TESOL: A Global Outreach Program
EÎÙˆÙÈÎfi ·Î¤ÙÔ Uclan C2 + ESB C2: 265 EYPø
°È· ÙÔ˘˜ ˘Ô„ËÊ›Ô˘˜ ÙˆÓ K.•.°. Ô˘ ı¤ÏÔ˘Ó Ó· Û˘ÌÌÂÙ¤¯Ô˘Ó ÛÙȘ ÂÍÂÙ¿-
ÛÂȘ Î·È ÙˆÓ ‰‡Ô ÊÔÚ¤ˆÓ, Ù· ÂͤٷÛÙÚ· Â›Ó·È 265 ¢ÚÒ ·ÓÙ› ÁÈ· 350 ¢ÚÒ.
¶ÏËÚÔÊÔڛ˜ ÛÙÔ 210 3828539 Î·È ÛÙÔ www.europalso.gr
As the global association for teachers of English to speakers of other
languages, TESOL strives to make its member services available to all
English language educators worldwide. Unfortunately, because of
financial constraints, not all teachers are able to utilize the professional
development services afforded by TESOL membership and products.
In 2010, TESOL is creating a way for you to make a difference in the
careers of these less fortunate, yet hard working English language
A Star is born educators.
2010 sees the rise and shine of new ELT publisherNORTH STARELT To help these teachers, TESOL is forming the Outreach Fund. Donations
(www.northstarelt.co.uk) founded by ex-teacher and linguist Andy received by this fund will be used to provide professional development
Cowle, who has been in international ELT publishing and bookselling for services and products to individual members in need. These members
20 years. He's a presenter, too, and will be out and about at key events, will receive publications as well as financial assistance for TESOL annual
so watch this space. The first titles to orbitthe new star in the ELT galaxy membership and professional development.
will be some new photocopiable resources for primary and secondary Information on how you may contribute to this outreach program
teachers (including one to teach English through football for the World will be forthcoming in early 2010http://wwww.tesolgreece.org/
Cup!) and a fresh edition of the popular Phrasal Verbs in Context,a
cartoon story with text and exercises and audio CD,to
learn/teach/practise 300 key phrasal verbs! (so who says phrasal verbs
can't be memorable and fun!). Also, check out the authentic listening
series called Real Lives Real Listening by listening skills specialist Sheila
Thorn of The Listening Business (www.thelisteningbusiness.com) and
keep an eye on the North Star ELT website for downloadable listening Coming Soon on SEETA!
materials based on conversations with native and non-native speakers. 19 - 26 February 2010
For further information you can contact them directly at Jamie Keddie
english@northstarelt.co.uk How Do You Tube?
K¶° K·Ù¿ÚÁËÛË Ù˘ ÂÍÔ˘ÛÈÔ‰fiÙËÛ˘ http://www.seeta.eu/

TÔ YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜ ·Ó·ÎÔ›ÓˆÛ fiÙÈ ÁÈ· ÙËÓ ·-


ÏÔ‡ÛÙ¢ÛË Ù˘ Û¯ÂÙÈ΋˜ ‰È·‰Èηۛ·˜ ηٷÚÁ‹ıËÎÂ
Ë ÚÔ‚ÏÂfiÌÂÓË ÂÍÔ˘ÛÈÔ‰fiÙËÛË Î·Ù¿ ÙË ÌË ·˘ÙÔ-
ÚfiÛˆË ˘Ô‚ÔÏ‹ ·›ÙËÛ˘ ÁÈ· Û˘ÌÌÂÙÔ¯‹ ÛÙȘ ÂÍÂ-
Ù¿ÛÂȘ ÙÔ˘ KÚ·ÙÈÎÔ‡ ¶ÈÛÙÔÔÈËÙÈÎÔ‡ °ÏˆÛÛÔÌ¿ıÂÈ·˜. Sunday, 21st February 2010
CETT® Past Papers now online! 8th Annual Psychico College Event
You can now prepare online for both the Methodology and Language “Diversity”
Awareness Papers of the Communicative English Teaching Test (CETT®) Speakers: G.Montel-Yannoulis, J.Sclafani and
with more than just a sample of items. Psychico College Team
Hellenic American Union have uploaded the complete June 2007 CETT® Venue: Psychico College , 15 Stefanou Delta Street, Paleo Psychiko
past papers along with an answer key and explanations for your perusal. See www.tesolgreece.org for further information
You can take the entire test and then check your answers at the end or
simply focus on particular areas of interest and check your answers 31st Annual TESOL Greece International Convention
against those provided.
Date: Saturday 13th and Sunday March 14th, 2010

M IKPE™ A °°E§IE™ Venue: Hellenic American Union, 22 Massalias St.,


Athens, Greece
ñ ¶ø§EITAI K•° ÛÙÔ HÚ¿ÎÏÂÈÔ KÚ‹Ù˘ 10Â- ñ A°°§IKøN ηıËÁ‹ÙÚÈ· Ì ›ڷ ˙ËÙ› ÂÚ- Theme: "Living and Learning in a Brave New World"
Plenary Speakers:
ÙÔ‡˜ ÏÂÈÙÔ˘ÚÁ›·˜ ÂÍÔÏÈṲ̂ÓÔ Ì ÙÂÏÂ˘Ù·›- Á·Û›· Û K•°. TËÏ.: 2109835261, Paul Bouniol, RCEL research team, Faculty of
·˜ Ù¯ÓÔÏÔÁ›·˜ ÔÙÈÎÔ·ÎÔ˘ÛÙο ̤۷ Û 6977826466 English Studies, University of Athens
ÎÂÓÙÚÈÎfi ÛËÌÂ›Ô Ì ¯·ÌËÏfi ÂÓÔ›ÎÈÔ, ÛÙ·ıÂ- ñ ¶ø§EITAI K•°, ÈÛfiÁÂÈÔ, 100 Ù.Ì., ÏfiÁˆ Û˘- Annie Hughes, Director of the MA in TEYL,
Ú‹ ÂÏ·Ù›· Î·È Ôχ ηϤ˜ ÚÔÔÙÈΤ˜ ÓÙ·ÍÈÔ‰fiÙËÛ˘. ¶Ï‹Úˆ˜ ÂÍÔÏÈṲ̂ÓÔ, Û University of York, UK
Michael Kassotakis, Professor of Pedagogy,
ÂÚ·ÈÙ¤Úˆ ·Ó¿Ù˘Í˘. TÈÌ‹ Û˘˙ËÙ‹ÛÈÌË. ¿ÚÈÛÙË Î·Ù¿ÛÙ·ÛË, ¤¯ÂÈ ÙÚÂȘ ·›ıÔ˘Û˜ ‰È-
University of Athens
TËÏ.: 6972761750 (ÚˆÈÓ¤˜ ÒÚ˜). ‰·Ûηϛ·˜, ÁÚ·Ê›Ô, ·›ıÔ˘Û· ˘ÔÏÔÁÈ- Katerina Maridaki - Kassotaki, Professor of
ñ ¶ø§EITAI K•° ÎÔÚ˘Ê·›·˜ ÂˆÓ˘Ì›·˜ ÛÙÔ ÛÙÒÓ, ·›ıÔ˘Û· ·Ó·ÌÔÓ‹˜, 2wc. TÈÌ‹ ¢ηÈ- Educational Psychology and Vice-Rector of
ΤÓÙÚÔ Ù˘ N. ™Ì‡ÚÓ˘, ÙÈÌ‹ ÚÔÛÈÙ‹, ¿ÚÈÛÙ· Ú›·˜ 13.000 ¢ÚÒ, ÙÈÌ‹ ÂÓÔÈΛԢ 600 ¢ÚÒ. Charokopio
ÂÍÔÏÈṲ̂ÓÔ. TËÏ.: 6945896200. TËÏ.: 6947666188 Janet Zadina, Assistant Professor in Cognitive
Neuroscience, Tulane University

ºEBPOYAPIO™ 2010
Εκδόσεις ΨΥΧΟΓΙΟΣ
Γι α α να γ νώσ τ ες με απαιτήσε ις
w w w . p s i c h o g i o s . g r

Εσείς κι εμείς πάντα σ᾽ επαφή

Μαρία Τζιρίτα Μάρω Κερασιώτη


αν δεν υπηρχε αυριο η μικρα νησοσ
Τέσσερις άνθρωποι εγκλωβίζονται Στους παλιούς βενετσιάνικους χάρτες,
στα χαλάσματα μιας τράπεζας, ύστερα το βραχονήσι της Μαρίας εμφανίζεται
από βομβιστική επίθεση. Μαζί τους κι σαν ένα στρογγυλό σημάδι, με το όνομα
ένας μυστηριώδης άντρας, ο οποίος Piccola Isola. Σ’ αυτό το νησί η Μαρία θα
τους εξομολογείται ένα τραγικό και παντρευτεί τον άντρα που διάλεξε γι’ αυ-
απίστευτο μυστικό που τους δένει με τήν ο πατέρας της, θα τον αγαπήσει χω-
όρκο σιωπής και τους αναγκάζει να ρίς ανταπόκριση, και θα γίνει μητέρα και
δουν τη ζωή με άλλο μάτι – ακόμα κι δούλα του σπιτιού της. Μέχρι που ένας
αν δεν υπάρχει αύριο… σεισμός ανοίγει το κουτί της Πανδώρας.

ΔΙΑΒΑΣΤΕ ΕΠΙΣΗΣ: ΔΙΑΒΑΣΤΕ ΕΠΙΣΗΣ:


ΒΑΣΤΕ ΕΠΙΣΗΣ: MATIA MOY (34η ΧΙΛΙΑΔΑ) ΜΕΝΕΞΕΔΕΣ ΚΑΙ ΓΑΖΙΕΣ
TIA MOY (34η ΧΙΛΙΑΔΑ) ΤΟ ΠΑΙΔΙ ΤΗΣ ΑΓΑΠΗΣ (39η ΧΙΛΙΑΔΑ) (6η ΧΙΛΙΑΔΑ)
ΔΙ ΤΗΣ ΑΓΑΠΗΣ (39η ΧΙΛΙΑΔΑ)

Νοέλ Μπάξερ Έφη Βενιανάκη


τη νυχτα που γυρισε ο χρονοσ τρεισ ωκεανοι και μια θαλασσα
Έχει μπροστά της μία ολόκληρη νύχτα Ένα υπερωκεάνιο διασχίζει τρεις ωκεα-
για να κάνει μια καινούργια αρχή... Επι- νούς και μια θάλασσα για να ενώσει δυο
στρέφει στις ρίζες της, στην Κερασούντα πατρίδες. Στο κατάστρωμα, ένα επτά-
του Πόντου. Σε ένα μοναχικό καφενείο, χρονο κορίτσι, που η μαμά του το φω-
καθισμένη απέναντι από τον ξάδελφό νάζει «Μα», αφήνει πίσω τη γη που ως
της για να βυθίζεται στα θαλασσιά μάτια τώρα ήταν το σπίτι της με μια μεγάλη
του, η Σουλτάνα ξεκινάει μια κατάβαση υπόσχεση. Λίγο προτού γυρίσει ο αιώ-
σε γεγονότα παλιά, κομμάτια Ιστορίας, νας, η Μα, που τώρα έγινε Μαρία, εγκα-
μνήμες, αισθήματα. Μια κοριτσίστικη θίσταται στον γενέθλιο τόπο της γιαγιάς
πλεξούδα και ένα έγκλημα θα είναι η της, για να κλείσει κύκλους που ως τότε
αφορμή για να ανοίξει το παλιό, σκου- έμεναν ανοιχτοί. Η ιστορία τριών γυ-
ριασμένο κουτί από μπισκότα... ναικών που, στο διάβα ενός αιώνα και
ανάμεσα στα δύο ημισφαίρια, αποδει-
ΔΙΑΒΑΣΤΕ ΕΠΙΣΗΣ: κνύουν πως «η πιο γλυκιά πατρίδα εί-
ΑΠΟ ΔΡΥ ΠΑΛΙΑ ΚΙ ΑΠΟ ΠΕΤΡΑ ναι η καρδιά».
(24η ΧΙΛΙΑΔΑ)

a n a z h t η σ τ ε τα σ τα β ι β λ ι ο π ω λ ε ι α φ λ ω ρ α σ

www.
• AΘΗΝΑ: Πανεπιστημίου 59, 10564, τηλ.: 210 32 15 590, fax: 210 32 43 368
• Πειραιάς: Ζωσιμάδων 46, 18535, τηλ.: 210 41 72 819, fax: 210 41 29 435
• Καλλιθέα: Σκοπευτηρίου 31, 17673, τηλ.: 210 95 19 140, fax: 210 95 77 435
• Ν. Ιωνία: Λ. Ηρακλείου 350, Εμπ. Κέντρο ΙΟΝΙΑ 2000, 14231, τηλ.: 210 27 10 665, fax: 210 27 53 021
• Περιστέρι: Εθνικής Αντιστάσεως 87, 12134, τηλ.: 210 57 56 882, fax: 210 57 74 326
• Αιγάλεω: Στέφανου Σαράφη 2, 12241, τηλ.: 210 53 12 229, fax: 210 53 12 269
• Μαρούσι: Μιλτιάδου 16, 15122, τηλ.: 210 80 66 377, fax: 210 80 66 143
• Ηλιούπολη: Κουντουριώτου 14, 16342, τηλ.: 210 99 55 162, fax: 210 99 55 362
• Χαλάνδρι: Ηρώδου Αττικού 4, 15233, τηλ.: 210 68 44 417, fax: 210 68 44 421
• Κορυδαλλός: Κουντουριώτου 54-56, τηλ.: 210 49 42 302
• Θεσσαλονίκη: Παύλου Μελά 24, τηλ.: 2310 224 732
14 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

Don’t Give Up!


Motivating adult
students to
complete language
courses {More information on the DGU book can be found here
http://www.dontgiveup.eu/joomla/}

Too many adult language learners drop-out of language courses, be exactly hierarchies. The answer to the question, “Why do you
the European Union funded project, 'Dont Give Up' offers language want to study a following language“?, is inevitable and key one while
schools, teachers and students a complete set of motivational Best choosing the instruction form and making up a lesson plan. Motives
Practices for every level of adult language learning to ensure student that lead an adult to foreign language study can be divided into two
success. In fact many of the best practices can be used in other groups; willing and unwilling. A lecturer's key task is to create such
levels of language teaching and learning. The project has gathered an environment to make a student realise the correct reasons for the
best practices, that will help you use your resources more study. Next not less important lecturer's task is to motivate a student
efficiently, reduce costs, gain better teacher satisfaction and, most over the whole course of the study, thus continually, say by means
importantly, have students that succeed and can use the Best of change from primary motivation to continual motivation.
Practices in their own learning and come back to attain higher levels. Financial restriction
The project has published the 'Don't Give Up' book that includes all Especially in post-communistic countries language courses for
48 Best practices for language school managers and pedagogists, adults are organized only in the private sector. This way of study is at
language teachers and students. The best practices cover every many instances financially demanding for a student. We see the
aspect of running a language courses and language school. solution of this problem in the creation of a complex system by
You can also contribute to the best practices on our Wiki here. On means of which a state would contribute to financing language
the Wiki you can tell the community about your experiences in using courses for adults.
the best practices and add your ideas as well. Time pressure
Why do adult students leave language courses before their Most of adults are under time pressure in regards to their
successful completion? work, family or other free time activities.
Pedagogical aspect National aspect
Weak methodological preparation of teachers for working with For most of European states the adult education is not priority but
adults - teachers have good education for teaching languages, stands on the second place behind the children education. The
quality language preparation; they, however, miss the experience Departments of Education do not press enough to emphasise the
with adult students. This fact reflects negatively on the study's huge importance of Language Adult Education and thus contribute
results and also increases the students'percentage that leaves to its promotion.
language courses before their completion. We see one outcome in Physical aspect of a location and groups
the establishment of an independent field: Language Adult Downsides are badly equipped classroom (lack of light,
Education which would be taught at European Universities. This uncomfortable chairs etc.) and big study groups where a teacher
study field would have to include all the aspects of Language Adult does not give sufficient attention to individual students. These
Education; and these are: a foreign language knowledge, mastering aspects are strongly demotivational for students.
of teaching techniques and language education methodology; Solutions can be easy; e.g. from a change of classroom's wall
pedagogical, social and methodological work with adult students. colour to the language course overall structure. In this chapter you
Psychological aspect will learn about concrete instructions how to avoid early leaving of
Teachers do not sufficiently motivate adult students in regards to students from a course.
the lack of experience with methodical approaches in the adult The main problem with a whole range of educational courses for
education. A whole complex of motives influences an adult student adults is the need for integration of many other requirements, the
which develops and changes in the course of whole study and cannot lack of time or resources, with a given course. Even those students

ºEBPOYAPIO™ 2010
[Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘] 15
who are the most motivated ones meet unexpected problems during ñ Motivational skills of a lecturer
a course which interfere into their ability to finish a course. Language ñ The lecturer's preparation
schools constantly face this problem and the incompletion rate is ñ The general overview of a lecturer
disproportionably high. These high rates of abandoning courses are ñ The lucidity of his/her instruction
for language courses on the one hand very costly and on the other ñ The division of the instruction in individual lessons
very demanding for their management while planning courses and ñ Clearness - examples, comparison ... etc.
obtaining sources. Students and also lecturers themselves suffer ñ Visualization
from a course incompletion; and that from a financial, educational, ñ Briefness
social and psychological side. The analysis and quantitative ñ Summary of the language matter
assessment of individual negative aspects following the adult ñ Feedbacks - questionnaires, test, a control of applicant's
education is the part of this chapter. knowledge
First of all let us define general criteria for the assessment of Permanent associated phenomenon of adult education must be:
lecturer's successful work and summarize associated phenomena of ñ Certainty that an applicant manages the language matter
the adult education. The criteria for the assessment of successful ñ Positive climate from lecturer's communication and a
work of an adult lecturer: participant
ñ The lecturer's personality ñ The experience of success - progress in learning

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ÎÔÓÙ¿ Û·˜ ÌÂ ¤Ó· ÎÏÈÎ

N¤Ô florasfun.gr ·fi ÙÔÓ ™Â٤̂ÚË Ì·˙› Û·˜!


ñ ¶ÈÔ ÁÚ‹ÁÔÚÔ

ñ ¶ÈÔ ÊÈÏÈÎfi

ñ M ‚ÈÓÙÂÔ·ÚÔ˘ÛÈ¿ÛÂȘ Ó¤ˆÓ Ù›ÙψÓ


Î·È ·Á·ËÌ¤ÓˆÓ Û˘ÁÁڷʤˆÓ

ñ M ‰˘Ó·ÙfiÙËÙ· ·ÔÛÙÔÏ‹˜
Û fiÏÔ ÙÔÓ ÎfiÛÌÔ

¢ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ Ì courier Î·È ·ÓÙÈηٷ‚ÔÏ‹


(¯ˆÚ›˜ ¯Ú‹ÛË ÈÛÙˆÙÈ΋˜ οÚÙ·˜) ÁÈ· ·Í›· ¿Óˆ ÙˆÓ 20 ¢ÚÒ.
°È· ·Í›· ÌÈÎÚfiÙÂÚË ÙˆÓ 20 ¢ÚÒ ‰ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ Ì courier Î·È ¯Ú¤ˆÛË ÈÛÙˆÙÈ΋˜ οÚÙ·˜.

EÁÁ˘Ë̤ÓË ÂÈÛÙÚÔÊ‹ ¯ÚËÌ¿ÙˆÓ

K·È ¿ÓÙ· Ì ÙËÓ ·ÍÈÔÈÛÙ›· ÙˆÓ BÈ‚ÏÈÔˆÏ›ˆÓ ºÏˆÚ¿˜


www.florasfun.gr
ºEBPOYAPIO™ 2010
16 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

P‡ıÌÈÛË ‰·Ó›ˆÓ

ÛÙȘ ÙÚ¿Â˙˜ €

TO NOMO™XE¢IO
{AÓ·‰ËÌÔÛ›Â˘ÛË:
¢ÂÏÙ›Ô E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ ¶ÂÈÚ·ÈÒ˜}

TÔ Û¯¤‰ÈÔ ÓfiÌÔ˘ «P‡ıÌÈÛË ÂȯÂÈÚËÌ·ÙÈÎÒÓ Î·È Â·ÁÁÂÏÌ·ÙÈ- ÛÂˆÓ ÁÈ· ÂȯÂÈÚËÌ·ÙÈÎÔ‡˜, Â·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ‹ ·ÁÚÔÙÈÎÔ‡˜ ÛÎÔ-
ÎÒÓ ÔÊÂÈÏÒÓ ÚÔ˜ Ù· ÈÛÙˆÙÈο ȉڇ̷ٷ, ‰È·Ù¿ÍÂȘ ÁÈ· ÙËÓ ÂÂ- Ô‡˜, ÌÔÚÔ‡Ó Ó· ˙ËÙ‹ÛÔ˘Ó ·fi Ù· ȉڇ̷ٷ ·˘Ù¿ ÙËÓ ˘·ÁˆÁ‹
ÍÂÚÁ·Û›· ‰Â‰ÔÌ¤ÓˆÓ ÔÈÎÔÓÔÌÈ΋˜ Û˘ÌÂÚÈÊÔÚ¿˜ Î·È ¿ÏϘ Û ڇıÌÈÛË ÙˆÓ ÔÊÂÈÏÒÓ ÔÈ Ôԛ˜ ¤¯Ô˘Ó ηٷÛÙ› ÏËÍÈÚfiıÂ-
‰È·Ù¿ÍÂȘ» ηٷ٤ıËΠÛÙËBÔ˘Ï‹ ·fi ÙÔ ˘Ô˘ÚÁÂ›Ô OÈÎÔÓÔÌ›·˜, Û̘ ÌÂÙ¿ ÙËÓ 1.1.2008 Î·È Ì¤¯ÚÈ ÙË ‰ËÌÔÛ›Â˘ÛË ÙÔ˘ ·ÚfiÓÙÔ˜
AÓÙ·ÁˆÓÈÛÙÈÎfiÙËÙ·˜ Î·È N·˘ÙÈÏ›·˜, Ô˘ ÚԂϤÂÈ ÚÔıÂÛÌ›· ˘- ÓfiÌÔ˘. AÓ Ë Û‡Ì‚·ÛË ‰ÂÓ ¤¯ÂÈ Î·Ù·ÁÁÂÏı›, ÚÔ¸fiıÂÛË ÁÈ· ÙË
Ô‚ÔÏ‹˜ ·ÈÙ‹ÛÂˆÓ ¤ˆ˜ ÙȘ 15 M·ÚÙ›Ô˘ 2010 ÁÈ· ÙË Ú‡ıÌÈÛË ÏËÍÈ- Ú‡ıÌÈÛË Â›Ó·È Ó· ˘Ê›ÛÙ·Ù·È ÏËÍÈÚfiıÂÛÌË ÔÊÂÈÏ‹ Ì ηı˘ÛÙ¤-
ÚfiıÂÛÌˆÓ ÔÊÂÈÏÒÓ ÌÂÙ¿ ÙËÓ 1Ë I·ÓÔ˘¿ÚÈÔ˘ 2008, fiˆ˜ Î·È ÚËÛË ÙÔ˘Ï¿¯ÈÛÙÔÓ ÙÚÈÒÓ ÌËÓÒÓ. Afi ÙÔ ˘fi Ú‡ıÌÈÛË Û˘ÓÔÏÈο Ô-
ÌÂÙ¿ ÙËÓ 1Ë I·ÓÔ˘¿ÚÈÔ˘ 2005, ·ÏÏ¿ Î·È «¿ÁˆÌ·» ÙˆÓ ‰È·‰Èη- ÊÂÈÏfiÌÂÓÔ ÔÛfi ·Ê·ÈÚÔ‡ÓÙ·È Î·È ‰È·ÁÚ¿ÊÔÓÙ·È ÔÈ ÙfiÎÔÈ ˘ÂÚË-
ÛÈÒÓ ·Ó·ÁηÛÙÈ΋˜ ÂÎÙ¤ÏÂÛ˘ ÁÈ· ÙËÓ Â›ÛÚ·ÍË ÏËÍÈÚfiıÂÛÌˆÓ ÌÂÚ›·˜ Î·È ·Ó·ÙÔÎÈÛÌÔ‡.
ÔÊÂÈÏÒÓ ·fi ÙËÓ „‹ÊÈÛË ÙÔ˘ ÓfiÌÔ˘ Î·È Ì¤¯ÚÈ ÙȘ 30 IÔ˘Ó›Ô˘ TÔ Û‡ÓÔÏÔ Ù˘ ÔÊÂÈÏ‹˜ Ô˘ ˘¿ÁÂÙ·È Û ڇıÌÈÛË ‰ÂÓ ÌÔÚ› Ó·
2010. ˘ÂÚ‚·›ÓÂÈ ÙÔ ¤Ó· ÂηÙÔÌ̇ÚÈÔ Â˘ÚÒ ·Ó¿ ÈÛÙˆÙÈÎfi ›‰Ú˘Ì· ηÈ
TÔ ·ÓˆÙ¤Úˆ Û¯¤‰ÈÔ ÓfiÌÔ˘ ·ÔÙÂÏ› ÙËÓ ÚÒÙË ÓÔÌÔıÂÙÈÎÔ‡ ¯·- Ù· ÙÚ›· ÂηÙÔÌ̇ÚÈ· ¢ÚÒ ÛÙÔ Û‡ÓÔÏÔ ÙˆÓ ÈÛÙˆÙÈÎÒÓ È‰Ú˘Ì¿-
Ú·ÎÙ‹Ú· ÚˆÙÔ‚Ô˘Ï›· ÙÔ˘ ˘Ô˘ÚÁ›Ԣ Ì ÛÙfi¯Ô ÙËÓ ÙfiÓˆÛË Ù˘ ÙˆÓ.
Ú¢ÛÙfiÙËÙ·˜ ÛÙËÓ ·ÁÔÚ¿. AÎÔÏÔ˘ı› Ë Î·Ù¿ıÂÛË ÛÙË BÔ˘Ï‹ ÙÔ˘ 2. H ·ÔÏËڈ̋ Ù˘ ηٿ ÙËÓ ÚÔËÁÔ‡ÌÂÓË ·Ú¿ÁÚ·ÊÔ ÚÔ-
ۯ‰›Ô˘ ÓfiÌÔ˘ ÁÈ· Ù· ˘ÂÚ¯Úˆ̤ӷ Ê˘ÛÈο ÚfiÛˆ·, ÂÓÒ Û‡- ·ÙÔ˘Û·˜ ÔÊÂÈÏ‹˜ Ú¤ÂÈ Ó· ¤¯ÂÈ ‰È¿ÚÎÂÈ· ›ÛË Ì ·˘Ù‹ Ô˘ ·-
ÓÙÔÌ· ÙÔ ˘Ô˘ÚÁÂ›Ô ı· ‰ÒÛÂÈ Û ‰ËÌfiÛÈ· ‰È·‚ԇϢÛË Î·È ÙÔ Ô̤ÓÂÈ ‹, Û ÂÚ›ÙˆÛË Û‡Ì‚·Û˘ Ô˘ ¤¯ÂÈ Î·Ù·ÁÁÂÏı› ı· ·-
Û¯¤‰ÈÔ ÓfiÌÔ˘ ÁÈ· ÙË ‰È·ÁÚ·Ê‹ ÙˆÓ Î·Ù·¯ÚËÛÙÈÎÒÓ fiÚˆÓ ·fi ÙȘ ¤ÌÂÓ ̤¯ÚÈ ÙË Ï‹ÍË Ù˘ ۇ̂·Û˘, ÚÔÛ·˘ÍË̤ÓË Î·Ù¿ ‰‡Ô ¤-
ÙÚ·Â˙ÈΤ˜ Û˘Ì‚¿ÛÂȘ. ÙË. °È· ÏËÍÈÚfiıÂÛÌË ÔÊÂÈÏ‹ ·fi ۇ̂·ÛË Ô˘ ¤¯ÂÈ Î·Ù·ÁÁÂÏ-
TÔ ÓÔÌÔÛ¯¤‰ÈÔ ı›, Ë ‰È¿ÚÎÂÈ· Ù˘ ·ÔÏËڈ̋˜ ‰ÂÓ ÌÔÚ› Ó· Â›Ó·È ÌÈÎÚfiÙÂÚË
TÔ Ï‹Ú˜ ΛÌÂÓÔ ÙÔ˘ ÓÔÌÔۯ‰›Ô˘ ÁÈ· ÙË Ú‡ıÌÈÛË ÙˆÓ ÔÊÂÈÏÒÓ ·fi ÂÙ¿ ¤ÙË. K·Ù¿ Ù· ‰‡Ô ÚÒÙ· ¤ÙË ı· ηٷ‚¿ÏÏÔÓÙ·È ÌfiÓÔ Ùfi-
ÂȯÂÈÚ‹ÛÂˆÓ Î·È Â·ÁÁÂÏÌ·ÙÈÒÓ ÚÔ˜ Ù· ÈÛÙˆÙÈο ȉڇ̷ٷ, ÎÔÈ Î·È Ë ÂÓ Û˘Ó¯›· ·ÔÏËڈ̋ Ù˘ ÔÊÂÈÏ‹˜ Ô˘ ¤¯ÂÈ Ú˘ıÌÈ-
fiˆ˜ Î·È ÁÈ· ÙËÓ ÂÂÍÂÚÁ·Û›· ÙˆÓ ‰Â‰ÔÌ¤ÓˆÓ ÔÈÎÔÓÔÌÈ΋˜ Û˘- Ûı› ı· Á›ÓÂÙ·È Ì ÈÛfiÔÛ˜ ÂÚÈÔ‰ÈΤ˜ ‰fiÛÂȘ, Û‡Ìʈӷ Ì ÙËÓ
ÌÂÚÈÊÔÚ¿˜, ¤¯ÂÈ ˆ˜ ÂÍ‹˜: ÂÚÈÔ‰ÈÎfiÙËÙ· ÙÔ˘ ÂÎÙÔÎÈÛÌÔ‡ Ô˘ ÚԂϤÂÙ·È ÛÙË Û‡Ì‚·ÛË.
™¯¤‰ÈÔ NfiÌÔ˘ «PY£MI™H E¶IXEIPHMATIKøN KAI °È· ÏËÍÈÚfiıÂÛ̘ ÔÊÂÈϤ˜ ·fi Û˘Ì‚¿ÛÂȘ ·ÓÔÈÎÙÔ‡ ‹ ·ÏÏËÏfi-
E¶A°°E§MATIKøN OºEI§øN ¶PO™ TA ¶I™TøTIKA I¢PYMATA, ¯ÚÂÔ˘ ÏÔÁ·ÚÈ·ÛÌÔ‡ Ô˘ ¤¯Ô˘Ó ηٷÁÁÂÏı›, Ë ·ÔÏËڈ̋ Ù˘
¢IATA•EI™ °IA THN E¶E•EP°A™IA ¢E¢OMENøN OIKONOMIKH™ ÔÊÂÈÏ‹˜ Á›ÓÂÙ·È Î·Ù' ·ÓÙÈÛÙÔȯ›· ÚÔ˜ Ù· ·Ú·¿Óˆ Û ÂÙ¿ ¤ÙË
™YM¶EPIºOPA™ KAI A§§E™ ¢IATA•EI™» Ì ÈÛfiÔÛ˜ ÌËÓÈ·›Â˜ ÙÔÎÔ¯ÚÂÔÏ˘ÙÈΤ˜ ‰fiÛÂȘ. OÈ ¿Û˘ ʇÛˆ˜
M¤ÚÔ˜ A: PY£MI™H E¶IXEIPHMATIKøN KAI E¶A°°E§MATIKøN Î·È Ì ÂÎ ÙÔ˘ ÓfiÌÔ˘ ËÌÂÚÔÌËÓ›· ϋ͈˜ Ú¢ÛÙÔÔÈÔ‡ÌÂÓ˜ ÎÈ-
OºEI§øN ¶PO™ TA ¶I™TøTIKA I¢PYMATA, ¢IATA•EI™ °IA THN ÓËÙ¤˜ ·Í›Â˜, Ô˘ ¤¯Ô˘Ó ‰Ôı› ˆ˜ ÂÓ¤¯˘ÚÔ, ı· ÌÂÈÒÓÔ˘Ó ÙÔ Ú˘ı-
E¶E•EP°A™IA ¢E¢OMENøN OIKONOMIKH™ ™YM¶EPIºOPA™ KAI ÌÈ˙fiÌÂÓÔ ÔÛfi Î·È ı· ·Ó·ÚÔÛ·ÚÌfi˙ÂÙ·È ÙÔ ÔÛfi ÙˆÓ ÂÚÈÔ‰È-
A§§E™ ¢IATA•EI™ ÎÒÓ ‰fiÛˆÓ. O ˘ÔÏÔÁÈÛÌfi˜ ÙˆÓ ÙfiÎˆÓ ı· Á›ÓÂÙ·È, ηı' fiÏË ÙË
ÕÚıÚÔ 1 ‰È¿ÚÎÂÈ· Ù˘ Ú‡ıÌÈÛ˘, Ì ÙÔ Û˘Ì‚·ÙÈÎfi ÂÈÙfiÎÈÔ ÂÓ‹ÌÂÚ˘ Ô-
P‡ıÌÈÛË ÏËÍÈÚfiıÂÛÌˆÓ ÔÊÂÈÏÒÓ ÊÂÈÏ‹˜.
1. º˘ÛÈο ‹ ÓÔÌÈο ÚfiÛˆ·, Ù· ÔÔ›· ¤¯Ô˘Ó Û˘Ó¿„ÂÈ Ì ÙÚ¿Â- AfiÎÏÈÛË ·fi Ù· ·Ú·¿Óˆ ÂÈÙÚ¤ÂÙ·È ÌfiÓÔ ·Ó Î·È Ù· ‰‡Ô ̤-
˙˜ Î·È ÏÔÈ¿ ÈÛÙˆÙÈο ȉڇ̷ٷ Û˘Ì‚¿ÛÂȘ ‰·Ó›ˆÓ ‹ ÈÛÙÒ- ÚË Û˘ÌʈӋÛÔ˘Ó ‰È·ÊÔÚÂÙÈο. TÔ Û‡ÓÔÏÔ ÙˆÓ ˘ÊÈÛÙ·Ì¤ÓˆÓ ¿-

ºEBPOYAPIO™ 2010
[Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘] 17
Û˘ ʇÛˆ˜ ÂÍ·ÛÊ·Ï›ÛÂˆÓ Î·È ÂÁÁ˘‹ÛÂˆÓ ‰È·ÙËÚÂ›Ù·È ¯ˆÚ›˜ Ó· ÊÏËÙÔ ÎÂÊ¿Ï·ÈÔ Ô˘ ‰ÂÓ ÂÈÙÚ¤ÂÙ·È Ó· ˘ÂÚ‚·›ÓÂÈ ÙȘ ‰È·Îfi-
··ÈÙÂ›Ù·È ÔÔÈ·‰‹ÔÙ ¿ÏÏË ÚfiÛıÂÙË Ú¿ÍË ‹ ‰È·Ù‡ˆÛË. ÛȘ ÂÓ‹ÓÙ· ¯ÈÏÈ¿‰Â˜ ¢ÚÒ ·Ó¿ ÈÛÙˆÙÈÎfi ›‰Ú˘Ì· Î·È ¿ÓÙˆ˜
3. OÈ Ú˘ıÌ›ÛÂȘ ÙˆÓ ÚÔËÁÔ‡ÌÂÓˆÓ ·Ú·ÁÚ¿ÊˆÓ Î·Ù·Ï·Ì‚¿- ÛÙÔ Û‡ÓÔÏÔ ÙˆÓ ÈÛÙˆÙÈÎÒÓ È‰Ú˘Ì¿ÙˆÓ ÙÔ ¤Ó· ÂηÙÔÌ̇ÚÈÔ Â˘-
ÓÔ˘Ó Î·È ÙȘ ÏËÍÈÚfiıÂÛ̘ ÔÊÂÈϤ˜ ·fi Û˘Ì‚¿ÛÂȘ Ô˘ ı· η- ÚÒ ¤¯Ô˘Ó ·) Ê˘ÛÈο Î·È ÓÔÌÈο ÚfiÛˆ·, Ù· ÔÔ›· ÙËÚÔ‡Ó ‚È-
Ù·ÁÁÂÏıÔ‡Ó Ì¤Û· Û ‰‡Ô Ì‹Ó˜ ·fi ÙË ‰ËÌÔÛ›Â˘ÛË ÙÔ˘ ·Úfi- ‚Ï›· ÙÚ›Ù˘ ηÙËÁÔÚ›·˜ ÙÔ˘ KÒ‰Èη BÈ‚Ï›ˆÓ Î·È ™ÙÔȯ›ˆÓ ηÈ
ÓÙÔ˜ ÓfiÌÔ˘. ÂÌÊ·Ó›˙Ô˘Ó Î·Ù¿ ÙËÓ ÙÂÏÂ˘Ù·›· ̤¯ÚÈ Î·È ÙÔÓ IÔ‡ÓÈÔ ÙÔ˘ ¤ÙÔ˘˜
4. OÊÂÈϤÙ˜ ·fi Û˘Ì‚¿ÛÂȘ Ù˘ ·Ú·ÁÚ¿ÊÔ˘ 1, ÙˆÓ ÔÔ›ˆÓ ÔÈ Ô- 2009 ¯Ú‹ÛË ÂÙ‹ÛÈÔ Î‡ÎÏÔ ÂÚÁ·ÛÈÒÓ ÌÈÎÚfiÙÂÚÔ ÙˆÓ ‰‡Ô ÂηÙÔÌ-
ÊÂÈϤ˜ ¤¯Ô˘Ó ηٷÛÙ› ÏËÍÈÚfiıÂÛ̘ ÌÂÙ¿ ÙËÓ 1.1.2005, ÌÔ- Ì˘Ú›ˆÓ ÂÓÙ·ÎÔÛ›ˆÓ ¯ÈÏÈ¿‰ˆÓ ¢ÚÒ Î·È ¤¯Ô˘Ó ηٿ ÙËÓ ›‰È·
ÚÔ‡Ó Ó· ˙ËÙ‹ÛÔ˘Ó Ó· ˘·¯ıÔ‡Ó Û ڇıÌÈÛË Û‡Ìʈӷ Ì ٷ ·- ¯Ú‹ÛË ˙ËÌ›·, ‚) ·ÁÚÔÙÈÎÔ› Û˘ÓÂÙ·ÈÚÈÛÌÔ›, ÂÓÒÛÂȘ ·˘ÙÒÓ Î·È Ô-
Ú·¿Óˆ, ˘fi ÙÔÓ fiÚÔ fiÙÈ ı· ·ÔÏËÚˆı› ̤¯ÚÈ ÙËÓ 15.4.2010 Ì¿‰Â˜ ·Ú·ÁˆÁÒÓ, ·ÓÂÍ¿ÚÙËÙ· ·fi ÙËÓ Î·ÙËÁÔÚ›· ‚È‚Ï›ˆÓ Ô˘
ÔÛfi ›ÛÔ Ì ÙÔ ‰¤Î· ÙÔȘ ÂηÙfi Ù˘ ÔÊÂÈÏ‹˜ Ô˘ ÚÔ·ÙÂÈ, ¯ˆ- ÙËÚÔ‡Ó, ÂÊfiÛÔÓ Û˘ÓÙÚ¤¯Ô˘Ó ÔÈ ÚÔ¸Ôı¤ÛÂȘ Ù˘ ÚÔËÁÔ‡ÌÂÓ˘
Ú›˜ Ó· ˘ÔÏÔÁ›˙ÔÓÙ·È ÙfiÎÔÈ ˘ÂÚËÌÂÚ›·˜ Î·È ·Ó·ÙÔÎÈÛÌÔ‡, ÁÈ· ÂÚ›ÙˆÛ˘.
ÙÔ˘˜ ÔÔ›Ô˘˜ ÙËÚÂ›Ù·È ¯ˆÚÈÛÙfi˜ ÏÔÁ·ÚÈ·ÛÌfi˜. AÓ Ô ÔÊÂÈϤÙ˘ 3. TËÓ ÂÈÏÔÁ‹ ηٿ ÙËÓ ·Ú¿ÁÚ·ÊÔ 1 Î·È ÁÈ· ·ÓÂÍfiÊÏËÙÔ ÎÂÊ¿-
·ÔÏËÚÒÛÂÈ ÙÔ ‹ÌÈÛ˘ Ù˘ ÔÊÂÈÏ‹˜ Û‡Ìʈӷ Ì ÙË Ú‡ıÌÈÛË, Ï·ÈÔ Ô˘ ‰ÂÓ ÌÔÚ› Ó· ˘ÂÚ‚·›ÓÂÈ ÙȘ ÂηÙfi ¯ÈÏÈ¿‰Â˜ ¢ÚÒ ·Ó¿
‰È·ÁÚ¿ÊÔÓÙ·È ÔÚÈÛÙÈο ÔÈ ÙfiÎÔÈ ˘ÂÚËÌÂÚ›·˜ Î·È ·Ó·ÙÔÎÈÛÌÔ‡. ÈÛÙˆÙÈÎfi ›‰Ú˘Ì· Î·È ÛÙÔ Û‡ÓÔÏÔ ÙˆÓ ÈÛÙˆÙÈÎÒÓ È‰Ú˘Ì¿ÙˆÓ ÙȘ
¢ÂÓ ÂÈÙÚ¤ÂÙ·È Ë Î·Ù·ÁÁÂÏ›· Ù˘ Ú‡ıÌÈÛ˘, ·Ó ‰ÂÓ ˘¿Ú¯ÂÈ Î·- ÙÚÈ·ÎfiÛȘ ¯ÈÏÈ¿‰Â˜ ¢ÚÒ, ¤¯Ô˘Ó ·) Ê˘ÛÈο Î·È ÓÔÌÈο ÚfiÛˆ-
ı˘ÛÙ¤ÚËÛË ÙÂÛÛ¿ÚˆÓ ÙÔ˘Ï¿¯ÈÛÙÔÓ ÌËÓÈ·›ˆÓ ‰fiÛˆÓ. · Ô˘ ·ÛÎÔ‡Ó ÂÌÔÚÈ΋ ‰Ú·ÛÙËÚÈfiÙËÙ· Î·È Î·Ù¿ ÙË ¯Ú‹ÛË ÙÔ˘ ¤-
5. OÈ ·ÈÙ‹ÛÂȘ ÁÈ· ÙËÓ ˘·ÁˆÁ‹ ÛÙË Ú‡ıÌÈÛË ÙˆÓ ÔÊÂÈÏÒÓ ÙˆÓ ÙÔ˘˜ 2008 ÂÌÊ·Ó›˙Ô˘Ó ÂÙ‹ÛÈ· ·Î·ı¿ÚÈÛÙ· ¤ÛÔ‰· ÌÈÎÚfiÙÂÚ· ÙˆÓ
ÚÔËÁÔ‡ÌÂÓˆÓ ·Ú·ÁÚ¿ÊˆÓ ˘Ô‚¿ÏÏÔÓÙ·È Ì¤¯ÚÈ ÙȘ ÂηÙfi ÂÓ‹ÓÙ· ¯ÈÏÈ¿‰ˆÓ ¢ÚÒ, ‚) Ê˘ÛÈο ÚfiÛˆ· Ô˘ ·ÛÎÔ‡Ó
15.3.2010. T· ÈÛÙˆÙÈο ȉڇ̷ٷ ˘Ô¯ÚÂÔ‡ÓÙ·È Ó· ÁÓˆÛÙÔÔÈ- ηٿ ·ÚÈÔ Â¿ÁÁÂÏÌ· ·ÁÚÔÙÈ΋ ‰Ú·ÛÙËÚÈfiÙËÙ·, Á) ÂȯÂÈÚ‹ÛÂȘ
Ô‡Ó ÛÙÔÓ ÔÊÂÈϤÙË Ì¤Û· Û ‰¤Î· ¤ÓÙ Ë̤Ú˜ ·fi ÙËÓ ˘Ô‚ÔÏ‹ Ô˘ ¤¯Ô˘Ó ˘ÔÛÙ› ÛËÌ·ÓÙÈΤ˜ ηٷÛÙÚÔʤ˜ ·fi ˘ÚηÁȤ˜ ‹
Ù˘ ·›ÙËÛ˘ ÙÔ ‡„Ô˜ Ù˘ ÔÊÂÈÏ‹˜ Ô˘ ÚÔ·ÙÂÈ Î·Ù¿ Ù· ·ÓˆÙ¤- Ê˘ÛÈο Ê·ÈÓfiÌÂÓ· ·fi ÙÔ ¤ÙÔ˜ 2007 Î·È Ì¤¯ÚÈ ÙËÓ ‰ËÌÔÛ›Â˘ÛË
Úˆ. Afi ÙË ‰ËÌÔÛ›Â˘ÛË ÙÔ˘ ·ÚfiÓÙÔ˜ ÓfiÌÔ˘ Î·È Ì¤¯ÚÈ ÙȘ ÙÔ˘ ·ÚfiÓÙÔ˜ ÓfiÌÔ˘.
30.6.2010 ‰ÂÓ ÂÈÙÚ¤ÂÙ·È Ó· ·Ú¯›ÛÂÈ ‹ Ó· Û˘Ó¯›ÛÂÈ ·Ó·ÁηÛÙÈ- 4. AÈÙ‹ÛÂȘ ÁÈ· ÙËÓ ˘·ÁˆÁ‹ ÛÙȘ ‰È·Ù¿ÍÂȘ ÙˆÓ ÚÔËÁÔ‡ÌÂÓˆÓ
΋ ÂÎÙ¤ÏÂÛË ÁÈ· ÙËÓ Â›ÛÚ·ÍË ÏËÍÈÚfiıÂÛÌˆÓ ÔÊÂÈÏÒÓ, Ô˘ ‰‡- ·Ú·ÁÚ¿ÊˆÓ ˘Ô‚¿ÏÏÔÓÙ·È Ì¤¯ÚÈ ÙȘ 15.3.2010. ™ÙËÓ ·›ÙËÛË Â-
Ó·ÓÙ·È Ó· Ú˘ıÌÈÛÙÔ‡Ó Ì ÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ·ÚfiÓÙÔ˜ ¿ÚıÚÔ˘. ÈÛ˘Ó¿ÙÔÓÙ·È Ù· ¤ÁÁÚ·Ê· Ô˘ ·Ô‰ÂÈÎÓ‡Ô˘Ó ÙË Û˘Ó‰ÚÔÌ‹ ÙˆÓ
6. ™ÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ·ÚfiÓÙÔ˜ ¿ÚıÚÔ˘ ˘¿ÁÔÓÙ·È Î·È ÏËÍÈÚfiıÂ- ÚÔ¸Ôı¤ÛÂˆÓ ÂÊ·ÚÌÔÁ‹˜ Ô˘ ··ÈÙÔ‡ÓÙ·È.
Û̘ ÔÊÂÈϤ˜ ·fi Û˘Ì‚¿ÛÂȘ ¯ÚËÌ·ÙÔ‰ÔÙÈ΋˜ Ì›ÛıˆÛ˘ ·ÎÈÓ‹- 5. AÓ Î·Ù·ÁÁÂÏıÔ‡Ó Û˘Ì‚¿ÛÂȘ ·ÓÔÈÎÙÔ‡ ‹ ·ÏÏËÏfi¯ÚÂÔ˘ ÏÔÁ·-
ÙˆÓ Ì ¯ÚËÌ·ÙÔÈÛÙˆÙÈο ȉڇ̷ٷ Ô˘ ‰ÂÓ ¤¯Ô˘Ó ηٷÁÁÂÏı› ÚÈ·ÛÌÔ‡ Ô˘ ·Ó·Ê¤ÚÔÓÙ·È ÛÙËÓ ·Ú¿ÁÚ·ÊÔ 1 ÌÂÙ¿ ÙËÓ ¿ÚÔ‰Ô
‹ ¤¯Ô˘Ó ηٷÁÁÂÏı› ÙÔÓ ÙÂÏÂ˘Ù·›Ô Ì‹Ó· ÚÈÓ ·fi ÙË ‰ËÌÔÛ›Â˘- ‰‡Ô ÌËÓÒÓ ·fi ÙË ‰ËÌÔÛ›Â˘ÛË ÙÔ˘ ·ÚfiÓÙÔ˜ ÓfiÌÔ˘ Î·È Ì¤¯ÚÈ ÙȘ
ÛË ÙÔ˘ ·ÚfiÓÙÔ˜ ÓfiÌÔ˘. 30 IÔ˘Ó›Ô˘ 2011, Ô ÔÊÂÈϤÙ˘ ‰ÈηÈÔ‡Ù·È Ó· ·ÔÏËÚÒÛÂÈ ÙÔ Î·-
7. ¢ÂÓ ˘¿ÁÔÓÙ·È ÛÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ·ÚfiÓÙÔ˜ ¿ÚıÚÔ˘ ÏËÍÈÚfi- Ù¿ÏÔÈÔ ÙÔ˘ ÏÔÁ·ÚÈ·ÛÌÔ‡ Û ¤ÓÙ ¤ÙË Ì ÈÛfiÔÛ˜ ÌËÓÈ·›Â˜ ÙÔ-
ıÂÛ̘ ÔÊÂÈϤ˜ ·fi Û˘Ì‚¿ÛÂȘ Ú·ÎÙÔÚ›·˜ ÂȯÂÈÚËÌ·ÙÈÎÒÓ ÎÔ¯ÚÂÔÏ˘ÙÈΤ˜ ‰fiÛÂȘ, ηٷ‚¿ÏÏÔÓÙ·˜ ηٿ ÙÔ ÚÒÙÔ ¤ÙÔ˜ ÌfiÓÔ
··ÈÙ‹ÛˆÓ, ·fi ÔÌÔÏÔÁȷο ‰¿ÓÂÈ· Î·È ·fi ‰¿ÓÂÈ· ÂÁÁ˘Ë̤ӷ ÙfiÎÔ˘˜. °È· ÙÔÓ ˘ÔÏÔÁÈÛÌfi ÙˆÓ ÙfiÎˆÓ ÈÛ¯‡ÂÈ ÙÔ Û˘Ì‚·ÙÈÎfi ÂÈ-
‹ ÂȉÔÙÔ‡ÌÂÓ· ·fi ÙÔ ¢ËÌfiÛÈÔ. ÙfiÎÈÔ ÔÊÂÈÏ‹˜, ÙÔ ÔÔ›Ô ı· ÂÊ·ÚÌÔ˙fiÙ·Ó ·Ó Ë Û‡Ì‚·ÛË ‰ÂÓ Â›¯Â
8. ¢Èη›ˆÌ· Ó· ˙ËÙ‹ÛÔ˘Ó ÙËÓ ˘·ÁˆÁ‹ ÛÙÔ ÓfiÌÔ ·˘Ùfi ¤¯Ô˘Ó ÔÈ Î·Ù·ÁÁÂÏı›. TÔ ‰Èη›ˆÌ· ÙÔ˘ ÔÊÂÈϤÙË ÁÈ· Ú‡ıÌÈÛË Ù˘ ÔÊÂÈÏ‹˜
ÚˆÙÔÊÂÈϤÙ˜, ÔÈ ÂÁÁ˘ËÙ¤˜ Î·È ÔÈ Î·ıÔÏÈÎÔ› ‰È¿‰Ô¯Ô› ÙÔ˘˜. ·ÛÎÂ›Ù·È Ì¤Û· Û ¤Ó· Ì‹Ó· ·fi ÙËÓ ÎÔÈÓÔÔ›ËÛË Û ·˘ÙfiÓ Ù˘ η-
ÕÚıÚÔ 2 Ù·ÁÁÂÏ›·˜. H ÚÔıÂÛÌ›· ‰ÂÓ ·Ú¯›˙ÂÈ ·Ó ‰ÂÓ ÂÓËÌÂÚˆı› Ô ÔÊÂÈ-
AÔÏËڈ̋ ÂÓ‹ÌÂÚˆÓ ÔÊÂÈÏÒÓ Ï¤Ù˘ ÁÈ· ÙÔ ‰Èη›ˆÌ¿ ÙÔ˘. TÔ Û˘ÓÔÏÈÎfi ÔÛfi Ô˘ Ú˘ıÌ›˙ÂÙ·È Î·-
1. º˘ÛÈο ‹ ÓÔÌÈο ÚfiÛˆ·, Ù· ÔÔ›· ¤¯Ô˘Ó Û˘Ó¿„ÂÈ Ì ÙÚ¿Â- Ù¿ ÙÔ˘˜ fiÚÔ˘˜ Ù˘ ·Ú·ÁÚ¿ÊÔ˘ ·˘Ù‹˜, ‰ÂÓ ÂÈÙÚ¤ÂÙ·È Ó· ˘ÂÚ-
˙˜ Î·È ÏÔÈ¿ ÈÛÙˆÙÈο ȉڇ̷ٷ Û˘Ì‚¿ÛÂȘ ‰·Ó›ˆÓ ÁÈ· ÂÈ- ‚·›ÓÂÈ Ù· fiÚÈ· Ô˘ ·Ó·Ê¤ÚÔÓÙ·È ÛÙȘ ·Ú·ÁÚ¿ÊÔ˘˜ 2 Î·È 3.
¯ÂÈÚËÌ·ÙÈÎÔ‡˜, Â·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ‹ ·ÁÚÔÙÈÎÔ‡˜ ÛÎÔÔ‡˜, ÌÔ- 6. AÓ ÌÂȈı› ‹ ‰ÂÓ ·Ó·Óˆı› ÌÔÓÔÌÂÚÒ˜ ·fi ÙÔ ÈÛÙˆÙÈÎfi ›-
ÚÔ‡Ó Ó· ˙ËÙ‹ÛÔ˘Ó ·fi ·˘Ù¿, ÁÈ· ÔÊÂÈϤ˜ Ô˘ ‰ÂÓ ¤¯Ô˘Ó ηٷÛÙ› ‰Ú˘Ì· ÙÔ ÈÛÙˆÙÈÎfi fiÚÈÔ Û˘Ì‚¿ÛÂˆÓ ·ÓÔÈÎÙÔ‡ ‹ ·ÏÏËÏfi¯ÚÂÔ˘
ÏËÍÈÚfiıÂÛ̘ Î·È ÂÊfiÛÔÓ Û˘ÓÙÚ¤¯Ô˘Ó ÔÈ ÚÔ¸Ôı¤ÛÂȘ ÙˆÓ Â- ÏÔÁ·ÚÈ·ÛÌÔ‡ Ô˘ ·Ó·Ê¤ÚÔÓÙ·È ÛÙËÓ ·Ú¿ÁÚ·ÊÔ 1 ÙÔÓ ÙÂÏÂ˘Ù·›Ô
fiÌÂÓˆÓ ·Ú·ÁڿʈÓ, Ó· ÂÊ·ÚÌÔÛÙÔ‡Ó ¤Ó· ·fi Ù· ·ÎfiÏÔ˘ı· Ì‹Ó· ÚÈÓ ·fi ÙË ‰ËÌÔÛ›Â˘ÛË ÙÔ˘ ·ÚfiÓÙÔ˜ ÓfiÌÔ˘ ‹ ̤¯ÚÈ ÙȘ 30
̤ÙÚ·: IÔ˘Ó›Ô˘ 2011, Ô ÔÊÂÈϤÙ˘ ‰ÈηÈÔ‡Ù·È Ó· ÂÍÔÊÏ‹ÛÂÈ ÙÔ ¯ÚˆÛÙÈÎfi
·) ÂÚ›Ô‰Ô˜ ¯¿ÚÈÙÔ˜ ÂÓfi˜ ¤ÙÔ˘˜, ¯ˆÚ›˜ ηٷ‚ÔÏ‹ ÙfiÎˆÓ Î·È ÎÂ- ˘fiÏÔÈÔ ÙÔ˘ ÏÔÁ·ÚÈ·ÛÌÔ‡ Î·È Î·Ù¿ ÙÔ Ì¤ÚÔ˜ Ô˘ ·˘Ùfi ‰ÂÓ ˘-
Ê·Ï·›Ô˘, Ì ·ÓÙ›ÛÙÔÈ¯Ë ·Ú¿Ù·ÛË Ù˘ Û˘Ì‚·ÙÈ΋˜ ‰È¿ÚÎÂÈ·˜ ÙÔ˘ ÂÚ‚·›ÓÂÈ Ù· fiÚÈ· Ô˘ ·Ó·Ê¤ÚÔÓÙ·È ÛÙȘ ·Ú·ÁÚ¿ÊÔ˘˜ 2 Î·È 3 ÛÂ
‰·Ó›Ԣ Î·È ÎÂÊ·Ï·ÈÔÔ›ËÛË ÙˆÓ ÙfiÎˆÓ ÛÙË Ï‹ÍË Ù˘ ÂÚÈfi‰Ô˘ ¤ÓÙ ¤ÙË Û‡Ìʈӷ Ì ÙȘ ‰È·Ù¿ÍÂȘ Ù˘ ÚÔËÁÔ‡ÌÂÓ˘ ·Ú·-
¯¿ÚÈÙÔ˜, ‚) ·Ó·ÛÙÔÏ‹ Â› ‰ÈÂÙ›· Ù˘ ¯ÚÂÔÏ˘ÙÈ΋˜ ·ÔÏËڈ̋˜ ÁÚ¿ÊÔ˘.
ÙÔ˘ ¿ÏËÎÙÔ˘ ÎÂÊ·Ï·›Ô˘ Ì ·ÓÙ›ÛÙÔÈ¯Ë ·Ú¿Ù·ÛË Ù˘ Û˘Ì‚·ÙÈ΋˜ 7. TÔ ‰Èη›ˆÌ· ÙˆÓ ·Ú·ÁÚ¿ÊˆÓ 5 Î·È 6 Ô ÔÊÂÈϤÙ˘ ÌÔÚ› Ó·
‰È¿ÚÎÂÈ·˜ ÙÔ˘ ‰·Ó›Ԣ Î·È Î·Ù·‚ÔÏ‹ ÙˆÓ ÙfiÎˆÓ ÛÙË ‰È¿ÚÎÂÈ· Ù˘ ·Û΋ÛÂÈ ¤Ó·ÓÙÈ ÂÓfi˜ ÌfiÓÔ ÈÛÙˆÙÈÎÔ‡ ȉڇ̷ÙÔ˜.
·Ó·ÛÙÔÏ‹˜ Û‡Ìʈӷ Ì ÙËÓ ÂÚÈÔ‰ÈÎfiÙËÙ· ÙÔ˘ ÂÎÙÔÎÈÛÌÔ‡ Ô˘ 8. OÈ ÂÍ·ÈÚ¤ÛÂȘ Ù˘ ·Ú·ÁÚ¿ÊÔ˘ 7 ÙÔ˘ ¿ÚıÚÔ˘ 1 ÙÔ˘ ·ÚfiÓÙÔ˜ È-
ÚԂϤÂÙ·È ÛÙË Û‡Ì‚·ÛË, Î·È Á) ·Ú¿Ù·ÛË Ù˘ Û˘Ì‚·ÙÈ΋˜ Û¯‡Ô˘Ó Î·È ÁÈ· ÙȘ Ú˘ıÌ›ÛÂȘ ÙÔ˘ ·ÚfiÓÙÔ˜ ¿ÚıÚÔ˘.
‰È¿ÚÎÂÈ·˜ ÙÔ˘ ‰·Ó›Ԣ ηٿ ÙÚ›· ¤ÙË. ™˘Ó¤¯ÂÈ· ÛÙÔ ÂfiÌÂÓo
2. TËÓ ÂÈÏÔÁ‹ ηٿ ÙËÓ ÚÔËÁÔ‡ÌÂÓË ·Ú¿ÁÚ·ÊÔ Î·È ÁÈ· ·ÓÂÍfi- (To Ï‹Ú˜ ΛÌÂÓÔ˜ ÌÔÚ›Ù ӷ ÙÔ ‚Ú›Ù ÛÙÔ www.linguafranca.gr)

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TÈ ÎÚ‡‚ÂÈ
ÙÔ ·ÓıÂÏÏËÓÈÎfi
̤ÓÔ˜ ÙˆÓ
«Financial Times» {H ‰ÈηÛÙÈ΋ ‰È¤ÓÂÍË Ì ÙÔ ÂÏÏËÓÈÎfi ¢ËÌfiÛÈÔ ÌÔÚ› Ó·
Ô‰ËÁ‹ÛÂÈ Û ÛÂÈÚ¿ ·ÓÙ›ÛÙÔȯˆÓ ˘Ôı¤ÛÂˆÓ ÛÙËÓ
E˘Úˆ·˚΋ ŒÓˆÛË}

E›Ó·È ÁÓˆÛÙ‹ Ë «¤ÓÙÔÓË» Â›ıÂÛË Ô˘ Ë ÂÊËÌÂÚ›‰· ÙÚÔ‹˜ AÓÙ·ÁˆÓÈÛÌÔ‡ (ÛÂÏ. 40):
«Financial Times» ÂÍ·ÔχÂÈ Û˘ÛÙËÌ·ÙÈο ηٿ Ù˘ EÏÏ¿‰·˜ ÙÔ «Ÿˆ˜ ÚԤ΢„ ·fi ÙËÓ ·ÎÚÔ·Ì·ÙÈ΋ ‰È·‰Èηۛ· (‚Ï. Û¯Â-
ÙÂÏÂ˘Ù·›Ô ‰È¿ÛÙËÌ·. °È·Ù› fï˜ Ë ‚ÚÂÙ·ÓÈ΋ ÂÊËÌÂÚ›‰· ÂÌÊ·Ó›- ÙÈο ηٿıÂÛË [...] Ì¿ÚÙ˘ÚÔ˜ Î. [...]:
˙ÂÈ Ù¤ÙÔÈÔ Ì¤ÓÔ˜ ηٿ Ù˘ ¯ÒÚ·˜ Ì·˜; E›Ó·È ·Ï¿ ı¤Ì· ‰ËÌÔÛÈÔ- “Afi fiÛÔ Í¤Úˆ, Ë Û˘Ìʈӛ· ·˘Ù‹ ¯ÚËÛÈÌÔÔÈÂ›Ù·È Î·È Û ¿Ï-
ÁÚ·ÊÈ΋˜ ·ÓÙ›Ï˄˘ ÙˆÓ Î·Ù·ÛÙ¿ÛÂˆÓ ‹ Ì‹ˆ˜ ˘¿Ú¯Ô˘Ó ÎÈ ¿Ï- Ϙ ¯ÒÚ˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È Í¤Úˆ Â›Û˘ fiÙÈ ˘¿Ú¯ÂÈ
ÏÔÈ ÏfiÁÔÈ, ÏÈÁfiÙÂÚÔ... ‰ÂÔÓÙÔÏÔÁÈÎÔ›; A˜ ¿ÚÔ˘Ì fï˜ Ù· Ú¿Á- fiÚÔ˜ ̤۷ Û’ ·˘Ù‹ ÙË Û˘Ìʈӛ· Ô ÔÔ›Ô˜ ͤڈ, Û‡Ìʈӷ Ì ÙÔÓ
Ì·Ù· ·fi ÙËÓ ·Ú¯‹. ÔÔ›Ô Ù· ÂÈ̤ÚÔ˘˜ ¿ÚıÚ· Ù˘ ۇ̂·Û˘ Â›Ó·È ÈÛ¯˘Ú¿ ÌfiÓÔ ÂÊfi-
H ÂÙ·ÈÚ›· Pearson ·ÔÙÂÏ› ÌÈ· ·fi ÙȘ ÌÂÁ·Ï‡ÙÂÚ˜ ÂÙ·ÈÚ›- ÛÔÓ Â›Ó·È Û˘Ì‚·Ù¿ Ì ÙÔ ÙÔÈÎfi ‹ Ì ÙÔ ÎÔÈÓÔÙÈÎfi ‰›Î·ÈÔ Ô˘ È-
˜ Ì¤ÛˆÓ Ì·˙È΋˜ ÂÈÎÔÈÓˆÓ›·˜ ‰ÈÂıÓÒ˜. AÓ¿ÌÂÛ· ÛÙ· ÂÚÈÔ˘- Û¯‡ÂÈ ÂοÛÙÔÙ”, Ô ÂΉÔÙÈÎfi˜ Ô›ÎÔ˜ pearson ¯ÚËÛÈÌÔÔÈÔ‡ÛÂ Ù˘-
Ûȷο Ù˘ ÛÙÔȯ›· Â›Ó·È Ë ÂÊËÌÂÚ›‰· «Financial Times», ηıÒ˜ ÔÔÈË̤ӷ Û˘Ì‚fiÏ·È· ‰È·ÓÔÌ‹˜ Û fiÏ· Ù· ÎÚ¿ÙË-̤ÏË, ÛÙ· Ô-
Â›Û˘ Î·È Ô ÂΉÔÙÈÎfi˜ Ô›ÎÔ˜ ÍÂÓfiÁψÛÛˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È- Ô›· ‰È¤ÓÂÈÌ ٷ ‚È‚Ï›· ÙÔ˘. AÔÙ¤ÏÂÛÌ· ÙˆÓ ÂÓ ÏfiÁˆ Û˘Ì‚Ô-
‚Ï›ˆÓ Longman - Pearson. O ÂΉÔÙÈÎfi˜ Ô›ÎÔ˜ ÍÂÓfiÁψÛÛˆÓ ÂÎ- Ï·›ˆÓ ‹Ù·Ó Î·È ÛÙËÓ ÚÔÎÂÈ̤ÓË ÂÚ›ÙˆÛË Ë Î·Ù·ÓÔÌ‹ ÙˆÓ ·-
·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ Longman-Pearson ·ÔÙÂÏ› ÙÔ ÌÂÁ·Ï‡ÙÂ- ÁÔÚÒÓ, Ô˘ ¤Ú¯ÂÙ·È Û ·ÓÙ›ıÂÛË Ì ÙÔ˘˜ ÛÎÔÔ‡˜ ÙÔ˘ ‰Èη›Ô˘
ÚÔ ÂΉfiÙË ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË Ù˘ ·ÁÁÏÈ- ÙÔ˘ ·ÓÙ·ÁˆÓÈÛÌÔ‡, ‰ÈfiÙÈ ÂÌÔ‰›˙ÂÈ ÙËÓ Â˘Úˆ·˚΋ ÔÏÔÎÏ‹ÚˆÛË
΋˜ ÁÏÒÛÛ·˜ ‰ÈÂıÓÒ˜. (‚Ï. Val. Korah, fi.. Û. 7)».
TÔÓ IÔ‡ÏÈÔ ÙÔ˘ 2009 Ë EÏÏËÓÈ΋ EÈÙÚÔ‹ AÓÙ·ÁˆÓÈÛÌÔ‡ Ì H ÂÓ ÏfiÁˆ ˘fiıÂÛË Â›Ó·È È‰È·ÈÙ¤Úˆ˜ ÛËÌ·ÓÙÈ΋ ÁÈ· ÙËÓ ÂΉÔ-
·fiÊ·Û‹ Ù˘ (455/V/2009) ÙÈÌÒÚËÛ ÙÔÓ ÂΉÔÙÈÎfi Ô›ÎÔ ÙÈ΋ ÂÙ·ÈÚ›· Pearson, ·ÊÔ‡ ÌÔÚ› Ó· ÂÍÂÏȯı› Û ÛËÌ·ÓÙÈÎfi
Longman-Pearson Ì ÔÛfi 1.434.452 ¢ÚÒ ÁÈ· ··ÁfiÚ¢ÛË ·- Úfi‚ÏËÌ·.
ıËÙÈÎÒÓ ˆÏ‹ÛÂˆÓ Î·È ··ÁfiÚ¢ÛË ÙˆÓ ÂÍ·ÁˆÁÒÓ Ô˘ ›¯Â Â- ¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ, ·Ó Ë ÙÂÏÈ΋ ·fiÊ·ÛË ÛÙÔ EÊÂÙÂ›Ô Â›Ó·È Î·-
È‚¿ÏÂÈ ÛÙ· Û˘Ì‚fiÏ·È¿ Ù˘ Ì ÙËÓ ÂÙ·ÈÚ›· AfiÏÏˆÓ A.E., ·Ô- Ù·‰ÈηÛÙÈ΋, Ì ‚¿ÛË ÙËÓ ·fiÊ·ÛË Ù˘ EÈÙÚÔ‹˜ AÓÙ·ÁˆÓÈÛÌÔ‡
ÎÏÂÈÛÙÈÎfi ‰È·ÎÈÓËÙ‹ ÙˆÓ ‚È‚Ï›ˆÓ Ù˘ ÁÈ· ÙËÓ EÏÏ¿‰· ·fi ÙÔ Î·È Ù· Ú·ÎÙÈο Ù˘ ˘fiıÂÛ˘, ÌÔÚ› Ó· ÂÓËÌÂÚˆı› Ë E˘Úˆ-
2001. ·˚΋ EÈÙÚÔ‹ AÓÙ·ÁˆÓÈÛÌÔ‡, Ë ÔÔ›· Ì ÙË ÛÂÈÚ¿ Ù˘ ı· ÂÍÂÙ¿-
M ·Ï¿ ÏfiÁÈ·, Ô ÂΉÔÙÈÎfi˜ Ô›ÎÔ˜ ‚Ú¤ıËΠ¤ÓÔ¯Ô˜ ÁÈ· ·Ú¿- ÛÂÈ Â¿Ó Ú·ÁÌ·ÙÈο Ë ÂΉÔÙÈ΋ ÂÙ·ÈÚ›·, fiˆ˜ ÚÔ·ÙÂÈ ·fi
‚·ÛË ÙÔ˘ ¢Èη›Ô˘ ÙÔ˘ AÓÙ·ÁˆÓÈÛÌÔ‡, Ô˘ Ô‰ËÁÔ‡Û ‚‚·›ˆ˜ Û ÙËÓ Î·Ù¿ıÂÛË Ù˘ Ì¿ÚÙ˘Úfi˜ Ù˘ ÛÙȘ 26/3/2009 (Ë Ì¿ÚÙ˘Ú·˜ Ù˘
˘„ËϤ˜ ¯ÚÂÒÛÂȘ ÛÙÔ˘˜ ŒÏÏËÓ˜ ·ÁÔÚ·ÛÙ¤˜ ÍÂÓfiÁψÛÛˆÓ ÂÎ- ÂΉÔÙÈ΋˜ ÂÙ·ÈÚ›·˜ ‹Ù·Ó Ë Â› ÛÂÈÚ¿ ÂÙÒÓ ÁÂÓÈ΋ ‰È¢ı‡ÓÙÚÈ·
·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ. Ù˘ Pearson Hellas, Î. Carol Stein), ·Ú·‚È¿˙ÂÈ fi¯È ÌfiÓÔ ÙÔ ÂÏÏË-
H ¤ÊÂÛË Ù˘ ÂΉÔÙÈ΋˜ ÂÙ·ÈÚ›·˜ ÂÓÒÈÔÓ ÙÔ˘ ¢ÈÔÈÎËÙÈÎÔ‡ ÓÈÎfi, ·ÏÏ¿ Î·È ÙÔ E˘Úˆ·˚Îfi ¢›Î·ÈÔ ÙÔ˘ AÓÙ·ÁˆÓÈÛÌÔ‡ Â› ÛÂÈÚ¿
EÊÂÙ›Ԣ ¤¯ÂÈ ÚÔÛ‰ÈÔÚÈÛÙ› ÁÈ· ÙȘ 9/3/2010 ÛÙÔ ¢ÈÔÈÎËÙÈÎfi ÂÙÒÓ Û fiÏË ÙËÓ E˘ÚÒË.
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AÓÙ·ÁˆÓÈÛÌÔ‡ ·ÂηχÊıË fiÙÈ Ë ÂΉÔÙÈ΋ ÂÙ·ÈÚ›· (ȉÈÔÎÙ‹ÙÚÈ· ÚÈ· ¢ÚÒ.
ÙˆÓ «Financial Times») ÙȘ ›‰È˜ Ú·ÎÙÈΤ˜ ·ÎÔÏÔ˘ı› Â› ÛÂÈÚ¿ ™ËÌÂÈÒÓÂÙ·È fiÙÈ ÙÔ ¤ÙÔ˜ 2008 Ô Ù˙›ÚÔ˜ Ù˘ Pearson ‹Ù·Ó
ÂÙÒÓ Û fiÏ· Ù· ÎÚ¿ÙË Ù˘ E˘ÚÒ˘. 4.811.000.000 ϛژ AÁÁÏ›·˜ ‹ ÂÚ›Ô˘ 5,5 ‰ÈÛ. ¢ÚÒ.
X·Ú·ÎÙËÚÈÛÙÈÎfi Â›Ó·È ÙÔ ·fiÛ·ÛÌ· Ù˘ ·fiÊ·Û˘ Ù˘ EÈ- AÓ·‰ËÌÔÛ›Â˘ÛË «OÈÎÔÓÔÌ›·»

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