Monday, May 24, 2010
Tuesday, May 18, 2010
Queens Court House Getting Married
"Workshop on Volunteering in the social field"
In compliance with the terms of the partnership with the Association Onlus Archipelago, the Aurora Cooperative News has organized and managed, under Action 5 -All Together Workshop on Volunteering in the social field.
PARTICIPANTS
The group of participants consisted of 26 people ranging in age between 24 and 55 years, residents in the municipalities of Villaricca and Giugliano in Campania. Of the 26 persons, 15 employees and 11 outside of Aurora Cooperative News. The group has proven compact and attentive to all the duration of the course, the full and conscious participation was consistent with the work commitments of each of the learners. The students were particularly keen to some arguments, such as the difficulties of cooperation (the reality in which many of them work) and the strictly volunteer, legislation concerning the voluntary benefits el'associazionismo, volunteering in other countries. Always careful and aware of their role, attended with sincere enthusiasm in the activities, collaborating actively in the drafting of the program and helping to manage the scheduling of classes based on the needs of the services of the cooperative and more generally on the basis of work requirements of everyone, including teachers. The interventions in the classroom were always relevant and timely, as it is well structured the relationship between teacher and students.
subject of the lesson
The arguments put forward during the course ranged from a mere definition of volunteering in its concrete and precise conjugation daily. It is addressed in particular the intrinsic meaning of the volunteer explained in various national and international partners. He then spoke of associations, social cooperation, international cooperation, has dealt with national legislation on volunteering and its impact on the local, as has been applied to a complete picture of the law 328/00 and its everyday applications in the area of \u200b\u200bthe course. Much interest has been aroused in the classroom from the lessons that have been subject to voluntary activities and how to manage the same in other countries, Europe and North America. It is manifested in this report deplores the limited time that we were able to devote to voluntary activities that are carried out through international cooperation projects, managed by our Ministry of Foreign Affairs through associations and cooperatives working in developing countries .
THE COURSE POSITIVITA'DEL
Among the positives of being done, should certainly include:
• Interpersonal relationships generated during the course itself;
• The active attention demonstrated by the students;
• The constant and continuous participation of the same;
• The complexity of the argument and the concomitant ease of learning of pupils;
• L 'homogeneity of the lessons;
• Flexible hours;
• The genuine enthusiasm of the audience.
Criticisms'
• Need to match business needs with days and hours of classroom lecture;
• Scarce resources temporal
• Heterogeneity for education and culture of the classroom.
CONCLUSIONS The experience was definitely positive, both for what concerns the purely educational to both the human side. From the academic point of view, it was important to be able to provide social workers and people simply interested in the same world, the possibility to deepen knowledge useful if not necessary. Provide an opportunity to come back to learning was important, especially in areas like ours, harassed and raped by greed and subculture. We hope very much that such experiences can come back to ask to be in, both for the continued training of the affected population, both provide an opportunity to disclose these kinds of knowledge. Eduardo Chianese 
In compliance with the terms of the partnership with the Association Onlus Archipelago, the Aurora Cooperative News has organized and managed, under Action 5 -All Together Workshop on Volunteering in the social field.
PARTICIPANTS
The group of participants consisted of 26 people ranging in age between 24 and 55 years, residents in the municipalities of Villaricca and Giugliano in Campania. Of the 26 persons, 15 employees and 11 outside of Aurora Cooperative News. The group has proven compact and attentive to all the duration of the course, the full and conscious participation was consistent with the work commitments of each of the learners. The students were particularly keen to some arguments, such as the difficulties of cooperation (the reality in which many of them work) and the strictly volunteer, legislation concerning the voluntary benefits el'associazionismo, volunteering in other countries. Always careful and aware of their role, attended with sincere enthusiasm in the activities, collaborating actively in the drafting of the program and helping to manage the scheduling of classes based on the needs of the services of the cooperative and more generally on the basis of work requirements of everyone, including teachers. The interventions in the classroom were always relevant and timely, as it is well structured the relationship between teacher and students.
subject of the lesson
The arguments put forward during the course ranged from a mere definition of volunteering in its concrete and precise conjugation daily. It is addressed in particular the intrinsic meaning of the volunteer explained in various national and international partners. He then spoke of associations, social cooperation, international cooperation, has dealt with national legislation on volunteering and its impact on the local, as has been applied to a complete picture of the law 328/00 and its everyday applications in the area of \u200b\u200bthe course. Much interest has been aroused in the classroom from the lessons that have been subject to voluntary activities and how to manage the same in other countries, Europe and North America. It is manifested in this report deplores the limited time that we were able to devote to voluntary activities that are carried out through international cooperation projects, managed by our Ministry of Foreign Affairs through associations and cooperatives working in developing countries .
THE COURSE POSITIVITA'DEL
Among the positives of being done, should certainly include:
• Interpersonal relationships generated during the course itself;
• The active attention demonstrated by the students;
• The constant and continuous participation of the same;
• The complexity of the argument and the concomitant ease of learning of pupils;
• L 'homogeneity of the lessons;
• Flexible hours;
• The genuine enthusiasm of the audience.
Criticisms'
• Need to match business needs with days and hours of classroom lecture;
• Scarce resources temporal
• Heterogeneity for education and culture of the classroom.
CONCLUSIONS The experience was definitely positive, both for what concerns the purely educational to both the human side. From the academic point of view, it was important to be able to provide social workers and people simply interested in the same world, the possibility to deepen knowledge useful if not necessary. Provide an opportunity to come back to learning was important, especially in areas like ours, harassed and raped by greed and subculture. We hope very much that such experiences can come back to ask to be in, both for the continued training of the affected population, both provide an opportunity to disclose these kinds of knowledge. Eduardo Chianese
Monday, May 17, 2010
Mammal Vs Reptile Cellular Respiration
Report of the activities of "orientation" held in the JV Pascoli 2
The final design of guiding, referring to the objectives and content of individual meetings held with the boys, was made by Dr. teachers. Giuseppe De Costanzo, a sociologist, Dr. and myself. Paolo Guglielmi, a psychologist, with prof. Maria D'Adamo, coordinator of the project for the Comprehensive School 2 Pascoli, Secondigliano district of Naples, in line with the objective of adapting the proposal to the real needs of the children of classes III on the choice of their future educational and vocational. Recipients of the proposal
were students of four classes III, two of the central building, located in Secondigliano of Naples, Rione dei Fiori, two of the branch, located always in Secondigliano, in Arc Cupa.
The target group has a heterogeneous composition in relation to the origin socio - cultural and, especially in the case of one of two classes of the headquarters of the institute, the frequency of boys in school is not always continuous and constant. Each group has revealed specific features for the quality of internal relations, sometimes more supportive and cohesive, and sometimes fragmented into subgroups, and the type of relationship established with the authorities, sometimes more available, a more provocative and suspicious. Participation in the activities proposed, even when children were present, required the constant stress and constant re-motivation by teachers, both internal and external. In general, boys have welcomed the availability and involvement of experts, especially because they are aware of their profound difficulties in undertaking a complex and crucial choice in their lives, such as that of the studies. In the course of business, it was still necessary to remind students the importance of the ultimate objective and commitment to support and facilitate their participation in the proposal of practical activities, aimed at the production of concrete products (posters, cards, short studies, small group activities with exposure to the outcome of discussions).
The methodology used to carry out the activities took into account the characteristics of the audience they were addressed, is the spirit in which they are placed in the broader project proposal, namely to understand and address the deep motivations, personal and family psychological and social conditions that lead children in a low sense of attachment to the study in relation to disinvestment and its future, on the one hand, and reinforce personal and collective elements that are intended as a resource to support the growth path boys, on the other. Therefore, the focus has been on a methodology that, by connecting children with their deepest desires, would involve them in a path of greater understanding of their quality and resources and the active search for "roads" most appropriate and feasible, given the their ability to achieve the goal of their self-realization. The methodology has included work in small group discussions, games, plus times more information in setting front.
The program of activities provided, first, facilitating a deeper communication style and authentic than they are used to the boys in class, always ironic and often provocative, even within the group where there are significant relations of friendship. Secondly, we tried to break down and analyze each of the components that make up the choice of secondary school: attitudes to specific matters, to set the values \u200b\u200bpursued its present and plan their future, childhood dreams, the main areas of interest and activities, concrete opportunities and practical needs of proximity / accessibility / times.
The third phase covered the information completely and accurately as possible the different types of school, of course updated to the changes introduced by the so-called reform Gelmini sorting School Higher.
The fourth phase, which coincided with the practice of inscriptions from the boys at school choice, including a refund to each participant on the group following the recommended path analysis of attitudes, personal qualities, values, aspirations.
The fifth and final phase involved the research and the sharing of specific and detailed information about individual institutions identified in the territorial reference of the boys. The information related to: spatial location and accessibility, main subjects, postgraduate program, extracurricular projects, instrumental equipment of the premises.
In most cases, the choices have suggested coincided with what is finally decided by the students, and this has been a valuable support to motivate kids to pursue with enthusiasm and conviction of their choices.
The main difficulty encountered is the likely perception that the boys show little interest, not so much for assets, which Declaration and sometimes with enthusiasm, sometimes with more apathy, but against themselves: they just seem to take seriously or just believe in their quality, as well as their desires, disillusioned, demoralized, already disheartened by the difficulties, failures, by the compromises inherent in the condition they perceive as an adult and that surely lie ahead as unavoidable in the future. The message generally, and often irresponsible move to younger adults is a sense of hopelessness, lack of hope, and the inevitability of failure, defeat, or to difficulty in achieving their dreams, especially in contexts where social hardship has spread like the one where you place this intervention. While recognizing that the difficulty is an unavoidable by the very condition of being human, it is important to reinforce the confidence that with the commitment and responsibility, not only young people can achieve their desires, but also contribute something to improve the environment around them. The main resource, therefore, represented by a proposal such as that described, lies in the opportunity offered to students to create a space where they can share with each other and with adults available fears, doubts, desires, expectations about its future, in which one can speak of future without it for granted that their goals are unattainable. The alternative message that we wanted to offer is that any path requires commitment, shared the fate common interest in their welfare and that of others, consistent with their personal values, but also with their choices and dreams. Paolo Guglielmi 
The final design of guiding, referring to the objectives and content of individual meetings held with the boys, was made by Dr. teachers. Giuseppe De Costanzo, a sociologist, Dr. and myself. Paolo Guglielmi, a psychologist, with prof. Maria D'Adamo, coordinator of the project for the Comprehensive School 2 Pascoli, Secondigliano district of Naples, in line with the objective of adapting the proposal to the real needs of the children of classes III on the choice of their future educational and vocational. Recipients of the proposal were students of four classes III, two of the central building, located in Secondigliano of Naples, Rione dei Fiori, two of the branch, located always in Secondigliano, in Arc Cupa.
The target group has a heterogeneous composition in relation to the origin socio - cultural and, especially in the case of one of two classes of the headquarters of the institute, the frequency of boys in school is not always continuous and constant. Each group has revealed specific features for the quality of internal relations, sometimes more supportive and cohesive, and sometimes fragmented into subgroups, and the type of relationship established with the authorities, sometimes more available, a more provocative and suspicious. Participation in the activities proposed, even when children were present, required the constant stress and constant re-motivation by teachers, both internal and external. In general, boys have welcomed the availability and involvement of experts, especially because they are aware of their profound difficulties in undertaking a complex and crucial choice in their lives, such as that of the studies. In the course of business, it was still necessary to remind students the importance of the ultimate objective and commitment to support and facilitate their participation in the proposal of practical activities, aimed at the production of concrete products (posters, cards, short studies, small group activities with exposure to the outcome of discussions).
The methodology used to carry out the activities took into account the characteristics of the audience they were addressed, is the spirit in which they are placed in the broader project proposal, namely to understand and address the deep motivations, personal and family psychological and social conditions that lead children in a low sense of attachment to the study in relation to disinvestment and its future, on the one hand, and reinforce personal and collective elements that are intended as a resource to support the growth path boys, on the other. Therefore, the focus has been on a methodology that, by connecting children with their deepest desires, would involve them in a path of greater understanding of their quality and resources and the active search for "roads" most appropriate and feasible, given the their ability to achieve the goal of their self-realization. The methodology has included work in small group discussions, games, plus times more information in setting front.
The program of activities provided, first, facilitating a deeper communication style and authentic than they are used to the boys in class, always ironic and often provocative, even within the group where there are significant relations of friendship. Secondly, we tried to break down and analyze each of the components that make up the choice of secondary school: attitudes to specific matters, to set the values \u200b\u200bpursued its present and plan their future, childhood dreams, the main areas of interest and activities, concrete opportunities and practical needs of proximity / accessibility / times.
The third phase covered the information completely and accurately as possible the different types of school, of course updated to the changes introduced by the so-called reform Gelmini sorting School Higher.
The fourth phase, which coincided with the practice of inscriptions from the boys at school choice, including a refund to each participant on the group following the recommended path analysis of attitudes, personal qualities, values, aspirations.
The fifth and final phase involved the research and the sharing of specific and detailed information about individual institutions identified in the territorial reference of the boys. The information related to: spatial location and accessibility, main subjects, postgraduate program, extracurricular projects, instrumental equipment of the premises.
In most cases, the choices have suggested coincided with what is finally decided by the students, and this has been a valuable support to motivate kids to pursue with enthusiasm and conviction of their choices.
The main difficulty encountered is the likely perception that the boys show little interest, not so much for assets, which Declaration and sometimes with enthusiasm, sometimes with more apathy, but against themselves: they just seem to take seriously or just believe in their quality, as well as their desires, disillusioned, demoralized, already disheartened by the difficulties, failures, by the compromises inherent in the condition they perceive as an adult and that surely lie ahead as unavoidable in the future. The message generally, and often irresponsible move to younger adults is a sense of hopelessness, lack of hope, and the inevitability of failure, defeat, or to difficulty in achieving their dreams, especially in contexts where social hardship has spread like the one where you place this intervention. While recognizing that the difficulty is an unavoidable by the very condition of being human, it is important to reinforce the confidence that with the commitment and responsibility, not only young people can achieve their desires, but also contribute something to improve the environment around them. The main resource, therefore, represented by a proposal such as that described, lies in the opportunity offered to students to create a space where they can share with each other and with adults available fears, doubts, desires, expectations about its future, in which one can speak of future without it for granted that their goals are unattainable. The alternative message that we wanted to offer is that any path requires commitment, shared the fate common interest in their welfare and that of others, consistent with their personal values, but also with their choices and dreams. Paolo Guglielmi
Thursday, May 13, 2010
Do Men Think Women Camel Toe
Report path "Never Alone"
project "La Strada Maestra. "The IC" Pascoli 2 "operates on three campuses (plexus Marta Russo, Carbonelli plexus, plexus Cupa Arc) and is located in the northern outskirts of Naples, an area heavily affected by phenomena delinquent and disadvantaged from the point socio-economic development. The training needs of the environment are part of a pattern of behavior-oriented law.
path "Never Alone" that I was given the task of teaching procedure within the project "La Strada Maestra" was a timely response to the needs of the school community. The course was divided in 25 encounters (50 hours total) that were held in the complex "Carbonelli" plexus and the "Martha Russo." The action, aimed at supporting parenting, drew attention to the problems of family education emphasizing the role of the family as a basic element of mental and physical development of children. The primary objective was to promote awareness that parents are a valuable resource in the prevention of school dropout, recognizing the influence of parental behaviors in personal growth. In collaboration with Dr.
. Goat I tried to make parents aware participants on the need of culture, then the school, as a precondition for recognition of their human dignity and civilian schools away from the street kids and petty crime, offers a hospitable environment that contributes to personal development in all its dimensions, to school kids develop self-esteem and sense of belonging to the local community. But in a strongly disadvantaged, the school is located by the family last rung of the ladder of values, knowing that it is the fundamental precondition for the integration into society. I tried to find a calm and friendly through frequent opportunities for debate, discussion on the most pressing family problems. During the meetings, parents also culturally and socially disadvantaged people had the opportunity to learn and encouraging more positive attitudes towards their children, have had the opportunity to learn how to "promote positive action to improve the quality of interpersonal relationships and daily life by reducing potentially risky situations.
The various themes, activities proposed, certainly led all parents participating in the reflection that constitutes the starting point of any potential change. Finally, I aimed to promote the circularity of communication so that everyone could express their views and questioning. My role, supported by professional skills and expertise of Dr.. L. Goat that has stood by me in 12 encounters, it was essential not only as a conductor expert, in fact it is often characterized as a facilitator of communication by encouraging active listening and without distorting communication as moralizing, threaten, intimidate, etc. order. Moreover, as the instrumental function (Area 3-supported students: social disadvantage and early school leavers. Area 4 - relationships with local authorities), I supported the paths "social support for children at risk" and the "Laboratory Orientation and Training ". In the first
the event, students are uncomfortable with high routes were included in theses schools and social inclusion; the second one, aimed to develop pupils' awareness of the third classes of future choices. Valid and has proved the role of education carried out by experienced operators within the class groups. The experiences can be regarded as positive and satisfactory, and without rhetoric, reinforcing the need for additional educational activities, and to fit in a perspective of education and prevention is an investment, although in the long term, society. The lecturer Prof. Maria D'Adamo Institute Comprehensive Pascoli II Napoli (Secondigliano district) 
project "La Strada Maestra. "The IC" Pascoli 2 "operates on three campuses (plexus Marta Russo, Carbonelli plexus, plexus Cupa Arc) and is located in the northern outskirts of Naples, an area heavily affected by phenomena delinquent and disadvantaged from the point socio-economic development. The training needs of the environment are part of a pattern of behavior-oriented law.
path "Never Alone" that I was given the task of teaching procedure within the project "La Strada Maestra" was a timely response to the needs of the school community. The course was divided in 25 encounters (50 hours total) that were held in the complex "Carbonelli" plexus and the "Martha Russo." The action, aimed at supporting parenting, drew attention to the problems of family education emphasizing the role of the family as a basic element of mental and physical development of children. The primary objective was to promote awareness that parents are a valuable resource in the prevention of school dropout, recognizing the influence of parental behaviors in personal growth. In collaboration with Dr.
. Goat I tried to make parents aware participants on the need of culture, then the school, as a precondition for recognition of their human dignity and civilian schools away from the street kids and petty crime, offers a hospitable environment that contributes to personal development in all its dimensions, to school kids develop self-esteem and sense of belonging to the local community. But in a strongly disadvantaged, the school is located by the family last rung of the ladder of values, knowing that it is the fundamental precondition for the integration into society. I tried to find a calm and friendly through frequent opportunities for debate, discussion on the most pressing family problems. During the meetings, parents also culturally and socially disadvantaged people had the opportunity to learn and encouraging more positive attitudes towards their children, have had the opportunity to learn how to "promote positive action to improve the quality of interpersonal relationships and daily life by reducing potentially risky situations.
The various themes, activities proposed, certainly led all parents participating in the reflection that constitutes the starting point of any potential change. Finally, I aimed to promote the circularity of communication so that everyone could express their views and questioning. My role, supported by professional skills and expertise of Dr.. L. Goat that has stood by me in 12 encounters, it was essential not only as a conductor expert, in fact it is often characterized as a facilitator of communication by encouraging active listening and without distorting communication as moralizing, threaten, intimidate, etc. order. Moreover, as the instrumental function (Area 3-supported students: social disadvantage and early school leavers. Area 4 - relationships with local authorities), I supported the paths "social support for children at risk" and the "Laboratory Orientation and Training ". In the first
the event, students are uncomfortable with high routes were included in theses schools and social inclusion; the second one, aimed to develop pupils' awareness of the third classes of future choices. Valid and has proved the role of education carried out by experienced operators within the class groups. The experiences can be regarded as positive and satisfactory, and without rhetoric, reinforcing the need for additional educational activities, and to fit in a perspective of education and prevention is an investment, although in the long term, society. The lecturer Prof. Maria D'Adamo Institute Comprehensive Pascoli II Napoli (Secondigliano district)
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