The Old Lady Has Returned

Dumping of hydrocarbons in the Lambro river and the river Po

Following the oil spill in the river Lambro case February 23, 2010, as the river Po, in the section overlooking the town of Gualtieri, was affected by crossing of pollutants.

ARPA Emilia Romagna in agreement with the Regional Civil Defence immediately set up a water quality monitoring on the "Great River", highlighting the following:

From

monitoring reports sent by ARPA Emilia Romagna is clear that:

- were collected groundwater samples from wells placed in the potential influence of the river Po in the towns of Lower Reggiana and has not found the presence of hydrocarbons.

- Samples were taken of the surface water of the River Po and to a depth of about 2 meters and it was found that: in the days 26/02, 28 / 02 and 01/03 were recorded values \u200b\u200babove a 'normal'; 27.2 days in the hydrocarbon concentrations were 50-60 times higher than the 'normal', because due to the spill occurred in the River Lambro, from 02/03 to 19/03 concentrations of hydrocarbons were below the limit of quantification therefore not worrisome.

- From the analysis it is clear also that hydrocarbons have remained largely at the level of the hair with little water storage depth.

How is the situation School after the "reform"?

The thought of teachers of the Committee of One About us:

"During the first year of implementation of" reform "the situation is embarrassing in public schools.
probably do not even have noticed all of the serious effects it has produced and will in future legislation passed by the Government.
teachers experience daily the inadequacy of the school to meet the needs of users.
The decision to eliminate the presence, the indiscriminate felling of staff, ie the number of teachers assigned to each school, but the IMPORTANT PROGRESSIVE reduction of economic resources allocated for the normal functioning of the school and to find alternate, seriously undermining the quality of training that public schools should instead provide.
teachers during teaching are now always just in front of many classes in which there are, of course, different capacities, different behavioral problems, different relational needs, other specific learning disorders and last but not least, many students who could require a strengthening of the proposed standard because it is particularly brilliant, logical, intuitive ...
The exponential increase in social and family situations of distress, then can not find one in the teacher-dominant valuable teaching materials that really helps families to respond to the needs of children.
The presence of more teachers in the same class (for an already limited number of hours) until last year has ensured a shared management of the class and appropriate responses to issues and relationships education.
The disappearance of presence, also affected heavily on the implementation of activities of a laboratory that had helped to expand the supply of education geared to the interests of pupils and the complexity of reality and makes it difficult, if not impossible, membership of groups -class to field trips and school trips.
The effects of "reform" also affect the possibility of ensuring the effective exercise of the right to education for disabled children, often as the mountain-hour teacher support and inadequate to meet the real needs of the pupil and schools are forced to rely even more than before the integration of the service through the presence of teachers, paid by the intervention of Commons.
should also be noted that only a return to so-called master, heralded by the Minister as a guide and reference for families and students, as well as an antidote the proliferation of various figures unable to ensure a meaningful process of teaching and learning, is actually a master Prevalence, that is, a teacher with a prevalence of hours and disciplines supported by other teachers (up to four) needed to complete the schedule, that divide the hours and the remaining materials.
This means that in each class group continue to work as teachers, one of which bears the heaviest load and is supported by other teachers who work in other classes, this articulation of the presence of teachers leads to the impossibility of share options and educational methods that provide emotional stability and continuity in pupils.
The decrease in funds allocated by the Ministry of individual institutions has drastically reduced the integration of educational projects, poses difficulties in the schools that do not know how to pay the deputy seriously on the right to education of pupils.
Faced with the impossibility of finding substitute teachers often refuse the job because they sure are not paid, or in the situation they can not be appointed due to lack of funds, has arrived at several institutes to divide students in other classes, teachers use to support those made nell'alfabetizzazione foreign students to replace their colleagues absent, preventing disabled children and foreigners to continue in their programming.
This is the public school as required by the Minister Gelmini, but it is also the school that every parent wants for their child?
And we, civil society, we are sure that this is the training that we want to "bet" on future generations?
You try to justify everything under the pretext of economic crisis, which surely had an impact on the need to "make money", to rethink the management of expenditure by the State. Thought legitimate share.
There are many denominations that could be done, the resources that you might find. These choices of priorities. The school could certainly be an investment for the future of the country, but despite the proclamations, it is clearly not a priority and that every day you choose, consciously, not to invest on it, but rather to mortify the essence and the main goal. "

The thought of the parents of the Committee of One of Us Po

You can call it as one wants but the reality is only one: the work Minister of Education has not done anything but cut costs resulting from public schools at the expense of the same.
Instead of investing in quality 'of teaching is even compromise the normal functioning of institutions.
Sometimes talking to some parents feel these words: "However the full time is the same," "However, we have grown up with the single teacher", "Somewhere one has to cut" etc etc. We would then bring to the attention of these parents some questions and some thoughts: "For you the time is not changed lightly? As the generations? The needs of children? The way of teaching? In addition, ask, "because if a step forward from the pedagogical point of view was the fact it is now returning to an outdated model?? There is perhaps need for a "teacher" only to educate properly? Or would we need to support the training of teachers to make the world of school to accompany our children and families in the long process of education? Of a real reform was indeed the necessity, but what has been done is nothing but a "disinvestment" on public schools.
It 's true, the educational institution needs to regain confidence and credibility that may sometimes come to least partly because of careless management and teaching staff, poorly trained, ill-selected, not the present.
But to clear cutting with your eyes closed does not solve any of the problems in the school.
To grow a body of teachers must be given appropriate training tools and support, to invest, if change recruitment methods outdated and inadequate. Of course all this is a labor intensive and difficult, more difficult to cut away and some minor impact on public opinion that is too often taken in by superficial commercials that hide much more serious actions.
We invite parents and teachers to reflect, to reflect on what we are experiencing because this "reform" that does nothing but bring the school system backward and outdated forms, will make serious long-term damage to the whole social context.
Our Committee "Something about us ... Lower Reggiana for public school quality" invites all to reaffirm the right to have the best public school for our children, for their future.
The school has a large influence on the training of people, their ability to face what comes. We parents must not give up then, we must not give to take care of the school.
Please Stay informed and ready to be able to catch the warning signs that will not take long to arrive after the measures undertaken by the Government. All problems can not be solved independently by the Institutes and can not be expected that the local authority (the City) shall bear all the consequences of this absurd reform desired by this Government.
Those who claim that nothing has changed will change his mind when the first problems will rise even Gualtieri. The problems here, as in all other institutions, will cover various aspects
- number of teachers per class, organization of classes, availability of support teachers, cover the needs for disabled, number for class size, integration problems, inability to carry out projects (with no resources and no staff), inability to use the labs (which are there but remain unused because there is no coexistence), inability to carry out educational assistance had been requested to families for the operation of the school etc etc.
Many other problems will come to light with the passage of time. The City will make it increasingly difficult to ensure both the services that the extra-school support services to students in difficulty and educational projects.
We do not want the school "quality" should be an exclusive to a few families privileged (private school).
The Public School is a good for all and all we have to defend it for the sake of our children, for society and for the future of this country.
We can not complain about what the state requires us if you do not fight to change things.

Something about us - Low Reggio Emilia for a school of public utility '

The Old Lady Has Returned

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