Thursday, March 10, 2011

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Al Castello Sforzesco i progetti mai visti di Michelangelo

Milano celebra il genio di Michelangelo con una mostra al Castello Sforzesco .

Esposti oltre 50 suoi progetti architettonici di edilizia civile, religiosa e di fortificazioni, opere talora incompiute, se non addirittura mai realizzate, come quello per la Basilica di San Giovanni dei Fiorentini, a Roma.

Curata da Pietro Ruschi , l'esposizione nasce da un progetto di Casa Buonarroti e presenta, oltre ai disegni, alcuni grandi progetti michelangioleschi realizzati in 3D.

La rassegna, che apre l'11 Febbraio 2011 (fino all'8 Maggio 2011), fa parte del progetto "Michelangelo al Castello" che prevede anche un series of conferences with leading experts in the Buonarroti.

article: Day - Friday, February 11, 2011

Tuesday, March 8, 2011

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Archeologia e birdwatching sul lago che ispirò Puccini

Between history and nature, bird watching and archaeological ruins, piles and oak trees, there is a world around the lake Massaciuccoli (LU).

A start from the archaeological, that is, from the ruins of an ancient Roman villa from the first century AD, attributed to the family of Pisa Venulei.

Archaeology is just one of many opportunities offered by the area of \u200b\u200bMassaciuccoli ; in Easter weekend Oasis organize a week-end for large and children with guided walks and punt through woods, wetlands and dune environments.

First, however, will start the project "A School of Nature", with educational workshops for children aged between 6 and 10 years: first date March 12, 2011 .

And then, again, with summer arriving fields for children, adolescents, adults (for information: www.oasilipumassaciuccoli.org or Facebook), from summer camps offer an opportunity to live in close contact with nature.

article: The Nation - Friday, March 4, 2011

Monday, March 7, 2011

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Vasari, cinque secoli tra mostre e spettacoli


Il calendario delle celebrazioni in Toscana.

Lo sapete che Giorgio Vasari fece da scudo a Firenze durante i bombardamenti della 2° Guerra Mondiale?

La rivelazione di Cristina Acidini , sovrintendente del Polo museale fiorentino , rapisce l'attenzione generale alla presentazione delle celebrazioni per il quinto centenario della nascita del Vasari.

Nato a Arezzo l'11 Giugno 1511 e, "esploso" a Firenze, sotto il Duca Cosimo I di Toscana: " Davanti al Vasari , cioè alla Galleria degli Uffizi e al Corridoio che da Palazzo Vecchio va a Palazzo Pitti, americani, tedeschi e partigiani si fermarono ", spiega Cristina Acidini.

Dunque, al Vasari architetto, artista, primo storico dell'arte, si aggiunge un Vasari provvidenziale scudo: capace di fermare perfino la furia dell'uomo, non si bombarda e non si distrugge l'opera di un genio.

E, in memoria del genio vasariano, Firenze e la Toscana preparano grandi eventi a cominicare dalla mostra degli Uffizi (14 giugno - 30 ottobre 2011), organizzata dal Polo Museale Fiorentino dal titolo: Vasari, gli Uffizi e il Duca.

Sempre a Firenze è prevista l'apertura del Museo Casa Vasari , con l'allegoria delle Arti, al numero 8 di Borgo Santa Croce, a opera della Fondazione Horne.

Arezzo ospiterà, in piazza San Francesco (26 agosto - 11 dicembre 2011), la mostra dal titolo: Vasari, 500 anni, da Monte San Savino ad Arezzo, da New York a Washington, una finestra sul restauro .

Questo calendario di celebrazioni avrà un'estensione con una serie di conferenze e letture de Le vite , grazie all'impegno dell'Istituto Nazionale degli Studi sul Rinascimento e della Compagnia Sandro Lombardi.

Umberto Orsini si esibirà a Arezzo; Giovanni Guerrieri , proveniente dal teatro comic, will Buffalmacco.

article: The Nation - Friday, March 4, 2011

Sunday, March 6, 2011

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dal comitato genitori ed insegnanti per la scuola pubblica -Pesaro

Salve!

Abbiamo percorso un lungo cammino, noi del "comitato genitori ed insegnanti per la scuola pubblica" insieme a te, in questi 2 anni e mezzo, da quando ci hai lasciato la tua firma ed hai cominciato a ricevere le nostre mails. Ci siamo riuniti in assemblee per capire ed informare, abbiamo protestato nelle piazze e sui giornali.

Ora e' il momento di indire un censimento su tutto il teritorio pesarese.
Si', il mese di marzo sara'"il mese del censimento"

Raccoglieremo tutte le testimonianze su come sta cambiando school, about what 'that's different,' occurred in schools in these last two school years, for better and for worse, for all levels, from elementary to high school. We ask you too!

Reply to this message stating some facts about the school life of which you are familiar with. Be the most 'correct as possible, with the names of the school and signed with your name or if you prefer as a "teacher" or "a parent" (your privacy will be' maintained). Write and ask others to write, you can run as much as this message In this way we will create a database of skilled and entrenched in the area that will make us' aware of the state of our public school after the start of the so-called "reform Gelmini. "At the end of the month we intend to make the results public.
waiting for your contribution does not cost much but it 's very important!

Remember:" March - the month of the census committee
parents and teachers to the school Pesaro public-address e_mail: comitatoscuolaps@alice.it

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funds for school autonomy: only six million euro for the integration of disabled pupils

SOURCE: FLC-CGIL
The Circular of MIUR n . 13 8 February 2011 to allocate funds USR Law 440/97 for the financial year 2010.
14/02/2011
E 'was published Circular No. 13 of that MIUR divide the funds allocated to the Law 440/97 "initiatives aimed at strengthening and qualification of the education of students with disabilities, with particular regard to pupils with sensory deficit" between the regional education offices and provides suggestions for the Ministry of Education the use thereof.
The Circular suggests that funds are allocated to initiatives by schools to
projects for the innovation of teaching methods and organization that, thanks to new technologies and perform their activities inside the classroom for the development of skills and social skills of students with disabilities;
situations of particular complex projects which involve the continuation of networking between schools and between schools, local authorities and associations, including with the involvement of local centers of support for disability (CTS);
projects that implement procedures, best practices for the life of the project 'student with disabilities, in particular the institution of alternate scuolalavoro;
strengthening school-family relations;
development of networks of schools connected to the Schools Polo CTS or through the creation of websites, the network of forums and through the establishment of working groups in the network, also involved in monitoring and identifying the needs of schools.
Suggestions per la formazione del personale, anch’essi a carico dei fondi ripartiti agli USR, sono:
potenziamento attività di formazione teso a diffondere fra i docenti curricolari la cultura dell’integrazione, con particolare riguardo alla relazione educativa che si instaura con gli alunni con disabilità;
acquisizione o potenziamento di metodologie didattiche specializzate per migliorare le opportunità di formazione degli alunni con disabilità, anche mediante le nuove tecnologie;
attività di formazione per la diffusione della conoscenza del modello ICF dell’OMS con particolare riguardo alla sua applicazione nella scuola.
Per i Centri territoriali di Supporto la Circolare suggerisce che si utilizzino le risorse, "Taking into account the strategic role they may have in order to achieve a genuine process of inclusive education and the development of concrete practices of inclusive education, to implement:
CTS coordination between projects on a regional and interregional activities
Upgrade to the actual operating within the CTS;
diffusion of knowledge and familiarity with the expansion of the integration of assistive technology for teachers and curriculum specialists, in particular with regard to products produced by the action 6 of the project "New Technology and Disability ";
experimental projects to identify teaching methods inclusive che coinvolgano le nuove tecnologie;
acquisto di software e hardware per l’ampliamento delle dotazioni tecnologiche ed informatiche dei Centri Territoriali di Supporto al fine di potenziare le opportunità di apprendimento e di integrazione scolastica degli alunni con disabilità.

Le valutazioni della FLC CGIL
Per i fondi assegnati agli Uffici Scolastici Regionali, ove siano utilizzati per pagare prestazioni aggiuntive al personale, debbono essere seguite le procedure previste dall’art. 6 CCNL.
I fondi assegnati sono:
€ 5.828.450,00 per la progettualità delle scuole o di reti di scuole
€ 450.000,00, per i Centri Territoriali di Supporto
Considerato that schools are more than 10,000 and are 96 local centers of support, and on average each school will be allocated about 500 € while the CTS it will be about 4,500, and considered that pupils with disabilities are still about 185,000 and each of them funding is 33 €, it would gain the MIUR, even without waiting for the monitoring and verification of the results (provided in the Circular), suggest to the Government so that you can not go forward.
We had already denounced the progressive reduction of the resources of the Law 440/97, on the occasion of a presentation of the Directive and, along with the request to restore the necessary funding, we put forward proposals for their timely assigned to schools.
Those resources were further reduced to a use that has nothing to do with the improvement and expansion of training by schools.
Now repeat, on an aspect as important as that of the education of students with disabilities who need to change.
The country needs a change, knowledge is the future, stop the return to the past.
MINISTERIAL CIRCULAR 13

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SOURCE: CGIL
School and the secular state


18/02/2011 In previous years at the February 17, the anniversary of the Letters Patenti di Carlo Alberto che nel 1848 le promulgò riconoscendo i diritti civili ai Valdesi, passaggio determinante per giungere in seguito alla libertà religiosa, in CGIL con tutti i soggetti che operano per la Laicità dello Stato e della Scuola pubblica sono state organizzate iniziative tese a sostenere il lavoro culturale di coloro che quotidianamente vigilano affinché la Laicità dello Stato non sia calpestata.

La laicità nella scuola pubblica, infatti, ha subito negli ultimi anni numerosi attacchi: un Concordato già pasticciato e continui e subdoli interventi hanno rischiato di rendere la situazione di fatto ancora peggiore di quanto previsto dalla normativa, provocando grosse difficoltà per i genitori nel far valere le their choices in a school setting in the state could not guarantee everyone's rights, including those who will not make use of Catholic religious instruction. In particular we remember the work done by the children to draw attention to the assessment of claims for DSU without anyone taking advantage of course that there were conditions for use of alternative assets. Many parents, teachers, associations, has tried not to ever lowering our guard, to answer blow for blow, often resorting to the courts, with appeals on claims. You asked a very simple thing: respect for the rule and, therefore, that children whose parents decide not to make use of teaching della Religione Cattolica fossero garantite le attività alternative.
Quest’anno fa piacere segnalare che, laddove si sono costituiti gruppi di lavoro per vigilare e rivendicare che nelle Scuole vi sia il rispetto almeno delle regole Stabilite dal Concordato, questa attenzione e questo impegno continuo a partire dal potenziamento dell’informazione cominciano a dare qualche frutto.
Finalmente qualcosa è cambiato. L’anno scolastico 2010/2011, caratterizzato da tanti problemi per la scuola pubblica, ha visto invece qualche spiraglio positivo almeno per quanto riguarda il problema delle attività alternative per chi non si avvale dell’insegnamento della religione cattolica. Non solo a livello legislativo è stata sottolineata clearly it compulsory for schools to organize alternative activities, if only for a single student, but the Ministry of Education has clarified that schools may have to organize these activities with expenditure from the Treasury, and therefore without burden on their balance sheets, put to the test by continuous cuts in education spending. And the schools, after some initial uncertainty, in reality many are doing it.
A second positive result was that the forms for registration, after the mess last year and their protests, even the high school kids are finally correct and contain all the options available under the laws force.
At this point the rights of students and families have been recognized: Now is the duty of all to help spread correct information and shall not occur because most children who are treated as packages to be moved into other classes or to be abandoned in the corridor weaker parents should not make choices dictated by their conscience, but by the need not to feel 'different' for their children.
now is to continue the work of the network that we are committed to do with all those with whom you have made this difficult but very useful way.

HANDBOOK FOR THE EXERCISE OF CHOICE AND RELATED ACTIVITIES IRC 'ALTERNATIVE

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REFUSED TO STUDENTS WITH DISABILITIES RIDE ':
Discrimination FIGHTS IN CLASS


The newspapers today report the news at work in Anffas non-profit organization, National Association of Families of Persons with Intellectual Disabilities and / oRelazionale, extremely contradictory feelings.

The news is coming from a middle school in Catanzaro all'internodella which the headmaster would have (according to press reports) denied to a child with Down syndrome participate in school trips and educational tours, inviting friends and lecturers hide the same dates of the outputs in programming as a rationale citing "the lack of that ability to learn because of his disability." Invitation, which was immediately turned down by them, which would have indicated a preference rather than give up all the trips to see their mate discrimination.
The news raises mixed feelings in us because:
- on the one hand we are frustrated and extremely disappointed and worried dramatically by the fact that in stark contrast to what is now universally ratified and confirmed in national and international level and thus the most obvious illegality, There are still those who continue to violate the most fundamental rights of persons with disabilities and persons with disabilities and, paradoxically, who often becomes the protagonist of such violations is among those whom they should do with it first guarantors;

- on the other hand, this news us a message of civilization and hope for 'initiative to combat that, perhaps for the first time, comes from a society and community that we, in this case, really define "civil".

The boy's classmates with disabilities have shown, as well as sensitivity and attention, and high sense of civic responsibility. We believe, without knowing the specific facts, which can be defined, despite the young age dei veri e propri “cittadini modello” e dei piccoli “difensori dei diritti umani”. Ciò significa che forse la cultura della disabilità basata sui diritti umani sta penetrando nelle nostre comunità,
magari saltando qualche generazione.

Non vogliamo qui annoverare tutti i dettami normativi e culturali che sanciscono il diritto degli alunni con disabilità alla partecipazione attiva e piena, in condizioni di eguaglianza con gli altri, a tutte le attività scolastiche (di cui gite scolastiche, viaggi di istruzione e momenti ludico-culturali e sportivi rappresentano componenti essenziali e fondamentali), né tanto meno soffermarci oltre a ricordare che nel nostro Paese per fortuna esiste una specifica law (67/06), which protects people with disabilities from discrimination in all spheres of life, but above all we want to express our solidarity and closeness to the pupil with disabilities and their families, as well as classmates and all them to all other individuals and families who are in similar situations.

's why the Association would like to recall and renew its commitment to protect human and civil rights of persons with disabilities (particularly intellectual and / or relational) and their parents and relatives, making themselves available to receive reports and support, even in judicial offices, law enforcement initiatives in similar situations throughout the country.

Roberto Speziale
National President Anffas Onlus

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SOURCE: DISABILI.COM
http://www.disabili.com/scuola-a-istruzione/22850-integrazione-scolastica-degli-alunni-disabili-troppi- rights-denied
What is the real condition of students with disabilities?

Istat has recently published a survey on the resources and tools are provided to enable schools and promote inclusive education of students with disabilities. The presence of students with disabilities has increased considerably, but almost 10,000 students non hanno visto rispettare il proprio diritti al progetto educativo individuale, troppe scuole non sono ancora accessibili e l’insegnante di sostegno ricopre un ruolo ancora marginale.
IL DATO POSITIVO - L’indagine si riferisce alle scuole statali e private, per gli anni scolastici 2008/2009 e 2009/2010. E’ necessario premettere che la presenza di alunni con disabilità nella scuola primaria è praticamente raddoppiata, passando dall’,7% al 2,6% del totale della popolazione studentesca in dieci anni. Nella scuola secondaria l’incremento è addirittura superiore.

Nelle scuole italiane studiano oltre 130 mila alunni con disabilità (circa 73 mila nelle primarie e 29 nella secondaria), di only a third are women. Students with disabilities are on average older than their classmates, which necessarily implies that the failures are very frequent.
Students with disabilities who attend Italian schools are mostly kids with cognitive disabilities (40%), 17% are suffering from pervasive developmental disorders, 14% are disabled people and in 10% of cases, these sensory disabilities .

CERTIFICATIONS - In primary schools 72.2% of pupils had a certificate of disability under Law 104, 2% is certified as a civil invalid and 13.8% has them both. In secondary school certifications are slightly L.104 lower. Istat himself reminds us that having a certificate proving their disability status is normatively preparatory school system by the provision of services for integration.

SINCE THE NEGATIVE - According to statistics, 95% of pupils has a regular functional diagnosis and 85% a dynamic functional, while the IEP has been prepared for 93% of primary school pupils and 96% of the secondary school. This means that at least 6500 students have been entitled to a functional diagnosis, functional and dynamic profile to 19,500 more than 9000 students have not had an IEP.

SERVICES - The survey still shows which respectively only 21% and 18% of students take advantage of a home-school transport provided by the municipalities and 5% and 8% this service is provided by other local authorities or individuals.
BARRIERS AND TECHNOLOGY-The architectural barriers in schools are still too many, at least 30% of schools there are still serious obstacles to mobility and accessibility for students with disabilities, with a distinct difference between the north and south of the country.
The use of information and technology for the "Special Education" in Italy is not available for everyone, although the increase in dedicated computer stations has increased significantly in the regions more advanced you get 80% of schools in the most retrograde to 48%. The availability of computer stations in classrooms rather than in separate laboratories is of utmost importance for school integration. Other data to be analyzed are those concerning the actual use of the workstations, when present, this rather disappointing.

TEACHINGS - I own them the other side of the coin, those who should accompany every step the young students in learning and social life.
2008-2009 school year to support teachers were 60,529, of which 33,556 primary school and 26,973 in secondary education. The educational assistants have reached 13 000 cultural, 700 communicators for the deaf, 1500 facilitators for communication and 10,289 school employees with a specific allocation for assistance to personal hygiene. The distribution geogradica the presence of personnel in support of inclusion, however, is very unequal between north and south Italy.
How much longer must our children wait?
ISTAT DATA INTEGRATION EDUCATION

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GILDA-PADOVA TEACHERS

INVALSI TESTS: OBLIGATION CHOICE OR OPPORTUNITY?
1 - THE LEGAL FRAMEWORK:

All powers of the governing bodies of the School are fully in effect, and can not be changed by ministerial circulars and memoranda.
Article. 3, paragraph 1, letter b of Law March 28, 2003, n.53 (the establishment of 'National Institute for the Evaluation of Education Systems) INVALSI assigns the task to carry out regular and systematic knowledge and skills of students and the overall quality of training provided by educational institutions. Annually, the Ministry entrusted with Circular "ad hoc", the specific objectives of evaluation academic year (for 2010/2011 see Directive No. 67, July 30, 2010), and thereafter by simple Note Prot 3813 AOODPPR n / USC but dated 12.30.2010 published on 11 / 1 / 2011 and addressed to the Regional Directorates, the Ministry of Education that certain modes of operation for the annual survey.
None of the legislation in question has the power to intervene on other rules, relating to a part in decision-making of autonomous schools, on the other obligations of teachers' work, described in the National Collective Bargaining Agreement.
is worth remembering that President INVALSI, Piero Cipollone, wrote a letter to school officials on Jan. 10, inviting them to participation. In www.invalsi.it website you can find the form through which, annually, the individual school register.


2 - WHO DECIDES? WHO SHOULD DECIDE?
owner of the resolutions in order to action learning and education generally, including the criteria and evaluation activities, and the College of Teachers.
years already in many schools "for granted" to supporting the activities related to the administration of the tests INVALSI, but is it really?
Let's see:
Both the Constitution (see Article 33 sulla libertà di insegnamento) che il Contratto Nazionale assegnano a ciascun docente piena autonomia professionale e didattica dunque indicazioni di qualunque tipo su attività didattiche di valutazione non possono avere alcun carattere imperativo.
 Il Collegio dei Docenti è l’organo collegiale cui sono affidate, nel rispetto della libertà di insegnamento del singolo docente – costituzionalmente garantita – le competenze riguardo le scelte didattiche generali, gli indirizzi educativi, l’adesione ad attività d’Istituto ed infine la stesura e l’approvazione del principale documento - il POF – che riunisce tutte le determinazioni citate. Infatti, l’art. 7 comma 2 del Testo Only on the school provides that "the teachers:
a) has power of decision on the operation of the club or educational institution. In particular the planning of care in order to bring educational also, within the law school established by the state, the curriculum to specific environmental needs and to encourage interdisciplinary coordination.
b) It shall exercise such powers in respect of freedom of education guaranteed to each teacher;
c) regularly assesses the overall teaching effectiveness in order to verify the relationship guidelines and objectives of the program and, , wherever necessary, appropriate measures for the improvement of school;
d) adopt or promote initiatives within their competence tested in accordance with Articles 276 and following. "
e) In addition, the Regulation on autonomy (Presidential Decree No 275/99) provides for art. 4 c.4: "In the exercise of autonomy in teaching educational institutions nevertheless ensure the implementation of recovery initiatives and support, continuity and educational and vocational guidance, possibly in coordination with initiatives taken by local authorities in the field of integrated interventions in Article 139, paragraph 2, lett. b) Legislative Decree March 31, 1998, No 112. Also identify the procedures and criteria for assessment of pupils in respect of national rules and criteria for periodic evaluation of the results achieved by schools against set targets "
Also:
 According to paragraph 2, Article 25 Legislative Decree No. 165/2001 of the School Director must exercise their powers in accordance with the powers of the governing bodies and therefore has the ability to adhere to the tests Invalsi without a resolution of the Academic Board which has exclusive jurisdiction, since the ' membership assessment activities within its prerogatives, it happens rather often the resolution of College may be recorded, although during the sessions, the theme changes "in track" without a real debate and a specific resolution.
 Speaking also on the jurisdiction of the Academic Board, the Ministry of Education Note of 30 December 2010 is in stark contrast to the aforementioned art. 7 of the Consolidated, previously in force, requiring methods of assessing the learning outcomes of students and then abusing the planning of the College in an area that normally attaches to its jurisdiction. Therefore, teachers in the College must be able to express their consent or dissent, the membership of the school to the aforementioned activities. Where there are no specific point on the agenda, it may require the introduction of, or convene a special panel with the signing of third component.
 As a result of what has been said any unilateral decisions of managers, on the adherence to evidence law, to not have any automatic spill on the duties of teaching staff.

3 - ADDITIONAL COMMITMENTS ARE DUE?
By definition that is not included with the service requirements provided for teachers will operate additional (or overtime), and as such is not required.
The national agreement paper describes the service requirements of teachers in Articles 26 to 29 and did not mandate inherent in this type of activity. Since
administration, correction and tabulation of results of tests Invalsi not fall under any of its obligations under the national contract, the burden it entails, can only be additional activities:
- any additional activities of the Institute must first be provided by POF, therefore, be approved by the Academic;
- overtime is voluntary and can not be imposed with a service obligation;
- each activity must provide an additional allocation an assignment that defines how and when to conduct and their payment: in this respect should be the involvement of the RSU school both in the decision-making - in fact you can not provide for payments for activities not approved - and more specifically in the contract, in determine - in the event of approval by the College - which and how many resources will be used in the payment to those who will take care ..

4 - HOW TO ASSESS THE TESTS AND THEIR RESULTS?
Teachers of Italian schools have been virtually excluded from the path that led to the establishment INVALSI, the debate on what and how it should be assessed in a "standardized", the use of information obtained on their findings.
The need of defining some common standards and a consistency in assessment and certification of acquired output levels from the paths of education is felt by many, and fulfilled in the OECD countries in different ways, related also to the different architecture of the school systems of particular interest is the fact that a diploma issued by the education system - state, private, public - whether or not legally binding.
European community also plays a key role where fixing a match between educational qualifications and / or professional qualifications of different countries for the free movement inside of citizens / workers.
In our country, however, the road traveled so far with the delegation INVALSI the construction of a national evaluation system raises doubts about the lack of organic plant tests and test their adequacy in achieving the objectives ; the lack of a wider reflection "preventive" What to measure and on a continuous feedback to those who work in schools has meant that these tests, especially those intended for the first cycle of education appear to be more what the student owns assets such as individual and social, rather than what he has acquired as a wealth of knowledge and - if you will - of course under the strict classroom skills. (These issues are among the other states in the center of the National Conference "In the end what to assess? Slalom between knowledge and skills" which the Guild of Padua held November 30, 2010).
be specific, the sequence of tests INVALSI tested and used since 2003 have raised these doubts:
- INVALSI the test results are often unrelated or different as compared with the schedules provided in the POF of individual schools, both with respect to national guidelines heads of the various disciplines, the risk is to standardize a course through the "curvature" of the educational choices of college teachers and individual teachers to the demands of the tests, without taking into account the characteristics of the territory, individual classes and individual students, the diversity of styles and choice of methods, drastically reduce the risk of pluralism and freedom of teaching in the school.
- The inclusion of the mandatory assessment of national tests INVALSI for the State exams at the end of the first cycle of education, for example, has gained significant weight compared to the tests in place at school level, bringing a clear imbalance in the determination of the final evaluation of the individual student.
- not at all clear how it will be processed the link between test results and socio-cultural situation of the various local institutions and individual users, despite the enormous mass of statistics that are collected simultaneously, so suggest almost a "recording" of students (the collection of "sensitive" that began last year has raised doubts and concerns, so much so that the INVALSI has very recently had to issue a "statement" to the families on the handling and storage data collected): la mancanza di chiarezza su questo punto rende le Prove INVALSI ancora inefficaci a descrivere le cause delle disomogeneità finora rilevate, e a consentire di approntare gli interventi necessari alla loro correzione.
 - Il contenuto e gli elementi di valutazione connessi alle prove INVALSI risultano profondamente dissonanti con le altre forme di valutazione in uscita già presenti e praticate nelle scuole dei diversi gradi, alla luce delle Indicazioni Nazionali e delle istruzioni operative per gli Esami di Stato (valutazioni finali, certificazione competenze, esami di stato); esiste quindi un rischio concreto di divergenza tra i due contesti valutativi: come potranno essere utilizzati, in modo da garantire equità e trasparenza, i dati thus acquired popular in the evaluation of schools or even individual teachers?
the light of what the elements above and invite all the teachers: 
to claim, in their schools, the prerogatives of the Academic Board on the decisions of the general character education including assessment activities school;
 not take for granted having to bear, once again, a task more, without those who propose it provides for the financing;
 to launch a debate on whether to give more space to this type of evidence will also voiced by Max Bruschi (advisor to the Minister Gelmini, who would even replace "in toto" the written evidence the State Exam - 1st cycle tests with type INVALSI "), founded a party gradually increasing the assessment of students, with the consequent risk of flattening to a model of teaching such as "teaching to test". February 23

Guild of teachers

http://www.gildavenezia.it/docs/Archivio/2011/febbr2011/Invalsi_PD.pdf

OTHER MATERIAL:
A measurement system of learning for the evaluation of

schools: aims and methodological aspects - Checchi, Ichino, Vittadini
http://www.invalsi.it/download/INVALSI_2008.pdf

Devotees of measurement - Gabrielli (CESP Trieste
http : / / www.cespbo.it/testi/2011_1/invalsi_devoti-misurazione_marzo% 202011.pdf

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The Association of Semi Serra was born in 2008 on the initiative of five families living in Roppolo and


ASSOCIATION OF SEMI LAND: IN DEFENSE OF A SMALL TOWN SMALL SCHOOL
ASSOCIATION OF GROUND SEEDS
The Association of Semi Serra was born in 2008 on the initiative of five families living in Roppolo

and Viveash, in the province of Biella and the slopes of the Serra.

Cold winds of crisis began to make stronger and it was logical to wonder what to do.

The crisis is not, as sometimes leads us to believe the TV, a phenomenon alien that falls on us without

he knows where it came from and where it goes. It 'a very real phenomenon, however. He took us less

work, and less wealth. And above all due to continuous cuts to services. Who pays more

these cuts? Obviously, the weakest.

In our case: our children. We do not want to think but only to us, so children in general. Remove

attenzione ai nostri bambini significa non prendersi cura del futuro.

Nei nostri primi ragionamenti, però, c’era già un seme di dubbio.

Siamo sicuri che aver cura dei nostri figli voglia dire riempirli di cose, dimostrare la nostra

ricchezza economica?



La prima attività che abbiamo svolto, e che deriva da questa domanda, è stata L’Orto dei bambini.

Grazie al Comune di Roppolo abbiamo potuto coltivare in un pezzo di terra del parco giochi di via

Cavaglià. Abbiamo piantato insalata, fagioli, pomodori e cavolo. Tutte le attività sono state svolte

insieme ai nostri bambini (anche quella di mangiare).

So we understand that wealth is not only or not so much in the amount of money you earn and spend

, but also in time that is dedicated to our children and in the sense that from the

things you do with them .

Simple, right?

It requires, however, even hard work, patience and perseverance as well as a great desire to play.

not all have the same measure these ingredients, but no matter. The commitments are

different and each offers what she can.

Meanwhile we started to grow in number. By now we were about twenty, after only a year

activities and initiatives. The

Last spring, then, we have experienced even stronger the wind blows cold in

talked at the beginning of this short story.

Some of us who had children coming to the fateful transition to school, we were told

alarmed that was real the risk of not having a class at the Primary School

Viverone.

Parents have rallied with a sense of responsibility and intelligence. The first is there and the School of

Viverone continues to live.

In reality the numbers to keep it there. The problem is that compared to other schools in the district lacks a service

accessorio ma determinante: il doposcuola.

Così come Associazione ci siamo proposti per gestire dei doposcuola che pesassero poco

(pochissimo) sulle famiglie in termini economici e, invece, abbiamo chiesto tempo e voglia di fare.

Adesso se andate alla Scuola Primari di Viverone o a quella dell’Infanzia di Roppolo troverete

bambini che rimangono fino alle 18.00 con mamme e papà che si turnano per stare insieme a loro.



Se questa storia vi ha appassionato siamo sempre in cerca di persone di buona volontà che ci aiutino

a dare speranza di un futuro sereno ai nostri figli.



Potete trovarci nei doposcuola durante a week, often on Saturday or Sunday we organize activities

all'Orto children in the library or in oratory Viverone Cavaglià.

Or you can email us at semidiserra@gmail.com



We hope soon to introduce our children

Ettore Macchieraldo Seeds Serra

Purpose Statement Of Church






The idea is the seed Serra, an association of parents of Roppolo, a small town in Piedmont: a spot in the defense of public education the state. ASSOCIATION OF GROUND SEEDS


initiative have joined other parents from various parts of Italy. The drafting of Megachip has contributed, and that's made a brief audio track designed for radio and for the dissemination via the Internet. The text, written by Andrea Sottile reworking some situations taken from "Pinocchio" by Collodi, is played by actor Paul Poli, who shared the spirit and the reasons for the appeal and to whom is all our gratitude.

In a few months will be made a video version of the spot, with puppets and actors of the Society of John and Rowena Colla.

Thanks to: Laura Cicognani (voice of Pinocchio), Nicola Tosi (final entry), Stefania Colla, Clementina Bonanno and children.

They gave shape to this Pinocchio: David Bonelli, Serena Clement, Frederick Frascarelli, Ettore Macchieraldo, Michele Maggini, Gisella Orsini, Marcello Pistoi, Massimiliano Silvestri.





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Agent To Agent Referral Letter



THIS TIME WE exposes us




us President of the Councils of the Institute and the Circle Schools of Bologna

Province, our institutional role does not allow us to expose ourselves

politically.

However, given the climate and the words used by the Head of the Italian government last Saturday, February 26,

during the convention of Christian reform, and we report here in full:

"power to educate their children openly and freely and it means not to be forced to send their children to school

in a state where there are school teachers who want to inculcate the principles that are the opposite of what the parents want to instill in their children's education within the

their family ... "



consider necessary number of considerations that go beyond the ideas and policy choices of each.

- We ask you parents, teachers, educators and anyone who has to deal daily with the public school if the school instills values \u200b\u200bto your children against those who try to transmit;

- ask whether your children attend a school mold illiberal or if you feel that you should always preserve the right to free choice and comparison between different opinions, but always based on

respect for one another.

action "breakers" implemented by the Prime Minister with a clear contempt and denigration

towards school public, which is one of the pillars of its institutional duties as government action, has been demonstrated previously with the policies adopted, and now putting in place a complaint of educational principles.

remains to understand the reason for which we believe has as much fury as mere political propaganda reasons only.

This animosity toward what is bad public coincides with the institutional role of the Head of Government on the contrary, it should first of all complaints without being able to compare educational, political, religious, racial, etc. ..
Even interpreting this attack as a mere electoral opportunism, we should deeply indignant at seeing that the school dei nostri figli viene disprezzata e attaccata senza precedenti, con accuse

insensate ed offensive sia per chi ci lavora, ma anche per chi ancora ci crede ossia noi genitori ma soprattutto i nostri figli che devono essere formati in un clima sereno e aperto al confronto.

Crediamo quindi che il nostro ruolo di Presidenti debba essere quello di difendere la scuola dei nostri figli non solo da continui tagli economici, ma anche da attacchi di tipo culturale-ideologico.

Flavio Capelli Presidente IC Castel Maggiore

Franco Tinarelli Presidente IC 7 Bologna

Cristina Brighetti Presidente IC 1 Bologna

Stefania Marianucci Presidente X Circolo Bologna

Federico Canini Presidente DD Zola Predosa

Raffaele Dargen President IC San Giorgio di Piano

Maurizio Bruni President ISIS Archimedes St. John Persiceto

President Marco Piazzi IC Granarolo dell'Emilia

President Luis Carpio IC Argelato

Tiziano Loreti President Liceo Bologna Copernicus
Katia
Raspanti President IC Castel San Pietro Terme

Iacopetta President Angela IC 3 Bologna

Paris Lorenzini President DD Castel S. Pietro Terme

Marzaro President Vittorio IC Pieve di Cento / Castello d'Argile

Domenico Mastroscianna President IC Sala Bolognese

Antonio Biagio Salvati President Casalecchio IC / Center

Moris Masetti President IC Rastignano

Marina Mandini President DD S. John Persiceto

Marco Mascagni President Ceretolo IC / Casalecchio

Teresa Di Camillo President IC 11

Bologna Stefano Galli President DD III Club Bologna

Milena Emanuela Minghetti President IC San Giovanni in Persiceto

Pironti Bruno Circolo San Lazzaro President DD of Savena

Pullega President Silvia Anzola Emilia IC

President David Lunghini IC Crevalcore

President Roberta Bonfiglioli IC 5 Bologna

Mastrorocco President Eugenio XIII Didactic Bologna

Angelo Bolzonaro President Malalbergo IC-Baricella

David Pinelli President Bazzano IC-Monteveglio

President Joseph Pass ISIS Keynes Castel Maggiore

Marabini President Frederick IC 9 Bologna

Bacchelli President Danilo IC10 Bologna

Saturday, March 5, 2011

Hack A Sidekick To Get The Internet



ALLOWS, DOWN 'THE HANDS OF THE PUBLIC SCHOOL



The Co.Ge.De. Liguria (Coordination Parents Democrats) believe the recent serious allegations of the Prime Minister, as extremely offensive to the Public School and Teachers who work with intellectual honesty and a commitment made more burdensome by the growing conditions of job insecurity and the unfair cutbacks human and financial resources.
We are facing an intolerable attack on the function of the School of the Republic, to which the State Constitution entrusts the task of removing the obstacles, promoting economic and social inequalities, prevent the advancement of the individual and the effective exercise of citizenship by young people.

The Public School is a lay institution and, as such, thanks to the freedom of education of its teachers and partnerships between schools, students and parents, ensures full respect for pluralism and cultural ideal that is the foundation of our democracy.

COORDINATION DEMOCRATS INVITES PARENTS PARENTS, STUDENTS AND PROFESSIONALS SCHOOL

to mobilize DEFENSE OF PUBLIC SCHOOL

Genoa, March 2, 2011

Wednesday, March 2, 2011

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In uno spartito del '700, la firma di Regina Strinasacchi, era la violinista omaggiata da Mozart

In a score of Library in Antonian Basilica del Santo in Padua, was found the signature of the famous musician Regina Strinasacchi , one of the very few violinists women of the eighteenth century, praised by Leopold Mozart and lauded by his son, Wolfgang Amadeus the Sonata for violin and piano KV. 454

The discovery was made during the studies condatti by Ada Beate Gehann , the German researcher had asked the Pontifical Library Anthony's of Padua to study a score manuscript kept in the Archives of the Musical Chapel of the Basilica of the Holy .

The Symphony concerto for violin, strings and horns, attributed to Johann Christian Bach , son of the famous Sebastian, composed during his stay in Milan.

And it was on this occasion that the Archives under the brand name has appeared a written paper and a curious logo.

From an assessment has therefore gone up in Regina Strinasacchi , violinist with his talent has plowed the streets all over Europe, performing in several concerts at the turn of two centuries (between 1700 and 1800), always take with you his precious instrument, a Stradivarius 1718.

article: Il Resto del Carlino - January 22, 2011

Good Christian Mottos



SOURCE: the daily
http://www.ilfattoquotidiano.it/2011/03/01/con-la-scuola- pubblica-sempre/94589 /

With the public school, always

Sonia Alfano

of you, like me, have small children or teenagers, knows very well the public school

and its teachers. He knows how much dedication and passion to get up each morning to serve

the objective of sharing and giving some of their knowledge to enrich

each student. Those teachers, with that gesture, they do something great not only for

that class but the whole of Italy. Who knows the world of public school knows what the

salary for teachers is totally inadequate compared to what these people do

for all students, for those awake, for those bright, for the most difficult

for the disabled and also, perhaps above all, for those of school, apparently, does not want to hear about

. Few are those teachers who do this job for

salary, in that case would do more. Many are those who do so despite a post

fisso non ce l’abbiano e forse non ce l’avranno mai: sono “i precari della scuola”, gli “ultimi

della classe” li chiamano. Mio padre stesso, che giornalista lo era per hobby, per missione di

vita direbbe oggi qualcuno, era un insegnante di educazione tecnica. E nei suoi occhi vedevo la

passione senza la quale questo lavoro diventa addirittura dannoso per gli studenti. ( ......)

A me oggi mancano altri discorsi e altre parole sulla scuola pubblica. Manca un grande padre

della patria, un partigiano, un resistente che 61 anni fa aveva già tristemente presagito quel che

sarebbe potuto accadere e che oggi has largely seen the light. The man was Piero Calamandrei and

was the February 11, 1950, during the third congress in defense of the National School in Rome.

I want to bring just a few steps to "cool" these words should be carved before

to every school, every educational institution, lest we forget

already the founding fathers never feared for the health and freedom of our school and

have left us the task to defend and watch over it every day.


"There are also Party schools or church schools. But the State must monitor, le deve


regolare; le deve tenere nei loro limiti e deve riuscire a far meglio di loro. La scuola di


Stato, insomma, deve essere una garanzia, perché non si scivoli in quello che sarebbe la fine


della scuola e forse la fine della democrazia e della libertà, cioè nella scuola di partito”.


“ [...] Allora, il partito dominante segue un’altra strada (è tutta un’ipotesi teorica,


intendiamoci). Comincia a trascurare le scuole pubbliche, to discredit, to impoverish. Let


anemizzino and that begins to favor private schools. Not all private schools. Schools


of his party, that party. And then all the treatments start to go to these schools


private. Cure of money and privileges. He even begins to advise children to


go to these schools, because basically it says are better than those of the state. "


"[...] The ruling party, unable to turn openly the State schools in


Party schools, send the dogs to schools to give priority to the state's schools


private. [...] The operation is done in three ways: you've already told you: ruin the State schools.


let them go to hell. Depleting their budgets. Ignore their needs. Mitigate the


supervision and control over private schools. Do not check its reliability. Let


teach teachers who do not have titles standards for teaching. Let examinations


are jokes. Giving public money to private schools. This is the point. Giving public money to private schools. "


E 'to these words, these concepts that I want to defend my school, the

our school, the subversive aims of a man is not insane but lucid that he understood that, after the media have been taxed

The last bastion is the school uniform the brain

public. Would only private schools that do not respond to the ethics of teachers, but sponsors and donors.
E 'for these words that I can only stand proudly on the side of public school teachers

and I will not let this worthy heir to the Fascist bring to fruition his plan

of mass destruction of the minds of our youth.

Monday, February 28, 2011

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The community of Scientology of Modena in the first line drugs

The community of Scientology of Modena and neighbors, joined to plan a series of drug-prevention interventions in the city and province. Comprendereanno initiatives targeted distributions, free, informative material on the subject.

The educational materials include brochures Truth Drug , taking into consideration the major drug "favorite", presented so bluntly say to young people, their real effects and a new documentary 90 minutes , which accompanies and complements the booklets in the series Truth Drug . Each capitolo del video offre una visuale approfondita di una specifica droga, raccontata da persone sopravvissute alla sua dipendenza. Nel suo insieme, la campagna rappresenta un passo da gigante verso l’obbiettivo di crescere una generazione che rimanga libera dal disastroso uso della droga. Nata ispirandosi alle scoperte di L. Ron Hubbard sul soggetto, ha vinto molteplici premi per i contenuti e l’efficacia dei suoi componenti audiovisivi. Tali strumenti forniscono a ragazzi, genitori, insegnanti, forze dell’ordine e gruppi civici gli strumenti efficaci con cui educare la gioventù e renderla in grado di prendere le decisioni giuste in merito alle droghe.
Per avere maggiori informazioni sulle inizitive che si stanno preparando e cominicare a richiedere il materiale, si può scrivere a: diconoalladroga.mo@gmail.com

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Il sogno di Zeffirelli diventa realtà


Finally Foundation.

presented at Palazzo Chigi with the approval of Berlusconi will collect the documents of a school teacher and host. For Franco Zeffirelli

represents the realization of a dream: "It 's a project that raved for years and now it seems impossible that all this is really happening," says the great director.

For the announcement of the birth of the "Franco Zeffirelli Foundation" has been scelta una cornice istituzionale di prestigio, la sala stampa di Palazzo Chigi.

La Fondazione di cui è socio fondatore la Regione Lazio, avrà sede a Roma presso l' ex Arsenale Pontificio , si tratta di uno spazio di mille metri quadrati fatto costruire da papa Clemente XI tra il 1713 e il 1715.

Uno spazio che deve essere liberato dalle "attività commerciali incoerenti", precisa il direttore generale ai Beni Culturali, Federica Galloni , per poi procedere ai lavori di riqualificazione, i lavori dureranno un anno e dovrebbero cominciare entro quattro-cinque mesi.

Nell'ex Arsenale troveranno posto tutti i materiali relativi ai settanta magnifici anni di carriera Zeffirelli, the film, as in theater and opera, will be an area reserved for temporary exhibitions.

But what is most dear to Zeffirelli is the creation of an International Centre for Arts which will be hosted in the same place.

"A school's performance in the world is not, and, in all these years, many times I've seen young people come to me bewildered," said Zeffirelli , "To ask how to pursue this profession."

"This will be like a fitness center, with teachers from around the world, to leave my legacy to the artists of the future."

Zeffirelli thanked the Premier for his presence and Berlusconi praises the sublime artist, ambassador of our culture, and, in particular in the world of opera.

article: The Nation - February 26, 2011

Sunday, February 27, 2011

Remigiusz Strzęciwilk



GENERAL ASSEMBLY OF KNOWLEDGE


There is today in our country, significantly larger than in other countries, a real emergency educational, social, cultural and employment that concern young people and their future .

Work, knowledge and rights must return to the center of the strategic choices for the future and restore trust in the country.

Over the next ten years, the Union European Union is committed to achieving certain key goals: to triple the investment in research, up to 40% of graduates in the age group 30-34 years, half the school dropout and improve learning outcomes, double the number of adults in training, to reach 33% of children in educational services for children.

far our country has not overcome the gap in investment in knowledge that separates it from most developed countries and has made reforms to help boost levels of inclusion and quality of systems of knowledge.

This has produced a landmark disinvestment, economic and political systems of education, training and research that deepens the division of citizens on the basis of financial resources, membership of social, cultural, ethnic and territorial.

In this framework, public systems are likely to assume a residual function: public education and training for those who can not afford to pay quality paths and researchers had to find employment abroad.

Italy Everything is moving away from countries that, with foresight, consider, instead, the knowledge on which to focus the element out of the crisis.

E 'must stop this china, increasing investment in education, training and research, adapting quickly European standards. Knowledge is, in fact, flying decisive say a new development model, logical alternative to neoliberal hegemony to date.

We are subjected to unprecedented stress cognitive: the extraordinary growth of knowledge and the speed of their ever-changing systems involve a thorough review of knowledge and a deep restructuring of production systems. Today, the future was playing on the activation of a virtuous circle of more research, increased levels of education and training of the population, relocation of production systems in the direction of innovation, quality and sustainability. Education, training and research is therefore a decisive role in a modern concept of citizenship and economic planning and, in this perspective, the cognitive work regains respect, dignity and worth.

The core values \u200b\u200bof the Constitution should guide the reforms of the systems of knowledge: knowledge as a right essential to the exercise of active citizenship, public education as a primary driver of inclusion and social mobility, freedom of teaching and research , secularism are the reference points of the transformations to be realized.

Knowledge, as a common good, must be the basis of the project of social renewal and ethical and democratic reconstruction of our country. Must make room for new generations and it is necessary to "ripubblicizzazione" Knowledge systems. Ripubblicizzazione understood as collective reappropriation of educational processes and how new recruitment of shared responsibility by the entire community and all those whose lives are schools, universities and research institutions.

Democracy, participation, respect for others, and understanding of the differences are values \u200b\u200bthat must be reaffirmed and transmitted to future generations, to build "a better world than what we found."

For this purpose should be redefined, role and functions of public systems of knowledge, discounting the social point of view of building a new model of development based on solidarity and justice and environmental sustainability.

The role of knowledge institutions now play it on the ground of citizenship, namely the ability to train people capable of governing their lives, educating the shared values, legality and awareness of their rights. E 'therefore the priority task of the educational process, first, to train critical thinking, to solve problems, getting used to the doubt, the unexpected, curiosity, and second, to educate a thought rational and scientific, identifying the essential knowledge of citizenship to live, work and further study.

a result, it is necessary to: 1. know more and better in every phase of life, 2. rethink the knowledge you need, 3. profoundly reorganize the routes of education, training and research and evaluation systems linked to them.

Lifelong learning, as the ability and actual ability to learn throughout their lifetime, should be the strategy of transformation of educational systems in our country. E 'is essential, therefore, provide an effective opportunity to participate in training activities for all ages (Lifelong learning) responding to all the needs of human life (lifewide learning).

should build a new welfare system can provide universal and the right to study and access to knowledge, by removing the economic and social inequalities of departure and the continuity of income as a basis for overcoming social autonomy insecurity and existential work of the younger generation. It should, therefore: 1. define the basic level of benefits can not be reduced to minimum service standards, 2. ensuring access to knowledge across the country, inside and outside places of formal training, 3. identify universal instruments welfare that promote opportunities, choices, spaces of citizenship, self-determination and freedom, overcoming existing models such primarily familistic and compensatory damages.

Overcoming all forms of insecurity is a precondition for the real guarantee of freedom of teaching and research and is key to the quality of systems, along with social empowerment, to the certainty of decent wages and labor rights.

Knowledge is essential tool for personal growth, overcoming inequalities and the qualifications of the country's development model. Giving

future, hope and confidence in the country (as indicated by the last Censis) is the priority.

Knowledge is the tool to do so.

Based on this document, the signatories, as the complexity and richness of their differences, agree to open a public debate to the States General of knowledge.

It is, accordingly, the Organising Committee for the General Assembly of the knowledge that when you power on the living part of the country and young people took to the streets to defend their future remains open to membership and contributions to the discussion by actually associative , experience of movement and public policy initiatives, with the aim to define proposals for revitalization and innovation of education systems, training and research.

ADI, AIMC, ARCI, ARCI BOYS AUSER, CGD, CGIL, CIDI, Edaforum, FLC CGIL, FNISM, LEGAMBIENTE, LEGAMBIENTE School and Education, FREE, LINK University Coordination, MCE, MSAC, PROTEO let you know, NETWORK STUDENTS, KNOWLEDGE NETWORK, NETWORK April 29, the peace table, UNION OF STUDENTS, UDU 2

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http://www.grusol.it/eventi/seminari2011.pdf

Solidarity Group

April - June 2011
Seminars



People with Disabilities. The rights, needs, services

objectives and content. The problems associated with la riduzione dei finanziamenti per interventi e servizi sociali e sociosanitari rischiano di far trascurare i temi dell´integrazione delle persone con disabilità nella società, dei crescenti rischi di istituzionalizzazione, della qualità dei servizi. Il pericolo, impegnati nella resistenza, è quello di non avere tempo di analizzare le evoluzioni, le necessità, le strade cui ci si incammina. Parlare di diritti, di servizi rispondenti ai bisogni, di qualità degli interventi è oggi decisamente fuori moda. Porre l´esigenza della necessità di un maggiore impegno finanziario sembra ai più, il vaneggiamento di mitomani. Intanto il ritorno alla logica della beneficenza appare essere molto più di una minaccia. Riteniamo, however, essential to continue to reflect and exchange views on important issues that require further investigation. In this perspective, we propose a series of meetings with the aim of analyzing three themes that, on the basis of our experience, there seem to be of extreme importance. On the one hand, the analysis of the situation, the other to maintain a high profile of the proposal and reflection.



School integration. Where do we stand?

From a review of integration, to understand in what direction it should take action. Between requests for cuts and covers full-time what future for the integration?

Jesi, April 8, 2011. 9:00 am - 13.00
are compared

Andrea Canevaro, Professor of Special Education, University of Bologna, Rimini

Marisa Faloppa Committee, inclusive education, a magazine "Handicap & School, Torino

Danilo Massi, Head Teacher Institute comprehensive Sant'Egidio alla V. and Ancaster, Teramo

Salvatore Nocera, Vice Chairman Fish (Italian Federation for Overcoming Handicaps), Rome

Friday, February 25, 2011

30'wording Invitation

Viktoria Mullova ospite dell'Ort


For many it is the most refined, elegant and sweetly expressive violinist in the world.
Wednesday, February 23, Viktoria Mullova is on stage at the Teatro Verdi in Florence. A concert hosted

dall'Orto but - for their commitment The conveniences and inconveniences of Donizetti Theatre in lyric opera of the pole costs for the project Ltl Opera Studio - leaves the scene Orchestra of Mantova.

On the podium of the concert is the master Carlo Fabiano.

Taken from: The Nation - Wednesday, February 23, 2011

Tuesday, February 22, 2011

Songs To Dance To For Talent Show

Noto ritorna splendida


A long work of restructuring the delivery Sicilian cathedral to its extraordinary beauty.

Sunday, February 13 was inaugurated after renovation, the Cathedral of Noto , large and challenging undertaking that began with the architect restorer Salvatore Tringali, when the commission was established, The Vatican pointed to as his expert Monsignor Carlo Chenis.

Vittorio Sgarbi says " identified with him perhaps the only painter able to complete the frescoes of the dome of the plumes and agreed with the iconography and style neopurista, such as to appear timeless ". The artist was

Ottavio Mazzonis , but made the sketches he died, The work is completed by the young Russian artist Oleg Supereco . A

Giuseppe Ducrot, sculptor, have been entrusted to the altar, pulpit and bishop's chair.

Meanwhile the site is not closed, and other artists apply to the Via Crucis, the sculptures in the niches (Giuseppe Bergomi, Livio Scarpelli, Joseph Inzerillo, Ernesto Ornati, Philip Dobrila and still Ducrot and Vito Cipolla).

On June 6 there will be the second inauguration, when the Cathedral of Noto will show how the sacred art pavilion at the Venice Biennale.

article: Millionaire - February 17, 2011

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Lucca, sound tinto di rosa

A series of shows, events, film festivals and a competition for emerging young musicians and singers, the Award Lucca Jazz Donna (25 and 26 February 2011).

on February 27 at the Teatro di San Girolamo perform the "Sisters of Italy: Patrizia Conte with" Yeah In Person "and the Quartet Generations.

On March 5, 2011 is the time for "World Jazz " Anna Karina Rossi gives "Piazzolla-female", then, is the time of Troth Or Dare.

On March 13, 2011 to the final evening " S Wonderful in the first set, then the Mercy Sheridan Quintet in Old Gospel."

detailed program is available at: http://www.luccajazzdonna.it/

article: The Nation - February 19, 2011

Saturday, February 19, 2011

Accomplishments Of Deborah Sampson

La dislessia svelata


Modern techniques of brain imaging may help predict how svilupperenno reading disorders in adolescents with an accuracy of up to 90% :

much more than is normally achieved with today's diagnostic reading test.

The data collected are of the research published on "Proceedings of the National Academy of Sciences " Bruce McCandliss, a professor of psychology at Vanderbilt University in Nashville .

They subjected 45 young people between 11 and 14 years (25 of whom had been diagnosed as dyslexic), two types of brain imaging (magnetic resonance imaging and display "on the diffusion tensor), and performed tests of reading.

On average during the test, the dyslexic children showed, compared to the other, greater activation in right inferior frontal gyrus, a brain region near the right temple.

Two and a half years away the 13 guys in the group of dyslexics showed greater activation were also those who were compensated more noise, and read better than other dyslexic group.

Using data collected con le visualizzazioni nella prima fase di studio con modelli matematici, gli scienziati sono riusciti a simulare con grande precisione la prestazione che i ragazzi avevano mostrato a distanza di anni.

Gli autori della ricerca sperano che in questo metodo possa in futuro orientare le tecniche di intervento con cui oggi si cerca di migliorare le strategie di lettura nei giovani dislessici.


Articolo di Federica Sgarbissa , tratto da: Mente & Cervello - Febbraio 2011

Thursday, February 17, 2011

My Toe Is Always Red And Itches

Scrivi a mano? Impari di più

Scrivendo a mano s'impara meglio.

Infatti, per aumentare la conoscenza bisogna mettere le lettere nero su bianco.

The two scholars support learning, Anne Mangen University of Stavanger in Norway and Jean-Luc Velay University of Marseille, in an article published in the journal Advances in haptics .

The motor activity of the hand activates specific brain areas that help the visual recognition of the concepts written.

When we read the same symbols, the brain reconstructs them through motor image.

Broca's area, part of the brain that oversees the function of language and learning, seems to be more active quando si legge una parola legata a un'attività fisica che a un'azione.

Articolo tratto da: Salute

Wednesday, February 16, 2011

Transfer Irish Pension

Museo delle Stele


Nella foresteria registrate 30% di presenze in più, per i Menhir, 12mila presenze.

Tutti pazzi per il mistero dei Menhir : nel 2010 il Museo del Piagnaro a Pontremoli (MS), ha registrato il record di presenze degli ultimi 15 anni; oltre 100 le scolaresche in visita e sono aumentati anche i pellegrini ospiti nella foresteria del Castello.

"Si tratta del miglior risultato degli ultimi 15 anni" , spiega Francesco Bola , coordinatore del Museo, "Sono cifre che per un piccolo museo civico sono significative, visto anche il contesto generale che si è delineato, nel quale molte piccole realtà si trovano in serie difficoltà".

Ovviamente, non si tratta di un effetto casuale, ma di un risultato che premia la capacità del Museo di adottare (molto spesso a costo zero ), buone pratiche nei confronti del pubblico e del territorio.

Lavorando su molteplici obiettivi e partecipando alle rassegne nazionali e regionali (Amico Museo, Notti dell'Archeologia, Notte dei Musei, Giornate Europee del Patrimonio, Settimana della Cultura), sviluppando la didattica museale e il turismo scolastico.

Alla luce di questi dati assumono rilievo le potenzialità legate ai progetti già in corso per l'ampliamento e riallestimento del Museo e per l'ascensore che collegherà il centro storico con il Castello del Piagnaro .

Articolo tratto da: La Nazione - Martedì 8 Febbraio 2011

Tuesday, February 15, 2011

80k Income Do I Get Refund

Adi Nes Deposizione

Fino al 6 Marzo 2011, presso il Museo Nazionale Alinari della Fotografia, a Firenze .

La mostra presenta l'opera di ADI NES , artista affermato nel panorama della fotografia contemporanea internazionale.

Sono esposte fotografie di grande formato ispirate all'iconografia cristiana dell'arte rinascimentale e barocca, tratte dalle principali serie realizzate dall'artista nel corso della sua lunga carriera.

Notizia tratta da: La Nazione - Mercoledì 9 Febbraio 2011

Monday, February 14, 2011

Does Anybody Sell 38 Inch Tires

Novecento sedotto

Presso il Museo Annigoni Villa Bardini a Firenze, fino al 1 Maggio 2011, si potrà ammirare la mostra Novencento sedotto.

Il fascino del Seicento tra le due guerre da Velàzquez a Annigoni.

Il Museo Annigoni dedica un'importante mostra della pittura italiana degli anni Venti, Trenta e Quaranta del Novecento.

Le opere di Conti, Carena, Funi, De Chirico, Bueno (solo per name a few), are put into dialogue with some tenets of the seventeenth century, such as Velazquez and Artemisia Gentileschi .

Taken from: The Nation - Wednesday, February 9, 2011

Tips On How To Masterbate With A Showerhead

Ghirlandaio, una famiglia di pittori del Rinascimento

Ghirlandaio, a family of painters in Florence, Scandicci.

2o11 Until May 1, at the Castle dell'Acciaiolo in Scandicci (FI), you can see a thorough collection of works by Domenico Ghirlandaio and of those, including children, grandchildren, and students are formed in his shop.

Taken from: The Nation - Wednesday, February 9, 2011

Can Vicodin Cause Nightmares And Hallucinations

Il Picasso innamorato venduto per 30 milioni

"The Lecture".

A portrait by Pablo Picasso of his young lover Marie Therese Walter , was beaten by Sotheby's in London for 25 million 200 thousand pounds (nearly 30 million euro), as well as the estimated departure but not predicted by the record the art market.

the same evening, a still life by Giorgio Morandi was sold for one million 200 thousand pounds.

The record for a work of art sold at auction belongs to Picasso , "Naked green leaves and bust" , beat last year to 106 million dollars Christie's in New York.

article: The Nation - Wednesday, 'February 9, 2011

Saturday, February 12, 2011

How Long Does It Take Sleep Eze To Work

Memoria, si danneggia se non si sogna

Just four nights without dreams " ruin long-term memory, that stores the memories of the distant past.

He demonstrated a study published in the journal "Sleep " which occurred as the absence of REM sleep phase of , one in which we dream, reduces the proliferation of cells in the brain that handles long-term memory.

Taken from: Health News

Lyrical Costume Designs

Un mecenate al Colosseo


Valley supporting the restoration.

Agreement with businessman Diego Della Valle , government officials and administrators Capitoline announce that we have found the money, € 25 million to finance by sponsoring the long-awaited restoration of the monument- symbol of the capital in the world.

"The sponsor will be limited to panels of the height of two meters at the basement of the monument" , states the Commissioner of the archeological central government delegate, Roberto Cecchi.

Gianni Letta, undersecretary of the Council said: "risultato straordinario, il modo in cui Della Valle ha vinto la gara dice che il suo spirito non è solo quello dell'imprenditore, ma anche di un Mecenate moderno".

Gianni Alemanno , sindaco di Roma: "una gratitudine importante, perchè 25 milioni spesi in un periodo di crisi economica sono un fatto eccezionale e un segnale; per me è la fine di un incubo, quando passavo qui davanti e vedevo i tubi Innocenti al posto delle cancellate mi chiedevo cosa ne pensavano i turisti" .

A fine anno via ai cantieri. Sincero apprezzamento per l'esempio di Della Valle , che non deve rimanere isolato.

Articolo tratto da: La Nazione - Bruno Ruggiero

Friday, February 11, 2011

Ugly Doll Birthday Invitation

Sonno, è il primo alleato della memoria

Do not you remember things?

Try to sleep more.

is not a council "grandmother", but the result of a study conducted by ' University of Basel (Switzerland) and published in the journal "Nature Neuroscience.

Research has subjected a group of volunteers in an experiment: place different objects in a grid with each other while in the air spread a fragrance.

The memory is formed, thus, an association between object and breathed aroma; study participants, then, were a divided two groups.

One, immediately after the experiment took a nap while the other remained alert.

Once again they were all asked to inhale the scent; who had rested, he recalled much better than the objects associated to the essence.

Taken from : Viversani & Belli - Health News - February 2011