! Rome International School

RIS report Issue 30, April 2014 - www.romeinternationalschool.it

Plus: The Economics of Sustainability; Grade 6 PYP Exhibition: Celebrating our learning journey; Global Perspectives for an interconnected world; Bringing ideas to life through 3D printing; Une société multiculturelle est-elle une source de richesse ou de

problèmes?

Education for a

sustainable

tomorrow

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carcity is one of the main problems for an economy. Almost all natural resources on Earth are scarce compared to the

infinite wants and needs of human beings. One of the main goals for a nation is to be sustainable in terms of allocating resources. Natural resources such as coal, oil and natural gas are limited and are predicted to one day be all consumed illustrating the main problem of sustainability for our future generations. Coal, oil and natural gas are the resources which are most frequently used for producing electricity. These resources produce more than 1/3 of greenhouse gas emissions on earth. In order to support necessities for basic human living conditions, governments subsidize fossil fuel investment thus hugely increasing the consumption of these resources. Various organizations have estimated that by the year 2050 almost all of the natural resources will be completely consumed, placing a major threat to future generations who theoretically may not have access to electricity. Both the private sector and the public sector are interacting and investing in order to develop and discover a more efficient way of allocating resources. For example thanks to recent studies it can be seen how China, who ironically is one of the most polluting countries in the world, invests around $54 billion a year in research for more innovative and sustainable ways of allocating resources. For example the wind turbines at the Sino Singapore Tianjin “Eco-city” illustrates clearly the way in which the Chinese government, together with the government in Singapore, is investing for a cleaner and more sustainable way to produce energy. Nevertheless these

“renewable energy” solutions, such as wind turbines, solar panels and hydroelectric dams, can be extremely costly for both the government and the private sector thus placing an economic threat to profits. Also these kinds of solutions need the appropriate conditions to work effectively and therefore not many businesses can afford them. For example, solar panels can majorly increase the costs of production of the company. !Nevertheless, people cannot avoid thinking about sustainability. If people do not start to interact now and start to find a more sustainable and efficient way of a l locat ing resources , our future generations will have a huge ordeal in their lives thanks to our selfish ways of living. Future generations will be carrying the results of our generation therefore not providing adequate solutions place a huge threat to the world and to the security of our future. People of my age should take a long-term view investing more thought in how to allocate resources appropriately in order to reduce the consumption of these limited (and polluting) resources and d i s c o v e r i n g m o r e e f f i c i e n t a n d environmental friendly resources. !Sources: !ht tp : //www.pe t ro s t r a t eg i e s . o rg/L e a r n i n g _ C e n t e r /are_we_running_out_of_oil_and_gas.htm !http://www.bloomberg.com/news/2014-04-04/world-s-most-polluting-c o u n t r y - l e a d s - i n - c l e a n - e n e r g y -investment.html !http://www.wri.org/our-work/topics/energy

BY DANTE DE TOMA!GRADE 12

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The Economics of Sustainability

Is  this  the  biggest  threat  or  the  greatest  opportunity  facing  our  future  generations?  

The  school  buildings,  as  we  pointed  out  in  the  last   issue  of   the  RIS   report,  are  an   important  factor   in   our   students’   wellbeing.   However,  some  of  the  unavoidable  everyday  aspects  of  our   students’   experience   can   be   no   less  important.  An  example  of  this  is  food,  starAng  with   the   main   meal.   The   choice   to   provide  only   organic   foods   is   undoubtedly   aligned  with  the  healthy  profile  we  want  to  promote,  just   as  we  have  decided   to   exclude   so-­‐called  “junk-­‐food”   (and   drink)   from   the   vending  machines  and  the  school’s  on-­‐site  cafeteria:  a  choice   which   we   obviously   believe   to   be   in  line   with   what   our   parents   allow   their  children  to  eat  and  drink  outside  the  school.  It  will  also  be  possible,  as  an  addiAonal  service,  to  have   a   “Mediterranean-­‐style”   breakfast   at  school  (two  health  factors  are  at  work  here:  1)  having   breakfast   in   the   first   place   and   2)  following   the  Mediterranean  diet).   But,   from  our  point  of  view  and  in  a  broader  sense,  it  is  also   a   healthy   choice   to   establish   rules   of  behaviour  that  are  consistent  with  the  quality  that   RIS   represents.   It   is   healthy   to   wear   a  uniform;   it   is   healthy   to   stand   up   when   the  teacher  (or  a  guest)  enters  the  classroom;  it  is  healthy  to  encourage  parAcipaAon  in  sports  in  which   respecAng   the   rules   and   respecAng  one’s  opponent   is  a  must  and  not  something  open  to  interpretaAon;  it  is  healthy  to  respect  the  property  of  others.  In  one  word,  respect  is  healthy;  towards  each  other,  and  also  towards  the   environment.   Having   this   consideraAon  towards   the   environment   also   means   giving  aQenAon   to   everyday   acAviAes.   We   are  gradually   introducing   more   sustainable  tableware   (effecAve   as   from   this   year   in   the  High   School   canteen,   with   the   other   two  lunch   rooms   following   soon   aTer).   Since   our  new   building   will   be   in   energy   class   A,   we  have   the   duty   to   act   consistently   with   this  first-­‐class   cerAficaAon.   There   is   no   other  school   in   Rome   that   can   boast   this   level   of  energy  efficiency.  Proud  to  be  RIS.  Proud  to  be  at  RIS.        

IVANO  BORAGINEHEAD  OF  SCHOOL

More about our healthy school

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echnology is evolving everyday, creating new things and improving what already exists. What may

seem as impossible today may become reality in just a few months from now, through planning ideas and developing new inventions. 3D printing is now one of the most discussed and hot topics of this period. These are new machines that just have been inserted into the technology market thanks to their usefulness and liberty of use. The printer is a machine with three main motors that turn (one for each axis, the horizontal x, the vertical y, and the depth axis z). 3D printers exploit the freedom of movement of the nozzle mounted on it to create real physical objects from a digital project. It ‘prints’ on different types of materials, ABS and PLA being the most popular and most used ones. The first one is fairly similar to the material our car tires are made of: a strong plastic obtained from petrol. The second one instead, is a derivate of cornstarch, that is nearly all recyclable and when used, it does not smell like burnt plastic. Another cool material that can be used is called “Laywood” which is a special type of PLA filament that looks exactly like wood; its colour also varies on the temperature extruded from the nozzle, in other words, the temperature at which the filament exits the nozzle (which may also be called extruder) and is laid on the surface. The principle of how it works very simple. The plastic filament is inserted inside the extruded that is previously heated up at about 230°C (depending on the material you have to use to print). Once the material reaches the end of the nozzle, it starts to print on a flat surface. It first prints a base layer, moving the extruder in the four different directions (left, right, forward and backwards). After the first layer is complete, the extruder lifts up by a tiny value (often 0.2mm) in order to then print the second layer on top of it and so

on until the object is finished. For some constructions you may want to add supports to hold angles that may exceed 45°. These are simple columns that will help to support the structure stay straight and without any falling angles. Now that 3D printers exist it will be possible for us to print objects that otherwise we normally buy in the shops. For example, need a new zip for your favorite hoodie because the old one broke and fell off? Now you can print it with a 3D printer! New communities and forums have been formed to make communications between users easier. Moreover, users can go on sites such as Thingiverse where there are millions of different ready-made projects to print straight away. This is a huge database where people can upload files and make it accessible for the rest of the world to download it, print it or even make their own changes in order to make it the exact way they want it. Obviously since it is a technology that has just been introduced it does also have some problems that may start to occur whilst using the printer. This can either be the malfunctioning of some particular parts of the printers or some occasional bugs and defects within the designing of the digital project. As a final point, I think that although it is now still a work in progress and just starting to be introduced to consumers with some minor problems, in the future it can really make our lives easier. Below I have included a link to a video that I personally like a lot and strongly suggest all of you readers watch! !Useful resources: Different types of materials – www.3dprintingindustry.com/raw-materials/ Thingiverse database - www.thingiverse.com 3D prints in real life (video) - http://vimeo.com/43442146

‘Sustainability’ tends to be something mainly discussed in terms of the environment, agriculture, biosystems and so on. As a field of study, it looks closely at how to develop and manage harmonious systems focusing on the concept of interdependability. It is understandably a developing academic field, as the world looks to manage the effects of years of over-production, consumption and resultant pollution. However, the term can also be used in a wider sense, to include topics and issues more commonly thought of as humanistic in nature. As a UNESCO statement puts it, ‘Through sustainable development we meet the needs of the present without compromising the ability of future generations to meet their own needs. This vision of development embraces environmental concerns as well as issues such as the fight against poverty, gender equality, human rights, cultural diversity, and education for all.’ Put this way, it seems a central idea or focus for any school to consider. How do we plan for development in the future but still leave a positive footprint, ecological and sociological, for those that follow us? The school curriculum is certainly one key area. Through this the school can focus on critical issues through specially designed courses such as Global Perspectives, or through individual subject areas that lead naturally onto wider discussions of pan-national importance. The curriculum can also offer connections with issues such a well-being and community life. An ‘education for sustainability’ thus suggests an attempt to help students find that balance between present needs and future demands. It also perhaps embodies the concept of ‘lifelong learning’, one that is also at the core of an IB education. The aim of all IB programmes is “to develop internationally minded people who, recognizing t h e i r c o m m o n h u m a n i t y a n d s h a r e d guardianship of the planet, help to create a better and more peaceful world.” Education should not start and finish with school and university, but reflect a lasting need and desire to understand our world and how it works (or risks not working). As the ‘decade for sustainability’ designated by the United Nations draws to an end, what can we conclude? Clearly we have come a long way in terms of awareness of the necessity for sustainability, but we seem to have an even longer way to go in terms of connecting the idea of sustainability to every area of our physical and intellectual lives. This surely is the next step. According to UNESCO, ‘learning about sustainability is not a solitary or separate area for study, but is by its very nature a holistic educational approach’.

WILLIAM IRELAND DEPUTY HEAD

MIDDLE & HIGH PRINCIPAL!

Sustainable Futures

Bringing ideas to life3D Printing

BY CARLO ALBERTO CAMPOLO GRADE 12

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thought   I  would   take   this   opportunity  to  share  some  of  the  issues  our  Global  PerspecAves   students   (Grades   10   and  

11)  have  been  working  on  during  their  course  focused  on  thinking  locally  and  acAng  globally.  This   course   involves   a   host   of   academic  challenges,   criAcal   analysis,   innovaAon   and  collaboraAon.    Recent   research   suggests   and   supports   the  view   of   internaAonal   employers’   increasingly  promoAng  the  need  for  ‘global  skills’.    This  has  been   emphasized   in   two   recent   reports  commissioned  by  the  BriAsh  Council  and  Think  G loba l   ( the   Deve lopment   EducaAon  AssociaAon).    The  first  report,  “Cul$va$ng  a  Global  Outlook  for  the  Global  Economy”,  reveals  that  learning  about   global   issues   at   school   equips   young  people  with  the  skills  they  need  for  the  best  graduate  careers.  All  teachers  surveyed  in  the  report   agreed   that   helping   young   people   to  think   criAcally   and   creaAvely   about   global  issues   improves   their   academic   aQainment.  The   report   proposes   that   elements   of   global  learning   should   be   included   in   all   syllabuses,  no   maQer   what   subject,   so   that   students  become  more  globally  aware.    

Roger   Clarke,   Chair   of   Think   Global,   said:  “Businesses   urgently   need   people   with   an  understanding   of   the   wider   world.   Yet   even  those   students   lucky   enough   to   go   to  university   can   sAll   have   a   large   gap   in   their  awareness.   It   is   crucial   that  we  help   students  

to   start   thinking   globally”.   The   report  h i gh l i ght s   Cambr idge   IGCSE   G loba l  PerspecAves   as   a   qualificaAon   that   helps  schools   prepare   students   to   enter   the   global  economy.   The   learning   framework   of   Global  PerspecAves   and   the   exposure   to   many  diverse   cultures  gives  our   students  at  RIS   the  sk i l l s   they   need   fo r   success   in   an  interconnected   world.   Here   at   RIS   our  students   are   pu_ng   global   thinking   into  

acAon.   Our   future   developments   will   include  internaAonal   relaAonships,   connecAng   with  each   other   around   the   world.   Much   of   this  work  requires  learners  to  interact  with  people  from   other   countries   and   cultures   and   think  criAcally  about  a  range  of  global  issues  where  there   is   always  more   than  one  point  of   view.  Modern   technology   including   online   video  conferencing  and  the  use  of  Skype,  as  well  as  email   and   online   forums,   will   enable   RIS  students  to  bring  learning  together,  regardless  of  distance.  This   is  a  huge  benefit  as   it   is  not  always  possible   to   run  exchange  programmes  where   learners   travel   to   each   other’s  countries.  !So  what  have  our  students  been  doing?  !The   Global   PerspecAves   learning   process   –  research   informaAon,   quesAon,   reflect   and  plan,   present   and   take   acAon   –   is   a   process  that   you   need   to   repeat   and   pracAse.  Becoming   good   at   this   sort   of   learning   is   like  ge_ng  beQer  at  a  sport  or  at  playing  a  musical  

instrument.   Successful   footballers   don’t   say,  “No,   I’m  not  going  to  pracAce  kicking  the  ball  into   the   net;   we’ve   already   done   that.”   So  even   if   you   have   already   covered   a   skill,  studying   it   in   more   depth   each   Ame   and  conAnued  pracAce  will  improve  your  ability  to  use  that  skill  effecAvely.  So   far   we   have   covered   areas   such   as  educaAon,  poverty,  cultural  diversity  and  more  recently   we   have   invesAgated   how   global  conflicts  can  move  towards  global  resoluAons.  Our   students   are   currently   focused   on   how  the  United  NaAons,   the   European  Union   and  other   key   stakeholders   are   involved   in   the  delicate  situaAon  in  Crimea.  Our  next  focus   is  how   these   decisions   and   outcomes   will  influence   future   global   decisions   in   places  such  as  Venice  and  Catalonia.    Our  students’  end  of  year  target   is  to   idenAfy  an   area   for   independent   study   uAlizing   their  criAcal,   creaAve   and   reflecAve   skills   to  produce  a  porfolio  for  assessment.  Hopefully  some  of  these  will  be  available  in  future  issues  of  the  school  magazine.    !

If  Global  Perspec$ves  is  a  course  that  interests  you  why  not  take  the  opportunity  to  speak  to  our   students   or   refer   to   the   Cambridge  website.  

Global  Perspectives  Helping  students  become  more  globally  aware  in  an  

increasingly  interconnected  world  

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BY JOHN BIRCH!MIDDLE SCHOOL LEADER /

TEACHER OF GLOBAL PERSPECTIVES

Cambridge International General Certificate of Secondary Education

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he   Grade   6   Exhibition   is   a  celebration   of   you   as   a  learner.   Preparing   for   and  during   the   exhibition   you  

show   off   the   skills   you’ve   learned  throughout  Elementary  School.  You  can  choose  a  global  or  local  issue  that  you   care   about,   for   example,   con7lict  resolution   or   poverty.   On   the   day   of   the  Exhibition,  you  present  your  topic  to  all  of  the  Elementary  School  and  your  parents  so  they   can   see   how   well   you   have   worked  and   what   you   care   about   in   this   world.  When   preparing   for   the   Exhibition   you  need  to  work  on  a  variety  of  things  as  part  of  your  research  like  doing  interviews  and  creating  presentations.  During   this   process   your   teacher   doesn’t  tell  you  what  information  to  look  for  -­‐    you  have   to   do   this   on   your   own,   with   help  from   the   mentors   (teachers).   Each   group  has  a  mentor  to  help  you  with  the  subject  they   know   most   about   and   ask   you  questions   they   think   you   should   have  

answered.  You  have  to  meet  with  mentors  to  discuss  what  you’ve  done  each  week.  The   7irst   step   in   preparing   for   the  exhibition  was,  “choosing  the  issue”.  It  was  a  process  where  we  needed   to  decide  our  topic;   if   we   wanted   to   do   it   in   groups   or  alone;  and  what  the  main  issues  would  be.  Everybody   did   a   great   job   and   we   were  enthusiastic   to   start   the   process.   As   a  homework   task,   we   also   had   to   report  what  we  did  to  our  parents  and  talk  about  what   we   would   like   to   use   for   the  Exhibition.   Everything   went   well   and   we  received   a   lot   of   information   from   our  parents.  Before  we  actually  started  the  research,  we  needed  to  write  a  document   listing  all   the  reasons   why   we   choose   our   topic,   which  Ms  Maia  had  to  approve  later.  Ms  Maia  said  that   all   our   reasons  were  excellent,   so  we  started   our   research,   which   is   continuing  to  progress  in  an  excellent  direction.    !BY TRISTANO CAMPELLO DELLA SPINA, MARIA

DE FEO, OLIMPIA JOSI TODINI, THOMAS NARDINIGRADE 6 !

At   the   end   of   Grade   6   all   students   parJcipate   in   the   Primary   Years   Programme  (PYP)  ExhibiJon.  It  is  a  significant  event  in  the  life  of  a  PYP  student  and  the  school;  an   opportunity   to   exhibit   the   aSributes   of   the   IB   Learner   Profile   that   the  students   have   been   developing   throughout   their   learning   with   the   PYP   and   to  celebrate  their  transiJon  from  Primary  to  Middle  school.    A  few  students  in  grade  6  tell  us  about  their  preparaJons  so  far!  The  ExhibiJon  will  take  place  in  May.  

Grade 6 Exhibition:

Elementary learning journey

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Playing  outside  is  a  vital  part  of  childhood  that  helps  children’s   physical   and   educa6onal   development,  social   well-­‐being   and   health.   Outdoor   play   should  give   children   the   opportunity   to   use   their  imagina6on,   to   communicate,   share,   collaborate,  learn   and   exercise.   They   should   be   given   the  opportunity   to   assess   risks,   tackle   new   challenges  and  master   new   skills.   The   area   they   play   in   should  help   them   to   make   connec6ons   to   their   peers,   to  their  local  community  and  the  environment.    To  achieve  these  aims  many  forward  thinking  schools  around  the  world  are  spending  their  budgets  on  the  demoli6on   of   concrete   playgrounds   and   metal   play  equipment,  which  does  nothing  to  s6mulate  a  child’s  imagina6on,   replacing   them   with   designer   built  nature   based   play   gardens,   such   as   the   Elementary  school   has   in   our   new   premises.   Our   nature-­‐based  garden  will   provide   children  with   free  play  areas   for  ac6ve   games   and   exercise;   quiet   areas   where  children  can  read,  play  board  games  and  interact  with  nature   through   art;   social   play   areas   to   encourage  coopera6on   skills   and   role   play   and   exploratory  nature   areas   incorpora6ng   sensory   gardens,  experimental   music   areas   and   wildlife   inves6ga6on  sta6ons.    The  many  benefits   that   children  gain   from  exposure  to   and   engagement   with   nature,   are   well  documented.    Current  research  claims  that:  

children  who  play  regularly  in  natural  seGngs  are  sick   less  oHen.  Mud,  sand,  water,   leaves,  s6cks,   and   pine   cones   can   help   to   s6mulate  children's   immune   system   as   well   as   their  imagina6on;  children  who   spend  more  6me  outside   tend  to  be  more  physically  ac6ve  and  less  likely  to  be  overweight;  children  who  play  in  natural  seGngs  are  more  resistant   to   stress;   have   lower   incidence   of  behav ioura l   d i sorders ,   anx iety   and  depression;   and   have   a   higher   measure   of  self-­‐worth;  children  who   play   in   natural   seGngs   play   in  more   diverse,   imagina6ve   and   crea6ve  ways  and   show   improved   l anguage   and  collabora6on  skills;  symptoms   of   ALen6on   Deficit   Disorder   are  reduced  aHer  contact  with  nature;  and  bullying   behaviour   is   greatly   reduced   where  children  have  access  to  diverse  nature-­‐based  play  environments.  

By  providing  children  with  a  natural  play  environment  which   encourages   them   to   use   their   own   ini6a6ve,  explore   possibili6es   and   take   chances,   we   are  providing   them  with  opportuni6es   to   learn,  develop  their  social  skills  and  improve  their  health.    A  healthy  popula6on  who  can  interact  with  others  and  care  for  their  environment    is  an    important  pre-­‐condi6on  for  a  sustainable  future.  !

PATRICIA  MARTIN-­‐SMITH  EARLY  YEARS  /  ELEMENTARY  PRINCIPAL    

Some  of  the  topics  and   issues  Grade  6  students’  will  be  exploring  as  part   of   their   ExhibiJon   include:   endangered   animals,   the   protecJon  of  natural  habitats;  racism;  and  equal  opportuniJes.  

Our nature-based play garden

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he last thing Anastasia remembered was leaping blindly toward the razor-sharp claw of the beast and towards the scarlet gem. Now she lay triumphantly, ring in hand, watching a stone hybrid between a gigantic crab and an elephant crumble to dust before her. She felt her hand grow warmer and warmer as she clasped

the ring in her fist. Her body pleaded her to let go but her mind yearned to know what would happen if she held on. Other than charring her flesh she felt it consuming her inside, her soul. Finally with a last sizzle everything was still again. James and Jeremy looked shaken as they blinked their eyes. “It felt like an inferno and the light was blinding, I must come to believe she activated it,” whispered James as he fiddled with his goatee. “Each ring has a function that can be triggered by one specific emotion. Anastasia, what did you feel?” Asked Jeremy, still in a whisper. “I felt like the ring’s power was overwhelming me, devouring me, but I was too curious to know what would happen if I let go,” she muttered in response. “Curiosity, that’s the answer, isn’t it? The old, bearded man back at the club’s headquarters knew I would be needed for this, but how?” “Laster knows many things and he is not old, but ancient, we think he has lived in many eras but there are tons of theories on him, his lifeline is clouded, a mystery,” responded James defensively. Anastasia didn’t like so much secrecy, especially from the man she was working for. He had asked her to enter his society, he had given her confidence, he had sent her on a quest to retrieve a magical ring for him and he had asked her to risk her own life. And yet she didn’t have the right to know who he was? Still, she didn’t have a choice, arguing didn’t come naturally to her. The way back to town was smooth, there were no assaults and the mines they were in did not collapse over them. When they reached the entrance of the headquarters, a statue of a wolf, Anastasia was fascinated to discover how it opened. When she had entered previously it had been night and there had been a lot of confusion so she hadn’t clearly understood anything. They advanced towards it but as James pressed his warm hand against the elegant marble muzzle in the middle of the plaza Jeremy was blasted backwards by a jet of turquoise light. Tumbling down onto the tiled pavement he unsheathed his glinting iron blade but as he couldn’t detect his enemy’s position he was struck again. Anastasia was petrified, counting on James to unlock the entrance but soon he was forced to release the statue to duck a glowing, violet beam. She dove to find cover behind the marble wolf as one blow was directed at her. Her companions were trying to advance in the directions of the assaulter but in vain, after every pace they were forced to retreat desperately. Behind the bulwark Anastasia twiddled with the ring, was it just valuable or could it actually make itself useful? Her hands shook terribly as she pressed the smooth ruby. She heard it click and again it started burning, then the gem went ablaze and scorching flames started dancing in her palm. An underground force shook the plaza and it all erupted into an firestorm. Drained and exhausted Anastasia crumpled to the ground. When she woke up, her forehead was damp with sweat and she lay in an infirmary cot. She hated hospitals, all the plain white, the pungent smell of sticky medicines and of the sick people rotting. This one, magical as it was, was no exception. Maybe it was how they reminded her of the time she had had to spend in one when she was younger, to cure the wounds inflicted to her in the car crash that had taken her parents life. She was still weary but with a spurt of energy she jumped to her feet and left regardless of the nurses and thought, “I am never going to see how the entrance to this cursed place opens!”

WOLF CLUB Part IV

BY FLAVIA UNGARELLI!GRADE 8

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Missed out? !

Click to catch up on: parts one, two and

three!

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he  2014  UN  theme  for  Interna6onal  Women’s  Day  is  “Equality  for  Women   is  Progress   for  All”.   It  emphasizes  how  gender  equality,  empowerment   of   women,   women’s   full   enjoyment   of   human  

rights  and  the  eradica6on  of  poverty  are  essen6al  to  economic  and  social  development  worldwide.  It  stresses  the  vital  role  of  women  as  agents  of  development  (www.un.org/en/events/womensday).  

As  part  of   the  French   IB  curriculum,  students  are   requested   to   develop   ideas   and   reflect  about   discriminatory   issues,   in   a   balanced,  caring   and   open-­‐minded   way.   And   in   my  French  IB  lessons,  I  have  always  no6ced  quite  an   interes6ng   thing.   When   I’m   about   to  deliver   a   lesson   with   regards   to   racial  discrimina6on   in  my   home   country,   students  are   immediately   engaged   in   the   topic,   which  they   judge   as   interes6ng   and   mo6va6ng.  

However,   considering   the   core   topic   of  discriminatory   aGtudes,   when   it   comes   to  

reading   and   thinking   about   women/men   (in)equali6es   in   our   modern  society,  two  different  ini6al  reac6ons  always  come  out  from  my  students.  Whilst   female   students   are   immediately   involved   in   the   topic   and   are  eager   to   know   more,   male   students   usually   give   me   a   glance,   saying  something   like   “why   all   the   fuss   Miss?   Men   and   women   are   different,  that’s   all”.   This   is   when   you   encourage   your   class   to   think   about   how  being   “different”   does   not   necessarily   imply   being   treated   “unequally”.  Although  one  cannot  deny  there  are  biological  differences  between  men  and  women,  “differences”  should  not  imply  “inequali6es”.  Looking  back  at  history,  women  and  men  were  not  considered  equal.   In  the   patriarchal   society,   when   put   up   next   to   strong,   dominant   males,  females   were   oHen   thought   as   inferior,   in   terms   of   their   rights.   During  lessons,   we   examined   the   historical   and   social   evolu6on   that   have  changed  French  society  -­‐  and  the  Western  world  -­‐  and  that  have  enabled  a  process  of  gradual,  progressive  change  and  development  in  the  role  of  women,   socially,   economically   and   ul6mately   poli6cally.   Women’s  suffrage,   reproduc6ve   rights   for   women,   more   equitable   pay   are   some  examples  of  this  change.  We  also  looked  at  the  inequali6es  s6ll  present  in  

2014,   such  as   the  gender  pay  gap,  one  of   the  most  blatant  examples  of  inequality   as   in   some   companies,   women   are   s6ll   being   paid   less   than  their  male  counterparts,   for   the  same   job.   In  class,  we  also   reflected  on  the  reasons  behind  professional  inequali6es  between  both  sexes  and  how  today   there   are   more   women   in   poli6cs   (the   result   of   posi6ve  discrimina6on).   The   final   assignment  was   “Equality   between   both   sexes  has  never  existed,  and  will  never  exist  -­‐  comment”.  Teaching   such   a   sensi6ve   issue   is   somewhat   difficult,   because   as   an   IB  teacher,  you  first  have  to  show  the  quali6es  you  expect  your  students  to  have:   keep   an   open   and   balanced   mind   to   be   able   to   consider   the  personal   experiences   of   your   students;   to   respect   and   listen   to   their  personal   views  whilst   challenging   them  and  without   imposing  your  own  personal  beliefs.  Some  students  in  the  final  assignment  argued  that  social  acceptance  of  divorced  and  non-­‐married  women  can  be  harmful,  and  that  men   and   women   are   fundamentally   different,   thus   their   different  tradi6onal   roles   in   society   should   be   maintained.   Some   other   students  recognized  the  posi6ve  advancements  usually  celebrated  on  the  occasion  of   Interna6onal   Women’s   Day,   seeing   them   as   posi6ve   aspira6ons   for  today’s  society.      However,   in  a  balanced  conclusion,  many  of  them   (both   male   and   female)   recognized  that  in  a  society,  promo6ng  a  beLer  life  and  beLer   rela6onships  will  eventually   lead   to  a  more  posi6ve  personal  fulfillment,  which,  as  stated  by  Ban  Ki-­‐moon-­‐  the  eighth  Secretary-­‐General   of   the   United   Na6ons,   is   “essen6al  to   economical ,   soc ia l   development  worldwide”.    I  personally  par6cularly  like  when  he  says:  “I  also  have  a  message  for  my  fellow  men  and  boys:  play  your  part.  All  of  us  benefit  when  women  and  girls   -­‐  your  mothers,   sisters,   friends  and  colleagues   -­‐   can   reach   their   full  poten6al”.  Both  genders  can  and  should  cooperate  instead  of  some6mes  figh6ng  against  one  another.  It  has  been  interes6ng  to  work  with  young  people  on  this  topic,  as  today’s  genera6on  will  have   the   right  and   responsibility   to  work  on  our   future’s  most  important  social,  economic  and  poli6cal  issues.  

“Equality for women is progress for all”

BY MARINA BRUNET!IB CAS COORDINATOR & TEACHER OF FRENCH

T

International Women’s Day is celebrated each year on 8 March. In some regions of the world, the day is an occasion for men to express their love for women in a way somewhat similar to Valentine’s Day. In other regions, the political and human rights theme designated by the UN runs strong. Schools may want to take this opportunity to celebrate this UN Day to encourage political and social awareness of the struggles of women worldwide and to reflect on what can be done next. !

Women allowed to vote in 1944

(France).!

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RIS report is a monthly publication by Rome International School.!!Registration!Registrazione n. 476 del 31/12/10!!Direttore Responsabile!Maria Corbi!!Editor-in-Chief!Tania Gobena!tgobena@romeinternationalschool.it!!Graphic design!Tania Gobena!!Rome International School!Via Panama 25!00198, Rome !+39 06 84482650/1 office@romeinternationalschool.it www.romeinternationalschool.it facebook.com/romeinternationalschool!

A   few  weeks   ago,   an   important   society   came   to  visit   our   school   and   talk   to   us   about   their  work.  UNICEF  is  an  organisa6on  that  helps  people  to  re-­‐build   their   lives   and   communi6es   when   big  problems   have   passed   through   their   lives.   For  example,   in   the   Philippines,   there   was   an  enormous   tsunami   that   caused   a   lot   of  destruc6on.   The   doctors,   volunteers   and   the  workers  from  UNICEF  helped  that  community  and  they  are  s6ll  helping  them  to  re-­‐build  everything  as   it   was   before,   also   providing   them   with  medicine   and   food.   We   heard   that   UNICEF   also  receives   assistance   from   schools   like   ours   and  that   fundraising   events   are   useful   because   they  

help   to   buy   the   necessary   services   to   assist  communi6es   and   children   in   need.   As   an  organisa6on,   UNICEF   helps   by   providing  assistance   within   these   areas:   child   protec6on,  educa6on,   health   and   nutri6on,   HIV   and   AIDS,  social   policy,   and   water,   sanita6on   and   hygiene.  Hearing   about   the   important   work   this  organiza6on  does,  I  strongly  believe  that  all  of  us  thought  that  what  they  are  doing  is  amazing.  One  of  the  representa6ves  explained  to  me  that  he  is  in  favour  of  organising  fairs  or  events  as  a  way  of  fundraising  for  communi6es  in  need.  

To  learn  more  about  the  organiza6on’s  work  visit  www.unicef.it.    

RIS report

BY SOFIA VITTORI!GRADE 8

Un   monde   sans   différence   n’est   pas  intéressant.   Il  suffit  de  penser  un  monde  avec  des   personnes   toutes   habillées   de   la   même  manière,   qui   pensent   de   la   même   façon,   et  avec   les   mêmes   passe-­‐temps….Ce   serait  ennuyeux,  non?  

Il  y  a  beaucoup  d’avantages  à  avoir  une  société  mul6culturelle.  Avoir  des  cultures  différentes  au  sein   d’un   même   pays,   cela   veut   dire  l’opportunité   d’avoir   différents   points   de   vue,  de   créer   de   nouvelles   connaissances   et   de  s’ouvrir  à  de  nouvelles  perspec6ves.  Et  cela  est  toujours  enrichissant  pour  qui  a   l’esprit  ouvert.  Vivre   dans   une   société   mul6culturelle   nous  permet   d’apprendre   de   nouvelles   choses,   faire  des   ac6vités   qui   nous   n’aurions   jamais   pensé  faire,   par   exemple,   goûter   les   plats   typiques  d’un  autre  pays  ou  écouter  un  différent  type  de  musique.  De  plus,  nous  pouvons  apprendre  de  nouvelles  langues.  Mais  pour  bénéficer  de  tous  ces  avantages,   il   faut   tout  d’abord  à  vivre  dans  un  monde  sans  préjugés. D’autre   part,   une   société   culturelle   a   des  limites.  Elle  peut  inciter  à  la  violence  verbale  et  physique,   au   racisme,   à   la   ségréga6on.   La  

discrimina6on   est   malheureusement   encore  aujourd’hui  l’un  des  problèmes  les  plus  difficiles  à   résoudre,   qui   existe   dans   tous   les   domaines  de   la   société:   l’école,   la   poli6que,   le   sport,   les  réseaux   sociaux.   C’est   un   problème   que   nous  devons   nous   efforcer   de   résoudre,   car   il   est  destructeur   et   provoque   des   malaises   sociaux  et   des   émeutes.   Ce   n’est   pas   si   facile   surtout  dans  un  contexte  de  crise,  où  l’étranger  est  pris  comme  bouc   émissaire   pour   tenter   de   trouver  une  cause  aux  difficultés. Dans   l’ensemble,   je   crois   qu’une   société  mul6culturelle  est  l’un  des  meilleurs  moyens  de  surmonter   les   problèmes   de   préjugés,   mais  c’est   une   étape   complexe.   Toutefois,   une   fois  dépassée   ceLe   limite,   on   devient   plus  respectueux  envers  l’Autre  et  nous  apprenons  à  vivre   ensemble   en   harmonie.   Les   parents   et  l’école   devraient   permeLre   de   dépasser  l’ignorance  personnelle  et  la  peur  de  l’Autre,  et  développer   une   meilleure   confiance   en   soi-­‐    afin  de  ne  pas  se  sen6r  supérieur.  

!!

«Ce n’est pas parce qu’il y a effectivement des différences entre les hommes qu’il faut conclure à la suprématie des uns et à l’infériorité des autres. Il ne faut pas confondre différence et inégalité.» Jean Rostand (1894-1977), French Biologist & Philosopher

Une société multiculturelle est-elle une source de richesse ou de

problèmes?

BY VIRGINIA CABELLA!GRADE 13

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