Siountri School Newspaper | New Year's Special Edition

CHRISTMAS AROUND THE WORLD & CHILDREN RESOLUTIONS TEACHER:ALEXANDRA SKOUFI CREATED BY THE NEA SMYRNI STUDENTS OF CLASS A,B,D&E

"There is nothing magical about the flip of the calendar but it represents a clean break, a new hope, and a blank canvas."

As the end of 2024 approaches we all tend to reflect on our achievements and failures of the year and feel hopeful for the unknown the new year will bring. For me, the personal goals I wish to set for 2025 are to exercise

Jason Soronski

more and to travel to new destinations.We all get the exact same 365 days. Let"s make them count!

Alexandra Skoufi, Teacher

CHRISTMAS CELEBRATIONS AROUND THE WORLD A JOINED ARTICLE BY STUDENTS FROM CLASSES SENIOR D & E CHRISTMAS IN AUSTRALIA Christmas in Australia is celebrated in the summer. Santa Claus in this county is depicted in Australian-style clothing, including an Akumbra hat, flip-flops and he is riding a truck pulled by kangaroos. Australians love to have barbecues with their loved ones. So, while the snow may be a b se n t , t h e r e i s s t i l l w a r m t h o f t h e f e s t i v e flovours that fills the air. As you stroll through Martin Place in Sydney, immerse yourself in the enchanting display of colours and lights experiencing the magical spirit of Christmas in Australia. With no snow, Santa might swap his sleigh for a surfboard!

CHRISTMAS IN FINLAND In Finland, Santa is called Joulupukki. This m e a n s “ C h r i s t m a s G o a t ” . F i n i s h p e o p l e b e l i ev e that Joulupukki lives in the north part of Finland that is called Korvatunturi or Lapland, north of the Arctic Circle. In Finland, Christmas Eve is the most special day of Christmas because it’s traditional for families to eat rice porridge and plum fruit juice for breakfast. The main Christmas meal is eaten in the early evening and the main dish is “Lutefisk”, which is dried w h i t e f i s h i n s a l t . A f t e r t he m e a l , S a n t a m i g h t visit their houses. On “Boxing Day” people like to go out and spend the day skiing.

CHRISTMAS IN GERMANY Some of the many foods they make for this holiday are: Braised red cabbage with apples and bacon, pretzel and mustard dumplings, roasted goose legs with cherry glaze and gravy, rustic apple tart with brown butter, it also includes cardamom and ginger. All these foods are unique t o G e rm a n y a n d h a v e a s p e c i a l p l a c e i n p e o p l e ’ s hearts. In Germany, the decorations are peculiar.

Candles are lit together with small pyramids they are put by the window of the fully decorated house. People also hang wreaths with flowers and put colorful lights in their gardens.

CLASS A & B STUDENTS' RESOLUTIONS FOR THE NEW YEAR!

CLASS A & B STUDENTS' RESOLUTIONS FOR THE NEW YEAR!

T EA CH ER : A DA G E N N A DI O U JU NI OR A , J UNIO R B, CLA SS C & D CHO LAR G O S

The Story of Santa Claus

As we are getting closer to Christmas, a very specific question arises; where does Santa Claus come from?

To be precise, who is that famous figure that symbolizes Christmas? According to the myths and the traditions, there are many different stories about the roots of Santa Claus.

To take a closer look, we need to go back to the 18th century, when Dutch immigrants brought the story of Saint Nicholas and the custom of gift giving in New York City. Back then, the Dutch name of Santa Claus « C HR I S T M A S W AV ES A M A G I C WA ND O VER T H I S WO R L D, A ND B E H O L D, E V E R YTH I NG I S SO F T E R A ND MOR E BEAUTIFUL. »

was «Sinterklaas», which sounded like Santa Claus when English speakers tried to pronounce it.

Sinterklaas, the Dutch version of Santa Claus was an old man that sneaks into our houses to bring presents and joy every Christmas day.

The origins of Santa Claus can be traced back to Saint Nicholas, a Christian bishop who lived in the 4th century in a town called Myra, famous for his kindness and generosity. In the 19th century, the modern image of Santa Claus started to take shape, and as the American writer Norman Peale once said «Christmas waves a magic wand over this world, and behold, everything is softer and more beautiful. » Today, Santa Claus is celebrated worldwide, and his legend continues to bring smiles and happiness.

Whether you call him Saint Nicholas, Sinterklaas or just Santa, he is one of the most beloved figures in the world.

W H E T H E R Y O U CA LL H I M S A I NT N I C HO L A S , S I N T E R K LA A S OR J US T SA NT A , H E IS O NE O F T H E MOS T B E L O VE D F I G U R E S I N T H E W O RL D .

POLAR EXPRESS: FROM MADAGASCAR TO NEW YORK

CHRISTMAS STORY Teacher: Myrsini Alexopoulou Junior A, Junior B, Class B, Class E Cholargos

On Christmas Eve, many years ago, all families had fell asleep as

the clock struck 04:00. Snowflakes fell lightly covering everything in

white. Polar Express was already on its way, picking up the children on their pyjamas from their homes, travelling all the way to the North Pole. However, one boy, Frank, was left alone.

Frank was furious. Santa had skipped his house! Determined to

confront him, Frank boarded the Polar Express alone. The train was

sliding through icy landscapes until it suddenly stopped. The tracks ahead were blocked. Julian and his team of lemurs that where also on the train because they wanted to meet Santa decided to get off

the train to investigate.

Peering into the frosty night, they spotted animals floating above in creaky hot air balloon! “We’re out of coal!” a zebra yelled as the balloon descended. After their bumpy landing, a zebra, a lion, a

giraffe and a hippo climbed aboard the train and were greeted by the conductor.

“Have you got any coal?” the lion asked.

“We have none left.” The conductor sighed.

In the meantime, inside the train, Frank met the animals and shared

his anger. “Santa didn’t bring me a present!”

It was then that out of the blue, lights sparkled in the distance and

the sound of bells was heard. They all looked out of the window.

There he was Santa with his sleigh glowing in the distance!

The lights caught Frank’s attention immediately. He has been

waiting for this moment for a long time. He quickly climbed the

train without anyone noticing and jumped on the sleigh. He took out

a pocketknife and opened a hole to Santa’s sack. Then he laid quietly on the top of the train watching as all presents started falling from

the sky.

When Santa realised his sack was getting lighter and lighter, he

decided to turn back and find out what had happened. While trying to figure out a way to get all gifts back, the animals popped out and suggested finding Frank. To everyone’s surprise, they boy came up and admitted what he had done.

“You know, I know that deep inside your soul you’re a kind boy and I believe you never intended to make anyone sad.” Santa said with his

calm and loving voice.

“How do you know?” Frank replied firmly.

“I just do… trust me and believe me. Take this box and open it first thing tomorrow morning.”

Frank was stunned.

After he and Santa made peace, everyone helped to put the train

back on track. For their great help the whole night, Santa sprinkled with fairy dust their hot air balloon and sent them off to their destination, New York.

“Remember my words, Frank! Never stop believing! Good night for

now!” Santa winked and took off.

Next morning, Frank was the first to wake up. He looked at his

bedside table at the small box Santa had given him. He sat up on his

bed and took it in his palms. He looked at it for a minute and decided to open it. Inside the box Frank saw Santa’s golden bell! He was a bit

nervous but took the courage and rang it… the bell made a beautiful sound! Tears formed in his eyes when he whispered pressing the small gold bell against his forehead.

“Thank you Santa…”

LES 5 SENS : SOUVENIRS DE NOËL DE NOS GRANDS-PARENTS

Joyeux noël e d l i h t a M e d

Qu'est-ce que tu as écouté ? tu as vu ? tu as mangé ? tu as senti ? tu as touché ?

Petits souvenirs de Noël de nos grands-parents...

La grand-mère d'Eva : "C'était une nuit d'hiver, j'ai senti une odeur de biscuit au beurre et au sucre glace (kourabiedes) et de biscuit au miel (melomakarona) ! En rentrant à la maison, j'ai vu, par les fenêtres, des familles qui mangent de la dinde puis je suis rentrée à ma maison et j'ai mangé le dîner de Noël avec ma famille !"

La grand-mère de Marie : "La veille de Noël (le réveillon), à minuit, la cloche du village a sonné et nous sommes allés à l'église pour écouter le service divin. Notre mère nous a préparé du pain de Noël".

La grand-mère de Dora : "Ma grand-mère fait des biscuits au beurre et au sucre glace (kourabiedes) et des biscuits au miel (melomakarona) et avec mon grand-père, ils nous offrent beaucoup de cadeaux."

La grand-mère de Constantin:"Je suis de Mytilène et j'attendais l'arrivée du panier avec la dinde, les biscuits au miel (melomakarona) et les biscuits au beurre et au sucre glace (kourabiedes). Une fois la dinde farcie, toute la famille mange la dinde de Noël."

La grand-mère de Michelle: "Un souvenir d'enfance de Noël est les délicieux biscuits que je prépare avec ma grand-mère et les chants des enfants à Noël."

La mamie de Savvas: La vue : regarder les flocons de neige Le goût : déguster les biscuits au beurre et au sucre glace (kourabiedes) Le toucher : la chaleur d'une tasse de chocolat chaud L'odorat : sentir la cannelle des biscuits au miel (melomakarona) L'ouïe : écouter les chants des enfants La mamie d'Electra: La vue : l'arbre de Noël Le goût : des biscuits au miel (melomakarona) L'odorat : les odeurs de Noël Le toucher : les caresses au lapin L'ouïe : j'écoute des chants de Noël

TE AC HE R: A MA LI A ZA CH A ROPOU L OU

OUR WISH LIST FOR THE WORLD THIS CHRISTMAS Created by the students of Nea Smyrni Classes B, D & Lower

This Christmas, our thoughts turned to the world around us. We wondered: If we could change one thing, what would it be? What would make life better, not just for ourselves but for everyone?

These questions inspired our class to dream big, and together, we came up with our wishes for a better, brighter world.

First and foremost, we wish that everyone has enough to eat during the holidays and beyond. Food brings comfort and joy, and no one should have to go hungry. Imagine how much happier the world would be if every family could sit around a table and share a warm, nourishing meal. We also hope that every child receives a gift from Santa Claus, no matter where they live. After all, Christmas is a time for magic, and every child deserves to feel special.

We wondered... ...If we could change one thing, what would it be?

What would make life better, not just for ourselves but for everyone?

We also dream of a planet that thrives in harmony. Imagine a world where people and governments work together to stop polluting the Earth, where forests are no longer burned, and animals are no longer driven to extinction. Our environment is fragile, and we believe it’s our responsibility to protect it. A cleaner, greener world is not just a wish—it’s a necessity for the future.

Another wish close to our hearts is for good health. Health is a treasure that everyone deserves, yet so many people around the world suffer without access to basic care. This Christmas, we hope for a world where everyone, young and old, can live free from illness and enjoy the gift of good health.

THE ROAD OURCROSS WISH LIST FOR THE WORLD THIS CHRISTMAS

P AGE 0 1

We also wish for an end to war. War brings fear, destruction, and the loss of so many innocent lives, including children. What would life be like if everyone could feel safe and secure, without the constant shadow of violence? We dream of a world where peace is more than just a word—it’s a reality.

Finally, we hope for something that can truly change lives: education. Imagine a world where every child and adult has the chance to learn to read, write, and develop new skills. Education opens doors, sparks dreams, and creates opportunities, but it can only flourish in a peaceful environment. That’s why we believe peace and education go hand in hand, and why we hope that every person, no matter where they are, has access to learning in the coming year.

In the end, our wishes may sound simple, but they are powerful. This Christmas, we dream of a world filled with kindness, peace, health, and hope. If we all come together and do our part, we can make these wishes come true—not just for Christmas but for every day of the year.

OUR WISH LIST FOR THE WORLD THIS CHRISTMAS

Imagine a world where every child and adult has the chance to learn to read, write, and develop new skills.

TEA CHER : COL LEE N B R OMBE RGE R

MAKING THE WORLD A BETTER PLACE Created by the students of Cholargos Classes D, Lower & C1

ON A NATIONAL LEVEL There are many problems concerning Greece; however, we believe Greece should prioritize on improving the following issues. First of all, it is problematic that there are many attacks against communities such as different races, the LGBT+ community and immigrants. Secondly, the living conditions for refugees in Greece are inadequate. Additionally, the educational sector in Greece has problems that are difficult to solve because of the outdated school system. A great amendment to this issue would be fixing the timetables and asking students about their preferences regarding the subjects they want to learn. Moreover, there is widespread homelessness throughout the country due to the economic problems in Greece. Finally, one of Greece's biggest problems is the difficulty of accepting a variety of different cultures.

ON A CITY LEVEL Greece is a beautiful country with a rich ancient history, popular coastline and tropical islands, but its best known and busiest destination is Athens. Although it is a wonderful city, it has lots of cons that outweigh the pros. We hope these problems can be addressed in the future, so Athens can be a better city for all its inhabitants.

COLLEEN BROMBERGER'S CLASSES

Recommendations for Improving Greece, Athens & our Local Neighborhoods Nowadays, the world has a lot of problems to deal with. A good illustration of this is both the economic crisis as well as the numerous violent attacks around the globe.

Specifically, Greece is one of the countries facing these problems. If humanity is more careful, it can make these problems cease to exist.

One of the biggest problems facing Athens is the need for better infrastructure. Better sidewalks and more green spaces would improve a lot of the city. For example, trees increase oxygen and without them we cannot breathe. Another issue that should be fixed is having more cycle paths and more parking lots. In addition, more apartment buildings would be useful so that more people would find a place to live, a problem which many people have. Also, a better public transport system is important for a better organized city, and, for reducing pollution, we should use more public transportation and less cars. Advanced technology for transportation and health care will help people have a better everyday life. Public hospitals should have more employees. Last but not least, there should be more amenities for disabled people, such as more parking spaces, toilets and wheelchair ramps.

ON THE NEIGHBORHOOD LEVEL In order to make the neighborhoods of Holargos and Papagos better places, we need to improve some things. For example, we need better sidewalks so people can walk on them without tripping and falling. We also need more rubbish and recycling bins that will result in people throwing less rubbish on the streets. We need to add more ramps for people with disabilities because they have a right in going in and out as much as others. We also need to keep the streets clean for a better and cleaner view. We should take care of the existing parks and add new ones so children and grown-ups can spend time there without any problems. Finally, we should build a swimming pool so on hot, sunny days that we cannot go to the beach we can go there while cooling off.

In conclusion, we believe it is important to improve parts of Greece at the local, city and national level so there can be a brighter and better future for everyone.

COLLEEN BROMBERGER'S CLASSES

CONCLUSION We believe it is important to improve parts of Greece at the local, city and national level so there can be a brighter and better future for everyone!

TEA CHER : C H RIS T INA CH AT ZOKOU

AI AND HUMAN RELATIONSHIPS Created by the students of Cholargos Classes D & Lower

When was the last time you used artificial intelligence and what did you ask it to do? AI is a set of technologies that gathers data and information from the internet to answer questions and solve problems. AI has quickly grown in popularity since its invention, as more and more people are using it nowadays. While it can help us with many tasks, have you ever wondered how it might be affecting our relationship with other people?

There’s no denying that AI is useful when you want to find information quickly, or get help with your homework, as it gives you answers you can’t find on your own. It can also help you with school projects or work and give practical solutions to your problems. You can even use it to keep you company, if you are a lonely person. Sometimes we ask it to give us advice because we know that, unlike a real person, it won’t give away our secrets.

That’s why it can be an extremely helpful tool, if used correctly.

However, there are some disadvantages connected to its use that possibly outnumber its advantages. Because today people are busy and might not have time to spend with friends, it seems easier to talk to someone through a screen. When using AI, people might believe they’re talking to a real person, even though they know there is a bot on the other side of the screen. So, AI can distance them from real life, as well as their friends and family.

AI AND HUMAN RELATIONSHIPS

Artificial Intelligence While it can help us with many tasks, have you ever wondered how it might be affecting our relationship with other people?

Also, if you interact with AI on a regular basis, you might end up losing your social skills and even get addicted to using it. In some cases, people might gradually and even unconsciously develop feelings for avatars and bots, because of the help they get from these devices. It may sound strange, but AI can eventually make us trust it more than the real people around us Clearly the drawbacks of using AI are many, but luckily there are some ways we can make the best of it. To begin with, when people start developing feelings for AI and treating it like a real person, the practical thing to do is to take a break from screens, like phones, computers and TV. They can talk to someone they know, to come back to reality. Addiction to technology and loss of social skills is another issue caused by the use of AI, especially for younger people.

To avoid this problem, we need to overcome our fear of meeting new people and expand our social circle. This way, we can start building stronger and more meaningful relationships. Last but not least, we should never forget that AI is not a human being, but a tool. We shouldn’t treat it like a human, or share our feelings, personal information and problems with it, so as to be safe around it and keep our privacy.

To sum up, today technology is used every day to help us with different tasks. However, its use is getting out of hand, and it creates new problems and challenges. We need to think critically and use AI only as a tool to help us save time and achieve better results in tasks. We have to remind ourselves that it is not, and will never be, a true friend.

AI AND HUMAN RELATIONSHIPS

We have to remind ourselves that it is not, and will never be, a true friend.

T E AC H E R : G E R A S I M O S LO R A ND O S

WE IMAGINE CREATE THE FUTURE

FUTURE JOBS Class es: S enio r C , L ow er & C 1 NEA S MY RNI

2070: A day in the life of a hologram Teacher

BY KATERINA IORDANIDOU CLASS C

Sophie is a hologram teacher that lives on Mars and teaches college students about the exploration of the galaxy. Everyday, she wakes up at seven in the morning, she eats her breakfast and then she grabs her hologram device. It’s a small device that has a camera, which copies what what it sees and shows it in a hologram version when it is connected with another device such as itself.

The students have the choice to choose three lessons that they’ll do this way and the other ones with the normal way.

It is very interesting because she can show pictures of earth in real time and tell extraordinary experiences.

After the lessons are done, she goes outside, gets new information and new material for the next lesson. Afterwards, she helps explorers with directions and gives them supplies for their next stops.

At last, she goes back to her apartment and gets some sleep before the next day begins.

2050: A day in the life of a Dream Architect

BY ARIADNE MIHOPOULOU CLASS C

Alex woke up in his smart home, where the walls adjusted their colors to match his mood. As a “Dream Architect” his job was to design and create immersive dream experiences for clients using advanced neural technology.

After a quick breakfast, he runs into his workspace. His first client was a young artist seeking inspiration from a dream filled with vibrant landscapes. Alex crafted a stunning dream environment, complete with swirling colors and whimsical creatures, ensuring it would spark artist’s creativity.

After that he had lunch. Later he met with a team of fellow Dream Architects to brainstorm new concepts for therapeutic dreams aimed at helping people overcome fears.

As the day ended, Alex felt fulfilled, knowing his work allowed others to explore the depths of their imagination and confront their challenges in a safe, dreamlike world.

STUDENTS DRAW THE FUTURE

The Space-Farmer

The Flying-Car

Eva thinks in the future there will be space farmers on Mars growing trees for humans.

Panos wants a flying car to travel around Europe (of Athens, during rush hour].

The Robot Hand Eleonora wants just a robot hand on her desk.

It will do her homework and hold her cups.

My App-Room

Robot-Mary

Nefeli designed her future room full of apps and games.

Lydia designed a robot thet will do all the tasks for her.

The Robot Helper

The Homework App

Pavlos wanted a robot assistant with many hands

Mariam designed an App to help all students with their homework and explain their mistakes.

TE AC HE R: HA RI S STOU K AS | C H OL A R GOS

TEENAGER RELATIONSHIPS IN THE 21ST CENTURY Created by the students of Cholargos CPE and ECPE Courses

Digital Influence and Social Media Online Communication: With the popularity of smartphones, social media, and messaging applications, it is now possible for teenagers to use these modern means of communication to send messages and engage in video calls or share feelings, opinions and thoughts through social networks.

Public and Private: The line has begun to blur between public and private. While many of them publicly share at least some parts of what they go through in relationshipswhether romantic, friendships, or social experiences-rather than keeping it private, this has created a culture of oversharing for the benefit of both closeness and pressure.

Cyberbullying: It also increases the phenomena known as cyberbullying by which relationships among teenagers severely suffer, especially in love or friendship. Emotional welfare of youths suffers from online harassment or exclusion.

TEENAGER RELATIONSHIPS IN THE 21ST CENTURY

Introduction The relations among teenagers of the 21st century have continued to change with the influence of technology, culture, and a whole redefinition of even social dynamics.

Here are some important points that define the relationship status of teenagers today.

Changing Perspectives on Romance and Friendship Casual Dating and 'Situationships': Most teenagers have become averse to the "traditional" idea of dating, preferring to engage in casual dating or "situationships" where the relationship status is undefined with no "strings attached”, i.e. no commitment involved – a very common phenomenon, nowadays. Some teens see relationships less as serious commitments than explorations or experiments in connection.

The Pressure of Mental Health on Relationship First and foremost, the rise of mental health awareness: there is an increasing occurrence of so-called "mental health issues": anxiety, depression, self-esteem issues.

These issues are shaping the way teens experience relationships, including how they may care more about emotional support, mental health and self-care than about traditional dating rules.

Stress to Look Great: Social media can make fake rules for beauty, success, and how to have good relationships.

Teens may feel stress to show a perfect view of themselves or their relationships which leads to worry, envy or uncertainty.

TEENAGER RELATIONSHIPS IN THE 21ST CENTURY

"Teenagers prefer to engage in Situationships, where the relationship status is undefined."

Peer Influence and Group Dynamics Friends' Approval: Teens often care a lot about what their pals think when it comes to going out or hanging out.

Friends can shape how teens act in relationships, and how they mix can matter a great deal in love or friendships.

Group Fun and Friends: Lots of teen ties — be they pals or love — grow from doing stuff together, like school teams, games, or hangouts. Friendships are often the building blocks of romantic relationships — most teens like to date from within their extended social circles.

Technology and Privacy Issues Digital Footprints: Teens must be hyper-aware of digital footprints, as they frequently document relationships.

These include romantic and platonic bonds in photos and texts. There are posts too. This documentation often gets shared widely, however, it complicates privacy and creates risks for misunderstandings.

Ghosting and Avoidance: Teens can now disengage from relationships quickly. Digital communication made that possible. This is called "ghosting." It can cause feelings of confusion or hurt and especially those on the receiving end are affected with unpredictable consequences.

Conclusion Relationships in the 21st century for teenagers are deeply shaped by technology and by changing cultural attitudes and new social norms. Even though these relationships may display differences from previous generations they still stem from basic human needs. Those needs are for connection, understanding and emotional support. As teens go through these relationships, they come across newer challenges. These are: the pressing influence of social media and the intricacy of online dynamics. Also, there is a greater need for mental health support.

TEENAGER RELATIONSHIPS IN THE 21ST CENTURY

However, nowadays, teens have wider freedom to express themselves and create diverse relationships, not restricted by racialethnic background, religious beliefs and practice, culture or language.

LE S ÉL ÈV ES DE NA T H A L IE C H I N T I R O G L O U | C H O L A R GO S

ΣΥ ΘΕΣΗ : ΔΗΜΟΣΘΕΝΗ Σ ΚΟΣ ΜEΤΟ Σ, B2

Réseaux sociaux et mode : une relation réciproque De nos jours, la mode et les réseaux sociaux entretiennent une relation mutuelle et influente.

Les tendances de la mode sont façonnées et diffusées à travers les réseaux sociaux, créant un impact sur toutes les tranches d'âge, en particulier les jeunes.

Les réseaux sociaux occupent une place centrale dans la vie des jeunes aujourd'hui. Ils servent de lieu de rencontre numérique, tout en étant des outils indispensables pour les interactions sociales et des sources d'inspiration quotidienne. Les jeunes y recourent pour visionner des vidéos, communiquer avec leurs amis, partager des photos et échanger des nouvelles. Cette omniprésence des réseaux sociaux les rend incontournables. De plus, ces plateformes deviennent le terrain de jeu des influenceurs, qui promeuvent leurs choix vestimentaires et définissent les tendances de la mode à tous les niveaux.

Les jeunes apprécient la mode car elle leur permet d’exprimer leur personnalité, de se distinguer et de se différencier. Certains préfèrent créer leur propre style, tandis que d'autres souhaitent ressembler à leurs idoles.

Dans ce contexte, les réseaux sociaux leur offrent un accès instantané à des informations sur la mode, des promotions et des soldes.

Une enquête récente menée auprès des 27 élèves du département de français de notre établissement scolaire met en lumière le rôle de la mode chez les jeunes et l’influence des réseaux sociaux sur leur style vestimentaire. Les adolescents interrogés, âgés de 10 à 15 ans, ont fourni des réponses révélatrices.

ΔΙΑΓΡΑΜΜΑΤΑ: ΕΛΛΗ ΜΠΟ ΥΝΤΡΗ B2

L'étude montre que la majorité des participants utilisent activement les réseaux sociaux, avec 89 % des répondants confirmant leur utilisation. Un point notable est l'impact des réseaux sociaux sur la mode : 56 % des répondants suivent les tendances de la mode, tandis que plus de 92 % estiment que les styles vestimentaires sont fortement influencés par ce qu’ils voient en ligne. Les plateformes comme Instagram et TikTok jouent un rôle clé en tant que vitrines où les idées de style se propagent rapidement.

Cependant, il est intéressant de noter qu’environ 48 % des jeunes sans compte sur les réseaux sociaux adoptent également des styles influencés par ces plateformes. Cela démontre que l'impact des réseaux sociaux dépasse leurs utilisateurs directs.

Par ailleurs, 67 % des participants déclarent que leur style vestimentaire n'est pas influencé par les réseaux sociaux, tandis que 33 % affirment le contraire.

Il est également remarquable que la majorité des répondants (89 %) restent fidèles à leur style personnel, malgré leur attrait pour les nouvelles tendances. De plus, 52 % affirment qu’ils conserveraient le même style vestimentaire même s’ils n’avaient pas de compte sur les réseaux sociaux.

Cela montre que, bien que les jeunes aiment la mode et utilisent les réseaux sociaux pour s’informer sur les dernières tendances, ils privilégient leur authenticité.

Pour conclure, il est évident que les réseaux sociaux jouent un rôle important dans la formation du style vestimentaire des jeunes et dans la définition des tendances de la mode. Leur influence est multiple : ce sont des moteurs culturels qui façonnent les préférences vestimentaires des jeunes. Toutefois, malgré cette influence positive, il est nécessaire de réfléchir à des questions liées à l'authenticité et à la diversité des choix personnels.

ADVENTSZEIT UND ADVENTSBRÄUCHE FRAU DEMETRA | CHOLARGOS FRAU SOULTANA | NEA SMYRNI

Advent bezeichnet die Jahreszeit, in der sich die Christen auf Weihnachten vorbereiten. Der Advent beginnt am vierten Sonntag vor Weihnachten, dem ersten Adventssonntag. Der Begriff „Advent“ ist als Übersetzung auf den griechischen Begriff „επιφάνεια” zurückzuführen. Er stammt von dem lateinischen Begriff „Adventus“, was A n k u n ft h e i ß t u n d d i e G e b u r t v o n J e s u s bedeutet.

Im Mittelalter durfte in der Adventszeit weder getanzt noch aufwändig gefeiert werden. Auch feierliche Trauungen durften nicht stattfinden, stille Trauungen dagegen schon. Die meisten Gerichte sollten keine Sitzungen abhalten. Während der Adventszeit gibt es viele bekannte christliche Bräuche.

ADVENTSZEIT UND ADVENTSBRÄUCHE DER ADVENTSKRANZ Den Ad ventskr anz hat der evangelische Theo loge Johann Hinrich W ic herin 183 9 erfunden. Er hatte die Id ee ,die Tage bis Weihnacht en mit brennend en Kerzen ab zuzählen. Da s L ich t der Kerzen so llte ein Symb ol für J esu s Chr is tus s ein, d er als d as wahr e Licht der W elt a n W eihnachten geb oren wir d. So entwickelte s ich d er heute übliche Adv entsk ra nz mit v ier Kerzen.Ab 1860 ver wend ete Johann Hinr ich W ichern Tannenzweige als Sc hmuck für den Ad ventskra nz. Tannenzweige sind ein Symb ol für da s Leb en.Die T anne gr ün t a uch im Winter und ver weist auf Hoffnung.Ab er auch die Far be Rot prägt die Adv entszeit.Die r ote Fa rbe der vier Kerzen sy mbolisier t das B lut Jesu Christi,dass er am Kr euz vergießen wir d. Der traditionelle Adv entskranz ist r und.Der K reis ohne Anfang und End e steht für die Ewigkeit , die den Menschen d urch die Aufer stehung Jesu C hristi gesc henkt ist.

WER HAT DEN ADVENTSKALENDER ERFUNDEN ?

Der Brauch d es Ad ventskalend er s en twickelte sich Mitte d es 19. Jahrhund erts.Einen r ichtig en “Erfind er” gibt es nicht.Die er sten einfachen Adv entskalender war en 2 4 Kreid es triche an der Wand .Täglich wisc hten die K inder ein en Strich bis Weihnachten weg. Eine a ndere F or m bestand dar in , na ch und nach 24 Bild chen an die Wand o der a ns Fenster zu kleben , bis Weihna chten v or d er Tür stand.V ater d es Advents kalenders mit Türc hen ist der Verleger Gerhard La ng au s München .1 902 druc kte er die ersten Exemplare.

J edes dieser aufwendig verpa ckten, nummerierten Geschenk e wird jed en Morgen geäffnet, b is die festliche Stimmung am Heiligaben d und in d en folgenden Tagen ihren Höh epunk t erreicht.

DIE HEILIGE BARBARA UND DER BLÜHENDE ZWEIG Am 4 .Dezember ist Ba rba ratag.An d ies em Tag ist es seit Jahrhu nderten B rauch ,Zweige v o n Obst bäumen ( Weichsel, Apf el,Birne, Pfla ume, F lied er , Linde und Kir sche )au fzustellen.Die Zweige wurd en a ls Mittel zur Z uk unf tsschau eingesetzt.Nach regionalemVolk sg laub en bed eut et das A ufblühen der B arba razweige Glück im ko mmenden Jahr. B arb ara gilt a uch als Gab enbr ingerin,die Kind er bes chenkte.

ADVENTSZEIT UND ADVENTSBRÄUCHE FEIERN DES NIKOLAUSTAGS Zu den B räuc he n in der Adv ent sz eit zählt seit etwa 1500, dass Kind er a m fünf ten Dezember ihr e Sc huhe vor d ie Tür s tellen , um am nächsten Ta g kleine Gesc henke und Süßigkeiten des Gabenb ring ers N ikola us d arin vor zufinden. D urch die Tr adition des Sc henkens werde n d ie T aten des Heiligen Nikolaus als Wohltäter u nd s eine Großzügigk eit v erkör pe rt.

KNECHT RUPRECHT Aufga be d es Knecht Ruprecht ist es zu beurteilen, o b d ie Kinder b r av waren. Er trägt eine schwar ze oder bra une Ku tte und am Gür tel eine Rute. Er verk örper t d as Böse während der Nik olaus der Fr eu nd der Menschen ist. Er dro ht d en Kin d er n, sie in seinen Sa ck zu schließen oder mit der Rut e zu b estrafen. Er is t d ie no rddeutsche Ver sion des Kr ampus.

KRAMPUSLÄUFE Am fün ften Dezemb er, den Vora bend des F estes des Heiligen Nikolaus, wer den im Alpenraum K rampuslä ufe ver anstaltet. Bei d iesen Umzügen ziehen als K rampusse verkleidete Männer lär mend mit Glock engeläut und Ketten dur ch die Straßen und erschecken die Passanten. Die Krampusse sind mit einer holzgeschnitz ten Mask e und einem Ziegenfell a usgestattet.

NEA SMYRNI: LA BELLE ET LA BÊTE Projet dirigé par Ioanna KIRYKOU

La Classe Verte - "Η πράσινη τάξη”

Η παιδαγωγική πρακτική της classe verte σημαίνει "πράσινη τάξη" δηλαδή μάθημα στη φύση. Εμείς προσαρμόσαμε αυτή την ιδέα και την άνοιξη κάναμε μάθημα στη γειτονιά μας.Το concept αυτής της περιήγησης ήταν να γνωρίσουμε καλύτερα τη γειτονιά μας, να γίνουμε… τουρίστες και ξεναγοί και να αναδείξουμε τα ωραία και τα άσχημα, εξ' ου και ο τίτλος «Νέα Σμύρνη : η Ωραία και το Τέρας». Τα παιδιά απόλαυσαν αυτό τον περίπατο, φωτογράφησαν πολλά σημεία της Νέας Σμύρνης και τα ανέδειξαν με το δικό τους εξαιρετικό τρόπο. Είδαμε την ιστορία της πόλης μας να ξετυλίγεται μπροστά μας, επεξεργαστήκαμε τα σχόλιά τους και αυτό το projet παρουσιάστηκε στους γονείς και στις υπόλοιπες τάξεις των Γαλλικών. Ιωάννα Κηρύκου