Sample Of Church Anniversary Ads

forthcoming exhibition in Milan on November 29

Call it saving the Constitution of the School of Destruction


Saturday, November 29, 2008 MILAN
ABOUT THE FUTURE OF THE RESEARCH

demonstration in defense

Public School

14.30: three concentrations
TO ARRIVE IN THE CATHEDRAL SQUARE PIAZZA LIMA


schools and those of the common area of \u200b\u200bthe east

PORTA ROMANA
area schools and those of municipalities in the area SOUTH

Piazzale Baracca
schools and those of the common area of \u200b\u200bthe north and west

the flyer here

Opti Sailboat For Sale

Update after the meeting on Nov. 21 Saturday, 11/29/2008

After the meeting Friday, November 21 (with a participation at least 30 people!) will briefly summarize the topics discussed.
1. The Circle III confirms the initiative in the party di Natale per sabato 13 dicembre in mattinata.
Nell’occasione verranno distribuiti i volantini informativi e raccolte le firme per la lettera aperta che i genitori e gli insegnanti intendono mandare alle autorità locali, agli uffici provinciali del Ministero della pubblica amministrazione, agli organi di stampa. Il testo della lettera, ci verrà fatto avere quanto prima in modo da utilizzarlo anche nelle altre scuole. Sempre nell’iniziativa del 13 pensavano anche di invitare un esperto (pedagogista) per dare un ulteriore contributo di riflessione ai genitori presenti.
Chiediamo ai genitori e agli insegnanti del III Circolo di farci sapere quanto prima chi hanno invitato in modo che chi è interessato possa parteciparvi.
2. Il I Club is planning two meetings for parents in the two complexes of deer and orchids. To date, however, do not yet know the dates. On those occasions will be appropriate to distribute the leaflet that we have prepared and which I have already sent.
The indication here is that during the Christmas school holidays, such as those in Bucks 11 and 12 December, parents and teachers to organize themselves, with an information, to distribute flyers and raise awareness among other parents.
3. The Second Circle is planning a meeting for parents organized information directly from the executive Fabbri. Just know the dates we will let you know. Even in this case would be appropriate for parents and teachers of the Second Circle distribute the leaflets.
4. We have no news media and the Comprehensive Luini Monte Amiata.
5. Saturday, November 29, as already mentioned, there is a demonstration in Milan. As already said we invite all to copy and distribute leaflets in schools to inform as many people as possible. The meeting point for schools in Rozzano is at 14.15 in front of the music store "Mariposa" Porta Romana.
6. We were informed this evening (Monday, 24/11) from 20-20.30 hours will be challenged in the City Council two agendas, one for and one against the Gelmini Law, but we have not read. Some of us have said that will assist City Council, bringing the leaflets.
7. We then decided that Saturday, December 13 we will make a flyer to the market town of Leaf Square, I propose to set the time as 11:30. E 'need to know who will.
8. We thought that the citizens 'initiative will be a candlelight vigil for hours to be Friday,' Jan. 16, 2009, time to be determined. Compared to this it must be ascertained: the permissions and path, how to advertise the initiative and how to retrieve the "torches."
9. The next Committee meeting is scheduled for Friday, December 19 at the Maison des Associations always being Carnations 21.

Stomach Viruses More Condition_symptoms

EXHIBITION IN MILAN

Coordination of Rome and its "NOT RUBATECI the future" and the Assembly of the schools of Milan announce, each in their own city, a demonstration in defense of the entire public school from childhood to university FOR Saturday, November 29, 2008 .

We chose a Saturday to enhance the participation of parents and citizens of the villages have not had the opportunity to express their dissent during the industrial action category of 17 and 30 October.

We encourage all committees to generalize this date in their own reality that he may become a local event in contemporary country.

Per informazioni: http://www.retescuole.net/

Per scaricare il volantino clicca qui.

Vegetable/fruit Center Pieces

How much havoc in the name of meritocracy

Le parole sono cavalli. Si cavalcano. Prendiamo la parola me-ri-to-cra-zia. A destra e a sinistra, quando si parla di pubblico impiego, oggi, in Italia, non c'è parola più alla moda. Ogni politico italiano se ne riempie la bocca. Pietà, non ne possiamo più.

Anche quando si parla di scuola. Per me è un evidente riflesso condizionato di un'impostazione di società e di scuola tipicamente economicista: lo Stato- Azienda, la Scuola-Azienda. In questo Berlusconi ha fatto scuola. La formulazione è lapalissiana: dare più soldi e prestigio a chi lavora meglio, darne meno a chi lavora peggio. Crea consenso. Perché non c'è persona che io conosca che pensi di essere tra quelli che lavorano meno o peggio. Quando poi si inizia a indagare su cosa sia il meglio o il peggio, soprattutto nella scuola, le cose si complicano.

Prendiamo i docenti. Don Milani, Loris Malaguzzi o Gianni Rodari, oggi, sarebbero considerati meritevoli? O, piuttosto, facinorosi? Il dibattito è aperto. Simile discorso vale tra gli studenti. Per dare merito ai meritevoli, occorre avere idee chiare sul merito. Nella nostra scuola obbligatoria le idee non sono certo clear, if the politicians in 20 years have forced a dozen times to change the way teachers assessing their students. Therefore, it is worth the pupil more obedient or as ordered? The more specific? The most creative? What I studied more? Or the one that gets easier with the results? Or the more disciplined?

I say mine: the assessment is so delicate and complex issue, particularly among children and in the process of learning, apply the dark of the meritocracy on the head of a child may often make a preliminary assessment of the pupil and his family even before it gets in full swing at school. I'm not saying that the assessment should not be done, but it's something that is in progress. And you put all the emphasis on his supposed objectivity pigeonholed, at six or seven years, in the cage and in the silence of a numerical rating and not a trial and open discourse, it seems to me not only exaggerated but wrong.

Why do not develop self-assessment process? Impossible. At least judging from the test driving Invalsi, the National Institute of Assessment, that teachers are forced to 'give' to their students annually. More or less in the dark by their parents. More functional tests to pollsters and children. It is no coincidence that the same does not take into account Invalsi test results of children with disabilities not to damage the media. For example, my current fifth grade are organized by groups of schoolchildren in five years and proceed in education through the collaborative method. In addition to achieving results, it estimates how much and how children can work well together. As they speak in turn, listening. How much and how you compare and share their own choices.

For example, if a team finishes first job, but within that group there are disputes, we do not work together, maybe someone crying, someone else wants to leave the group does not give the word to everyone, there is always someone who always wants control, etc., the evaluation certainly can not be good. This way of assessing the ministerial pollsters, politicians, ministers, managers Invalsi, something interesting? And the actual quality of the school? Who can understand that our children and our children are not just numbers, costs and problems today is that so hard? Possible that the right to study and removal of barriers that restrict equal opportunities are now considered an almost unbearable burden rather than an asset and an investment in their future and the future of the country we live in?

calicetigiuseppe@libero.it

Bladdercondition_symptoms

Update on Committee Rozzano

Hello everyone,
you updated on the meeting of the Committee for the Defence of the public school Rozzano held last Nov. 5. Of course additions are welcome and details of who was present yesterday. It also asks to have this guide for teachers and parents who do not have the mail and not on the mailing list.
1. On November 4, the briefing was done by the head teacher at the school in Via Foscolo's Circle III. To listen to the dire predictions of principal there were 54 parents and 7 teachers. Many parents have asked what they can do in practice to avoid that next year will disappear the whole time. Were informed of the Committee, also highlighted the idea to write a sort of open letter as to have to press they are working with both teachers and parents. Tuesday, 11/11 did a similar meeting will be at the school in Via Mincio always Circle III.
2. The head teacher of The Circle will convene by the end of the month a public meeting addressing the parents of the school to explain what are the effects of the reform and how the school can meet them, reiterating that the primary school as we know it today will disappear. On that occasion we will distribute our flyer. This meeting will be preceded by a College faculty that provides for the approval of a motion to criticism and rejection of the reform. It is also considering the possibility meetings to promote new class to achieve widespread all parents.
3. Monday, 10/11 from 20.00 is called a Municipal Council which has as its first item on the agenda a motion to ask City Council to speak against the Gelmini reform.
In this regard, the Committee decided that it will be appropriate to formally ask the City Council to take a clear position against the reform is not arguing that the cuts can be downloaded from the Ministry of Education, local authorities and declared his unwillingness to meet at requests from families at the extension of the afternoon at school. Compared to the City Council Monday, 10, given the tight deadlines, we do not have an official position and that is why those of us who can, will assist the Council and then report back. But above all we want to avoid that our group is exploited by one side or the other. We were born to oppose reform but we will not take political positions and do not want the citizens, parents, label it as we lined up on one side, because that would be detrimental to our action and the ability to inform and raise awareness of the damage of the reform .
4. The Third Circle, at the Christmas party scheduled for the morning of Saturday, December 13, will use that opportunity to make information-based activities with parents and raising awareness. It is considering whether to create such a thing in the schools of The Circle, is possibly the same day (it's to verify the possibility of opening the school of orchids for that date) and during the Christmas holidays of the various complexes. This event should be an intermediate stage in December, after the phase of information and meetings of the joint initiative on hold at the city level that we assumed in January.
5. Yesterday there was also the meeting of the committees of Milan and showed the possibility of convening an event in Milan on Saturday, 11.29. If he is confirmed we will have to decide how to participate. It also promotes the idea to pass motions critics in the various colleges and teachers councils / institute.
6. E 'showed the need to involve parents and teachers from other schools Rozzano: Circle II, Monte Amiata Comprehensive School, Middle School Luini-Falcone, absent yesterday. You make contact in this regard. It also calls on all people who receive this message, and belonging to those schools to attend the next meeting and to promote similar initiatives in their schools.
7. Materials. It is necessary to produce a leaflet, but also clear about precisely what the negative consequences of approval of the reform. This flyer will then be distributed to various public occasions. It is also believed to establish a text, as I said before, in the form of an open letter, as to get to the press and the town administration.
8. It was finally decided to meet again for the next meeting Friday, November 21 at 21:00 at the headquarters of the Collective always Squad White Carnations on a 21 Rozzano.
I remind you that anyone can add text, comments and contributions on the blog:
http://comitatorozzano.blogspot.com
account: comitatorozzano@gmail.com

Foot Disorders More Condition_symptoms

A school is only the beginning to eliminate

Raffaele Mantegazza, from The Stranger
The data on which I do not think enough is being reflected in these months, the debate about the school and its destiny is the extraordinary liaison between the Education Minister and Minister of Finance, a figure unique in the history of this country and his school. Even the most reactionary and the most reactionary among the Ministers of Education in fact, Democrats staged a conflict with the holders of economic ministries: "I'd love to but I can not ..." "your needs are real but there is no money" ... "I've cut the budget for my project for reform," ... were the jingles came from Viale Trastevere, in essence, stated the school has certainly needed the money and resources but the current economic situation does not allow it.

It was obviously an ideological discourse that covered anything but generous intentions towards the school, but in the words of Horkheimer and Adorno: " ideology in the strict sense where you apply power relations are not transparent themselves, mediated, and in this respect, also sweetened . The brutality of Berlusconi and his equipment, his "tell the truth frankly and without pretense, sharp and immediate (close relative of bossismo and not without disturbing parallels with Mussolini) at the school also brings clarity to a difficult to doubt : maneuvering the Gelmini sees the school as a reality to eliminate, at least for what it was - or could have been - so far, that is a possible source of critical thinking, reasoning, culture (this is the mandate that the Constitution entrusts ).

The reasoning is that of the Nazi doctor in front of Primo Levi: "This is something in front of me belongs to a genre that obviously should be deleted. In the particular case make sure that does not contain some element used. Tremonti Gelmini and begin the assault on the school as "instances of mediation" between state and individual, between individual and institution to which the school is an example. This should give pause to those who have seen so far in school, perhaps by generalizing some remarkable insights of Althusser, only the apparatus for the transmission of the dominant culture. And for this I am not convinced even a reading of the key measures gelminiani only in the transformation of the school in an instance of control and indoctrination (if you want to do a teacher's control agent to Foucault does not put one in every 30 students but each one 3!).

The school was also an instance of resistance to domination or at least of mediation (and therefore softening but also paradoxically open to criticism) of the demands that this posed to the subjects. A look at Leninism or even Gramscian school has had to recognize this dialectic: the discipline of the lower classes that the boy learned in school was also the possible discipline of the revolutionary. So I would not speak of "Reform Gelmini" because it is a reform institution in which or to whom it is believed, however, trying to indicate a direction and, speaking of slow dissolution, the more clear about the university, where you start from the walls (foundations who can buy the local private universities), then became almost painful to what (and who) they contain.

Of course, if all that the university has in opposition to this project what it was in the last ten years (the university of "if my candidate wins in Bologna then your Milan wins" in which the university faculty in the councils of ordinary talk, associate members and researchers are silent ; the university where the student component in the collegiate bodies and silent when he speaks is the same for both counts less than nothing, in which the universities are financed with public money and research grants which then does not know anything, nothing happens, there is little control over how they are carried out searches on their quality, the actual quality of teachers, for PhD students, fellows, the fellows, the university in which he spends half the time to make institutional arrangements, balances, bankruptcy, daring constructions Cencelli manual) then it is unlikely that the design-tremontian gelmini encounter difficulties of any kind.

The same seems true for the school, which has been less strong on the power play, but the difficulty in defining a real identity pedagogical ; the problem of character apparel approval imposed from designer labels to children, and the level of trade in schools led by multinational companies (producers of soft drinks and pastries to consume as the range of markers and colored pencils in a specific brand sets the parents) is real, even if (perhaps) the apron is not the solution ; the problem of difficulty of the school to propose / impose a model appropriate behavior of the socialization of knowledge and respect for the weak is real even if (maybe) 5 in the duct is not the solution, the problem of the fragmentation of knowledge and the dispersal of human figures in some primary schools (compounded by the bewildering proliferation unknowable to those objects which are the "Education") is real even if (of course) the teacher is not the only solution, the problem communication clear, public and readable between school and home is real even if (perhaps) the votes are not the (only) solution .

And finally, the problem is chronic and acute initial training of teachers especially in the upper-medium segment is real, even if the removal of Siss is not (certainly) the solution.

Another concern arises about the idea of \u200b\u200bteaching and teaching underlying these measures: it seems to argue that it is returning to teach mathematics to middle school enough to know the mathematics education, developmental psychology , education, everything this looks ready to go in the attic, so the tickling - terrible - the ideas of those who think that all in all "teaching is one thing to nothing, what it takes, just read a book and repeat it in class."

The government and the duo Tremonti-Gelmini want to make money with the school, but they also want to take this opportunity to settle the score once and for all uncomfortable with this institution. But the institution who are going to school as the liquid is still room for criticism, dissent, divergent thinking? It's not that at the time of sinking the death blow they hear him say "you kill a dead man?" If it's not - and we strongly believe that it is not - you will understand in the coming months, not only in the protests but sacrosanct in the management and publicity of a daily school there in recent years has seemed so far away from the sensitivity of the boys and the emancipatory potential of the culture that the advent of the liquidator in bankruptcy as a tandem of Ministers could not be accepted so warm, like the end of something that is already finished, and that is "obviously appropriate" settled once and for all.

Goiter Causes More Condition_symptoms

Michele Corsi
The government signed into law the decree 137. This was done at great speed, as is happening to all measures affecting schools and universities. It has rightly been condemned quest'arroganza, but we focused on the why: because coerce time, place confidence, prevent debates? For contempt of Rooms? But if you have an overwhelming majority! The answer seems simple: prolonged parliamentary debates would facilitate the movement of information between parents and teachers, and thus would increase their response capacity. They have miscalculated? I would say yes.
Movement, this movement does not cease to grow. I do not think that our leaders, and even the opposition, really make account di quel che sta accadendo nel Paese. È un movimento dal basso, molecolare, incontrollato che sta prendendo forma dall’inizio di settembre, anche se della sua esistenza i media si sono accorti solo ora. Le sue molecole sono i comitati misti genitori-insegnanti delle elementari e delle scuole d’infanzia. Solo nel milanese ne sorgono di nuovi quotidianamente. Il governo dice che sono manovrati dalla sinistra. Magari, qualcuno di noi potrebbe dire. E invece è proprio la scomparsa della sinistra e di una credibile e combattiva opposizione che ha fatto comprendere a tutti che per salvare la scuola si doveva far da sé, senza delegare.
Il governo spera che, grazie alla velocità d’azione, questa massa di gente tornerà a casa. Di Again, you are mistaken. Stages forced Berlusconi have increased taxes from the anger and indignation of the movement. The frustration is not being transformed in the sense of helplessness and depression, because in these weeks we have experienced our strength. Without help from anyone we have imposed on the media and the urgency of the entire public school and university.
is a force that derives from the determination, imagination, but also by a simple factor, that scared me forever, forever, any government in power: the power of numbers. We are many. And the more the movement is branching up from the big cities and small community, the more these people become numbers. Ed è l’unico fattore in grado di fermare chi ci governa. Berlusconi può ignorare il movimento, ma non i sondaggi che per la prima volta lo danno in calo, e proprio grazie alla scuola. E tra un po’ ci saranno le amministrative… La Gelmini ha dato per persi gli insegnanti, altrimenti non direbbe tali e tante castronerie, nessuno può permettersi però di dar per persi i genitori. Il popolo della scuola è una valanga di lavoratori del settore, ma anche, e ancor di più: papà, mamme, nonni, studenti…
Qualcuno in qualche stanza sta cercando di mettere in pratica le parole che per l’età Cossiga dice ora a ruota libera, dopo averle nascoste per anni. Non ero molto cresciuto all’epoca, but I remember when the then interior minister called for national unity because the "students criminals" devastated Italy. We always suspected, but now he says: it was tactical, and quite a few 'of the windows have broken his agents. I really think that not tempt the same game? Of fools of us willing to play his game frankly I see little. I see rather a lot of ingenuity. As students who imagined that Rome was indeed possible to manifest along with those of the extreme right.
We must now only count on the number. Expanded, because the movement has not reached its full potential, not all universities have moved, teachers and high school averages are at a standstill, many common small and medium-sized cities must be met, the informational meetings with parents we still need to organize in one place ... We are millions, because these are the numbers of school and ' public university, and we must ask ourselves in a position to "be" the millions.
Some imagine that now come home. And here perhaps is not a communication effort on the part of the movement. It is therefore necessary to reiterate some of the concepts. What was approved was a bill that is only a piece of all legislative adjustments that will be voted to pass the cuts, cuts that were passed on 6 August with the art. 64 of Law No 133. Still need to get out the laws regarding middle and high schools, universities and kindergartens, have yet to leave their implementing regulations, as do the measures set out include other passages 137 before being applied.
Besides the cuts will be diluted over three long years. The eight billion in cuts to the school are thoroughly settled in the budget law, which must be voted yet. We have before us many months of resistance in schools and universities. It will be tough? Yeah sure, but Let's see even from their point of view: a mobilization that will not cease and that until the time of enrollment, and then training of staff, challenging punto per punto, anno dopo anno…
Non è la prima volta che una legge è approvata e i suoi contenuti non applicati. Ne sa qualcosa Fioroni, che pure lui avrebbe voluto tanto tagliare… (sì, meno della Gelmini, ma la differenza tra loro, dunque, è di quantità?). Occorre però attrezzarsi a questa lotta: consolidando le strutture di movimento, mettendole in collegamento tra loro, praticando l’unità dal basso, inventando forme di lotta prolungate e sostenibili…
Sento molto parlare in queste ore di referendum. È un errore. Significa mettere in piedi una macchina che assorbe una quantità enorme di energie per esiti per di più incerti, e in un momento in cui The fight has just begun. This may be considered, certainly, but not before having traveled all the way any possibility of mobilization in schools, universities, roads . Meanwhile, the institutional opposition forces could make a very nice thing: to adapt their programs and their proposals. The PD is still the idea of \u200b\u200bcutting the public school, but 8 not 6 billion, for example? The proposed referendum, however, shows that at least one small step they did: the demand of withdrawal of the 137, because until a week ago were not on this line. Well, now we ask for another small step: the demand for repeal of the 133 articles relating to schools and universities. Yes, because even if you were a referendum on the 137, would be the 133, or cuts. And the debate would be: the cuts are, in elementary we implement them, and then who do outside?
The strike of 30 clearly showed the way forward. Of course, we do not strike a lot, but we know to be creative in finding new forms of struggle. It was a strike called by unions majority, but that the whole movement has seized. It was a strike with unprecedented amplitude events. Berlusconi had hoped, the day before approving the bill, compared to the discouraging participation. The success of this day they showed beyond doubt that continua a sbagliare valutazione: siamo solo all’inizio.
La contemporaneità della crisi economica e dei tagli a scuola e università costituisce una sorta di metafora. I governi di tutto il mondo, dopo averci per vent’anni catechizzato sulle virtù del mercato lasciato libero dall’intervento statale, i soldi (statali) per le banche li hanno trovati subito. E, nello stesso identico momento, tolgono soldi all’istruzione, in Italia, ma anche in Francia: i soldi, che poi sono i nostri soldi, scorrono e vanno da qua a là, dalle nostre aule ai loro conti. La manifestazione autorganizzata del milanese il 30 è stata aperta da uno striscione retto simbolicamente da tutti i soggetti sociali coinvolti nella lotta: teachers, university average. It read: "School and university will not pay for your crisis."

Boats For Sale Richmond Bc

If the school does not have time for mothers

of Alessandra Casarico and Paola Prophet , taken from lavoce.info
full time and an educational service and an important point still in the organization of Italian families, especially when the mother works. There is a close connection between this mode of time in nursery and primary schools and female employment. Women who leave the labor market because of the difficulties in reconciling work and family life are unlikely to return later. The employment rate of Italian mothers is already very low. We do not need policies that discourage women's work further.

The full-time in primary schools is a widespread reality for many Northern Italian families, especially in the cities, according to data from the Ministry of Education, in school year 2006/07 to 45.5 in the North-West percent of public primary school children attended the school for forty hours per week, with rates exceeding 90 percent in Milan, for example, in the South Island and only 6.8 percent.
The full-time is an educational service and an important milestone in the organization of the time of Italian families, especially when the mother works. The link between full-time female employment in the primary school and is very narrow. (1) In addition, the full-time primary school promotes the 'equality of opportunity . BY ORDER OF UNCERTAINTIES


What is the future of full-time following the Gelmini decree (No. 137, 1 / 9 / 2008) just passed in the Senate?
In a climate of political turmoil, with the opposition declaring that the full-time at risk and the government concerned to ensure that it will be even increased, try to understand what the decree says.
Article 4 of the Gelmini decree provides for the first paragraph of the introduction of the single teacher in primary school to which it is assigned a class "with 24 hour working week." The article proceeds by clarifying that "the regulations are taken into account the needs, however, related to household demand, a broader articulation of school time." Two points seem important: (i) the teaching is set at 24 hours per week, (ii) leave open the possibility of an extension of the school identified as "articulation of school time." We mean by this the whole time, or educational activities conducted at school in addition to the mandatory? Who will be responsible? What are the resources to finance the time, at this point, add-on? Italian families deserve clarity on this.
The reading of the program plan prepared with respect to Article 64 "Measures of school organization" of the Decree Law No 25/6/2008 Ratified by Law No 112 6/8/2008 133 does not help to fully understand what will happen time in primary school. It adds more doubt on the timing of the kindergarten.
The program plan is proposed to revise school curricula and time dedicated of the 'essential'. One of the criteria and guiding principles is "the sustainability of the hourly load for students and the quantitative dimension of the curriculum, appropriately reducing the excessive expansion of the teachings and assets expanded hours, which translates into a commitment of distractions and unproductive ( ...) ". In other words, the plan emphasizes a certain insistence on the need to reorganize the school hours: 24 hour week and only one teacher (who also teaches English, after over 150 hours) are strongly suggested as the educational model and educational more effective. How then to interpret the latest verbal assurances del governo circa il mantenimento dello stesso orario attuale, che potrebbe addirittura essere esteso dove non c’è? Forse è una risposta politica alle preoccupazioni di tante famiglie - e di tanti elettori ? Nel contesto dell’autonomia scolastica, il piano programmatico ammette opzioni organizzative alternative di 27 o 30 ore o 40 se aggiungiamo le ore mensa, ma la loro fattibilità resta vincolata alle risorse a disposizione delle scuole stesse, su cui a priori non c’è nessuna garanzia.
Se le garanzie fornite a parole si tradurranno in risorse effettive, bene. Per il momento però è evidente lo scollamento tra ciò che è scritto nel decreto e come il governo lo presenta. Circola per esempio l’idea che i docenti che risulterebbero in esubero in seguito all’attribuzione delle classi a un unico maestro saranno riallocati nell’orario aggiuntivo. Ma questo meccanismo non compare nei documenti ufficiali.
Ricordiamoci comunque che non è solo una questione di orario. Conta anche il contenuto. Il tempo pieno deve rappresentare un servizio educativo di qualità e non un “dopo-scuola”.

USCITA SENZA RITORNO
Inoltre, è sorprendente notare che mentre sull’università e sulla scuola primaria il dibattito è acceso, i cambiamenti programmati per i tempi della scuola dell’infanzia (“l’orario obbligatorio delle attività educative (…) si svolge anche solamente nella band Morning ") are, for now, relegated to the margins of the debate. If school hours are connected with the employment of women, those relating to kindergarten may be especially important. The difficulty of reconciling women between work and family life in the early years of a child's life may contribute to exit from the labor market (discouraged workers) is typically not reversible. Later he is in condition to re-enter the labor market, the more difficult.
In Italy we have some need for policies that discourage women's employment of mothers. As the graph for the cohort aged between 25 and 49 years, the rate of Italian mothers' employment is lower than the rate of female employment in the whole cohort. The gap is also wider as the number of children. The phenomenon also occurs in other European countries, but an all-Italian peculiarity is the fact that the employment rate of mothers are not together at the female of the entire cohort, also in Italy at the lowest among European countries, all ' increasing age of the child. This suggests that it is much more difficult for Italian mothers returning to work after maternity leave. Why? The structure of the labor market, the culture of the society and enterprises play an important role. But also the institutions have their responsibilities, the lack of services for infants in the first place: in Italy spending on childcare for those aged between 0 and 3 years is only 0.1 percent of GDP, compared to 0 , 5 per cent in France and 0.8 percent in Sweden, with coverage rates of 6.3 percent of children, compared to 28 percent in France and 39.5 percent in Sweden. The
for all full-time public school kindergarten and primary, in this context, one of the few institutional measures to assist working mothers. Should be strengthened, particularly in the South, rather than reduced, if we do not want to contribute to the reduction of employment rates for women, particularly mothers, already so low.

(1) See in this regard, our article in Il Sole 24 Ore of 29/10/2008.

This text in pdf .

Wooden Rabbit Cage Blueprints

Next Committee Meeting Wednesday November 5 at 21:00

It reminds everyone that the next Committee meeting was set for the day on November 5 at 21:00 at the headquarters of always Collective The White Rose , at the Maison des Associations Carnations via 21, Rozzano.