mal-iskola ta’ wliedkom...L 2 Wasalna lejn l aħħar Għadda l Milied, għaddew l eżamijiet ta’ nofs is sena, dan l aħħar iċċelebrajna l akbar festa liturġika tal Għid u

Is­sena skolastika mimlija daqs bajda. Il­kalendarju tal­iskola u ċ­ċirkostanzi lijinqalgħu ta’ kuljum, ma tantx iħallulek ċans tieqaf ftit u tirrifletti fuq ix­xogħol li tkun

qiegħed tagħmel. Barra minn hekk, minkejja li bħala għalliema qegħdin numru kbir, tantinkunu mehdijin f’xogħolna li ħafna drabi nsibu ruħna qegħdin naħdmu f’iżolament;qisna dak is­suldat fit­trunċiera li jitqabad kontra l­għadu fi ġlieda personali iktar milli fiġlieda kollettiva. Meta jiġri hekk jista’ jkun li nitilfu l­oġġettiv tat­taqbida tagħna. Kemmhu importanti li xi kultant nieqfu ftit u nanalizzaw fejn qegħdin.

Dan l­aħħar kelli l­opportunità flimkien manumru ta’ kapijiet ta’ skejjel oħra, li nżur numruta’ skejjel barranin. Mort bit­tir li nara l­prattiċitajbin ta’ skejjel oħra sabiex inkunu nistgħunemulawhom fl­iskola tagħna. Kif kont hemmkelli ċans inqabbel. Kelli ċans nirrifletti. Kelliċans nitkellem mhux biss ma’ kapijiet ta’ skejjel

barranin iżda wkoll ma’ kapijiet ta’ skejjel Maltin! Qsamna l­esperjenzi tagħna bejnietna.Tgħallimna minn xulxin!

Mill­bogħod apprezzajt kemm aħna, l­għalliema u l­istudenti Maltin, ixxurtjati bl­infrastruttura u bir­riżorsi li jeżistu fl­iskejjel tagħna li skejjel barranin jistgħu bissjoħolmuhom. Ħassejtni ferm kburi bix­xogħol kbir u prezzjuż li jsir mill­għalliema tagħnab’risq l­istudent. Madankollu stagħġibt meta skoprejt li minkejja li dawn l­iskejjel li żornam’għandhomx ir­riżorsi tagħna u m’għandhomx il­kumplessità tas­sistema tagħna,ir­riżultati akkademiċi tagħħom huma l­istess bħal tagħna! Staqsejt lili nnifsi x’nistgħunagħmlu sabiex intejbu s­sitwazzjoni tal­edukazzjoni f’ pajjiżna b’mod inġenerali.

Din l­esperjenza ġeddidtni. Ġejt lura b’entużjażmu sabiex naqsam l­esperjenza ma’sħabi. Din l­esperjenza għenitni sabiex ma naqtax qalbi.

…kompli fuq paġna 2

mal-iskola ta’ wliedkom

MESSAĠĠ MILL­KAP TAL­ISKOLA

Ku l l e ġġ San Bened i t t u , Sko l a S ekondar j a , Ħa l K i rkop S ħaħ f l ­ i s p i r t u u f i l ­ ħ i dma

( 2 1 6 4 2 4 2 7 , 2 1 6 4 2 4 3 0 s b c . k i r k o p . s s @ i l e a r n . e d u . m t

h t t p : / / w w w . k u l l e g g s a n b e n e d i t t u b s . c o m

1

MEJ

JU ­ Ġ

UNJU

201

7

EDITORJAL

2

Wasalna lejn l­aħħar

Għadda l­Milied, għaddew l­eżamijiet ta’ nofs is­sena, dan l­aħħariċċelebrajna l­akbar festa liturġika tal­Għid u issa sa fl­aħħar wasalix-xahar ta’ Mejju. Mejju bla ma rridu jibda jfakkarna li daqt jaslul­vaganzi tas­sajf iżda suppost ifakkarna wkoll li daqt jaslu l­eżamijiettal­aħħar tas­sena. Ħafna studenti tant ikun moħħhom fil­vaganzitas­sajf li jinsew li wasal iż­żmien li jagħmlu l­aħħar sforz. Żmien lijibdew iħejju ruħhom bl­aħjar mod biex itemmu din is­sena skolastikab’riżultati li jkun jixraqilhom u li jippremja s­sagrifiċċji li jkunu għamlumatul is­sena . Dan iwassal biex ma jikkonċentrawx fuq dak li qedjagħmlu matul is­sena skolastika u ma jagħmlux l­almu tagħhom biexl­esperjenza tal­iskola tkun pożittiva.

Il­vaganzi tas­sajf. Min ma jħobbhomx? Huwa żmien fejn nistrieħu mir­rutina tal­iskola u jkollna aktarħin liberu. Għal ħafna studenti dawn il­vaganzi jfissru biss baħar, divertiment, ħruġ mal­ħbieb u sigħatta’ rqad. Dawn l­affarijiet fihom infushom mhumiex ħżiena sakemm ma nesaġerawx fihom. Tajjeb linagħmlu kollox bil­moderazzjoni. Il­fatt li jkollok aktar ħin liberu fil­vaganzi tas­sajf ma jimplikax ligħandek tittraskura ċerti affarijiet importanti bħall­qari, l­isport, l­attendenza f’xi għaqdiet u l­għajnunali tista’ tagħti lil tal­familja.

Daqs kemm hu sabiħ, is­sajf iġib miegħu ħafna sfidi. Bosta drabi nisimgħu kif in­numru ta’ inċidentijeskalaw f’dan l­istaġun. Importanti li fil­vaganzi tas­sajf noqogħdu attenti mill­perikli li nistgħu niltaqgħumagħhom. B’hekk nevitaw li nweġġgħu aħna u li jweġġgħu n­nies ta’ madwarna. Qabel nagħmlu xiħaġa rridu naħsbu fil­konsegwenzi u ta’ kemm nistgħu ninkwetaw lil nies għeżież tagħna. Ma nistgħuxnaraw biss sal­ponta ta’ mneħirna. Għalhekk evitaw ċertu ċajt żejjed, speċjalment fil­baħar u evitawċerta kumpanija li tista’ iddaħħalkom f’xi inkwiet bla bżonn.

L­esperjenza tal­ħajja tgħallimna li dak li tiżra’ taħsad u li biex wieħed ikun jista’ jgawdi, qabel irid ibati.Mela ejjew, għeżież studenti, taqtgħux qalbkom. Dan ifisser li jekk tagħmel ħiltek kollha, anki jekkjiswielek li trid tagħmel sforz kbir biex tmur tajjeb matul is­sena skolastika, ikollok is­sodisfazzjon ta’riżultati tajbin. B’hekk tkun tista’ tgawdi l­vaganzi tas­sajf bl­aħjar mod possibli. F’isem l­amministrazzjoni, għalliema u LSAs, nawguralkom għall­eżamijiet u j’Alla jkollkom sajf mill­aqwa.

Is-Sur J SpiteriGħalliem tal­Malti

…ikompli minn paġna 1

Qawwitli qalbi sabiex il­prattiċi tajbin li għandna fl­iskola ntejbuhom, filwaqt li l­prattiċieċċellenti jsiru eċċezzjonali. Madankollu nixtieq li din l­esperjenza ma tkunx tiegħi biss.

Din hija opportunità għal kull għalliem sabiex jiġġedded u jkompli jiżviluppaprofessjonalment; fuq kollox għall­ġid tal­istudent.

Is-Sur M. BondinKap tal-Iskola

3

3940L­istudenti kollha li jieħdu sehem fil­produzzjonijiet teatrali ta’ BenedittuProductions, din is-sena qed isegwu kors fil-Performing Arts mtella’

mill­MCAST. Parti mill­kors, l­istudenti kienu mitluba li jtellgħu produzzjoni oriġinali fejn riedu jieħduħsieb l­istorja u l­iżvilupp tar­rappreżentazzjoni kompluta bil­mużika, reċtar, żfin u kulma tirrikjedirappreżentazzjoni teatrali. Intgħażel suġġett tal­Olokawst li kien sfida kbira għall­istudenti tagħna. Peròdan ma waqqafhomx milli joħorġu b’ideat oriġinali u b’rappreżentazzjoni li fiha emozzjonijiet kbar uqawwija. U b’wiċċna minn quddiem ngħidu li dan irnexxielhom jagħmluh bil­kbir tant li kienu ħafnal­istudenti u l­pubbliku inġenerali li fis­sala kienu kommoventi u wara taw kliem ta’ tifħir lil kull minipparteċipa.

L­istorja kienet dwar koppja, raġel Ġermaniż u mara Lhudija li r­reġim ta’ Hitler ma ħallihomx jgħixuħajja feliċi flimkien mat­tarbija tagħhom. Dan wassal biex l­omm tinqatel waqt li l­missier jittieħedgħall­gwerra u jibqa’ sa xjuħitu jbati minn trawma għax tilef dak kollu li kien tant għażiż għalih. L­istorjaturina kif wara ħafna żmien dik it­tarbija li issa kibret f’ġuvni, jipprova jiskopri dwar il­ġenituri tiegħusakemm fl­aħħar jirnexxielu jingħaqad għall­ewwel darba ma’ missieru. L­istorja weħidha wkoll kienetimqanqla imma ridna nwasslu messaġġ. L­olokawst hija storja li tibqa’ tiġi mfakkra kull sena, però ftithuma dawk li jirrealizzaw li din l­istorja baqgħet tirrepeti ruħa matul is­snin sal­ġurnata tal­lum. Urejnafilmati ta’ ġenoċidji kbar li seħħew matul iż­żminijiet u spiċċajna b’dak li qed jiġri bħalissa fis­Sirja. Żewġstudenti minn tagħna li huma propju minn Aleppo fis­Sirja qasmu l­esperjenza tagħhom dwar ħajjithom,dwar il­gwerra u l­ħarba tagħhom minn pajjiżhom. Kien mument li ħalla lil kulħadd bla kliem għaxverament naraw ħafna aħbarijiet imma meta tisma’ lil xi ħadd jirrakkonta l­esperjenza personali tiegħufejn daqu tbatijiet kbar, tħossok tassew ixxurtjat li dan id­destin qatt ma mess lilna. Tħoss sogħba kbiragħal dawk kollha li tant ibatu minn inġustizzji.

Filgħodu ntweriet lill­istudenti fejn wara dan kollu kien hemm l­għalliema tal­PSCD li mexxew diskussjonifuq dak kollu li kienu għadhom kemm raw. Filgħaxija ttellgħet l­istess rappreżentazzjoni quddiemil­pubbliku inġenerali. Id­diskussjoni kienet immexxija minn Mark Laurence Zammit u bħala kelliemakellna lil Dr Therese Comodini Cachia (MEP), Dr Andrew Azzopardi (Dekan fl-Universita ta’ Mata) ,is­Sur Tony Pace (ex EO tas­Studji Soċjali) u s­Sur Julian Caruana (rappreżentant mill­JRS – JesuiteRefugee Service). Kienet diskussjoni interessanti immens fejn stajna nirrealizzaw kemm l-Olokawst

mhux parti mill­istorja imma hu xi ħaġa ligħadna ngħixuha sal­lum.

Fl­aħħar mill­aħħar, din kienet esperjenzaunika għall­iskola tagħna, speċjalmentgħal dawk l­istudenti kollha li ħadu sehem.Kienet produzzjoni ta’ livell għoli ħafnali ħalliet lil kull min kien preżenti jirriflettifuq dak li naraw kuljum imma forsi għaxdrajnieh ma nagħtux kasdaqshekk.

Is-Sur K. SciclunaGħalliem

4

Fi Frar 2017 l­iskola sekondarja fi ħdan il­Kulleġġ SanBenedittu flimkien mal­MCAST niedew il­proġett MCASTPartner School. Dan il­proġett se jkun qed jagħti lok lipermezz tiegħu l­Kulleġġ San Benedittu se jidħolf’kollaborazzjoni mal-MCAST sabiex jipprovdi programmiġodda ta’ VET (Edukazzjoni u Taħriġ Vokazzjonali) lill­istudenti tal­iskola sekondarja fil­qasam tal­Inġinerijau/jew tat­Teknoloġija.

S’issa l-programmi tal-VET, fl-iskejjel kienu jwasslu bissgħaċ­ċertifikazzjoni taċ­ĊES maħruġ mill­Università ta’Malta. Din se tkun iċ­ċavetta li tintroduċi iktar VET mod­ules fl-iskejjel sekondarji. Dawk l-istudenti li jtemmub’suċċess dawn il­modules, se jingħataw akkreditazzjonita’ Diploma f’livell 3 maħruġ mill­MCAST qabel ma jtemmu l­edukazzjoni obbligatorja. Dan bl­intenzjonili eventwalment, dan l-inpenn jinfirex fuq livell nazzjonali.

L­iskop ewlieni ta’ din l­inizjattiva hu sabiex jissaħħu l­programmi tal­VETfl­iskejjel sekondarji u tagħti l­possibiltà lill­istudenti li jtemmu l­iskolaobbligatorja b’ċertifikazzjoni akkreditat. L­istudenti fl­istudju tal­VET ikunujistgħu jkomplu l­istudju tagħhom direttament f’livelli ogħla fl­MCAST jewinkella jkunu jistgħu jidħlu fid­dinja tax­xogħol imħarrġa, bl­għoddamogħtija lilhom skont in­New Skills Agenda 2020.

F’dan il­proġett għandha rwol importanti l­industrija lokali sabiex jinbena djalogu u pont bejn dak li toffril­edukazzjoni u dak li toffri r­realtà tad­dinja tax­xogħol u l­ħtiġijiet tagħha.

Għalliema tas­suġġetti relatati mal­istudju tal­Vokazzjoni tat­Teknoloġija u tal­Inġinerija flimkien mat­tuturi tal­MCAST, se jkunu qed jaħdmu id f’id sabiex jaddattaw u jiżviluppaw il­kontenut tas­suġġetttal­VET għall­abbiltajiet tal­istudenti ta’ skejjel sekondarji. Il­kontenut se jinkludi l­informazzjoni ul­abbiltajiet diskussi mal­industrija fl­istess qasam. L­industrija lokali se tkun qiegħda toffri riżorsi umanikif ukoll fiżiċi sabiex ladarba jibda t­tagħlim, ikun jista’ jseħħ anke fuq il­post tax­xogħol.

Huwa mistenni li mis­sena 2020, il­Kulleġġ San Benedittu se jkun qed jgħaqqad grupp ta’ madwar 25student sabiex jitħarrġu fit­Teknoloġija u fl­Inġinerija u jiġu ċċertifikati għat­tielet livell ta’ Diplomakompluta fl­aħħar tal­iskola sekondarja.

Is-Sur M. BugejaAssistent Kap

IL­PROĠETT MCAST PARTNER SCHOOL

5

Nhar is-Sibt 25 ta’ Marzu 2017 id-Dipartiment tat-Taljan flimkien ma’dak tal­Ġeografija organizza ġurnata mill­isbaħ għal 70 student.

Il­ġurnata bdiet billi l­istudenti ltaqgħu magħna l­għalliema tat­Taljanu l­għalliema tal­Ġeografija ġewwa l­ajruport ta’ Malta. Minn hemmirħejnielha lejn il­gżira ta’ Sqallija. Kif wasalna ġewwa Katanja sibnal­kowċ tistenniena. L­ewwel post li żorna kien il­villaġġ ta’ Nicolosi. Warali ħadna kolazzjon tipiku Taljan, żorna l­mużew tal­vulkanoloġija.Hemmhekk it­tfal skoprew kif twieled il­vulkan Etna, eluf ta’ snin ilu. Intebħu li l­Etna jieħuparti sostanzjali mill­ikbar gżira tal­Mediterran.

Wara bdejna t­triq tagħna lejn l­ikbar vulkan tal­Ewropa minn fejn bdejna l­mixja biex naslu sal­quċċatatad­destinazzjoni tagħna bl­għajnuna taż­żewġ gwidi professjonali li kienu magħna l­ġurnata kollha.Matul it­triq l­istudenti setgħu japprezzaw in­natura ta’ madwarhom. Xi wħud mill­istudenti setgħu,għall­ewwel darba f’ħajjithom, imissu b’idejhom is­silġ. Qattajna ftit ħin napprezzaw u ngawdu l­arjafriska u l­ veduti tal­madwar u wara l­mixja nżilna f’restorant fil­viċin biex nieklu. Hemmhekk doqna plattgħaġin tipikament Taljan li diffiċli dduq bħalu hawn Malta.

Wara l­ikla bdejna t­triq tagħna lejn parti oħra ta’ din il­ġita. Fil­fatt wara li kull wieħed minna libes l­elmudħalna ġo għar iffurmat iktar minn mitejn sena ilu permezz tal­lava. Kienet esperjenza unika fejnl­istudenti wrew kemm huma avventurużi. Il­gwidi baqgħu mpressjonati kemm l­istudenti tal­kulleġġtagħna interessaw irwieħhom u ħarġu b’domandi relatati mas­suġġett. Urew bis­sħiħ li kellhom ċertutagħrif minn qabel dwar il­vulkani. Għal darb’oħra l­istudenti għarfu l­importanza ta’ ġiti bħal dawn ufl­istess ħin qattgħu ġurnata b’differenza f’post pittoresk bħalma hija Sqallija.

It­tagħlim m’għandux ikun magħluq bejn l­erba’ ħitan tal­klassi. It­tfal jitgħallmu iktar meta jesperjenzawpersonalment dak li jkunu qraw fil-kotba.

Id-Dipartiment tat-Taljan

Durante il viaggio sull’Etna noi siamo andati

a vedere il Museo Vulcanologico. Abbiamo

camminato molto sulla neve. Abbiamo visto

molte bellissime cose, come i lava tubes e

dei panorami molto belli. Dopo siamo andati

a mangiare u piatto di pasta buonissimo.

TREKKING FUQ L-ETNA

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MALTA MATHS OLYMPIAD 2017

Il-Malta Maths Olympiad hija attività fuq skala nazzjonali, li fiha jieħdu sehem studentiminn madwar Malta li jmorru tajjeb ħafna fis­suġġett tal­Matematika. Din ilha ssirkull sentejn sa mis-sena 2000. Din is-sena saret fit-28 ta’ Marzu u kienet id-disa’edizzjoni. Fil­Maths Olympiad, il­parteċipanti jkollhom anqas minn ħmistax­il senau fiha jingħataw diversi mistoqsijiet u problemi Matematiċi.

Din is­sena, mill­iskola tagħna pparteċipaw erba’studenti mir-raba’ sena, li huma: Gerard ZammitYoung, Jean Sacco, Jonathan Attard u Nikolai Agius.Sa minn erba’ xhur qabel, dawn l-istudenti ppreparawruħhom billi darbtejn fil­ġimgħa, fil­brejk tagħhom,qagħdu jaħdmu problemi Matematiċi flimkien mal­għalliem li kien qed isegwihom. Ma’ dawn l­istudenti,tħarreġ ukoll Karl Vella li kien ta’ riserva għat­tim.

Dakinhar, l­istudenti ltaqgħu ġewwa l­iskola taż­Żokrija u hemm ingħataw tliet karti. Waħda minnhominħadmet b’mod individwali; oħra nħadmet minn żewġtimijiet ta’ żewġ studenti kull wieħed u l­aħħar waħdanħadmet mit­tim kollu f’daqqa. F’din il­kompetizzjonipparteċipaw 37 skola, jiġifieri 148 student. Permezztal­istudenti li rrappreżentawha, l­iskola tagħnarebħet il­Malta Maths Olympiad 2017, unur li ġieapprezzat ħafna kemm mill­għalliema tad­Dipartimenttal­Matematika, kif ukoll mill­għalliema l­oħra kollha,l­istudenti u l­ġenituri. L­istudenti tagħna ngħatawdiversi rigali fosthom tablets u kotba, filwaqt li l-iskolangħatat trofew tal­ewwel post kif ukoll shield li fihahemm imnaqqax l­iskejjel kollha li rebħuha fid­disa’edizzjonijiet ta’ qabel. Naturalment, l-isem tal-iskolatagħna tniżżel ukoll fuq din ix­shield biex b’hekk saretit­tieni skola statali li qatt rebħet dan l­unur. Ta’ minisemmi wkoll li fil­kompetizzjoni individwali, wieħed

mill­istudenti tagħna, Gerard Zammit Young ġiefit­tieni post biex b’hekk għamel ukoll unur ieħorgħalih innifsu kif ukoll għall­iskola.

Is-Sur A. EllulIl-Kap tad-Dipartiment

tal-Matematika

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PI DAY CELEBRATION

Is it “pi” or “pie”? What do pies have to do with Maths? And what is “pi”?Well students may not have met “pi” in their maths lessons yet but theywill most probably do so when they need to know the distance arounda circle (circumference) or the area of a circle. Those who have met

“pi” or π know that it is a special number.In any circle, if we divide thecircumference by the diameter, we getthe value of π. So π is a number which is slightly greater than 3.

What is fascinating about the number π is that the digits following thedecimal point never end. Nor do they repeat themselves. Every year,around the world, Pi Day is celebrated on March 14, because the datespells the first three digits of π (3.14).

In our school, we celebrated Pi Daythrough a number of activities. In some classes, students designed verycolourful display charts, paper chains with the symbol π and otherinformation displays. A booklet was issued by the Mathematicsdepartment and distributed to all the students of Year 9 Track 3 sincethey encounter π for the first time in their curriculum. Some of thesestudents then took part in the Pi Challenge where they had to recitethe largest number of digits of π they can remember. All the students who participated and rememberedmore than 30 digits were awarded a certificate of participation. Every participant was amazed by JeromeD’Amato (9.1) who recited 266 digits and placed first. Samuel Paris (9.1) andJuan Scerri (9.7) placed second and third by reciting 160 and 139 digitsrespectively.

In making a pun of the word “pi”, we also thought of providing students with somechicken and meat pies. These “Pi Pies” featured the eatable symbol “π”embossed and a mini banner with some information on the circle and on π. 450pies were sold and a good portion of the profit was donated to ALS Malta.

Mathematics Department

8

Filwaqt li l­istudenti tagħna ilhom sa minn ċkunithom jistudjawil­Matematika, bosta riċerka turi li l­involviment u l­parteċipazzjonital-membri tal-familja jew adulti qrib tal-istudenti, huma partiessenzjali fit­tagħlim tal­Matematika.

Il­mod li bih il­ġenituri u l­qraba jinkoraġġixxu lit­tfal tagħhom, il­modili bihom jgħinuhom fix­xogħol tal­iskola, ix­xogħol tad­dar u t­tip ta’opportunitajiet li joħolqu lit­tfal tagħhom, kollha jagħtu lok lill­istudentibiex jitgħallmu u japprezzaw il­Matematika.

Għaldaqstant, din is­sena waqqafna għall­ewwel darba, il­‘BenedittuMaths Parents’ Club’. F’dan il­klabb, aħna l­għalliema tal­Matematika niltaqgħu mal­istudenti tat­Tmien Sena u tas­Seba’Sena flimkien mal­ġenituri tagħhom. Matul is­sena ser ikunu ġeworganizzati ħames sessjonijiet, kollha nhar ta’ Sibt, fejn il­ġenituriflimkien ma’ wliedhom ikollhom l­opportunità li jieħdu sehem f’attivitajiet, f’investigazzjonijiet u fi ħruġ b’tema Matematika. Dawnis­sessjonijiet iservu sabiex il­ġenituri jkunu jafu x’qed jitgħallmuwliedhom fil­klassi, u jgħinuhom iwettqu dan fil­prattika. L­attivitajietli nagħżlu jkunu jinvolvu l­ħsieb, ir­raġunament u l­ħiliet Matematiċi.Fl­istess ħin ikunu interessanti u innovattivi. Dan jgħin sabiex kemmit­tfal, kif ukoll il­ġenituri, jitgħallmu jħarsu lejn is­suġġett minn lentiaktar pożittiva.

Is-Sa M. BusuttilGħalliema tal­Matematika

BENEDITTU MATHS PARENTS’ CLUB

Din is­sena, Nicole Spiteri u Martina Zammit, irrappreżentaw l­iskolatagħna meta pparteċipaw fil­Maths Venture – waħda mill­attivitajietewlenin organizzati mid-Dipartiment tat-Tmexxija tal-Kurrikulu.Bħas­sena l­oħra, il­belt storika tal­Birgu,ospitat lil dawn il­Matematiċi żgħar f’dik likienet ir-raba’ edizzjoni tal-Maths

Venture. Nicole u Martina, li qegħdin fid­Disa’ Sena, kienu akkumpanjatiminn Ms Janice Camilleri. Hemmhekk l­istudenti tagħna ngħaqdu ma’

dawk ta’ Santu Wistin u ħadmu fuq attivitajiet relatatimal­Matematika f’kuntest tal­istorja Maltija. GħalkemmMartina u Nicole ma kinux jafu lill-istudenti tal-iskolal­oħra, dawn ħadmu tajjeb flimkien bħala tim.

MATHS VENTURE 2017

9

Matul l-attività, l-istudenti li mxew mat-toroq tal-Birgu, waqfu f’postijiet diversi kif kien indikat lilhomu ħadmu fuq tasks żgħar li jirrikjedu l­applikazzjonitat­tagħlim tal­Matematika li kien sar fil­klassi. Xieżempji ta’ tasks li saru fil-Maths Venture huma:jittieħed bearing ta’ postijiet bħal knejjes; jinħademl­għoli ta’ bini mingħajr ma jitkejjel; u jinħademgradient ta’ poġġamann ta’ taraġ. Waranofsinhar,hekk kif lestew ix­xogħol, l­istudenti ngħataw snacku flixkun ilma. Wara tqassmu ir­rigali lir­rebbieħa kifukoll ingħataw ċertifikat u souvenir lill­parteċipantikollha.

Is-Sur A. EllulKap tad-Dipartiment tal-Matematika

NESPLORAW BIX-XJENZANhar il­21 ta’ Marzu l­istudenti tal­4.1, 4.2 u 4.3, flimkien mal­għalliema tal­Fiżika, żaru l­Esplora: ċentruinterattiv ġdid tax­xjenza ġewwa Bighi. Dan iċ­ċentru nfetaħ riċentament u huwa mgħammar b’apparatxjentifiku li bih it­tfal jistgħu jinteraġixxu u jesperimentaw.

Matul din iż­żjara, l­istudenti involvew rwieħhom f’attivitajiet varji li joffri dan iċ­ċentru. Huma ħadu gostjużaw l­apparat li hu assoċjat mas­sillabu tal­Fiżika li jitgħallmu waqt il­lezzjonijiet. Fost oħrajn applikawprinċipji xjentifiċi bħal tal­gravità, prinċipji tal­bilanċ u tal­enerġija alternattiva. F’ċentri bħal dawn, it­tfalikunu qegħdin jitgħallmu kunċetti tax­xjenza b’mod divertenti u kompletament differenti minn kifimdorrijin jitgħallmu fil­klassi.

Għalhekk, matul din il­ħarġa, l­istudenti ġew esposti aktar għal xjenza prattika. Il­kummenti mingħandl­istudenti wara din il­ħarġa kienu pożittivi ħafna.

Is-Sa J. MerciecaGħalliema tal­Fiżika u tal­Matematika

June 2017 Annual Examinations Time Table

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11

OFFICIAL CALENDAR*May 2017

2SDPScoliosis Test for Year 8 studentsMALTESE WEEK (Guest Ms R Saliba) Activity for Year 9 students

3

Scoliosis Test for Year 8 studentsOrientation Visit (Year 9 students of Biology / Chemistry )Geography Fieldwork F4 CCPMALTESE WEEK (Guest Mr M Coleiro ) Activity for Year 8 students

4

Crowning of Our Lady (Year 8 ) Special AssemblyScoliosis Test for Year 8 studentsActivities related to the Maltese SubjectOrientation Visit Year 9 VET IT studentsTalk Safety Use of Internet for (9.9, 9.10 & 9.11) and (8.3,8.4 & 8.11)Talk re Career Exposure ( Year 9 students and parents )

5 Sports Festival8 Entrepreneurship Mentoring Session Year 9 & Form 4 Prince’s Trust9 Special Assembly for Year 8 / Form 4: Word Children’s Prize

10 Special Assembly for Year 9 : Word Children’s Prize11 Vocational Day Talks

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Science Fieldwork (Year 8.11 / 8.12 CCP)Entrepreneurship Mentoring Session Year 9 & Form 4 Prince’s TrustMALTESE WEEK (Corazon and The People of Malta)Talk Safety Use of Internet (9.1,9.2 & 8.6), (8.7, 8.8 & 8.10) and (4.2, 4.6 & 4.7)

15 Entrepreneurship Mentoring Session Year 9 & Form 4 Prince’s Trust17 Shakeshorts (9.3, 9.456 G4 & G5)

19 Entrepreneurship Mentoring Session Year 9 & Form 4 Prince’s TrustScoliosis Test for 8.6, 8.7 & 8.10

22 Talk for Parents of all students about Safety Use of Internet23 Fire Drill24 SDP WHOLE DAY (no school for students)

25 Eucharistic DayControlled Assessment SEC Vocational Subjects (Year 9 & Form 4 Vocational IT)

26 Controlled Assessment SEC Vocational Subjects (Year 9 Hospitality)29 Controlled Assessment SEC Vocational Subjects (Year 9 & Form 4 Engineering)

June 20177 Public Holiday

12-30 Annual Examinations28 Festa Komunità (evening activity)29 Public Holiday30 Graduation Ceremony for Form 5 students

*Calendar is subject to change

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I am glad to express that the Career Forum organised last Februarywas an absolute success. The event links with other career activitiesorganised at St Benedict College, Kirkop Secondary School whichseek to connect school with the industry. It was also instrumental inguiding Year 8 students to start thinking about the subjects whichthey will study for the next 3 years. The students were thereforechannelled to reflect upon their own academic competences.Consequently, they better understand the need to acquire academicand/or vocational qualifications alongside other skills to achieve theircareer aspiration.

The event was supported by the Malta Enterprise which collaboratedin an excellent manner with the school. The Malta Enterprise has astrategic contribution in the country’s economic development. It mainlyaims to attract new foreign direct investment as well as to facilitateand enhance the economic growth of current operations. This agencyalso functions as an interaction agency with local and foreign investorsfrom different sectors. It aims to ensure that particular trade andindustry requirements are understood and met. In this event, theagency assisted the school by contacting professional employers toparticipate in the Career Forum panel. The members of the panel workin 6 different sectors which include Health, Finance, Hospitality,Manufacturing, Information Technology and Education.

During the forum, emphasis was placed on the importance for studentsto study and to develop soft skills, life skills and personal skills. Thepanel members explicitly stated that these skills are lacking in theMaltese workforce. They also instilled awareness on the importanceof work ethics which are fundamental elements to have a reliablelabour force. The panel answered specific and general questionswhich were asked by students and from the floor, and these helpedto clarify grey areas. I would conclude by saying that the generalfeedback and reactions ofthe students and parentswere extremely positive.Therefore, the expectationsof the Career Forum havebeen fulfilled.

Mr N. MalliaCareer Advisor

CAREER FORUM

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ERASMUS+ PROJECT: RECOGNISE, REMEDY, RE-ENGAGEIn an ideal world, one would hope that all students become successful citizens with bright prospectsof an engaging profession or job. However, a reality check would prove that not all students manageto acquire the necessary skills from their schooling years and that the phenomenon of early schoolleavers is of utmost concern to educators, policy makers and governments.

In view of the endless efforts to reduce the rate of earlyschool leavers by ensuring more engaged and activestudents in schools, our school. Saint Benedict KirkopSecondary has for the past two years actively participatedin an Erasmus + project ‘Recognize, Remedy and Re-Engage’ together with Luxembourg Institute of Science andTechnology. ADEFIS ONG – Spain, Viesites Secondaryschool – Latvia, DIRECCIÓN GENERAL DEINMIGRACIÓN, COMUNIDAD DE MADRID - Spain, Maria Regina College Mosta Boys Secondary -Malta, Institut Sainte Marie - Belgium and Lycée Technique Ecole Privée Marie-Consolatrice –Luxembourg.

The project intended to replace Descartes’ statement ‘I think….therefore I am’ by Howard Gardner’s‘I like…therefore I am’. The aim of this project was to focus on three new pedagogical practices thatwould enable each and every student to become a co-creator of knowledge, ensuring a majorengagement and participation during the schooling years.

The three pedagogical practices were the Sociogram, Multiple Intelligences and Tangible UserInterface. The Erasmus + Project ‘Recognize, Remedy and Re-Engage’ kicked off in Luxembourg inOctober 2015. An intensive teacher training session was held in Madrid in January 2016. A postmortem meeting was held in Latvia in May 2016. Participants and teachers gathered in Malta in October2016 for another in-depth training session which aimed at reaching 30% of the teaching staff in theparticipating schools.

On Monday 24th April and Tuesday 25th April 2017,Assistant Head Mr Raymond Muscat and teachersMs Rodianne Haber and Ms Lorraine Caruana

attended the 4th Transnational meeting atChateleineau, Belgium in order to present andanalyse the final results of the Erasmus+ project.

The results achieved and the data collectedwill be subsequently developed andpublished in a guide for socio-educational resources andstrategies.

Mr R. MuscatAssistant Head

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ATTIVITAJIET RELIĠJUŻI FI ŻMIEN IR­RANDAN

Ir­Randan Nisrani huwa perjodu ta’ erbgħin ġurnata.Fih in­Nisrani għandu jipprepara ruħu spiritwalmentgħall­akbar festa liturġika fil­kalendarju tal­KnisjaKattolika; l­Għid il­Kbir. Dan u aktar, ġie spjegatlill­istudenti mis­Sur Carmel Farrugia, fil­jum tal­Erbgħatal-Irmied; l-ewwel jum ta’ dan il-perjodu. L-istudentikienu miġbura kollha flimkien fil­bitħa tal­iskola.

Tul dan il­perjodu, l­għalliema tar­Reliġjon, flimkienmad­direttur spiritwali tal­iskola, Dun George Schembri, ħadu ħsieb li jorganizzaw ukoll l­EżerċizzjiSpiritwali għal kull sena. It­tema prinċipali għal dawn it­taħditiet kienet dwar il­ħniena li Alla għandu

għall­bniedem u x’għandha tkun ir­risposta tagħna lejn din it­tjubija.

Il­kelliema ta’ dawn il­laqgħat kienu s­Sur Mario Cassar (Year 8), Fr GeorgeSchembri (Year 9) u Fr Steve Magro (Form 4 u Form 5). Dawn il-kelliemagħamlu użu minn diversi mezzi interattivi biex iwasslu l­messaġġ b’mod aktareffettiv u jagħmlu dawn il­laqgħat aktar interessanti u applikabbli għaż­żminijietu għar­realtajiet tad­dinja tal­lum il­ġurnata.

Fil­jiem preċedenti u bi preparazzjonigħaċ­ċelebrazzjoni tal­Festa tad­Duluri, il­kappella kienet tkunmiftuħa tul il­brejk il­kbir għal min fost il­komunità skolastika xtaqjgħaddi ftit ħin għal kwiet, iqatta’ mumenti ta’ meditazzjoni uriflessjoni. L­ambjent tal­kappella ġie addattat biex jgħin lil dak lijkun jidħol aktar fl­atmosfera.

L­attivitajiet spiritwali għar­Randan 2017 ġew fi tmiem nharil­Ġimgħa 7 ta’ April, meta l­istudenti kollha, flimkien mal­membri tal­istaff, inġabru flimkien fi­sala l­kbiratal­iskola biex jiċċelebraw il­quddies fil­Festa tal­Madonna tad­Duluri.

Il­quddiesa kienet differenti minn kif l­istudenti huma mdorrijin. Dan għaliex il­quddiesa kienet animataminn membri tal­istaff li ffurmaw banda u kor speċifikament għal din l­okkażjoni. Barra minn hekk bħalaparti mill­omelija, tkellem Bjorn Formosa, il­fundatur u l­promotur tal­ALS (Malta). Bjorn qasam magħnal­esperjenza ta’ tbatija li għaddej mnnha u li ilu għaddej minnha tul dawn l­aħħar tlietsnin. Għalkemm il­marda tiegħu ġabet tbatija kbira fil­ħajja tiegħu huwa jibqa’ pożittivu ffukat biex jagħmel it­tajjeb u jgawdi kif jista’ kull mument tal­ħajja. Kif spjega tajjeb

Bjorn, “qatt ma għandek taqta’ qalbek mit­tbatija, għaliex waqt it­tbatija u warat­tbatija, dejjem joħroġ il­ġid”.

Kien fit-18 ta’ Marzu li fakkarna l-Festa tad-Duluripermezz ta’ quddiesa animata li ħadet sehem fihal-iskola kollha.

Is-Sur M. BorgIl­Kap tad­Dipartiment tar­Reliġjon

SCIENCE SAFARI - 2017

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Min qatt basar li għandna numrudaqshekk sabiħ ta’ xjenzatiprospettivi fl­iskola tagħna? Danhuwa grupp li jinsab fit-Tmien Sena,u li bi ħġaru pparteċipa fis­ScienceSafari ta’ din is-sena. Id-Dipartimenttal-Kurrikulu organizza din il-kompetizzjoni bħal treasure huntrelatata max-xjenza. Is-ScienceSafari saret ġewwa ċ­Ċentru tax­

Xjenza f’Pembroke u kienet miftuħa għall­istudenti kollha ta’ Malta. Għalkemmdin l-attività saret is­Sibt filgħodu, xorta waħda ħadu sehem 30 student; l­ikbargrupp fost l­iskejjel parteċipanti!

Kienet tellieqa kontra l­gruppi u kif ukoll kontra l­ħin! Kullgrupp ingħata sett ta’ mistoqsijiet bi tweġibiet moħbija qalbil­medda art xagħri bejn iċ­Ċentru tax­Xjenza u l­Impjanttar-Reverse Osmosis. L­element kompetittiv u l­entużjażmuspikkaw qalb l­istudenti, filwaqt li t­tħabbil tal­moħħ manaqasx. Flew fjuri, osservaw l-ambjent, studjaw tabelli, kejluoġġetti, iddokumentaw evidenzi permezz ta’ ritratti, sa ankikien hemm min ittanta jisraq xi tweġiba mingħand grupp ieħor!

Il­parteċipanti żgur li mhux se jinsew esperjenza bħal din fejn ħadu gost daqskemm tgħallmu. Biex żgurukoll li ma jinsewx din is­Science Safari, kull student ingħata ċertifikat li jirrappreżenta l­interess ul­impenn lejn tagħlim informali. Prosit tassew lil kull min ħa sehem!

Is-Sur J. AzzopardiGħalliem tal­Fiżika

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US AND THEM

FRANCOPHONIE

All Year 9 students have been treated to the Maltese version of Us & Them, a fast-paced play basedon the wall metaphor, dealing with issues related to Malta’s growing diversity and multiculturalism.Two sets of people living on the same land decide they have to build a wall to safeguard their interests.Fear takes over and they start to feel uneasy with each other. A conflict ensues and, as always, thisconflict spells disaster for both communities.

Following the 30 minute representation, the students were invited to participate in a follow-updiscussion. Themes such as inclusion, team-work, fear, conflict and inclusion were brought up anddiscussed brilliantly by the students, who stressed on the point that inclusion and tolerance are key toliving in a healthy, prosperous community.

Mr M. AmatoEthics Teacher

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Nhar il-21 ta’ Marzu huwa l-jum iddedikat lill-Frankofonija (Francophonie).Dakinhar niċċelebraw il­lingwa u l­kultura Franċiża mifruxin madwar id­dinja.F’pajjiżi bħall­Iżvizzera, il­Belġju, il­Marokk, il­Gujana, il­Quebec u f’ħafnapajjiżi tal­Afrika, il­Franċiż huwa lingwa uffiċjali. Biex infakkru dan l­avveniment, id­Dipartiment tal­Franċiż organizza diversi attivitajiet matulil­ġimgħa kollha. Bdejna billi waqt l­assembly żewġ studenti spjegaw xi tfisserFrankofonija kemm bil­Franċiż kif ukoll bil­Malti. Waqt il­brejk imbagħadorganizzajna kompetizzjonijiet ta’ kitba bil­Franċiż għat­Tmien u għall­GħaxarSena. Proprju f’Jum il-Frankofonija 11-il student tad-Disa’ sena flimkien ma’numru kbir ta’ studenti mill­iskejjel ta’ Malta u Għawdex ipparteċipaw fiTreasure Hunt fil-Belt Valletta Matul l-attività kellna nduru fit-toroq tal-Belt(fix-xita!) u nsibu bini, ismijiet jew monumenti li

għandhom rabta ma’ Franza.

Ħadna gost immens u ħdimna bħala żewġ timijiet b’modeċċezzjonali. Dan l­entużjażmu wassal sabiex l­iskola tagħnakisbet it­tielet post. Bħala premju ngħatajna diversi kotbamill­Ambaxxata Franċiża, kif ukoll ċertifikati u rigali oħramill­Assoċjazzjoni tal­għalliema tal­Franċiż (APFM). Minkejjali ħadna tixriba sew, kienet esperjenza mill­isbaħ kemm għalinal­għalliema kif ukoll għall­istudenti.

Is-Sa M. Vella SammutIs-Sa E. Grech SciclunaId­Dipartiment tal­Franċiż

EXCHANGE VISIT (MALTA)Għat­tieni sena konsekuttiva l­iskola tagħna qiegħdatipparteċipa f’tibdil ta’ studenti ma’ skola Ġermaniża:Reformschule Kassel. Wara s­suċċess tal­ewwel tibdil lisar is­sena l­oħra, mill­ewwel bdew it­taħditiet għat­tieniwaħda. Fil­fatt fl­aħħar ġimgħa ta’ Marzu, grupp ta’ 22student mill­Ġermanja flimkien mal­għalliema tagħhomkienu Malta, fejn flimkien ma’ 22 student ieħor mit­TieletSena tal­iskola tagħna, qattajna ġimgħa sħiħa flimkien.

Ġimgħa ppakkjata b’attivitajiet fejn dorna postijiet ta’interess f’Malta u f’Għawdex. Qattajna wkoll nofstanharġewwa l­iskola tagħna biex jaraw mill­qrib is­sistemaedukattiva tagħna. Il­Ħadd kull student mill­Ġermanjaqatta’ ġurnata ma’ familja Maltija sabiex jesperjenza l­ħajjatipika tagħna. Kellna wkoll diversi logħob bħal treasurehunts fl-Imdina u f’Marsaskala, fejn il-grupp kollu kien qedjoqgħod ġo lukanda. Kull filgħaxija kien ikun hemm diversiattivitajiet oħra sabiex insiru nafu aktar lil xulxin.

Però ġimgħa bħal donnha qasira wisq għax taret f’ħakkat’għajn. Is­sabiħ ta’ din l­esperjenza kien li f’qasir żmienl­istudenti, kemm Maltin u kif ukoll Ġermaniżi, draw ħafnalil xulxin. Perὸ din l­esperjenza kienet biss tmiem l­ewwelparti għax matul l­ewwel ġimgħa ta’ Mejju ħa jkun imisslill­Maltin li did­darba jitilgħu sa Kassel, belt mill­isbaħli tinsab fiċ­ċentru tal­Ġermanja għal esperjenza oħraindimentikabbli li kulħadd ilu jistenna bil­ħerqa.

Is-Sur K. SciclunaIs-Sa P. Callus

Is-Sa M. BusuttilGħalliema

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18

EDUCATIONAL VISIT TO VALLETTA

Educational trips provide valuable educational opportunities away fromthe classroom. Students on educational trips can often learn whilehaving fun in a more informal environment.

On the 23rd of March, the History Department at St Benedict Collegeorganised a History educational visit to Valletta for Year 9 students (9.1– 9.8). The teachers in charge were Ms M.L Schembri (HOD), Mr M. Agius

and Mr M.A Portelli. This visit was organised as an activity for History Day andto better understand the various buildings in Valletta since the topic of

Valletta is one of the topics in the Year 9 syllabus.

During this educational visit, the students were divided into three groupsand each group visited a different place. These places were the

Co-Cathedral of St John, the Armoury and the Fortress Builders.

The Co-Cathedral of St John, which served as the Conventual Church of theOrder of St John during their 250-year rule on the Maltese Islands, was one of the places visited bythe group of students under the guidance of Mr M. Agius. Here the students were given a booklet inwhich they had to provide analysis from their observations of the chapels and the paintings inside theCo-Cathedral, particularly Caravaggio’s Beheading of St John the Baptist and St Jerome.

The students were also able to visit the Armoury inside the Grandmaster’s Palace were they couldsee a collection of weapons and armour used by the Knights of St John, particularly the armour wornby Grandmaster Alof de Wignacourt. The students who visited the Armoury were guided by Ms M.LSchembri (HOD). The Fortress Builders was also one of the places included in this educational visit.The group of students who visited this place were under the guidance of Mr M.A Portelli. The FortressBuilders is a fortifications interpretation centre that contains exhibits relating to both military

architecture in general as well as the various fortifications of Malta, startingfrom the Bronze Age to the pillboxes used by the British in World War II.

After the students visited these three places, the groups met again to watchValletta Living History, a 30 minute documentary on Valletta through historyfrom the Siege of 1565 till when Malta became a republic. The studentswatched this documentary at the Embassy Cinemas. After a short break,the students made an orientation walk around the city of Valletta, stopping

at the Upper Barrakka Gardens where the students were able to see the Grand Harbour and thethree cities of Vittoriosa (Birgu), Senglea (Isla) and Cospicua (Bormla).

During this educational visit, the students were not only able to learn and satisfy their curiosity, butthey also had fun, had a chance to build closer bonds with their classmates,

experienced new environments and enjoyed a day away from the classroom.

History Department

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MUSIC CLUB INVOLVEMENT DURING CELEBRATION DAYA good amount of students who are active within the music club at school, activelyparticipated in showing their musical abilities during the celebration day held in our school

on Friday 21st April in the school hall, entertaining distinguished guests, parents and fellowstudents alike.

Preparations and rehearsals for the event kicked off as soon as half yearly exams wereover, in order to allow ample time for rehearsals during the club’s meetings which occurevery Thursday in the music room. After the first two weeks of introductory rehearsals,frequency was increased to a daily basis during breaks in order to be able to achieve thedesired targets and results.

The main target was to create a synergy between all members involved, so that eachmusician would be able to take the responsibility to lead or respect the accompanying roles,in order to achieve the balanced harmonies and the required co-ordination of the ensemble.This therefore required a very refined skill of listening to each other while playing, decidetempi and giving the character to the music while allowing for non-verbal gestures forcommunication to start and finish off together despite being quite a large group. Such skillswere rendered even more challenging as the students themselves were given theresponsibility to take control of the transitions between one piece and the next and makingsure that every performer was ready to instantly pick up the correct mood and tempo of thefollowing piece.

The students opened the evening by singing the school’s hymn and thus broke the ice beforegiving their instrumental performance. The selection of the medley of musicals andsoundtracks ranged from cinematic classics such as My favourite things taken from Thesound of music followed by the immortal Moon River by Henry Mancini taken from thesoundtrack Breakfast at Tiffany’s. After two classics, it was the turn of two selections fromthe latest Academy Awards winner soundtrack La La Land. The order of the medley did notfollow the timeline of the movie as the first piece to be performed was the sentimental andmelancholic Mia and Sebastian’s Theme while the ending of the medley was dedicated tothe opening song of the film, the very energetic Another day of Sun.

It is of utmost importance to praise each and every student for the efforts and dedicationshown during rehearsals and the performance itself, which was highly satisfying andrewarding for each of them. Therefore each student ought to be given a special mention:

Eleonor Borg – Flute, Dinah Lee Attard, Isabelle Caruana, Mariah Cuschieri and MariaSpiteri – Clarinet, Karissa Bugeja and Sabrina Sacco – Alto Saxophone, LaydenAttard – Cornet, Maria Bellia, Nathan Carabott and Cain Falzon – Trumpet, ShayleeAgius, Harry Camilleri Mallia and Emma Incorvaja – Guitar, Sarah Camilleri – Piano.

A final and special word of gratitude goes to Mro. Carlos Borg, whose contribution wassignificant during the last rehearsals and final adjustments.

Mr A. HuberMusic Teacher

FESTA KOMUNITÀ

20

B o r d E d i t o r j a l i : A s s i s t e n t a K a p : C . C a m i l l e r i D i s i n n : A . G a l e a I s s e t t j a r : J . A z z o p a r d i F o t o g r a f u : D . B e z z i n a

Q a r i t a l - P r o v i : R . C a r u a n a , L . D e g u a r a , D . D i m e c h , W . I n c o r v a j a , R . M a n g i o n , J . S p i t e r i , C . T a n t i .

T a j p i s t i : G . A g i u s Z a m m i t , M . B u s u t t i l , S . E . C a c h i a , E . G r e c h S c i c l u n a , D . M u s c a t .

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