THE LITTLE JOURNALIST-Guide book

ERASMUS

PROJECT

N. 2016-1-RO01-KA219-024675 European schools without stereotypes promoting the European inter culturality

Drăguț Violeta

COSTEȘTI, 2018

This project has been funded with support from the European Commission.

,,The European Commission is not responsible for any uploaded or submitted content. The content reflects the views only of the European Commission cannot be held responsible for any use which may be made of the information contained therein”

Coordinators Teachers: Mrs. Drăguț Violeta, Tehnological High School Costești, ROMANIA

Collaborators Teachers: Mrs. Ghițulescu Daniela, Tehnological High School Costești, ROMANIA Mrs. Caterina De Maria , I.I.S.S. "Carlo Maria Carafa" Mazzarino and Riesi, ITALY Mrs. Anna Maria Lo Bue, I.I.S.S. "Carlo Maria Carafa" Mazzarino and Riesi, ITALY Mr. OnurArslan, Sule Muzaffer Buyuk Vocational and Technical Anatolian High School, Manavgat, TURKEY Mrs. Tsetska Kamenova, Vocational School of Tourism “Mihalaki Georgiev”-Vidin, BULGARIA Mr. Luciano Sgarito, I.I.S.S. "Carlo Maria Carafa" Mazzarino and Riesi, ITALY Mrs. Canan Kartal, Sule Muzaffer Buyuk Vocational and Technical Anatolian High School, Manavgat, TURKEY

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Students: Iva Ivaylova Ilieva, Gloria Tihomirova Angelova, Maria Sofia Gammacurta, Martina Ballaera, Serena Mancuso, Martina Ligotti, Veronica Chiantia, Davide Ievolella, Miriana Villafranca, Rosario Marco Di Legami, Chiara D’Amico, Federica Ligotti, Simone Russo, Anja Denise Drago, Marika Palme, Dennis Bordonaro, Rabia AKCA, Kezban BİNGÖL, Buket ÖZKAN, Ionescu Lorenlai, Rădoi Alina, Priu Florin

Editor Mrs. Drăguț Violeta, Tehnological High School Costești, ROMANIA

PROJECT FUNDED BY THE EUROPEAN UNION

ISSN 2601-9094, ISSN-L 2601-9094

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2018

All rights reserved. No part of this publication may be reproduced, in any form or any means, without permission in writing from the authors.

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INDEX INTRODUCTION………..…………………………………………………………6 BULGARIA

The Impact of Social Media on Student Life, Iva Ivaylova Ilieva………7 The Influence of the Media in School to Overcome Stereotypes, Gloria Tihomirova Angelova……………………………………….………………...9 We are an Internet generation, Stanislav Kirilov Strahilov……………….11

ITALY

Environment: the Challenge Between the Man and Nature, Maria Sofia Gammacurta, Martina Ballaera, Serena Mancuso, Martina Ligotti, Veronica Chiantia, Davide Ievolella………………………......................................................14 Immigration, Miriana Villafranca…………………………..…………………..18

Has Technology Made Our Lives Simpler or More Complicated?

Luciano Sgarito……………………………………………………………………..21 Violence, Rosario Marco Di Legami, Chiara D’Amico, Federica Ligotti, Simone Russo, Anja Denise Drago, Marika Palme, Dennis Bordonaro…………………...24 Compulsori Vaccines for Students and Teachers, Anna Maria Lo Bue.......27

TURKEY

Time Passes Fast, Kezban BİNGÖL………….……………………………...32 Social Problems Among Teens, Buket ÖZKAN………….……………….34 Prejudicies Based on Social Learning, Canan KARTAL…………..…...36 ROMANIA

The Fire from Costesti Church in Arges, Drăguț Violeta………............39 The Last Days of President Nicolae Ceausescu, Dragut Violeta, Ionescu Lorenlai ……………………………………………………………………………..41 The Mineriad (June 1990), Dragut Violeta, Rădoi Alina…………………...44 Pitești Experiment-Reeducation Metods, Teacher Dragut Violeta............46

Left by Parents in the Country, the Children of Romanian Emigrants Dilemmatically Think the Way to Success, Dragut Violeta ........................................................................................................................... 52

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INTRODUCTION

The magazine is one the products of the Erasmus Project European Schools without Stereotypes Promoting the European Inter culturality that has been developed during the period 2016-2018, by the four school partners: Tehnological High School Costești (Romania), Vocational School of Tourism Mihalaki Georgiev – Vidin (Bulgaria), I.I.S.S. Carlo Maria Carafa – Mazzarino (Italy) and Sule Muzzaffer Buyuk Meslekive Teknik Anadolu Lisesi - Antalya (Turkey).

Students and teachers from these four schools have worked on it and have written articles on various themes that reflect the cultural difference and common concerns.

The articles highlight the students' mentality, which highlighted the issues in the media.

Project coordinator, Teacher Drăguț Violeta

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BULGARIA

The Impact of Social Media on Student Life

By Iva Ivaylova Ilieva, a student from 11 V grade Vocational School of Tourism “Mihalaki Georgiev”-Vidin, Bulgaria

Today’s world is a global village. Everyone is connected to one another in this vast network generated by the Internet. As said by Marshall McLuhan, a philosopher of communication theory, “The new electronic independence re-creates the world in the image of a global village.” This electronic independence is inherently dependent upon the Internet. It illuminates the lives of thousands of people by spreading knowledge internationally, thereby making us global citizens.

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In the past, the communicating and free sharing of thoughts among people were restricted by long distance, nationality and/or religion. But now, even these barriers cannot stop the flow of information and knowledge. The new world of social networking allows free sharing of thoughts. Online social networks are created by websites such as Facebook, which has emerged as a giant in this social world. So how do these networks affect our education? How do they influence the lives of students?

Humans are social animals. We always like to remain in some group or another, and we prefer to follow what this group does. All of our traditions and cultures are the product of this group-oriented facet of human nature. A well-known American psychologist, Abraham Maslow, stated in his “Theory of Motivation” that the social need of human beings is the third most important requirement after our physical and safety needs — the third tier in his hierarchy of needs. Even our self-esteem comes after this social dependence.

This is the main reason billions of people use social networking to stay connected, make friends and satisfy their social needs.

The system generates a competition to make as many new friends as possible and the so- called “social quotient” of a person is decided by how many friends they have and not on how goodnatured and congenial the person really is. Often, students who are not old enough to accurately analyze the world “like” or comment on social or political issues, and this leads sometimes to serious controversies.

Considering all of the above pros and cons, it is necessary to develop certain regulations over the use of such social networking sites, especially for high school and college students. But still, students should get the choice to spend time socializing in an effective way. It should not hamper their school or college performance, and it should be kept in mind that social networking sites create virtual worlds that drastically differ from reality.

Students should develop the cognitive and intuitive ability to analyze how much time they want to spend on social media. It is left up to 8

the students to decide what really matters in their life and how much of this virtual life translates to real life

The Influence of the Media in School to Overcome Stereotypes

By Gloria Tihomirova Angelova, a student from 12A grade Vocational School of Tourism “Mihalaki Georgiev�-Vidin, Bulgaria

The media or the mass media has a profound impact on the live of young people. It dominates both public and private. Media 9

products not only inform and entertain us but play an important role in how we see the reality around us and also influence our thinking, feelings and behavior.

On the other hand, the media has a major role in educating adolescents. That is why all media tools should have the task of showing children how to overcome the "diseases" of modern society the so-called stereotypes. A group of ten-year-old children beat one just because of having different skin color, or a few girls make fun of another that carries a scarf on her heads. Why? No child is born like that. No child has the hatred of the different. He does not see it in his family or, as far as possible - on television, on the Internet.

The children's value system is chaotic. At the age at which children begin to notice differences, but cannot explain it, they are often left without control of their parents. As a result, they adopt prejudices and discriminatory attitudes, have unresolved internal conflicts, and adopt double standards. And here comes the role of media. In fact, it can be argued that today's media impact rivals education in that of the school and that of the family and occupies a special place in the socializing process. Within this framework, the training for appropriate media use is the basis for the moral, spiritual and cultural development of children.

Stereotypes are everywhere around us-on TV, on the Internet, unfortunately even at school. We see them every day. Some of us, students, fight them as much as we can. Others accept them.

Growing up with a shaped system of values and morality, some students learn to accept the different. We are all people, no matter which religion we profess, from which country we are and what is the color of our skin. Well, there is still the other extreme - the youngsters, with a wrongly built value system. Those who leave school and are transferred to the "big school", namely life, cannot yet escape the stereotypes from which they were surrounded and who have been enforced, from the general public thinking formed by the media.

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We are an Internet Generation

By Stanislav Kirilov Strahilov, a student from 10th grade Vocational School of Tourism “Mihalaki Georgiev”-Vidin, Bulgaria

We are а generation of the Internet. Мuch of the time I am away from my family and that is why I quite respect the internet.

Particularly my interest in the attitude towards the other ethnics is increased after my participation in mobility under Erasmus+ programme in Romania. What were the impressions I had built with the help of the media. The Italian group included 2 ladies and 4 students who were timid and shy in the beginning but then relaxed and 11

turned out to be very entertaining and smart. One of them showed incredible knowledge of mathematics. The Turkish group was somewhat cohesive. They kept their eyes off their phones. One of the girls was very bright, emotional and sympathetically, she was on good terms with everyone even though she was shy. The Romanians impressed me most, because they were really funny, especially Bogdan, who was the biggest of all but unexpectedly it turned out he is the one who plays violin. We Bulgarians were not very communicative in the beginning. I dear say I somehow felt ashamed of myself, but I relaxed and spent great time while we were having some free time with the other teams while we were on a short trip around Romania.

Under the mobility I made new friends and I realized that we have more things in common than the differences.

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ITALY

Environment: the Challenge Between the Man and Nature By students Maria Sofia Gammacurta, Martina Ballaera, Serena Mancuso, Martina Ligotti, Veronica Chiantia, Davide Ievolella I.I.S.S. “Carlo Maria Carafa” Mazzarino, Italy

Many distinct natural zones can be fairly easily distinguished in Italy, precisely, its natural landscape can be divided into six zones: the Alps, which are dominated by valleys, glaciers, and high peaks, the Po plains, the “ tavoliere” of Apulia, the Tyrrhenian headland, the islands and the Apennines. In particular, in Sicily you can find the Etna volcano, mountains and stunning sandy beaches. As a result, there is also a wide array of climates, due to local variances in elevation, proximity to the sea and inland water basins, and metropolitan areas.

Ever since the man has transformed the environment around him and in some cases, unfortunately, destroyed it. Today we hear about greenhouse effect, ozone hole, acid rains, oil pollution, drought and lack of water and many other problems due to the industrial development of these last years. Extreme weather phenomena are increasing throughout Italy and these confirm how serious the environmental issue is. Hundreds of people have died recently because of floods, earthquakes, excessive temperature rise or, on the contrary, 14

freezing temperatures. Moreover these natural disasters have also damaged two of the main economical sectors of our country, including agriculture and tourism. For example, between 2010 and the first half of 2017 fifty-five days of electrical blackout due to bad weather have also been recorded from the north to the south of the country; the longest was in January 2017. In the big cities there have also been numerous incidents because of intense flooding and the last case was in September in the city of Livorno.

In Italy, according to the National Research Council, “intensification� has increased by 900% over the last century. The excessive heat that last summer tightened Italy is a further evidence of the current climate changes. The environmental problems plague all our planet and the basic elements of the man's life: land, air and water.

As far as land is concerned, one of the most important issues is deforestation, as a large number of trees are cut off daily to leave space for crops and to supply timber industries. Furthermore this is a serious threat to many animal species that see their natural habitat destroyed.

Deforestation can also have serious consequences on the man: trees, in fact, with their roots make solid soil and retain moisture. If we cut off them, the result will be landslides and disastrous floods in case of abundant rainfall.

Air pollution does not only affect the atmosphere, but also seas, oceans, lakes, rivers and all the inland water basins of the planet.

Many man-made activities daily release dangerous toxic substances that destroy the environment and cause serious human health problems, such as the ozone depletion and the absorption of ultraviolet radiations due to the use of forbidden hydrochlorofluorocarbons.

Pollution of the water basins is due to the spillage of the industries of harmful substances in the watercourses. These, in addition to being lethal for some animals, can affect crops and food.

Besides, fertilizers also reduce the level of freshwater oxygen.

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Global overheating can have disastrous effects on agriculture, as many plants may not be able to adapt to climate change. Some other direct consequences of this phenomenon are powerful hurricanes.

We often do not care about the surrounding environment and we think we cannot do anything to improve the current situation.

However each one of us can do something to save our planet from self-destruction and consequently preserve it for the future generations. Moreover each of us should learn to know and love the beauties of nature that our earth provides us. We have become so used to live in our cities that we will not be able to spend one night in the countryside without our technology. Instead, it would be much better to breath fresh air again, not to hear the noise of the machines, but to live in close contact with nature and to hear only the sweet birds singing. It seems like a naive dream, but if it is impossible to return to live in close relationship with nature, it will not be impossible to bring “a bit of nature” into our cities. It would be possible to enlarge the green areas and reduce the noise in metropolitan areas and use renewable energies. This is one of the main points of sustainability and “green” technological development in harmony with nature.

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To try to solve at least some of these issues, it would be necessary for governments all over the world to agree on the reduction of fossil fuels and on the increase in the use of renewable energies. Even

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ordinary people, however, can do a lot to save our planet, for example, by using less frequently the car, by recycling rubbish as much as possible and by using very little fertilizers and detergents.

Immigration By student Miriana Villafranca I.I.S.S. “Carlo Maria Carafa� Mazzarino, Italy

Refugees, illegal immigrants, security, attacks, racism, xenophobia and integration are some of the words that are connected to immigration, a phenomenon that has spread from the night of the times, but that nowadays, in our globalized world also marked by numerous conflicts, is a serious social and political problem.

The never – ending arrival of loads of immigrants, terrorist attacks, cultural diversity, economic crisis and political unrest, characterized by hatred and fear, have created a climate of uncertainty and confusion where the theme of immigration is often declined

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according to unjustifiable prejudices and false information.

The data clearly prove that immigration increases alongside with increasing situations of conflicts: in 2014 the people forced to immigrate to escape from the wars were about 60 millions, 8,3 millions more than the previous year, because of the increase in wars

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In the last 20 years immigrants have become almost ten-fold, but it is thanks to them if we can cope the demographical gap due to the fact that Italian families do not have children any more .

Without a doubt the coexistence of peoples with different cultural and religious backgrounds may create serious problems, however taking into consideration the problem from a rational and sensible point of view, we can see the immigrants as a resource: without their contribution our economy and also the population would have fallen down in the last years.

Our society has now become multicultural. This phenomenon

is seen negatively by most of the Italians that consider immigrants as potential criminals or social parasites. Besides this stereotype there is a form of deep racism in our country still alive that condemns those who move from a country to another one to live in appalling conditions.

The first possible solution could be the opening of geographical borders to give birth to an effective multiculturalism. If the poor people spread around the world could move to rich countries safely and legally, the problem of illegal immigrants, journeys of hope and deaths in the seas would not exist anymore. Certainly it would be 20

necessary to overcome social inequalities and the economic differences between the various citizens of the world.

It would be amazing but it is impossible to achieve these utopian ideas. What we imagine and want is that every person could live in the place where he was born. The departure from one’s own mother country should be a choice and not a necessity. However, at the moment it is very difficult to stop this mass exodus coming from the underdeveloped countries and we have to realize that these people suffer so much at home that they prefer to risk to die in their journeys across the seas in order to hope a better future.

Has Technology Made Our Lives Simpler or More Complicated?

By teacher Luciano Sgarito I.I.S.S. “Carlo Maria Carafa� Mazzarino, Italy

Over the last half century the pace of change in the life of human beings has increased beyond our wildest expectations. This has been driven by technological and scientific breakthroughs that are changing the whole way we view the world on an almost daily basis.

This means that change is not always a personal option, but an inescapable fact of life, and we need to constantly adapt to keep pace with it.

There is no doubt that technology has made our lives easier and more comfortable. It has brought us many conveniences that our grandparents never had when they were young.

Computers and the Internet, as means of communication, are arguably the most important technological creations of the last century.

Many people compare the advent of the Internet, and its access to information, to the invention of the printing press. Other people think 21

that computers and the Internet make our lives more stressful. Whether we agree or not, they have certainly altered the way we live our lives.

Now we can get in touch with relatives, friends, business colleagues, send pictures to far away people, all with the click of a mouse. Best of all, we can find information instantaneously with the help of search engines like Google, the most widely used of them all.

Nevertheless, it cannot be denied that technology has some negative side-effects. The worst influence of technology to society today is the impact on our mentality. In today's world, we are moving toward a society that is tied to a media constructed universe by means of new communication technology.

Computer, Internet, television and other communication technology are all becoming necessity for daily life. It is very difficult to imagine life without them. However, these new technologies bring up problems that are being neglected by man. By our dependence on new inventions and devices, we are losing the social context in which things belong and isolating ourselves from older traditions and customs. For example, young children can be negatively affected by too much time spent on the computer every day. This is partly because sitting in front of a screen for too long can be damaging to both the eyes and the physical posture of a young child, regardless of what they are using the computer for. However, the main concern is about the type of computer activities that attract children. These are often electronic games that tend to be very intense and rather violent. The player is usually the ‘hero’ of the game and too much exposure can encourage children to be self-centred and insensitive to others.

Even when children use a computer for other purposes, such as getting information or emailing friends, it is no substitute for human interaction. Spending time with other children and sharing non virtual experiences is an important part of a child's development that cannot be provided by a computer. In spite of the fact that the obvious benefits of computer skills for young children cannot be denied, I think the main point is to make sure that young children do not overuse computers. Parents must ensure that their children learn to enjoy other 22

kinds of activity and not simply sit at home, learning to live in a virtual world.

Who needs the real world when you can make new friends in chat rooms or on social networking sites? It can be cool to blog, chat or play games online, but when you are on the Internet for 48 hours non-stop, or more than a hundred hours a week, your idea of reality changes. This can happen to real addicts, who often feel tired, depressed and isolated. Between five to ten per cent of Internet users have become addicted to it, and psychologists now recognise this is a problem. Internet addiction has ruined people’s education, relationships and careers. One of the main reasons why university students fail nowadays is that they spend their time on the Internet instead of studying.

As far as I am concerned, much of what is most important to me today as an adult I learned from my teachers at school. Although we hear so many derogatory things about state schools today, my experience as a whole was wonderful, thanks to my teachers. They were interested in me as a person, and they made such an impression on me that I can remember at least one thing I learned from every one of them.

They had only a blackboard, chalk and a duster because schools that time did not have resources, but they tried to enrich the education experience by using the little resources they had while nowadays kids have all kinds of new technology. They have all kinds of visual aids and the Internet to enhance the experience of learning.

Even if education is developing and changing, meaningful instruction and learning will depend, as it always has, on the teacher. He/she will have the responsibility of moulding minds, building research skills, encouraging acceptance and toleration of differing points of view, and imparting a love of learning to their students.

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Violence By students Rosario Marco Di Legami, Chiara D’Amico, Federica Ligotti, Simone Russo, Anja Denise Drago, Marika Palme, Dennis Bordonaro I.I.S.S. “Carlo Maria Carafa” Mazzarino, Italy

The phenomenon of violence has always existed in any society of all the ages, from those primitive to those evolved; however, nowadays

it is becoming more and more remarkable. Without a doubt, our society is violent and every day radio, newspapers and TV news release loads of news about current brutal events and acts. These facts are not sporadic, but occur frequently: murders, massacres and several other types of violence.

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Newspapers usually write about cruel episodes and what is shocking is the indifference of the people towards such violent behavior. It is disarming to think that many of these episodes are carried out without worrying about their extreme consequences. So we believe that they are the direct result of the current system which can be defined as a repressive system since it imposes ways of behavior and of thought.

Indeed the origins of violence do not concern only the human nature, but they are connected to instinctive elements, such as anger, repression and aggression, whose victims are usually women, children, old people and foreigners facing difficult living conditions.

Actually we can state that there are several types of violence, such as: • • •

• • •

Physical violence, which concerns some physical mistreatments exercised on another person; Sexual violence about imposition of unwanted sexual practices; Psychological violence which is the slightest form of abuse of a person on another one, because it does not have visible effects but it damages people emotionally; Economic violence which concerns every form of deprivation limiting access to the economic independence of a person; Job violence which concerns harassment and mobbing; Cyber violence which involves the recourse to electronic devices to harm another person.

Nowadays one of the most serious threats is represented by Isis which, through terroristic attacks, intimidates our world arousing fear and limiting social interactions. It is worth mentioning the terrorist attack on Palmyra in May 2015. On that occasion, Isis militants destroyed a tetrapylon and part of a Roman theatre in the ancient city of Palmyra, once a Silk Road oasis that boasted some of the bestpreserved ruins of antiquity. Militants rampaged through the city’s museums and ruins, blowing up the 2,000-year-old towering Temple 25

of Bel and the Arch of Victory along with other priceless artifacts; this represented an enormous loss for all the mankind. They also killed Khaled al-Asaad, a leading archaeologist. The main reason which induced Isis to carry out such a brutal action is certainly hatred towards culture and history, they wanted to eliminate any past traces of their population and erase the roots of their identity. In our opinion, instead, you need to know deeply the past to appreciate the present.

As to the violence against women, one of the last shocking news was the murder of Noemi, an Italian teenager killed by her boyfriend because of his possessive and jealous love, which can be defined as “sick love�. Many murders similar to this occur every day, they are the extreme consequence of what we defined as psychophysical violence.

Actually it is necessary to help and listen to the victims denouncing such type of violence, because only in this way we can save their life.

However, the human mind is composed of good and bad pulses, so it is necessary to choose which part has to prevail, if we have to surrender or if we should fight to foster good attitudes and positive feelings.

Any form of effective repression towards violent demonstrations has to be accompanied by social and cultural changes, so that this kind of repression could promote men’s good attitudes. Besides it is not necessary to marginalize people who impose violence on other people, but in some situations it is better to educate them to a pacific coexistence in our multicultural society, according to democratic principles of respect and solidarity.

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Compulsori Vaccines for Students and Teachers By teacher Anna Maria Lo Bue I.I.S.S. “Carlo Maria Carafa� Mazzarino, Italy

A vaccine is a biological preparation that provides active acquired immunity to a particular disease.

Vaccines can be prophylactic (example: to prevent or ameliorate the effects of a future infection by a natural or "wild" pathogen), or therapeutic (e.g., vaccines against cancer are being investigated).

Generically, the process of artificial induction of immunity, in an effort to protect against infectious disease, works by 'priming' the immune system with an 'immunogen'. Stimulating immune responses with an infectious agent is known as immunization.

The immune system recognizes vaccine agents as foreign, destroys them, and "remembers" them.

When the virulent version of an agent is encountered, the body recognizes the protein coat on the virus, and thus is prepared to respond, by (1) neutralizing the target agent before it can enter cells, and (2) recognizing and destroying infected cells before that agent can multiply to vast numbers.

Why is it important to vaccinate?

Do not vaccinate means having to meet a number of important risks related to the health of the child and the adult.

Despite numerous vaccination campaigns, there is still a lot to do about the vaccine plan. The vaccine is the only way we can defend ourselves from infectious diseases that in the worst cases can lead to death.

For this reason, it is essential to provide two doses of vaccine in all newborns 27

but also adults who have never been vaccinated or who have never received the second dose.Believing that vaccines are useless is wrong.

The vaccine is safe, has no side effects, and the complications are very rare.

It is necessary to remove certain false beliefs and to make it clear to the community that vaccines are used to prevent the onset of serious illness and the spread of epidemics.

Vaccines are today the safest method not to get sick and transmit to others a disease, they are a winning weapon against disease, such as diphtheria and polio, still present in some parts of the world.

Vaccine law in Italy

In Italy, the law June 7th 2017, n. 73, (Urgent Provisions on the Prevention of Vaccination), as amended by Law July31th, 2017, n.

119, has brought the number of compulsory vaccinations in infancy and adolescence in our country from four to ten.The aim is to counteract the gradual decline in vaccinations, both compulsory and recommended, in place since 2013, which has resulted in an average vaccine coverage in our country below 95%, i.e. the threshold recommended by the World Health Organization to protect, even those who, for health reasons, can’t be vaccinated.

The above-mentioned law providesfor minors between zero and sixteen and for unaccompanied minors the following compulsory vaccinations: 1. anti-polio, 2.anti-diphtheria, 3. anti-tetanus, 4. anti-hepatitis B, 5. anti-pertussis, 6. anti-Haemophilusinfluenzae type b, 7. measles, 8. rubella,

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9. mumps, 10. varicella.

In addition, the following vaccinations are indicated, but without a vaccination mandate: A. anti-meningococcal B, B. anti-meningococcal C, C. anti-pneumococcal, D. rotavirus.

School and vaccines

In general, compliance with vaccination requirements becomes a requirement for admission to kindergarten and infant school (for children 0 to 6 years old), while primary school children and teenagers can still go to school and do the examinations, but if the obligations are not respected, ASPs ( Local Health Authority) initiate a vaccination retrieval path and administrative sanctions can be imposed from 100 to 500 euros.

Children and young people already immunized as a result of natural illness are exempted from the obligation, and children who exhibit specific clinical conditions that represent a permanent and/or temporary contraindication to vaccinations.

The measure of denial of access to the services for the children whose parents/guardians have not fulfilled, within the prescribed deadlines, the vaccination obligations, belongs exclusively to the school principal.

Vaccines, all measures taken by the Sicily region

For the school year 2017/18 a transitional phase is foreseen; then documentation proving vaccination or declaration or exemption, omission or deferral, is to be submitted by 10 September 2017, for educational services, by spring sections and kindergartens, including private schools.While, for primary and secondary schools (and for vocational training centres), the mentioned documentation must be submitted by October 30th, 2017 at the latest.

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The USR Sicilia communicates, through a note, the agreement reached with the health authorities and at the same time provides guidance to schools: 1. the School Institutions will send the lists of students enrolled according to the scheme attached to the relevant ASPs and the e-mail addresses indicated in the same Annex; 2. ASPs will check the vaccination status of each individual pupil and, in case of irregularity, will contact the families for further regularization; 3. at the end of the procedure, ASPs will inform schools about the names of members who are in line with vaccinations and those that are not yet.The requirement for a vaccine at school would also be for teachers.

In fact, there is an amendment, which states that from January 1st 2018, healthcare workers, health care professionals and school workers must have, with regard to compulsory vaccinations referred to in Article 1, supporting documentation, ie the immunization following natural illness, or the exoneration for an established health hazard, or the formal application for vaccination submitted to the Local Health Authority.

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TURKEY

What kind of life did you want? What do you perfer , a mass media that manages you or mass media that you manage? Mass media has positive and negative effcects on our lives, life styles, thoughts and ideas. It can also be harmful when the media is used extensively especially among young people. In many experimental and professional researches, it has been found that the mass media cause increased violence tendencies and aggressive behaviors. In recent times, internet addiction becomes an important health problem that affects 80% of communities. What should we do in this case?

We must use mass media appropriately and correctly for correct purposes.

By student Rabia AKCA Sule Muzaffer Buyuk Vocational and Technical Anatolian High School, Manavgat, Turkey

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Time Passes Fast By student Kezban BÄ°NGĂ–L Sule Muzaffer Buyuk Vocational and Technical Anatolian High School, Manavgat, Turkey

How fast is the new generation growing, isn't it?

They understand everything very quickly and easily. As time goes on, the world is moving faster. the effects of this rapid progress are seen in all areas of our livesEspecially young people can fit the new era very comfortably. So that mass media are most often involved in their lives.

In the past, the kids played games together. They were not seperated from each other. They keep in touch with face to face interaction mostly. They listened and understand to each other carefully. But today's world everyone has smartphones, tablets and their only problem is to post on their photos, share their locations on social networking sites such as Facebook, instagram. We cannot see books on their hands but smar They don't like reading, involving in social issues, physical activities.

Mass media is killing their creativitiy .

In deed, mass media has positive effects on us, too. It is important 32

to be aware of using it. We can reach everything easily via mass media. To avoid bad situations, the parents and teachers should make young people aware, parents spend more time with their children. We, young people should be encouraged to use social media consciously. Even young people should turn to social issues and values and inform each other via mass media.

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Social Problems Among Teens By student Buket Ă–ZKAN Sule Muzaffer Buyuk Vocational and Technical Anatolian High School, Manavgat, Turkey

Who are you? A Turk, a Syrian, a German, a Romanian, a Bulgarian, an Italian or anybody else. We all share the same world.

God created us somewhere. All of us are egual.

There is no superiority between humans. The white is not superior to the black or the wealthy to the poor. How does a child feel grown up in a particular dense, culturally, nationally dependent manner when goes out in a metropolitan city or does he feel relaxed while being continuously alienated in the crowd. Stereotypes among us are everywhere, in the parks, streets even in schools. There are some reasons that cause these stereotypes. I think social media is the strongest one of all.

What are the effects of the mass media in the school is the important question.

There are many mass media. television, newspapers, magazines, radio and the internet that is the most used among young people today. Then how does the internet affect our relationships?

Social media has advantages and disadvantages in our lives. While doing our homework, searching for anything we are curious about, communicating with our friends we use social media.These are good sides of technology. In our lives, we are affected by mass media. For example, the negative behaviours in tv series influence young people badly. In the series people with their wealth or status behave superior over others and this situation can be seen among young people. In some schools, the wealthy students see themselves superior over other students and behave them in a bad manner. These are negative examples, but also there are positive ones.So, it is important to use the mass media properly and make the young people aware of the right 34

direction Individuals from different religions and societies live in together every country. For example, in our school and neighborhood there are a lot of people who are immigrant and nowadays especially Syrians. All of us should live equally and in a friendly way. In our schools there are students from different cultures, religions and races; for example, Laz, Çerkez, Kßrt, Kazakhstani. But we have the same right, right to get educated.

So social media and public spots should emphasize this issue.

When using technology, we must emphasize the importance of social values, living together humanly without stereotypes.

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Prejudicies Based on Social Learning By teacher Canan KARTAL Sule Muzaffer Buyuk Vocational and Technical Anatolian High School, Manavgat, Turkey

Prejudices acquired through social learning are very young they begin to learn in the family.When the child is asked who you are, it can answer according to an ethnic or a religious group membership.

Besides learned some group labels;

If these group labels contain condescending adjectives, the child know that they are only said when you're angry. The words spoken around the child, behaviors, judgments, rumors, fake nicknames leave tracks in their minds and it leads to adopt the same prejudices as their 36

parents and neighbors. When they go to school, they start to use labels of peer groups. When they start high school, it almost reaches the level of the stereotypes of the adult community. And in adulthood, he/she is the one with the prejudice that is caused by the wider sociocultural structure.Sociologists and anthropologists underlines sociocultural factors as reasons for prejudice and exclusion sociocultural factors.

As understood, Both psychological and social factors are important in the sense of prejudice. Obviously, it is not possible to understand a social situation, such as prejudice, as an end result of only one person. Firstly, social and cultural influences are much stronger.On the other hand, they are individuals who perform these behaviors. It is necessary to avoid psychological and sociological dominance when examining the prejudice and to examine the prejudice phenomenon by mutually addressing all the factors.

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ROMANIA

The Fire from Costesti Church in Arges By teacher Drăguț Violeta Technological Highschool Costesti

On 18th April 1930, in the interwar period, 116 children died in the city of Costesti in Argeş County, most of them being children.

Everyone had gathered at the church on Good Friday before Easter to attend religious service. The church was wooden and small, old and rotten, an interwar church that escaped the raids of the First World War. In the church's bridge were kept wreaths of paper from the dead, the church was wooden, it was the spiritual center of the village.

All children wanted to go to church, it was a privilege. The population was raised in religious spirit, with the fear of God and with the fear of endangering interwar peace, both adults and the elderly had gone through a world war.

Good Friday, the day when Jesus died crucified, it was a special day for all, it was (and still it is) a day of mourning, everyone wanted to go to church to take part in Denia Prohod. This night the faithful pass under the table full of flowers, a table that represents the Savior's catafalse. On this table is usually a canvas that depicts Jesus' grave (Epitaph), the Gospel and the Cross. The service ends with the Song of the Lord, and then the parishioners surround the church with 38

the cloth that represents the Lord's grave. The surrounding of the church symbolizes the funeral of the Lord. Denia Prohod is also called Denia of the Young, because the elders go rarely under the table. On Good Friday there is a black post, no nettles and vinegar are consumed, because Jesus was beaten with nettles and forced to drink vinegar. No work is done, because everything will "dry up", no bread is made in the house for the hands of the Virgin Mary not to be burned, now that she is in pain and prayer.

On this day, the eggs are painted red because Mary placed a basket of eggs under the cross of the crucifixion of Jesus and they were colored by His blood.

After following all these religious rituals, after a day of black stool, they arrived in large numbers at the church, the parishioners discussed with the priest Dumitru ViĹ&#x;inescu to keep the service outside. It was decided that the 116 children should remain in the church and the others listen to the outside service. A candle lit by the preast made a spark and lit, he struggled to put it out with his palms, he succeded but he had ... touched a ribbon of a crown, and the attic was on fire. Panicked children were pushed into the door , but the door opened inward. The windows were small and had bars. 116 children burnt and 12 were injured.

When the door could be opened, the outsiders began to take out the dead, hardly recognising to them, the mothers placed kids in the yard and said, "These are my children".Fathers blamed themselves for pushing the door. It was a great mourning ... the children punished at home were glad that they were not at the church and that they had escaped alive but had brothers to be buried, brothers they could never see again. They were alone with their parents ... but they were sad ... because of their brothers and the wail of the whole village. The priest died with his son in his arms and the Gospel on his chest. It was a miracle thet the Gospel was not burned.

The news travelled all around the world, Queen Maria and the future King Mihai (9 years old) came from Bucharest and attended the funeral service.

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Long time after that, no weddings, baptisms and weddings were held. Many parents left without children have committed suicide.

The event was the theme of a documentary film Fire, which received the Grand Prix at the Contest Festival of the religious-themed film "Light from the Light".

On the site of the church was built today a stone church and a monument on which are inscribed the names of those who lost their life on that black day.

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The Last Days of President Nicolae Ceausescu

By Ionescu Lorenlai, XIth grade Coord. teacher Dragut Violeta Technological Highschool Costesti

The anti-communist revolution in the Socialist Republic of Romania takes place between December 16-22, 1989, begins in Timisoara and extends throughout the country. In the meantime, President Nicolae Ceausescu wants to stop the revolution by speaking before the Grand National Assembly, and then asked for the army's support. Not being sure of the army's support, scared by revolutionaries determined to implement democracy, scared by the wave of revolutions in the country, decides to flee Bucharest with a helicopter. on December 22, 12:09, with two loyal collaborators, Emil Bobu and Manea Manescu, in a pilot helicopter being Vasile Malutan.

It was with them the co-pilot Mihai Ştefan, the mechanic Stelian Drăgoi and two officers from the 5th Division of Security: Major Florian Raţ They headed for the president's residence in Snagov reaching around 12:21 and at 12:47 he left with the helicopter to Targoviste. Near Boteni (near the Bucharest-Targoviste highway) they abandoned the helicopter (13:30) because they were asked to land by the army. Security officers stopped Dr. Nicolae Deca's car (Dacia red with number 4B-2646), Ceausescu said: "It was a coup, I organize the resistance in Targoviste." He changed the car with a citizen on the way, because the first car had malfunctions. They stay hidden by a forest and leave the darkness when they return to the County Military Headquarters (17:50). Here Ceausescu's husbands were arrested and searched by the revolutionaries led by Ilie Ştirbescu. He was held as a detainee along with his wife Elena Ceausescu for trial in the trial, a trial that would also take place in Târgovişte, northern Bucharest.

On December 24, 1989, by a decree of the Council of the National Salvation Front signed by Ion Iliescu, the Extraordinary 41

Military Tribunal was established. The rushing decree was handwritten in a WC of the Ministry of National Defense.

According to a BBC documentary, Ion Iliescu did not want the execution of the Ceausescu, but General Victor Atanasie Stănculescu said otherwise the army would not cooperate with the Council of the National Salvation Front. Other documents tell us that Ion Iliescu would have organized everything to secure his and his relatives. The physical non-elimination of the Ceausescu family would have attracted the revenge, or perhaps the population of Romania would have reestablished them.

The panel of judges consisted of two military judges, the colonists Gica Popa (president) and Ioan Nistor, and three popular assassins, Captain Corneliu Sorescu, Lieutenant Major Daniel Candrea and Lieutenant Ion Zamfir. The clerk was Major Jan Tănase. The prosecution was represented by the military prosecutor Dan Voinea, and the defense was provided by the lawyers Constantin Lucescu and Nicolae Teodorescu. The trip to Targoviste of members of the "Extraordinary Military Tribunal" was made with 5 helicopters. One of the helicopters was the two green tarpaulins in which the bodies of Ceausescu's bodies were to be wrapped.

The trial began on December 25 at 13:20 and ended around 14:40 at the Târgovişte garrison.

The accusations were: Genocide - over 60,000 victims; undermining state power by organizing armed actions against the people and state power. The crime of destroying public goods by destroying and damaging buildings, explosions in cities; undermining the national economy; trying to flee the country on the basis of more than a billion dollars of funds deposited with banks abroad.

These accusations have not been proved, but only called by the accusers together with mentioning the press releases of some offenses attributed by Ceausescu journalists. The incarcerated prosecutors accused them instead of defending them.Nicolae Ceausescu affirmed the process of this process is an incessation and will only respond to 42

the Grand National Assembly. The two spouses were executed on December 25, 2017, on the first Christmas day.

Bibliography Cristian Troncota, Romania and the secret front, Elion Publishing House, Bucharest, 2014 https://ro.wikipedia.org/wiki/Procesul_%C8%99i_execu%C8%9Bia_s o%C8%9Bilor_Ceau%C8%99escu, accesed at 20.02.2018 Mixich, Vlad; Diaconu-Colintineanu, LaurenĹŁiu (November 4, 2010).

"The Last Road of Ceausescu". Hotnews.ro., accesed at 20.02.2018 Historical document. Sentence by which Nicolae Ceausescu and Elena Ceausescu were sentenced to death, Dan Andronic, 26 December 2014, evz.ro, accesed at 20.02.2018 Sentencing Sentence to Death of Nicolae and Elena Ceausescu, 20 December 2012, luju.ro, accesed at 20.02.2018

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The Mineriad (June 1990) By student Rădoi Alina XIth grade Coord. Teacher Dragut Violeta Technological Highschool Costesti

The mineriad in June 1990 was the third such action that took place in post-December Romania. It took place between 13 and 15 June 1990 in Bucharest, when the police forces, supported by the miners, intervened forcefully against the protesters in the University Square and the civilian population. It was considered the bloody, the most brutal in style and scope of all the violent actions of the miners.

The miners, the violent actions of the miners, are found in older events of the History of Romanians, although it is the only country in the world with these events. In fact, Romanian is the only one in the world that includes this word minerality, which was then translated into all the languages of the planet. It seems that after the miners' uprising in 1977, the Jiu Valley was permanently monitored and guarded by the Securitate.

The miners move from the Jiu Valley to the capital, leaving

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behind them many violence and material damage. In the capital they destroyed everything they found in the way, cars, buses, shops ... they were hit and killed innocent people. Some scholars who have made a case study of these events have noted records that miners were very good at martial arts, so some miners' clothes may have disguised some people who knew exactly what to do . There are rumors that the minerals were triggered by Ion Iliescu, but there is no evidence, Miron Cosma, the mining manager of the Jiu Valley, was accused. The number of victims is controversial. Officially, according to the evidence from parliamentary committees of inquiry, the number of injuries is 746 and the number of deaths is six. Although I have always affirmed that the actual death toll is over 100, no one has contradicted us so far and there has been no official opposition.

The historian Andrei Pippidi compared the 14-15 June 1990 with Nazi Germany's "Crystal Night", with the interventions of Mussolini's "black shirts" teams in Italy, and with the violent forces of the 1940 Iron Guard police force in Romania.

Bibliography https://ro.wikipedia.org/wiki/Mineriada_din_iunie_1990, accesed at 24.02.2018 ^ Romulus Cristea - "The miners terrorized the capital", article published in the newspaper "Free Romania" on June 12, 2006, accesed at 24.02.2018 https://www.google.ro/search?q=mineriada+din+1990&rlz=1C1GGR V_enRO748RO748&tbm=isch&source=iu&pf=m&ictx=1&fir=QauI6 t_ysLinCM%253A%252C-uHKVv8Lu8N1fM%252C_, accesed at 24.02.2018 Article "Democracy of the Bitch" appeared in Revista 22 of June 22, 1990 Article "Imagination versus precedent" appeared in Revista 22 of June 22, 1990

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^ The article "Old scenarios, new actors" appeared in Revista 22 of July 13, 1990 Cristian Troncota, Romania and the secret front, Elion Publishing House, Bucharest, 2014.

Pitești Experiment Reeducation Metods (DECEMBER 1949 - AUGUST 1951)

By Teacher Dragut Violeta Costesti Technological High School

The Pitesti Prison was built in the late 1930s, under King Carol II, and was completed during the dictatorship of Ion Antonescu. For a while after the proclamation of the Romanian People's Republic, it continued to function as a prison for those guilty of minor offenses.

During 1949-1953, the destruction of society's elites was almost complete: intellectuals, diplomats, priests, officers, magistrates, policemen, politicians of the "bourgeois-landowner regime" were in prison; the most industrious peasants had been deported in forced labor camps. Everyone was labelled an "enemy of the people". What remained were the youth, an unpredictable social force that had to be annihilated. For them the Pitesti Experiment was invented, or as it was called by Security "reeducation". The most barbaric methods of psychological torture were applied to recalcitrant young prisoners in order to make them humiliate each other, to physically and mentally mistreat each other. Victims were transformed into executioners, prisoners were tortured by their friends, by their colleagues in suffering. The purpose was "reeducation" through physical and mental destruction, the transformation of young people into atheists, in their friends' delators.

The first stages of this "reeducation" took place at the prison in Suceava, being soon adopted at Pitesti, and with a lower intensity, at Gherla. The group of supervisors was made up of political prisoners 46

and was headed by Eugen Turcanu, a former student at the University of Iasi and a former Iron Guard member, and also a member of the Romanian Communist Party. Turcanu, probably at the orders of the Security commander Alexander Nicolschi (under his real name Boris GrĂźnberg), Colonel Czeller from the Penitentiary Department and under the direct supervision of the political officer IĹŁicovici Marina chose a unified group of "veterans" that had been through reeducation, as assistants for the fulfillment of political tasks. The group was called the ODCC Communist Prisoners' Organization, nicknamed "Odecaca" by the prisoners.

The first prisoners of Suceava who had gone through "initiation" were sent to Pitesti, where the initially humane treatment became the subject of increasingly severe restrictions, with the situation rapidly deteriorating in June .

There was a standard procedure to which all those who went through the Pitesti Prison between 1949-1951 were subjected: 1) After several months of detention in which only a minimum of food and rest was provided, the new prisoners were assigned to cells with inmates who had already been reeducated. They would receive a warm welcome and support; friendly conversations would take place with the purpose of obtaining information from the newcomers; 2) Then the new prisoners were subjected to extreme violence, out of the blue. The conversation was suddenly interrupted, at the signal of the head of the cell, and the newcomers were attacked with planks and clubs. The beatings would last for hours until the new prisoners were left in a puddle of blood; 3) When they returned to their senses, the prisoners were given the reason for violence: they needed to stop being "traitors" and be "reeducated" according to communist ideology. An uninterrupted torture then followed; 4) The next step was the inward and outward unmasking: Prisoners were forced to participate in blasphemous acts and denigrate any person who would have played an important role in their lives (parents, teachers, etc.), while being tortured and subjected to 47

humiliation. After being brainwashed the prisoner would condemn any action he would have taken against the communist regime in the past.

The former rebel would become a strong supporter of the communist ideology.

5) The Pitesti experiment would end with forcing the prisoner to become, in turn, an informant or aggressor of the new cellmates.

The moment that marks the beginning of the bestial and generalized tortures coincides with the Christmas night of 1949 (the violence begins on December 6th which is St. Nicholas Day) and takes place in the "4 Hospital" room, a very large cell with approximately 100 seats, where about 50 "reeducated" prisoners, following an invitation to "reeducation" addressed to those in the resistance camp and refused by the latter, begin to attack armed with clubs and planks.

A desperate confrontation took place, in which, at some point, the balance was in favor of the "resistance" side. At that moment, the guards of the penitentiary intervened, who for several hours literally massacred those who opposed reeducation, turning them all into a mass of bleeding meat, but being careful not to kill any of them.

Physical tortures consisted of hundreds of push-ups and squats, sitting in uncomfortable positions for days, blows to the face, soles, buttocks, organs, all in the conditions of inmates being chronically undernourished. Sometimes they were supposed to hold their knees to the chest, a position which was called "The Thinker". They had to raise their hands if they needed to use the toilet. If the torturers did not want to let them, they had to resist, with this torture lasting for as long as three days .

Sometimes they were forced to do some demeaning work for a long time, for example, to clean the floor with a cloth held between the teeth.

Torture also consisted of blows that would prevent prisoners from falling asleep, or they were forced to eat directly from dishes left on the floor with their hands held back, and even forced to eat faeces.

The physical tortures were so inhumane that Eugen Măgirescu said that after several beatings, ,,I became very ill. I had been urinating 48

blood for 10 days, my kidneys were broken, my liver crushed, my wounds began to infect. One day I was taken to see a nurse because I had high fever. A phlegmon had formed on my buttocks, as big as his fist, with thick, heavy crust. The nurse put a handful of yellow dust on me, wrapped me around, and after a month of anguish, it was gone.

Pieces of meat are missing from my buttocks, which can be seen today."4 The same Eugen Magirescu, who shared the cell with Popa Aurel, the former secretary of Patrascu, tells that "Aurel was also yellow-purplish, his swelling began to reduce. They left us some hours alone, in the idea that we would talk or plan something. But we had already figured out all their communist crimes and terrorism in prison.

He told me just that: on the first day, when they brought me along, he counted 980 club blows, but he could not keep count of the fists, palms and dance on my organs with the same precision, as he was also almost "dead".5 Among the memories that still torture Tache Rodas's soul is the repeated starvation, as well as the "black" punishment cell. When he entered this room years after his incarceration the blood froze in his veins and cried: "I do not want to be here anymore!" and went in the hallway of the prison. "In the black cell, the longest punishment was three days, as this was the longest a person could take. There was only water, nothing else, it was dark and cold, and you also had to use it as a toilet, says Tache Rodas, who admits that since then he has been suffering from insomnia and memories that will haunt him until the day he dies. The torturer Eugen Turcanu made him sing a song and then beat him until he was unconscious. Sometimes prisoners were made to kneel and were beaten in the head with thick ropes, and the supervisors would take turns in order not to get tired.6 Prisoners were not allowed to have contact with the outside world, and were forced to cover their eyes in the rare situations when they were leaving the cell.

Examples of mental torture are multiple. On Easter night, prisoners who refused to complete their "unmasking", to say all they supposedly did not say during the Security investigations, were being 49

imparted with faeces. Those suspected that they were still hiding information about participants in anti-communist actions had their heads sank in urine. It should be noted that the faithful prisoners were dressed as Jesus Christ, and the others were forced to insult them and to blaspheme religious symbols and sacred texts.7 Prisoners were forced to spit on their anticommunist boss in the mouth to make him take revenge by "unmasking" them. On Christmas Day, a prisoner would be forced to sit on the toilet to symbolize the birth of Jesus, while the other political prisoners were forced to stand on their knees and worship him.

Turcanu's imagination broke loose when dealing with students who believed in God and tried not to abandon their faith.

Thus, some were "baptized" every morning by having their heads sunk in urine and faeces, while others around them would recreate the words used in a baptism ceremony.

It lasted until the contents formed bubbles. When the recalcitrant prisoner was about to drown, he was taken out, given a brief respite to breathe, and then he was sunk again. One of these "baptized" prisoners who had been systematically tortured, had come to an automatism that lasted for two months: he went every morning and put his head in the toilet to the reeducators’ laughter.

The victims were then asked to publicly self-flagellate by mocking their own person, family, faith, friends, and all other ethical models or of any other nature, the purpose of which was their mental 50

destruction by having a guilty conscience given what they had to say about all that was dear to them. The sadism of some of the aggressors could freely manifest at this stage when the unfortunate people forced to this public pseudo-confession had to insist on certain episodes, generally those that were perceived as being their weak spot.

Invariably, the victims had to say that their mothers were women of loose morals, that their fathers were thieves and adulterers, that orgies took place in their house, which were most of the time incestuous, that their teachers were demagogues who had deceived them, that the priests were sinful and vicious, and the society that formed them morally and spiritually degraded. Obviously, prisoners were thus forced to lie and invent accusations of family and models, and in time it came to terrible stories such as orgies with animals or detailed descriptions of deceit and blasphemy. One of those who were tortured (Cornel Popovici, who later became aggressor and executed after the Turcanu trial) exclaimed confused in the room: "What do you mean, my parents did not want the best for me? The teachers for whom we kept a cult, will they also want us to do evil? Did they want to throw us to the future completely unprepared on purpose?...Who can tell me?

Once I decide to abandon everyone and everything I firmly believed in, what will be left of me? Tell me, please, because I do not know what to replace those moral values with. I do not know what path to take [...] now when I speak to you I do not know and I'm not sure that I am myself, that I still exist!Because I don't believe in anyone and anything! ".8 All actions were carried out exclusively in cells, between prisoners, to give the impression of the non-involvement of the administration and the Security, which was speculated by the Communists when they staged three trials related to Pitesti.

The Pitesti phenomenon is an extremely important topic in the recent history of Romania and for the clarification of some facts remaining in the dark mystery of the communist period.

It is hard to determine precisely when and why the Communist Party leadership, which organized and supervised the "experiment" of 51

Pitesti, took the decision to put an end to it. What is certain is that in the spring of 1952, Security began the first investigations into the horrors that took place in prisons and labor camps, including the Pitesti Penitentiary.

Bibliography 1. Florentina Ciuverca, Pitești: Genocidul sufletelor, Evenimentul zilei, din 2 februarie 2009. “Fenomenul Pitești”, 11 martie 2008, Ilarion Tiu, Jurnalul Național 2. Ilarion Tiu, Fenomenul Pitești, Jurnalul Național, 11 martie 2008.

3. Alin Mureșan, Pitești. Cronica unei sinucideri asistate, Editura Polirom, Bucureţti, 2007, p. 75.

4. Eugen Măgirescu, Moara Dracilor. Amintiri din Închisoarea de la Pitești, apud http://www.procesulcomunismului.com/marturii/fonduri/pitesti/diversi_autori/emagi rescu_moara, accesat la 2 decembrie 2014.

5. Ibidem. Adrian Cioroianu, Pe umerii lui Marx. O introducere în istoria comunismului românesc, Editura Curtea Veche, București, 2005 6. http://adevarul.ro/news/eveniment/foto-victimele-inchisorii-pitestidin-nou-celula1_50ae3b737c42d5a6639ae593/index.html, accesed at 2 decembrie 214.

7. Adrian Cioroianu, Pe umerii lui Marx. O introducere în istoria comunismului românesc, Editura Curtea Veche, București, 2005, p.317.

8. Ştefan Ioan I. Davidescu, Călăuză prin infern, vol. II, Editura Dacia, ClujNapoca, 2003, p. 154-155.

Left by Parents in the Country, the Children of Romanian Emigrants Dilemmatically Think the Way to Success

By Teacher Dragut Violeta Costesti Technological High School

Despite the daunting reports about the children left in the country by their parents abroad, the situation is more complex and part of them succeed.

Many children learn from their parents that life is tough without having studies, basically going to work downstairs, sometimes 52

to humiliating work. Parents abroad send money to children, some get money so easily they do not get tired of learning anymore, and after studying, they live on their parents' money. Children who are more soulful and aware of the burden of parents learn to give a helping hand in the future, so parents will stay home. I have spoken to many people who have gone abroad to work and many are nostalgic for having lost years of hard years, the years of youth that they had to spend with their family. Other people who left the country were married abroad, obviously also with people of the same nationality, talking about the fact that they did not finish a high school, so when they return home they have money, they have a house, they have a car but there is no good work. The most inspirational buyers buy more apartments and when they return to the country, they live out of this money, not to be neglected.

Others work for a few months abroad, return to Romania, rent cars, houses, relax with the most pious people and then realize they are out of money. Then go again and history repeats itself ...

Many go away, then come back and say they do not go away, but the departure syndrome always returns, so that at retirement they are surely returning home, at home.

I mention the case of a single woman named Marioara who has two children she grows alone, both children are in high school, wellmaintained, educated, but all on the mother's sacrifice. He works at a large hypermarket, where he receives 1000 RON, has to pay the rent, the bills, the madquakes, the food, all amounting to over 1200 RON. 53

More the person who rented the room borrowed him when he had to operate a 7,000-pound disc herniation, money to be returned. Marioara is exhausted, has to work, does not have to say she can not and must be strong in front of her children. She hoped to go to strawberries in Spain, but she was denied she was 47 years old. Her luck was that she did not leave the service in Romania. He hopes to leave for at least a year, to pay off debts, send money to children, finish high school, and benefit from the comforts of other children of the same age.

Impressive to tears, is to see the two high school children as they go along other homes to have a signal on the internet. The two kids learn well, maybe better than some students who have all the comfort, are motivated to help their mother. Dad has abandoned them, helped them with nothing, since they've been 15 years old ... my mother is crying in the evening always, and the day is the hottest woman, an hour around her is a month of happiness. But happiness has found no place in her soul. For Marioara I would have liked to be lucky enough to find work abroad, even though I know the statutes and I am concerned about Romania's future demographics.

Another difficult situation is that people with higher education leave the country, studies made from the Romanian budget, and then they do not work at all because they go to work abroad. More painful is that even the most illustrious researchers, doctors, engineers ... people we need. The most eminent students of medicine are looking forward to going through their 3 years of residency and then going to the West where they are better paid, this category is definitely settled across the border.

Subjectively speaking, it is not that difficult, but when we analyze Romania's demographic statistics we will realize that we will no longer benefit from pensions because we will be three retirees per employee. We lose population at the expense of other states, and not every kind of population here speaks of the young population that is the base of the country.

We were wondering what to do? Should we leave? Then what does this country have? We have everything in Romania, geographic 54

position, mountains, hills, plateaus, sea, plains, temperate climate, agricultural land ... It is just to work, we are lacking the labor force, the hands left in the West. .. We wait in silence and go to see what will be of us .. how will we be retired ... what will be of our country .....

Hope, because the hope dies last!

Bibliography https://www.google.ro/search?q=emigranti+romani&rlz=1C1GGRV_enRO748RO74 8&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjHmag0_LWAhVrD5oKHaMaCSQQ_AUICigB&biw=13, accesed ad 23.02.2018

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