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Why are more and more sick from school

The title could also be " because we can not complain if we teachers are not treated as professionals" and the answer is very simple: "because for the most part we're not."

I read that: " Currently, the Italian school is not able to reward the capable and deserving students at the same time is not even able to effectively help students and teachers in difficulty" ( http://www. lavoce.info/binary/la_voce/articoli/invalsi_pro_111.1245760092.pdf )

It is understood the usual idea of \u200b\u200bmeritocracy as being able to improve things in education.

No. capable and deserving students should not be rewarded , just as students and teachers in difficulty should not be punished .

I also able to be helped and "studied". And capable not necessarily coincide with those who experience or have experienced success in school, since there is a defect evaluation in the school system.

We need to recognize the educational success by external criteria to those of the school system and at the same time to distinguish it from the rear and to individual success in a broad sense. So we need to define more precisely the idea of \u200b\u200bcultural identity formation as a process and as a skill. And we need effective tools to measure and assess the process skills of students (so they are welcome INVALSI tests, if well made, well-balanced and well-delivered to faculty staff, ability to use and understand, rather than teachers who are "a liaison" for superior control that have purposes other than statistical). Once acquired the target formation as a value independent of the traditional school evaluation, the evaluation becomes the field study of the role of teacher researcher not premiatori or punishing. The attribute "deserving" connotes a category detrimental to education because it implies a state of pending awards of merit. In turn, this condition, just when there is in real situations, is related to the possibility that the student studies in the light of such merit recognized.

The training includes individual research and the creation of far more noble and intrinsic motivations such as curiosity, the pursuit of creative thinking, all editable and can be expressed over the lifecycle (see LLP) .

The main gap in this moment is professional. The profession of teacher is claimed that built, cultivated with the serious, steady, and above all shared the research work of the teacher. "We are not paid enough to make even the researchers." Well. Then the vicious circle is closed here. Not all this professionalism that sets up camp there. Simply decide to employees.

Professionalism is not when we are not aware that a student has difficulty when we pretend not to notice "by making art," because that's still a student who does not bother or because "to mature" (as if its aging was a natural process and disconnected from our job training) or only whispers to the ear that "indeed some difficulties that guy's got", or when we can not help but notice it and punished by "deficiencies serious and inevitable failures who, despite being a good boy, "presents real difficulties in all areas," do not know anything really professional to avoid this outcome.

We are not professionals when there are problems with the children really able to treat and which to gauge, us and them. Bread for their and our teeth. Why can not we say if we do not have professionals and we do not develop any curiosity in the field that we want to teach, sanctioning an unbridgeable line between school subject and discipline. We are not neither professional nor honest when caliamo boys called "good", but good only to toil on the books to get coveted merit, to be included in activities that we have created and managed. Or when we feel naked in the role of student researcher with the study with students who live more of our passion. There is no professionalism when the teacher is not able to develop the skills verification tests and does not trust what he does by placing five to seven votes not to overreach, but also not lose time doing something more attendidibile serious. There is no professionalism when the teacher does not know how to build appropriate pathways to change processes and to allow recognition. When a school, only to self-talk, is not able to develop a service for the observation of the functioning and strengthening of the cognitive processes of students who have difficulties in the study also had a single subject, using the skills, for example, who has experience of mediation and application of the method Feuerstein, or creating the necessary diagnostic skills required, the school can not be said that more professional on the scope of the responsibility. That is a school where all teachers are equally used to recognize the merits and demerits.

We will be professional and when work on the tools and methods needed to help all students become better thinkers. To the extent that we can achieve at the European level as measured by the survey-OECD TALIS (MPI Newsletter June 19): " consider teaching a way to encourage independent learning of students, rather than a process direct transmission of information. "

PS: everything you wish for the students of secondary school accade quotidianamente nella formazione primaria. Quindi non è utopia.

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THE REGGAE MUSIC SUCH AN AFRICAN OR JAMAICAN

THE REGGAE MUSIC SUCH AN AFRICAN OR JAMAICAN BOB MARLEY



Reggae is a music genre is a genre of music typical of Jamaica, which derives directly from traditional African music (especially Nigerian) passed down by slaves who then merged with the popular Jamaican music (ska and calypso). This kind has a decisive influence on the music "pop" through its greatest exponent: Bob Marley. The shape of this artist has often been associated with the environment of alcohol and drugs. In reality, Marley has been practicing and one of the most devoted supporters of the Rastafari movement, which requires social rules, religious and very moral precise and strict. This work aims at making students aware of the historical and social location of black music, in reference to traditional African music, Caribbean music, until you get to reggae music, also intends to seize the role of B. Marley in the socio-modern musical landscape.

Introduction:
Are you a 'team of experts hired by the Nigerian government, which wants to name a square to Bob Marley for his efforts in making known to the world through his songs, racial discrimination began with the deportation of black slaves . Your task is to gather all possible information to confirm or refute the role of Marley in this context.

Task:
The task will be to create a power point presentation to present to the Nigerian Minister of Public Administration to confirm the important role played by B. Marley to the world about the prevalence of the problem of racial discrimination.
The presentation must be articulated on the following contexts: •
geographical context: it must contain geographic information about Jamaica, Central America, and Africa's west coast affected by the deportation of the slaves. •
historical and social context: information on the historical evolution of Jamaica from before the discovery of independence from Great Britain, historical information on the deportation of the slaves Africa. The popularity of B. Marley in the world.
• Background music: information on musical genres and the main characteristics that determine a genre of music itself, a characteristic rhythm, melody, harmony of reggae, traditional African and Jamaican music, instruments used in various kinds. • philosophical and religious context
About Rastafari movement and the influence this has had on the figure of Bob Marley
• Background language: translation and analysis of some lyrics of Marley to check his work against racial discrimination. In any work environment
a group of five persons, each group represents a team of experts in the same field, then you will have:
1. Geography (geographic context)
2. Anthropology (socio-historical context)
3. Musicologists (background music)
4. Philosophers (religious-philosophical context)
5. Linguists (linguistic context)

Procedure:
After forming groups to do a web search including in-depth and personal assessments.
All material found to be collected and saved in the folder of the group.
Each group, to perform research will use the resources below:

Resources:
Web:
http://it.wikipedia.org/wiki/Bob_Marley
http://www.sonorika.com/bobmarley
http: / / www.giamaica.it / bobmarley.html
http://it.wikipedia.org/wiki/Storia_della_Giamaica
http://www.caraibi.eu/giamaica/storia.asp
http://www.skaweb.it/storia_dello_ska/
http://digilander. libero.it/Radagast10/dio.htm
http://it.wikipedia.org/wiki/Musica_africana
http://www.afrikaworld.net/afrel/music.htm
http://web.tiscali.it/ Xaymaca /

Books
Chris Salewicz, Adrian Boot, Reggae explosion. The history of Jamaican music, ed. Benzi T., 2004
Timothy White, Bob Marley. A life of fire, Feltrinelli Editore, 2002
Alberto Castelli, M. Gullotta Carla, AFRICA UNITE, THE DREAM OF BOB MARLEY, Ed Arcana, 2005
Bob Marley, Song of Freedom, London, 1993, Wise Publications

Rating:
activity will be assessed according to the following criteria:

• Quality of information acquired by the group
• Level of personal involvement
• Connection with the educational goals of the task
• Clarity of process • Originality and creativity

• Quality of presentation

Conclusion:
At the end of the work there will be a discussion of topics trying to emphasize the educational value of work performed with this methodology, and trying to sensitize the students to evaluate themselves on the basis the results achieved.

ACTIVITY EVALUATION FORM 'TURNING

1. Did you find this activity interesting?
a) Yes, because ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
b) No, because ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
2. You seem to have participated more or less than the regular classes?
a) more, because ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....
b) Less, because ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....
3. Regarding your starting level you seem to be improved in knowledge of musical genres: short enough □ □ □ very

4. Regarding your starting level you seem to be improved in the social and historical knowledge of the topic: just enough □ □ □ very

5. Believe that this work has already adequately addressed the arguments of other disciplines?
very little □ □ □ sufficient

6. The subject of this work concerned the life and works of Bob Marley; already know this artist? yes □ no □

7. Do you think that this experience will be helpful to
a) Increase your motivation
b) Improve your learning of music Classic Pop □ □
c) Improve your knowledge on the issue of racial segregation yes □ no □

8. What did you like most about this experience?
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
9. What did you like least?
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....
……………………………………………………………………………………………….

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Firefox 3 Download Day 2008



It 'was released Firefox 3 RC1, and June 5 will be released RC2 to fix 10 bugs identified, a few steps left before the final release of Firefox and aims to establish a Guinness Primati.Partecipa too, how?
Just download Firefox 3 during Download Day Join the event.

The official date of release of Firefox 3 will be announced very soon on Spread Firefox.

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