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Auguriiiiiiiiiiii again and many, many rumors:)

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tuttiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii Merry Christmas to you, listen qsta wonderful song ke surely know, but nn sung by my beloved Elvis:): "Oh Happy Day When Jesus washed oh really washed When Jesus washed my sins he washed away all right I'm talking about a happy day he Taught me how to wash fight and pray , fight and pray and he rejoices Every everyday, everyday he Taught me how to wash fight and pray, fight and pray and he rejoices Every, everyday happy day! "

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Christmas holiday's makeup tutorial: "Gold, Frankincense and Myrrh Nat ... "...... good hand cream




Girls still wishes and let me know what you think:) !!!!!!!!!!!!!!! baciiiiiiiiiii

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Review: Avon and workshop Green (allantoin and oil sweet almond).:)

Well my girls,
the storm raging outside .... well then you are!! snowing for about three hours:) I should be happy, but I run a lot, because I fear it will go on for long and will therefore be compromised, as minimum, also tomorrow.
Anyway, weather issues aside, come to us.
E 'for a long time I wanted to talk to the hand cream I have used, more or less willingly, in the past year. I decided to do it for the first time in written form and therefore, welcome in my first review completely typed: D: D: D: D. Excited??

Two of these creams are to "shop green" and more accurate to speak of hand cream with Allantoin and soothing hand cream with sweet almond oil.
Start now by saying that if you went to check on the site bv, found it written that in the vials There are 75 ml ..... well, to me there are 100 ml, of course, the recent decline is just about content and not the price. The almond cream has it because it was part of an offer combo that included pure sweet almond oil to a super discounted price and that was the product I was interested in taking cmq .... I've paid € 4 to 99 cent, but the actual price is 8 euro and 49 cents. Allantoin cream instead, I took it at full price in the store and then I paid € 8 to 99 cents.
I wanted to let you know that the active ingredients in these creams are similissimi: allantoin (moisturizing, softening, smoothing and keratoplasty and stimulates cell regeneration with calming properties), glycerin (which keeps the right amount of moisture in the skin) and sweet almond oil (emollient, soothing and nourishing, suitable for all ages, perfect for improving the elasticity skin especially suitable for dry and sensitive and Retention, anke). What differentiates them is active in the quantity of the goods and therefore their different position in the list of ingredients and the fact that the almond cream is present anke vitamin c (x tralaltro valuable increase the elasticity of the skin) between them.

Now I speak a little of my own experience. In my opinion the cream Allantoin is suitable for this time of year is very oily, so if the hands are not really bone-dry, oily remains in the surface, does not penetrate well and greasy. The smell is unique and different tolerance depending on the time ....

As for the almond cream, however, I find it suitable to the periods of October / November and March / April, when the cold but there is not intense. Anke in this case it tolerate the smell differently depending on the period.

Both creams are silicones, however, the incidence can be found at the bottom of the post.

The third cream that I used, and the i found this anke. NCI bottom of the post, is the "Avon", the "hand care complex for hands & nails." It 'a cream for hands and nails and that is my favorite among the three. It has a neutral smell and improves the way you want is the appearance of the hands the nails. Anke here are silicones anke in this case and then judge for yourself. I've taken the offer to € 6, however, now have enhanced and improved the formula and I have no clue how the new ..... xciò heel)
Here are the ingredients. I embrace
; Annalisa

hand cream "shop green"

line with almonds: hand cream with almond oil INCI: water, glycerine, stearic acid, ethylhexyl palmitate, cetyl palmitate, cetearyl alchohol, amigdalus prunus dulcis oil, Hydrogenated Palm Glycerides, dimethicone, phenoxyethanol, potassium cetyl phosphate, sodium cetearyl sulfate, Imidazolidinyl urea, allantoin, methylparaben, propylparaben, parfum, disodium EDTA, lecithin, amyl Cinnamal, Hydroxyisohexyl 3-Cyclohexene carboxaldehyde, Tocopherol, Butylphenyl methylpropional, Ascorbyl Palmitate, Cinnamyl alcohol, limonene, coumarin, citric acid.

hand cream with soothing allantoin: acqua, glicerina, stearic acid, ethylhexyl palmitate, amigdalus prunus dulcis oil, cetearyl alcohol, dimethicone, cetyl palmitate, hydrogenated palm glycerides, phenbeoxyethanol, sodium cetearyl sulfate, potassium cetyl phosphate, dmdm hydantoin, fragrance, allantoin, methylparaben, hexyl cinnamal, disodium EDTA, lecithin, ethyl paraben, butylparaben, propylparaben, isobutylparaben, butylphenyil Methylpropional, hydroxyisohexyl 3-cyclohexene carboxaldehyde, benzyl benzoate, tocopherol, ascorbyl palmitate, alpha-isomethyl ionone, benzyl salicylate, hydroxycitronellal, citric acid, citrpnellol, geraniol.

Crema mani "Avon" hand care complex for hands and nails incidents :
acqua, stearic acid, Propylene glycol, isopropyl palmitate, glycerin, methyl-20 gluceth sesquistearate, cyclomethicone, glycereth-26, stearyl alcohol, Methyl Glucose sesquistearate, calendula officinalis, triethanolamine, wax dawn, phenoxyethanol, tocopheryl, acetate, Panax ginseng, Methylparaben, Carbomer, retinyl palmitate, dimethicone, parfum, BHT, chamomilla recutita, alcohol DENAT, ci 19140, ci 17200, ci 42090.

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Review of my latest purchases essenceeeeeeee !!!!!!!!!:) .... Avon

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essence of my glazes ????? (review. .....: D)

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Tag "My Perfect Imperfection" (Italian) and various rants :)....

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A song for us): "When You Believe" soundtrack of "The Prince of Egypt"






Many nights we prayed
With no proof anyone could hear
In our hearts a hope for a song
We barely understood
Now we are not afraid
Although we know theres much to fear
We were moving mountains
Long before we knew we could, whoa, yes
There can be miracles
When you believe
Though hope is frail
Its hard to kill
Who knows what miracles
You can achieve
When you believe somehow you will
You will when you believe
In this time of fear
When prayer so often proves in vain
Hope seems like the summer bird
Too swiftly flown away
Yet now Im standing here
My hearts so full, I cant explain
Seeking faith and speakin words
I never thought Id say
There can be miracles
When you believe
Though hope is frail
Its hard to kill
Who knows what miracles
You can achieve
When you believe somehow you will
You will when you believe
They don't always happen when you ask
And its easy to give in to your fears
But when you're blinded by your pain
Can't see the way, get through the rain
A small but still, resilient voice
Says hope is very near
There can be miracles
When you believe (Boy, when you believe, yeah) [Though hope is frail]
Though hope is frail [Its hard]
Its hard to kill
Who knows what miracles
You can achieve
When you believe somehow you will (Somehow, somehow, somehow)
Somehow you will (I know, I know, know)
You will when you believe [When you]
[You will when you]
(You will when you believe)
[When you believe]

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The Federation of Students ... belongs to us all.

"Life is a isieme of places and people who write the time. Our time. We grow and mature collecting these experiences. These are then going to define us. Some are more important than others because they form our character. They teach us the difference between what is right and what is wrong. The difference between good and evil. What to be and what not. We who teach want to become. In all this some people, some things are bound to us in a spontaneous and inextricable. We express and support their realization. There being legitimate authentic and real. And if you really mean something inspired by the way the world changes. It evolves. And then we all belong to anybody. "

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World Day for the Right to Education

Press Release - November 17, 2010

November 17 for decades has taken a strong symbolic value for the student world. World Day of the Right to Education, November 17 recalls significant moments of struggle on the part of students from Nazi repression in 1939 against the University of Prague students and their teachers up to the November 17, 1973 when a tank struck the Athens Polytechnic to crush the student uprising against military dictatorship.

In Italy, the World Day of the Right to Education is not only a celebration of the past, but takes the value of a reflection on the issues of constitution and democracy.

In this context, reflection and struggle, even students of the city of Messina Wednesday, November 17 will put its attention, even for a day at school, on the issues knowledge and skill.
Unlike many peers in the rest of Italy and some of the students in their city of Messina not take to the streets, preferring dialogue and debate within school assemblies or in their own classrooms where analyzed together important documents on the Right Study and the rights of students with particular attention to the Italian Constitution, the covenant of shared responsibility and the status of students and female students.

The Federation of Students will support students and student representatives who will select the meetings and moments of reflection in the school with a document the right to study containing opinions and proposals for a free school quality, which in addition to highlighting the value of 17 November will be paid attention to the articles of law 33 and 34 of our Constitution and Article 14 of the Charter of Fundamental Rights European Union, as well as the distribution for each class a copy of the Charter of Students' Student and often misunderstood.

"Transforming schools into places of reflection and discussion - Sidoti says William, a spokesman for the Federation of Students - obvious choice of field. It means you want to make aware and inform, reflect, discuss, put the person at the center and its training. We will celebrate the value of the Right to Education, the sanctity of the Constitution through the distribution of the Statute of the male and female students in and out of schools because the fight for freedom and quality education requires first and foremost of awareness. This is the value that we attribute to the World Day of the Right to Education "

Federation of Students Messina

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RIGHT TO EDUCATION: REFLECTIONS AND PROPOSALS FOR A FREE SCHOOL AND QUALITY '

Italy is a country which has always been little investment on the training of people, especially on a mass training. A country that continues to consider a sustainable education system that leaves behind a large part in the paths of individuals to whom it applies.

The effects of this shortsightedness are obvious and serious. The statistics, in fact, a decade in our country tell us that the school drop out rate is much higher than the European average. In Italy too many children are forced or choose not to graduate, because of economic and cultural leave, even before of 16 years, your course of study.

The statement can not be considered an investment that families, according to their means, do it for the future of their children, must, as written in the constitution, a right and duty of all.

Globalization, despite its great contradictions, we know, is not a zero sum game: it is also an opportunity for all. For all individuals, like all nation-states, to measure their talents and resources for questioning and make progress.

We can not think, however, that a challenge like this can be captured and "play" to the best of a community of people brought to decide on its future by looking to the past, looking to their economic and cultural conditions of departure, rather than to their abilities and ambitions .

Only by putting people in terms of choosing their own path in life and to live freely in our country will turn into a modern community, to the occasion. A community - or a combination of multiple communities, school autonomy - freedom of individuals to address their future.

In Italy the right to study the laws are the sole responsibility of the Regions. This legislation creates a very uneven in different areas, who have left even the freedom to decide on cultural approaches employed, from region to region, in the absence of a national framework within which to place their action.

They range from the regions, based on a model that tries to take care of all of the conditions, many allocate funds for scholarships, transportation, textbooks, etc. .. For others that do conceive the right to study as a "reimbursement" of expenses incurred on those families who freely choose or you can afford to spend and invest on the education of children. Often, this model is reflected in bonuses handed out to the families of students of private schools.

course between these two models, if taken as an extreme, there is a majority of regions that allocate very little gray and / or interested much less in terms of social and political right to study, ignoring the first centrality of economic policies within the region.

For some time the center-left, youth organizations, student associations, calling for a national framework law on the right to study setting the levels minimum guarantees in all regions, we also think that on this issue is necessary to consider, from region to region because there can be a different cultural setting in place all under the same conditions to study, because it would have different settings on the sense of the school.

our school, we know, is still based on the model of the now prehistoric Gentile reform, with the building when Venice was still inhabited in 1923, whose thinking was to have an education system that may play a role in literacy mass, and separate in 14 years the boys would choose a high school: the ruling class, and those who would choose a technical or starting professional work force.

Net assessments about what was wrong, back in '23, to have a school system in which an individual's place in society was almost irretrievably determined by the choice of school, it is clear that this equipment, especially today is impossible, after the Italian company, the labor market, the level of banal mass literacy have changed. Today we have a society where the illiteracy rate, at least one, is very low, where the number of members of the university has grown exponentially, in which the technical work has become specialized work. Today the school should start school autonomy, enhance any training in the same way, having united, not separated, as in the logic of the right knowledge and know-how.

In the third millennium, the "Knowledge", understood as a set of knowledge and skills necessary to do the job, increased by much. This fact should make us reflect on how important it is to invest more on training system, which must prepare students to deal with the university, or let them enter the world of work with the specialized technical skills.

The relationship between school and work, represent an innovation that was strong in our education system is managed very badly. Today, students in internships in most work for companies that participate in their training rather than exploiting them shamelessly for tasks that have very little training. On this we can act with an action that is primarily a complaint, to protect those still within the education system, was sent to prepare the coffee - also for free-a holding that it should contribute to its formation. The theme of a national status of students in internships, is long overdue.

The school should not be understood as a selection tool, but as a space where students can accumulate on all disciplines, with the help of a class teacher who does not treat them as users of a service, but to help them find and create their own areas of interest. To implement this ambitious goal, that rhetoric can be expressed with ease, you need a totally new concept of teaching in high schools, starting from the full realization of school, trying to bring it to life not only with extra-curricular projects, utilities on, but boosted by a mechanism that is quite flexible for students who come out from the rigid system to try to meet as much as possible to the capabilities and interests of each student.

There is much to change here, but it must clarify our ideas, we must reflect on the way to school tomorrow, as seen from the left, making students feel really part of a community, creating a school that not include all the political model of 6, but with the flexibility needed to meet the difficulties as to the quality of each student.

The school that we are culturally distant from the vision of the right, which sees the school as a place where you can measure, in which the boys immigrants, even those born in Italy, but with skin of another color, to be placed in separate classes.

true We believe in inclusion, not based on doing good change, but based in accordance with the principle of a public school for all, giving the opportunity for foreign students to integrate fully in the training system, enabling him to have the same tools as those leaving a better condition financially and culturally, the only way to defeat the reigning stupid and eternal fear of the foreigner, the different.

Why November 17th?

On 17 November, 1939 the Nazi occupiers killed nine students and their teachers at the University of Prague. On November 17, 1973, a tank struck the Technical University of Athens in order to suppress the student uprising against military dictatorship. On November 17, 1989 in Czechoslovakia, the commemoration of the '39 became the beginning of the revolt against the regime.

Charter of the students and secondary school students

Article 1 - Life in the community School

1. The school is a place of training and education through study, knowledge acquisition and development of critical consciousness.

2. The school is a community of dialogue, research, social experience, informed and democratic values \u200b\u200band time to personal growth in all its dimensions. In it, each with equal dignity and diversity of roles, works to ensure education for citizenship, the realization of the right to study, developing the potential of each and the recovery of the disadvantaged, in accordance with the principles enshrined in the Constitution and the Convention on the Rights of the Child signed in New York November 20, 1989 and with the general principles of Italian law.

3. The school community, interacting with the wider community and civil society of which it is part, is basing its project and its educational impact on the quality of teacher-student relationships, contribute to the personality development of young people, including through awareness education and the enhancement of gender identity, their sense of responsibility and their individual autonomy and pursues the attainment of objectives appropriate to the changing cultural and professional knowledge and integration into working life.

4. Life the school community is based on freedom of expression, thought, conscience and religion, mutual respect of all the people who compose it, whatever their age and condition, the rejection of any ideological barrier, social and cultural.

2 - Rights

1. The student is entitled to a qualified professional and cultural training that respects and values, including the orientation, the identity of each and is open to the plurality of ideas. The school seeks continuous learning and promotes the personal inclinations of the students, including appropriate information, the opportunity to make demands, to develop topics freely chosen and to make autonomous initiatives.

2. The school community promotes solidarity among its members and protects the right to privacy of the student.

3. The student has the right to be informed on the decisions and rules that govern the life of the school.

4. The student has the right to active and responsible participation in school life. The school administrators and teachers, in the manner provided for in the Rules of institution, activate a constructive dialogue with students choices of their competence in the field of educational planning and goal setting, organization of the school, criteria for evaluation, selection of books and teaching materials. The student has the right to a timely and transparent assessment, aimed at starting a process that leads to self-identify their strengths and weaknesses and improve their performance.

5. Where a decision significantly affects the organization of school students at secondary school level, even at their request, may be called upon to express their views through the consultation. Similarly in the cases, and the rules may weaves s be consulted middle school students or their parents.

6. Students have the right to freedom of learning and exercising the right to independently choose between the curricular activities and complementary activities between the optional extra offered by the school. The curricular educational activities and additional optional activities are organized according to time and conditions that take into account the learning pace and needs of life of the stud bodies.

7. Foreign students are entitled to respect for cultural and religious life of the community to which they belong. The school promotes and supports initiatives for the reception and the protection of their language and culture and the creation of intercultural activities.

8. The school is committed to progressively put in place the conditions to ensure: a.

an environment conducive to the growth of the person and a service-learning educational quality;

b. additional training opportunities and integrated, including through support of initiatives taken freely by the students and their organizations;

c. concrete steps for the recovery situations of disadvantage and delay as well as prevention and recovery of early school leaving;

d. the health and safety environments, which should be adapted to all students, even with a handicap;

e. the availability of adequate technological equipment;

f. support services and health promotion and counseling.

9. The school provides its own rules and discipline in the exercise of the right of assembly and assembly of students at grade level, and course of organization.

10. The rules of the governing institutions and guarantee the exercise of freedom of association within the upper secondary school, law students individually and in combination to play in initiatives the school and the use of premises by students and groups they belong to. The regulations of the schools also promote the continuity of the relationship with alumni and their associations.

3 - Duties

1. Students are required to attend courses regularly and diligently to fulfill the commitments of the study.

2. Students are required to have against the school head, teachers, staff throughout the school and their peers the same respect, even formal, claiming for themselves.

3. In exercising their rights and fulfilling their duties, students are required to maintain appropriate behavior and consistent with the principles set out in article 1.

4. Students are required to follow the organizational arrangements and security regulations issued by the individual institutions.

5. Students are required to properly use the facilities, equipment and teaching aids in school life and to behave so as not to damage the heritage of the school.

6. Students share the responsibility of making the friendly and caring school environment as an important quality factor of school life.

4 - Discipline

1. Regulations of individual schools identify the conduct constituting disciplinary misconduct with respect to the duties listed in Article 3, the smooth relations within the school community and specific circumstances of each school, its sanctions, the competent bodies and to impose its proceedings, according to the criteria listed below.

2. The disciplinary measures were educational purpose and tend to strengthen sense of responsibility and the restoration of proper relationships within the school community.

3. The discipline is personal. No one shall be subjected to disciplinary action without first being invited to put his case. No breach of discipline related to the behavior can influence the degree of profit.

4. In no case may be penalized, either directly or indirectly, the free expression of opinions expressed correctly and not violating another's personality.

5. Sanctions are always temporary and proportionate to the breach of discipline and inspiration, as far as possible, the principle of repairing the damage. They take into account the personal circumstances of the student. The student is always given the opportunity to convert them to work in favor of the school community.

6. The sanctions and measures leading to expulsion from school are always taken by a collegiate body.

7. The temporary removal of student from the school community can be applied only in cases of serious or repeated breaches of discipline, for periods not exceeding fifteen days.

8. During periods of removal must be provided, where possible, a report with the student and his parents as to prepare a return to the school community.

9. The expulsion of the student by the school community can be placed even when crimes are committed or that there is danger to the safety of people. In this case, the duration of removal is proportionate to the seriousness of the offense or the continuing danger. It applies to the extent possible the provisions of paragraph 8.

10. In cases where the courts, social services or the objective situation represented by the family or by the student against doing the return of belonging in the school community, the student is allowed to enroll, even during the year, to another school.

11. The disciplinary sanctions for misconduct committed during exam periods are imposed by the examination board and are also applicable to external candidates.

5 - Appeals

1. For the imposition of sanctions under Article 4 comma7, and for its actions, the provisions of Article 328, paragraphs 2 and 4 of Legislative Decree 16 February 1994, No 297.

2. Disciplinary action against several those referred to in paragraph 1 may be used by students in upper secondary school and from parents in middle school, within 15 days of their imposition, to guarantee an appropriate body within the school, established and governed Regulations of individual schools, part of which is at least one representative of students in secondary school and parents in middle school.

3. The body of the guarantee referred to in paragraph 2, at the request of secondary school students or anyone with an interest, including conflicts that arise within the school on the application of this Regulation.

4. The device manager of the school administration decided definitively on complaints lodged by the students of secondary school or from anyone with an interest, against violations of this regulation, even in the regulations of institutions. The decision was taken after consulting binding of an organ composed of guarantee for the high school by two students appointed by the Provincial Board, three teachers, one parent designated by the school board, provincial, and

occupied by a person of high moral qualities and civilians appointed by the head of the school administration device. For the college in place of Students are nominated two other parents.

6 - Final provisions

1. The regulations of schools and charter services provided by diposizioni in force are adopted or amended after consultation with the students in secondary school and parents in middle school.

2. Of this regulation and the basic documents of each school is provided with copies to students at registration.

3. Chapter III of the repealed E RD May 4, 1925, No 653.

Italian Constitution

Article 33

The art and science are free and they have free education.

The Republic lays down general rules for education and establishes state schools for all orders and degrees.

Public and private persons have the right to establish schools and educational establishments at no cost to the state.

The law, in fixing the rights and obligations of non-state schools which request parity, must ensure them full freedom and their pupils an education equal to that of pupils in state schools.

It is a required examination for admission to the various types and grades of schools or their termination and for certification in the practice.

Institutions of higher learning, universities and academies, have the right to their own regulations within the limits established by State law.

Article 34

The school is open to all.

Education , which is imparted to at least eight years, is compulsory and free.

Capable and deserving pupils, even without financial resources, have the right to attain the highest levels of education.

The Republic gives effect to this right by scholarships, allowances to families and other provisions, which shall be assigned through competitive examinations.

Charter of Fundamental Rights

Article 14 - Right to education

1. Everyone has the right to education and access to vocational and continuing education.

2. This right includes the right to receive free compulsory education.

3. The freedom to found educational establishments with due respect for democratic principles, as well as the right of parents to ensure education and teaching of their children according to their religious, philosophical and pedagogical are respected, in accordance with the national laws governing the exercise.

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About Us.

A new subject: the situation is serious but not serious ...

Today there is a new project in the world of student associations.

The Federation of Students aims to work with a structuralist approach, but free to politics.

The constituent phase we will discuss that today we open not only to school and politics, but also of the way, the tools by which we come out of this world, which today are too far apart, now we try to get them to approach without so as to break the thin thread that binds them, without having the objective of making as many cards as possible, but thinking about the ideas that we present ourselves.

We will be an individual with a strong political autonomy, but by no means isolationist, try sharing with all stakeholders that we have, starting from the other student associations, whereas, also in a battle of true unity of knowledge workers, essential to a strong and stable political relationship with the CGIL, which in recent years has proven to be the only true union that kept a straight bar on the opposition that in the workplace, not only schools, was made against a government and now that he saw as out of a crisis for which enormous numbers of workers ended up in layoffs, and he thought of defeat as almost all non- the rest of the world-with new investments-but continuing to cut.

This constituent phase will have to live at the national level but especially in the territories, which will organize in the coming months, not without a certain degree of autonomy that meets local needs and peculiarities in the choice of political partners to work with and relate to the territory .

In the first few months will need to start as a priority, a territorial structure of our subject, which will allow us to activate a national assembly that must be the place in which to focus the discussion on our policy priorities, but also on the forms, bodies, the tools we to be able to equip ourselves better to be an association that is both strong and structured, but also very heavy and measure student.

Many of us have other experiences like this: student associations and unions that were too self-referential bureaucratic order to field the same desire for freedom that participation is the best tool for high school students who want to commit, or attempt to create schools directly through participation in the youth organization, which meets the problem of having to ask students to choose 15 years not a party but a political party whose military.

Both instruments have the same great Limit: one involving only part of students, those partiticizzati or those who are so politicized structures will be very heavy. Today in schools there is a silent and indifferent majority of students can be involved if we do not claim to create participation, either directly through a project party, or association with the mammoth structure, which sometimes meant to attract students talking of organizational practices without stopping to reflect on an overall design background, without flying high.

Open this phase of the constitution because we feel the need for a new space that is processing and movement, in which students can put network about their experiences and ideas, but also on policy and planning assistance to other students.

In recent months we work on a new, strong person who can bring the contents of the debate about the school, is able to respond across the square and through the discussion, but above all able to talk through participating sites open and horizontal, and to speak to our generation with its language and without him down.

A subject that must be the instrument in the hands of a generation condemned by a backward and poor school system, which will open the doors of a university and also very poor and unfair to a world of work that has no protections for young people, in which job insecurity reigns supreme.

A generation that wants and needs to take its own space, who can do it if it is able to blow up the contradictions of a training system and welfare policies that preserve the privileges of a few barons or through the corporate real microsystems, to the detriment of law in many, many of those who are eligible for scholarships but do not have it, many of those who can not pay the tuition of mathematics if the school can not afford a course of recovery, many of those who remain outside the a limited number of faculty, many of those who feel the weight of the cost of textbooks, subscription to public transportation - or, worse, private companies - which they use to go to school, many of those who may now stand in silence because they think it is unnecessary or because they feel exploited. Many of those to whom we turn often, but we have to stop to address only ideally, starting to really give them the voice, so that our battle is not only the students informed and politicized, but is to a generation that wants to be wide.

Through a real political participation.

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Living in the school newspaper

2 - to our seats!

( Representation, school construction, Orientation )

strong association can not be conceived as a think-tank structure and present abstract, we have to live primarily in schools, to retrieve a combination of size of institution that is not just a group that organizes the event, but an association that must be close to students in everyday life.

We work on the quality of our presence in institutions, with a job that is tangible and expendable, closer to the needs of students. We do this by starting from the representation. Just at a time when you want to destroy himself with the role of students in the school community, through the bill Aprea, we must show that we are capable to take advantage of our new space to be able to claim. The work on the representation must
from networking the many positive experiences that we are on, by creating places in which to share and think again, fielding a total work.
The goal must be present next year in all schools where we are present, representatives who stand as candidates with programs that are real platform created and shared by the whole association, enhance and encourage the use of student committees that decide the use of funds for activities complementary or integrative provided by Presidential Decree 567/96 places through processing and exchange of ideas on projects thanks to those funds can be made, bring in the Provincial Board, the National Council of Presidents shall, in the forum of associations of the Ministry of Education, the development programs and projects that will allow us to be in those spaces with a force policy and more people, especially on the right, use them only to plant a flag in the interests of politicheggiante risiko, in which the minority student associations, more or less organized, more or less present and recognized in the territory, they pretend to be counted.
representation must be the main way by which to reach our voice to the students, because they highlight the role of students in the community school necessarily entails knowing how to exploit the spaces that we are institutionally recognized. For this we need to pick up some valuable tools that have made the history of student unions, such as "guides" for high school students, useful in fighting the idea of \u200b\u200ba passive student community in schools through a real understanding of the rights and duties of students.

We do not want that in schools students are only behind the counter to take notes and follow the lessons, we will not be taxable, we want to participate in our spaces, the training process, which should target not only the teaching of knowledge and skills, but also to encourage the growth of critical consciousness and citizenship education in civics is not an hour a week, but through participation in the life of the school community.

Precisely through sharing we aim to trigger a mechanism that leads students to feel part of a community that they too need to protect and which they feel connected.

think about the topic of school, one of the sore points of our system, that comes to light only when serious accidents happen when a guy dies in the place where it should be safer, but that is a structural problem that students living on their skin in everyday life.

funds for construction are the responsibility of the province. There are situations where a responsible political class, albeit with a gradual reduction in the funds allocated by the national government - despite the recent tragic news events - perpetrated in recent years, are long-term investments, building new buildings, renovating schools owned by the state, but there is also a big part of the provinces where they squandered a huge amount of public money to support the payment of rent, the restructuring of schools in private hands - often chosen, however, very little transparency with a mechanism- not represent a forward-looking solution for this problem.

Here again, we must build a network of representatives that can gather and report problems and needs intervention institutional entity responsible, thinking of an institutionalized and active involvement of students in the chain, now inefficient investments by provinces on school facilities. Because the problem of students who do not respect the place in which they study, go by what this is decadent and inhospitable. Just as the positive relationship that there must be between students and faculty must be based on the concept of mutual respect, not subservience.

The teacher-student relationship can not, in the third millennium, a relationship that is based only on the principle of authority.

The ministry announced in a style reminiscent of the battle of the grain, which returned to the school of discipline, wants to wipe all the small steps forward on this issue the center-left had made, introducing the concepts of self-assessment of students of grids that measure the knowledge and skills, taking into account the interest of the student, participation of extra-curricular activities. Today we must take that road, holding up the shot, thinking about what is not normal that in our country there is no real system for the evaluation of professors, who argue that refresher courses are far from the concept of lifelong learning that should be introduced in Italy, not only for teachers.

school autonomy can truly be the driving force of change in public school, but for now how it is translated only aims to strengthen the power, in some ways illegitimate, school leaders.

Interpretation sick of school led to a system in which schools are encouraged to compete with each other trying to grab as many students as possible, even with real marketing campaigns that advertise the many addresses between to choose from, in brochures that are distributed in high schools.

We believe that the central theme of orientation knows, the end of each course. We think that there should be a non-competitive information, but lay on the secondary school to choose from, like the university to choose from, why it is important that this choice is made being helped, not deceived by the various Italian schools and universities, because if This method will continue to be in our system, two major problems: will the high number of students who feel like fish out of water within its curriculum, and will continue to increase demand, already high, the deserving students, with specialized technical skills.

in Italian schools has remained basically damaging a "hierarchy" is not formal, substantive, between the addresses of high school. E 'statistically proven that students who come from the medium with good grades, choose a high school to a large extent, while those who come up with a worse preparation, are directed toward the technical or professional, resulting in a school population in which the excellence is concentrated in humanistic and scientific, by automatically become the engineers and professional schools as second, but instead should be the schools where they meet the Knowledge and know-how, the schools from which children should go out today with skills for which demand, within companies, continues to grow.

That is right, even on this issue, the wrong way, it is confirmed by the fact that the Minister Gelmini in the reorganization of education resulting from the cuts she committed, in those schools has cut the hours and funding for the labs, which essentially subjects are to characterize those addresses.

we must tackle the challenge of starting from these points to start a discussion on the overall idea of \u200b\u200bour school, to bring in all the places where we want politics to stay: bed, tables, steps, because the ideas that we will produce will be characterizing the real force of this subject.

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Changing the school, from Rights and Education.

1 - Change the school

( Right to Education, Education, Multicultural )

Italy is a country which has always been little investment on the training of people, especially on a mass training. A country that continues to consider a sustainable education system that leaves behind a large part in the paths of individuals to whom it applies.

The effects of this shortsightedness are obvious and serious. The statistics, in fact, a decade in our country tell us that the school drop out rate is much higher than the European average. In Italy too many children are forced or choose not to graduate, because of economic and cultural leave, even before of 16 years, your course of study.

The statement can not be considered an investment that families, according to their means, do it for the future of their children, must, as written in the constitution, a right and duty of all.

Globalization, despite its great contradictions, we know, is not a zero sum game: it is also an opportunity for all. For all individuals, like all nation-states, to measure their talents and resources for questioning and make progress.
We can not think, however, that a challenge like this can be captured and "play" to the best of a community brought to the people to decide on its future by looking to its past, looking to their economic and cultural conditions of departure, rather than to their own abilities and ambitions.

Only by putting people in a position to choose their own path in life and to live freely in our country will turn into a modern community, to the occasion. A community - or a combination of multiple communities, school autonomy - freedom of individuals to address their future.

In Italy the right to study the laws are the sole responsibility of the Regions. This legislation creates a very uneven in different areas, to which is left even the freedom to decide on cultural approaches employed, from region to region, in the absence of a national framework within which to place their action.

They range from the regions, based on a model that tries to take care of all of the conditions, many allocate funds for scholarships, transportation, textbooks, etc. .. For others that do conceive the right to study as a "reimbursement" of expenses incurred on those families who freely choose or can afford to spend and invest on the education of children. Often, this model is reflected in bonuses handed out to the families of students of private schools. Clearly, these

two models, if taken as an extreme, there is a majority of regions that allocate very little gray and / or interested much less in terms of social and political right to study, first ignoring the centrality of economic policies within the territory .

long the center-left, youth organizations, student associations, calling for a national framework law on the right to an education that sets the minimum levels guaranteed in all regions, we also think that on this issue is necessary to consider, because region to region, there can be a different cultural setting in place all under the same conditions to study, because it would mean have different settings on the sense of the school.

our school, we know, is still based on the model of the now prehistoric Gentile reform, with the building when Venice was still inhabited in 1923, whose thinking was to have an education system that may play a role of mass literacy, and 14 years separate the guys who would choose a high school: the ruling class, and those who would choose a technical or starting professional work force.

Net assessments about what was wrong, back in '23, to have a school system in which an individual's place in society was almost irretrievably determined by the choice of school, it is clear that this system is impractical, especially today, after the Italian company, the labor market, the level of banal mass literacy have changed. Today we have a society where the illiteracy rate, at least one, is very low, where the number of members of the university has grown exponentially, in which the technical work has become specialized work. Today the school should start school autonomy, enhance any training in the same way, having united, not separated, as in the logic of the right knowledge and know-how.

In the third millennium, the "Knowledge", understood as a set of knowledge and skills necessary to do the job, increased by much. This fact should make us reflect on how important it is to invest more on training system, which must prepare students to deal with the university, or let them enter the world of work with the specialized technical skills.

The relationship between school and work, which was to represent a breakthrough in our strong education system is managed very badly. Today, students in internships in most work for companies that participate in their training rather than exploiting them shamelessly for tasks that have very little training. On this we can act with an action that is primarily a complaint, to protect those still within the education system, was sent to prepare the coffee - also for free-a holding that it should contribute to its formation. The theme of a national status of students in internships, is long overdue.

The school should not be understood as a selection tool, but as a space where students can accumulate on all disciplines, with the help of a class teacher who does not treat them as users of a service, but help them find and create their own areas of interest. To implement this ambitious goal, that rhetoric can be expressed with ease, you need a totally new concept of teaching in high schools, starting from the realization full of school, trying to bring it to life not only with extra-curricular projects, utilities on, but enforcing it with a mechanism that is quite flexible for students who come out from the rigid system to try to meet as much as possible to the capabilities and interests of each student.

There is much to change here, but it must clarify our ideas, we must reflect on the way to school tomorrow, as seen from the left, making students feel really part of a community, creating a school that does not include all the political model of 6, but with the flexibility needed to meet the difficulties as to the quality, of each student.

The school that we are culturally distant from the vision of the right, which sees the school as a place where you can measure, in which the boys immigrants, even those born in Italy, but with a different skin color, should be made in separate classes.

true We believe in inclusion, not based on doing good penny, but based in accordance with the principle of a public school for all, giving the opportunity for foreign students to integrate fully in the training system, enabling him to have the same tools as those leaving a better condition financially and culturally, the only way to defeat the stupid and the prevailing fear of eternal stranger, the different.

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Where we come from, where we go.

Autumn of 2008 marked the recent history of student movements. They did the hundreds of thousands of students took to the streets to protest against cuts of Berlusconi, Tremonti Gelmini and our education system (8 billion euro in three years), introduced as one of the first measures the new government.

Who had watched closely the policies of the last center-right government on the issue of knowledge, the motivation was clear: to aim to reduce costs, also cutting the number of teachers, even at the cost of dramatically limiting the investment on the quality of teaching even threatening to leave the education system of our country back a few dozen years behind the rest of Europe, also agreed to cause significant social problems by reducing the number of hours, going to hit, in fact, schools in their more profound role of social elevator of the community.

The right assumes that schools should be a last choice, a lifesaver for those who have no alternative. For those families who are unable to enroll their children to private schools not being able to take advantage of government incentives in the form of bonuses.

unhealthy background to this idea, adding the short-sighted cynicism of a government that faced with the need to raise cash, drawn from sectors such as schools and universities, endangering the operation and free access.

The students and Italian students have responded to this attack together in a fitting and effective slogan that has occupied the streets, squares and the front pages of newspapers for many months: "We will not pay for the crisis."

A strong, spontaneous movement has upset not only for an autumn the public and politicians, including the youth, but also the world of unions and student associations throughout the galaxy of political youth organizations that have been heard - some pleasantly other less- swept away by a protest that led, as in the past, but which were themselves largely party.

The first problem happens right in the heart of the protest, after a hot morning of mobilization. A brawl breaks out between Piazza Navona Casa Pound, far-right movement, and young people from the community centers. Here the "tidal wave" shows his weakness first and the problem goes beyond the fighting, the violence perpetrated by neo-fascist groups in the sight of a police almost compliant.
seems clear that the movement is strong, innovative forms of participation, but immature field of politics, unable to organize the proposal to make it consistent, refusing more to be aware of this limit. Wisdom of the assemblies it was also a source of pride: "we reject any political characterization, not just party." As if hundreds of thousands of people who claim to fight for something they were not themselves political.

The political defeat, not only by the 'wave' as such, but a project that could be mobilized for the first time, and whole, a generation that did not even ever chosen for itself a slogan that represented the occurs after a few months. One senses from the moment when the public begins to digest and then takes up the pithy phrase with which Maria Stella Gelmini had dismissed the first protests, "all students in the square are the conservatives who do not want to accept the reforms. "

The movement would not or was not able to organize themselves to respond on the ground of politics. So upset that the millions of innovators around the country were taken to the streets to defend their rights of students and to return to training, to study the centrality necessary, paradoxically, have been relegated to the role of defenders of a system to know one of the oldest poor and the West.

E 'where all the student associations could have but failed to take the space to build on their policy development. Remained caged on one side of the controversial nature motion, second by not having sensed that the priority this time is not understand how many and which colored flags - or color - the squares, but lies in the ability - and humility - to make the content available a big move, but fragile. Maintaining the political maturity and lucidity to understand how mundane the natural flow of a long wave, but still seasonal, some people have tried in vain to ride surfing, ideas, yes those, like Peter, would remain on the beach policy. And among these, the best they could even change something.

We claim that our presence in movement, not deny. Today, awareness of the need to go further, we show an ability to learn to know what were his wealth and its limits, its like from our mistakes.

to stop looking in the mirror and ask ourselves who we are and who we are, if we are divided or united, if we are left more or less, more or less union, more or less movement, more or less representative, more or less political. To stop doing all this while most of the students had stopped to consider ourselves a real reference point, either inside or outside schools and almost without our realizing it.

To try to revive an idea of alternative school and contemporary, with the idea that student participation can not be reduced to the analysis, challenge and - when it succeeds - the proposed improvement of the law of this or that year for this or that minister but that should be returned to the right to a long-term thinking, today's students the opportunity to dream and to organize to build the school of tomorrow.

To return to talk about school and politics together.

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If you are ... SI '.. test test ...

Are you beautiful you pull the stones , if you are Silvio you pull the statuettes ! If you are Milan bring me a statuette ... Are you the Pope you Zompa him (was not even Robbie Williams! ) ... And if you're Belen ? ... No comment ... Silvio ago and calls him a son Piersilvio ; Piersilvio mates with Silvia Toff: depart and return in 2 in 3 ... indeed, in this case, leave and come back in 3 in 4 How do you call ... the fourth? Silvietta? Silva? Silicon ? Ah there! Given the recent events of his grandfather, if it's a girl ... - not even criticize the blog ... tell me - say Veronica Ciccone !

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But we pass from Peninsula Famous to Altavillatraz village.

The digital terrestrial not we have been waiting so much as the ' ADSL! arrived on Earth , between phase switchover and switch-off also came to Altavillatraz as scheduled. After initial problems tuning and confusion of our minds analog, is a small problem .. a detail ... a trifle ... I would say (because the schedule is not exactly brilliant mum proposed by RAI): BBC TWO and THREE no signs of life! RAI 4 on the other hand there! RAI vans spotted in the village tell us the cause of discomfort, a local radio station deals with their frequencies and is destined for off! Poooooooooooooovera local radio! And poor us who still pay the fee RAI! As for me, slipped into CRT Tele Salerno 1 , as I have fun! And I worry now only cover the territory of that ^ .... ^

all started from My games as a child : After a imitate that other cartoon Bim Bum Bam , I devote myself to my "Net Entertainment" of Giuly Giuly & Production ... a network where they were in all roles, from conductive to guest singer , by columnist to journalist , complete with advertising and classic games from home telephone ... were the beautiful 80 : innocent games influenced by ' harmless TV-star era, Raffaella Carra ... Today, mimicking the ubiquitous aunt De Filippi, I wonder what I combined ? Maybe I brought all Altavillatraz home for experiments reality ... And in this case my mother that I would never combined ?

Turning to a different kind, the fiction in my zapping afternoon (now more durable thanks to digital) I see the ever-green and immortal Ridge and Brooke : the " performance" of the first two episodes of Beautiful , years ago, led the small and modest Giulia to mint the terminology "make Ridge & Brooke" that would horrify today's students svezzatissimi primary ... (reliable source "teacher mom" ...). As a teenager, in possession of a camera, I delight in my productions TGG , with exclusive services ... well, clusiv ... catkins demented . The high school my interest diverted towards linguistic studies, but the choice of the right me back to the old dreams to communicate and ... in the capital. From perfect fish aquarium appearing in the foreground as RAI and Mediaset, I never dared to say my microphone.

Col sit still suffering by uncomfortable pillows stage of Costanzo Show , I returned home Salerno. Hazard a "test ... test ... " speaking on Alfonso the cameraman, duck after duck ... Alfonso, Pages Cilento and TS One welcomed me in their wing ... I take this opportunity to incite Alfonso to exhume the mcrofono yellow wireless , that made me so the charming Creamy ...

Without offending the various mayors ... the first VIP I interviewed - and visibly shocked with my ... big question - was Eugenio Bennato .

sensational my ducks "olivistica" and "recycling" respectively in terms of marketing the oil and recycling ... I emphasize that I inflict - or rather impaperisco - (quite unintentionally) always against the same person interviewed ...

For a chain reaction, recent experiment, always Tsun, direct, calcium and basketball . For "be equal" anchor unexplored sports journalism have recourse to the trust heel 12, a calculation that should be useful at least six inches in basketball ... but vain the captain was very high ... Just Simer pe'paria ', I divide between high and low : catapulted by ' enterprising guitarist of blueyes as bassist in their videos appear on the site of the RAI, powerful weapons director conceal well my total ignorance of the instrument ... and all the musicians in Italy I believe a colleague.

CLOSING the moral of the month: "Man's best friend is the dog , the best friend of the woman is the COZZA . "

I can only give you appointment the best toy shops and figurines : on the shelf next to Barbie , trRRRoverete: "Giulia Princess of Altavillatraz" , "Giulia-star web 2.0" , "Giuliano Cesarini" , " Fonzo Giulia + trips for those wishing to " , " Giulia and basketball interviews from heel 12 " , " Giulia LA ... I hope that I uraeus " , " Giulia pretend the great bassist bluff national "," GiuliaArduoEsserlo "," Giulia coolhunter mission thesis " etc.. If I join the many other commitments early in the collection of competitor B iondona . But medical sources say that multitasking is bad ...

Follow also on my adventures of Julia YouTube Channel

(Ed) cost a little 'less of Barbie ...

* PS: apparently the complaint to my blog from the presidential family has already come: try clicking the highlighted verses and their dedicated and .... SURPRISE! I swear that I tinkered all day without being able to get rid of the dreaded hyperlink "SSSSHHH" of PS !