RIS report

Rome International School

Inspiring Ambition

Issue 19, February 2013 - www.romeinternationalschool.it

Our shining stars:Highlights from Decemberʼs Drama Production and the Winter Concerts

A lesson to remember:IB students hear from a very special guest!

Social media:Reflecting on the power of social networks

early a year has passed since we started looking into the need to work on the Rome International School brand. Redefining a brand is something more complex

than a mere cosmetic intervention on the logo or finding an effective pay-off. The close connection of a brand with identity and with those who are, and will be, related to it in some way, calls for specific attention to what is changing both in the subject identified by the brand and in those who refer to the brand as users. We have concrete and convincing evidence - both with regard to what Rome International School has become over the years, and with regards to who the students and families of our school are and what they want today. How these two realities are connected by a circular bond which nurtures and strengthens them in a virtuous loop. The key word here is “ambition”.

We have ambitious students and we are an ambitious school. Our students show their desire to focus on challenging goals with increasing clarity and determination, and our school helps them in every way to achieve their plans by constantly innovating models, tools and programmes. We are a school with ambitious projects, and our students focus on prestigious goals.

There are a great many examples of this, starting from the statistics on the admission of our students in Higher Education Institutions (HEI): 100% pass rates into HEI in British, US, Canadian and Australian Universities for our DP students who graduated in May 2012. Or from the data on the results from the GCSE or middle-school leaving examinations, which are clearly higher than average compared to pupils of

British and Italian middle schools. Or the compliments received by our primary school pupils during the IB authorisation visit, following which RIS became a PYP authorised school. Or the positive remarks received by our students and staff just over two months ago, during the Cambridge authorisation visit which preceded the conferment of their authorisation to offer the International General Certificate of Secondary Education (IGCSE). This is a standard of excellence within the programmes for the first two years of high school. The newly enrolled Grade 10 students from September 2013 will obtain the IGCSE, replacing the GCSE, which is a source of great satisfaction for us.

We are convinced that an ambitious school must have premises in-line with its standing, and in a few weeksʼ time the class representatives, groups of students and staff will have the chance to visit the site of our modern campus, immersed in greenery, that is being built for us.

We have an increasingly committed PTA that is very able, not only in carrying out, but also in focusing charity actions on specific targets. We have evident ties and relations with prestigious educational institutions. We also have a strict academic policy with regard to admissions (last year, 45% of those who took the admission test for one of the middle and high school classes were considered unsuitable).

It is all these things which make RIS a unique school. And it is this very uniqueness that our brand must show. We shall come back to this topic in the pages of this magazine, but also in meetings which you are all invited to take part in.

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Our new brochure

Driving Ambition Together BY

IVANO BORAGINEHEAD OF SCHOOL

Model of new campus

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Learning from the best!

BYALESSANDRO RUSSO PROFILI

GRADE 12

Successful Italian comedian Mr Rosario Fiorello gave a surprise appearance to speak with RIS IB students in the run up to the Winter Fair. He spoke to

students about the value of commitment, hard work and passion, both when helping out at school events and in life.

Joining in the fun at the 2012 RIS Winter Fair

iorello started his career as a comedian in resorts. Since then, his prolific portfolio includes

working on Italian radio and TV, always achieving successful ratings. For example, in 2011 the final episode of his program “Il più grande spettacolo dopo il weekend” received ratings higher than 50%!

He spoke to us about his youth and the summer months he spent selling vegetables at the market in Sicily. Each seller knew they were selling the same product as everyone else, the only difference was in how they were selling it. That was exactly his job. He would find customers and he would convince them that buying his vegetables was the best choice. He used his personal experiences and anecdotes to explain to us how we could successfully manage and help out at the stalls the IB CAS students were helping with at the Winter Fair. The first thing we should do, he said, was to understand what items the stall would be selling. We should ask about the items, and find out their unique

characteristics. Moreover, we should be the ones addressing the customers first, not the other way around.

He went on to explain that it was important to always greet the customer with the biggest smile, and to be happy to communicate information about the products we were selling. He told us that when he was selling himself, what always helped him was the smile and the happiness he conveyed to his customers. An important message conveyed to us was a reminder to always perform a task to the best of our ability. After-all, learning to make an effort always pays off!

Last but not least, we were reminded about the ethics of selling. Even when promoting the product to the best of your ability, you should never lie to make it more attractive, but always sell the product for what it actually is.

This was a wonderful opportunity for Grades 12 and 13. We learnt a lot while having fun and it was a great treat before the Winter holidays!

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Global education matters

We   recently   had   a   visit   from   a   group   of  student   teachers   on   a   study   trip   from  Greenland.   It   was   a   great   opportunity   to  share  aspects  of  Rome  Interna;onal   School  and  to  learn  about   life  on  ‘the  largest  island  in   the   world’.   One   startling   fact   about  Greenland   is   its   popula;on,   generally  quoted   at   around   56,000.   This   seems  incredible   to   us   living   in   a  city   like   Rome.  The   students   commented   on   how   many  people   there   were  here,  the  huge   amount  of  traffic  and   just  how  warm   it   was!  Life  in  Greenland   can   be  hard,  with  temperatures  regularly  dropping  below  -­‐   20  degrees   and  long  hours  of  darkness   in  winter.  Yet  when  we   started   to   talk   about   educa;on   we  started   to   see   more   similari;es   than  differences.  For   example,  a   shared   interest  in   e-­‐learning,   lifelong   leaning   strategies,  educa;on  with   a   global   outlook   and   a   tri-­‐lingual   approach   (see   ‘Educa;on   for   All’,  Greenland   Ministry   of   Educa;on   and  R e s e a r c h ,   A p r i l   2 0 1 2 ,  <uk.nanoq.gl/...educa;on>).  The   educa;on   system   in   Greenland   has  gone   through  drama;c  changes.  They  have  focused,   for   example,   on   mother   tongue  languages,   the   inclusion   of   indigenous  knowledge   systems   and   on   incorpora;ng  mul;ple   learning   styles.   Of   par;cular  interest   was   the   strategy   followed   when  developing  the  curriculum  –  a   ‘cross-­‐party’  process   involving   parents,   teachers,  poli;cians   and   students.   The   aim   was   to  reach  a  consensus  on  what  really  ma\ers  in  educa;on   and   agree   how   it   could   be  accessible   and   rewarding   for   all.   Although  the  rela;vely   low  popula;on  makes  such   a  community   approach   possible,   it   is   an  interes;ng   model   of   the   poten;al   for  mutual  coopera;on.  The  students  ended  the  session  by  singing  a  tradi;onal   song   from   Greenland,   in  excellent  voices  which  seemed  prac;ced  in  achieving   harmony.     As   the   above   report  men;oned   states,   ‘For   the   individual   and  for   society  as  a  whole,  it   is  a  natural   desire  that   everybody   contributes   to   the  community.’   At   certain   ;mes   it   really   is  possible   to   see   the   idea   of   ‘community’  stretching   beyond   our   immediate   confines  and   even   our   na;onal   ones.   ‘There's   no  place  on  Earth   that's   changing  faster   –  and  no  place  where  that  change  ma\ers  more  –  than   Greenland.’   (Bill   McKibben,   Rolling  Stone,    August   16).  When  we   think  of   the  environmental  issues  affec;ng  the  northern  hemisphere,   this   sense   of   a   world  community  and  the  importance  of  a  global  educa;on  becomes  even  more  pressing  and  important.

William  IrelandPrincipal,  Middle  and  High  School

ome  Interna;onal  School  is  pleased  to  be  in  posi;on  to  offer  the  Interna;onal   General   Cer;ficate   of   Educa;on   from   Cambridge  University.   Teaching   of   this   new   course   will   begin   with   our  

current  cohort  of  grade  9  as  they  move  into  grade  10  in  September  2013.  As  a  school   already  part   of  the  world  renowned   IB   family  it  is  exci;ng  to  also   be   part   of   the   equally   globally   respected   C.I.E.   This   ini;a;ve   will  allow  our  students  to  access  a  programme  designed  specifically  for  them;  interna;onal   students.  Not   only  is   the   IGCSE  well   suited   to   our   student  body  but   the  transi;on  from  GCSE  will  also  result  in  the  introduc;on  of  a  wider   range   of   subject   choices   and   will   increase   the   flexibility   of   the  subject  packages.  

In  addi;on  to   the  current  art  and  design  examina;on,  we  will  be  offering  the   possibility   to   study  drama   and   music   to   exam   level.   This   will   be   a  welcome   opportunity   for   many   students,   to   further   con;nue   their  crea;ve  journey  in   these   subjects.  Within   languages,  Chinese   instead   of  being  at   cer;ficate   level   will   now   be   available   as   a   full   IGCSE.  Perhaps  however,   the   most   innova;ve   is   the   introduc;on   of   the   IGCSE   Global  Perspec;ves.   This   course   concentrates   on   developing   cri;cal   thinking  

skills  and  mo;vates  students  to   develop  their   awareness  of  global   issues  both   of   which   are   important   founda;ons   for   future   studies   in   the  Interna;onal   Baccalaureate   Diploma   Programme.   In   par;cular   Global  Perspec;ves   will   be   an   excellent   grounding   for   those   hoping   to   study  Philosophy  and  for  all  students  in  the  Theory  of  Knowledge.

Students  will,  in   the   following  months,  have   the   opportunity  to   discuss  their   subject   choices   with   the   IGCSE   Coordinator;   they   will   then,   in  consulta;on  with  their  families,  arrive  at  a  subject  package  best  suited  to  their  needs  and  plans  for   future  study.    It  is  of  note  that   the  interna;onal  perspec;ve  of  the  IGCSE  is  not   only  widely  acknowledged   as  one  of   the  more  effec;ve  pre  IB   courses  but  it   is  also   the  preferred  programme  for  14-­‐16   year   students   in   many   state   and   private   schools   within   the   UK  itself.  

Our   teachers   now   have   online   access   to   all   the   many   teaching   and  support  materials  provided  by  Cambridge  Interna;onal  Educa;on  and  we  are   currently   preparing   and   looking   forward   to   the   launch   of   the  programme  in  September  of  this  year.                                                

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coming  soon  to  RIS!  

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BYKATE IRELAND

I/GCSE COORDINATOR

In November 2012 RIS received official authorisation to offer the IGCSE developed by Cambridge University. The new programme covering the first two years of High School will be implemented from September 2013.

he Financial Times recently published an article (ʻImmigrants abandoning recession-hit Italyʼ, 6 January 2013, FT online) regarding the high number of immigrants

leaving Italy over the last year, a period which has been plagued by recession and political confusion.

The article describes this trend as a combination of factors: the lack of supportive policies for the inclusion for immigrants; a growing xenophobia; and the longest economic crisis since the Second World War. The journalist talks about the Chinese community leaving Rome, quoting some Italians favourable to this mass departure, because they apparently regard Chinese communities as synonymous with organised crime and the black-market economy.

Additionally it also quotes Romanus Nwaereka, a Nigerian trade union activist stationed in Rome, who says that this exodus is inevitable as “...racist attacks are on the rise …” Isnʼt this situation all too ironic for Italy?

The Italian population has historically migrated to many different countries in search of a better future, continuing to contribute to their growth even when faced with unjustified prejudices. So why are some Italians forgetting this important part of their working tradition and history? Currently the only Italian population on the increase is the one within the 70-80 age range, whilst immigrants, having become over the last few years the only spur to

demographic growth, have recently began falling in numbers. This is important because, as the article highlights, there can not be economic growth in a country without an increase in birth-rates and a working population.

As dramatic as this editorial is, it does not touch another crucial trend, the exodus of talented Italians from the country: from doctors to university researchers, from scientists to intellectuals and artists, it seems as if a whole generation is either leaving or thinking about it. This is a new wave of Italian migrants with academic credentials, ready to accept more humble positions in order to find a job abroad, learn a new language and wait until things improve in Italy (ʻItalian Law pits older workers against younger onesʼ, 4 April 2012, ʻNPR.org).

Adding up all of these factors, what is left might look dispiriting: both immigrants and young Italians leaving; talents and enthusiastic minds working in other countries and the elderly population staying behind. A country or an ʻold folkʼs homeʼ?This may be the question unless, of course, a new social policy is implemented to promote integration and tolerance, together with a culture that welcomes national and foreign talents in order to further create a modern country, with deep roots in its past, but equally proud of its present and, most importantly, with a future ahead of it.

Comment

TLooking  to  Italy’s  future

BYENRICO DAL CIN

GRADE 13

Comment Comment Comment Comment Comment

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Drama   is   not   merely   a   means   of  entertainment.  It  can  be  defined  as  a  play  to   be   performed   or   the   produc;on   of   a  play.In   December   I  was   one  of  the   few   lucky  people   who   were   able   to   watch   all   the  Winter  musical  concerts  and  plays  held  at  LUISS  University  starring  our  Transi;on  to  Grade   6   students.   Whilst   the   big   stage,  the   unaccustomed   environment   and  adoring  audience   were  a  li\le   too  much  for  some  of  our  very  youngest  performers  and   led   to   stage-­‐fright   and   tears,   the  benefits  of  being  given  the  opportunity  to  perform  in   public  became  obvious  as  we  progressed  throughout  the  school.Communica;on   is   at   the   center   of   all  drama;c  ac;vi;es.  In  today's  increasingly  informa;on-­‐centered   world,   Drama    provides   training   in   public   speaking,    encourages   students   to   be   more    persuasive   in   their   communica;ons,   and  develops   their   crea;vity   and   self-­‐  confidence.  Today’s   world   is   increasingly   team  o r i en ted   and   D rama   i s   a   t r u l y  collabora;ve   exercise.   Students   must  learn   to   cooperate,  take  turns   and  work  together   to   find   the   best   way   for   each  individual   to   contribute   to   the   group  produc;on.Drama;c   arts   can   reinforce   the   school’s  Literacy   curriculum.   One   important  func;on   of   Drama   is   to   enhance   the  students'   vocabulary  proficiency,  which  is  crucial   to   literacy   development.   When  students   act   out   stories,   they   learn   to  connect  events  in  an  organised  way.  They  learn   to   iden;fy   characters,   situa;ons  and   sekngs.   This   is   the   start   of  understanding   the   plot   of   a   narra;ve,  with   a   beginning,   middle   and   an   end,    along   with   empathy,   conflict   and    resolu;on.Our   music   teacher,  Miss   Jones,   worked  hard   to   ensure   that   each   performance  reflected   aktudes   and   a\ributes   from  our   interna;onal   PYP   programme.    Apprecia;on  of   tradi;ons   from  different  cultures,  the  importance  of  giving,  caring,  learning  from  our   mistakes  and   how  we  need   to   work   together   to   benefit   from  each  others’  strengths.By  encouraging  drama  both  at  school  and  in   the   home,   you   are   giving   your   child  some   enormous   personal   benefits   that  will  stay  with  them  long  into  adulthood.

Patricia  Mar<n-­‐SmithPrincipal,  Early  Years  &  Elementary

When we entered in the hall where we performed, I felt enthusiastic because we had to sing, move and speak to all the parents. I appreciated that Miss Jones helped us perform this wonderful concert.(Paolo 5P)

When we went on stage I was really excited because my family was there and I was happy. When I went to my parents at the end they said I was great and made me really happy. I think I was a good communicator because not only was I communicating by speaking but I even used expression and my body to talk. (Olimpia 5P)

The Grade 5 and 6 performance: ʻFive gold ringsʼ

The Winter concert was exciting and beautiful. My favourite song was 'Run, run run away'. Miss Jones did a wonderful job, she worked a lot for the concert. Thank you Miss Jones. (Emma T. 3T)

The Grade 3 and 4 performance: ʻThe selfish giantʼ

When I started I was a bit anxious because I was shy to speak. I enjoyed it a lot because the show had funny parts. I was master of the rings and I needed to dress with cool trendy clothes with sunglasses. When I said my parts I was happy because then it meant I could relax. (Edoardo, 5P)

I learnt that you don't need to be scared and just do it! (Filippo 5M)

I liked singing the' Trespassers song' because the children and the giants team were singing against each other. (Gaia 4R)

I learnt that I can remember things. I thought that I would never remember all that writing. Now I can talk in front of everybody without being afraid! (Maria 4P)

I think we got better and better! (David 2T)

The Grade 2 performance:

I learnt that it is a really bad thing to be selfish because you wont have any friends. (Aurora 4P)

All the worldʼs a stage (W. Shakespeare)

After hours of singing, acting, rehearsing recorders, co-ordinating stick routines, rock and roll dances and even perfecting French accents, the big day came and what a show our Elementary students delivered! As promised, we gave our absolute best and this is what some of our pupils had to say about the seven concerts delivered by the Elementary School!

- Ms Jones, Music Coordinator

Winter Concerts 2012ʻWe did it!ʼ

It was nice doing this concert because we did it altogether. I became more confident. (Daniel 5M)

When we went on the stage we felt a bit scared, but we were great risk takers. In the middle Grade 5M did scene with Grade 4 and it was really funny as there were the three French hens, Giuditta, Fillippo and Thomas. We really enjoyed all the scenes. Big thanks to Miss Jones. (Aizhar 5P)

I thought I would never be courageous and now I 'm sure of myself. (Claudia 6B)

I was surprised because there were a lot of people. (Francesco 2T)

I like telling stories, so the narrator was the perfect thing for me. (Rufo 4R)

My favourite part was the children because it was fun to jump around with my friends. (Ludovika 4R)

n  December  17,  drama  students  from  the  High   School  and   Grade   9   gave   a   wonderful   performance     at   the  theatre   in   Piazza   Euclide.   The   programme   of   the  

evening   was  varied:  Grade   11  students  performed   two  short  Commedia   dell’Arte   plays   in   masks   with   some   spectacular  costumes.     Pupils   from   Grades  10,   12   and   13   turned   Roald  Dhal’s   Revol0ng   Rhymes   into   amusing   pantomime,   style  scenes   with   larger   than   life   characters,   turning   the   classic  children’s  stories  upside  down.

Grade   9   performed   a   play   specially   wri\en   for   them   with  confidence,   style  and  enthusiasm   and  once  again  there  were  some   superb   costumes   and   some   great   song   and   dance  numbers.

A  special  men;on  should  go  to  Amanda  in  Grade  11  who  only  had   three   weeks   to   get   to   grips   with   her   second   role   as  Arlechino   in   “Pantalone   goes   a’wooing”.   She   put   in   an  excellent  performance  and  brought  great  sense  of  spontaneity  and  comedy  to  the  ensemble.

Gaia  from  Grade  9  in  her  role  as  the  wicked  Cruella  Devil  gave  a   very   slick   and   sophis;cated   performance   and   seemed  completely  at  ease  on   the  stage  whether  singing,  dancing   or  ac;ng.

There   is  a  very   special  feeling   of   community  and  coopera;on  amongst   students   when   they   work   together   for   a  performance.     Adrenalin   runs   high,   stage   fright   can   literally  make   actors   turn   to   jelly,   wigs   and   beards   fall   off,   quick  costume   changes  can   create  a  frenzy   backstage  and   missing  props  can   cause  havoc.  However,   everything  turned  out  very  well.  

Students   from   four   different   grades   worked   together   to  produce  something  which  they  were  all  involved  in,  something  which  they  all  wanted  to  work  well  and  this  gave  a  great  sense  of   group   achievement   which   is  why   I   believe  produc;ons  of  this  kind  are  so  valuable!      

To  all  the  actors,  stage  managers,  make-­‐up  crew,  the  band  and  the  people  behind  the  scenes:  thank  you  and  very  well  done!  

                     BY  VICTORIA  CHAPMAN

DRAMA  TEACHER  

Photos by Darren McDonald

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Our Shining StarsPupils from the Middle and High School treated the school community to a variety of performances before the Winter

Break. RIS families, friends and staff enjoyed the colourful costumes and the energetic and fun performances!

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he   main   aim   of   The   Girl   Effect   project   is   to  help   adolescent   girls   to   end   poverty   for  

themselves   and   the   world,   offering   them   other  op<ons  to   live  their   lives  as  every  young  girl  should.  But,  these  girls  can’t  do  it  alone,  they  need  the  world  to  listen  and  to  support  them!  

Who  sustains  this  project?This  important  campaign  is  created  and  sponsored  by   the  Nike   Founda;on   in   collabora;on   with   NoVo   Founda;on  and  united  with  United  Na;ons  Founda;on.  It   is  followed  and   supported   by   thousands   of   people   who   recognize  these  girls’  poten;al.  

How  exactly  does  the  Girl  Effect  address  poverty?This  project  focuses  on  adolescent  girls  living  in  poverty   in  developing   countries   in   Central   America,   Asia   and   the  Middle   East   and   Africa.   You   can   become   part   of   the  movement  in  several  ways,  for  example  through  dona;ons.  Dona;ons   to   the   Girl  Effect  online   are   collected   through  the   Girl   Effect   Fund.   Your   dona;ons   will   be   dispersed  equally   among   a   select   group  of   girl-­‐focused  projects.  Or  you   could   choose   to   donate   to   specific   projects   which  include   a  girls’   school   in   Kenya,   a   soccer   programme   in  Nicaragua,  job  training   in  Sri  Lanka  and  health  services  for  girls  in  Afghansitan.  

How  are  WE  sustaining  this  project?At   Rome  Interna;onal   School,  three  students  from  Grade  13,  Vi\oria,  Bianca  and  Massimilla,  signed  up  to  be  a  part  of   this   campaign   through   the   IB   CAS   (Crea;vity,   Ac;on,  Service)   Programme.   Ini;ally,   we   had   the   aim   of   raising  €115  to  help  provide  a  specific  surgerical  opera;on  for  girls  living   in  Nairobi,   Kenya,  who  have  been  vic;ms  of   abuse.  Our   first   step   was   to   organise   and   par;cipate   in   events  which  could  benefit   the  project.  For  example,  a  dona;ons  box  was  placed  at  the  venue  of  the  Middle  and  High  School  drama   produc;on   in   December   2012.   By   doing   this,   a  healthy   sum   of   €194   was   collected,   achieving   the   ini;al  goal  of  €115!  

As   we   weren’t   expec;ng   to   collect   this   large   amount   of  money  through  one  ac;vity,  we  will  con;nue  to  par;cipate  in  the  Girl  Effect  movement  by  providing  as  many  services  as  possible  for  these  girls.  In  addi;on  through  this  project,  we   developed   many   skills   such   as   commitment,  organisa;on,  and  we  became  more  responsible  and  open-­‐minded.   We   hope   to   complete   this   task   by   sponsoring  projects   in   more   countries   such   as   Uganda,   Cambodia,  Zimbabwe,  Thailand  and  the  Dominican  Republic.  

The   next   steps   of   our   project   will   be   to   organise  informa;ve   school   assemblies,   and   to   sell   bracelets   in  order  to  sponsor  more  projects  in  support  of  the  campaign.  Look   out   for   more   details   in   the   school’s   weekly  newsle\er!   If   you   would   like   to   get   involved,   visit   the  c a m p a i g n   w e b s i t e   f o r   m o r e   i n f o r m a ; o n :  www.girleffect.org.    

600 million adolescent girls live in poverty and are the most powerful

force for change on the planet!*

*(www.thegirleffect.org)

T

ʻGive a little, help a lot!”

BYBIANCA DI SIMONE

GRADE 13

Have you heard about

The Girl Effect?

8

RIS report is a monthly publication by Rome International School.

RIS report

s the 21st century enters its difficult teenage years it seems as good a time as any to look back on the last

twelve years and try to ascertain the biggest global development. It can be reasonably argued that the greatest change in the global dynamic of the world is the emergence of social media and social networks. The popularity and perhaps surprising longevity of websites such as MySpace, Bebo, Facebook, Twitter and YouTube have dramatically altered us as a global society in the first decade of the 21st century. These sites have in some cases not just become powerful institutions economically but also socially. Some would argue that left unchecked these sites may be harmful and dangerous to society whereas others believe they have become a significant platform for free speech. It is debated as to how much impact social networks had in the Arab Spring of 2011. There is also some dispute regarding the uploading to YouTube of a film depicting corrupt Egyptian police officers in action by a young man named Khaled Said. Said was la ter bru ta l ly k i l led dur ing a po l ice interrogation. What cannot be disputed is the importance of an online platform for people to vent their anger and dismay at another case of police brutality ending in the death of Said. A Facebook group in support of Said - ‘We Are Khaled Said’ - was set up resulting in a membership of nearly half a million. All this in a country where protests, usually numbered in their dozens, lasted for less than an hour before being broken up by police. The Arab Spring demonstrates how the vast majority of people can now be heard and unite regardless of their location, economic standpoint or beliefs. Though the discontent and desire for change in a country like Egypt means that a revolution of sorts may have occurred regardless of this freedom in online communication, it is very unlikely it would have occurred as swiftly or to the extent that it did in Egypt in the early months of 2011 when the ruling powers fell from power after a 30 year grip on the country. Though there has been some talk in recent months of measures being taken to limit this freedom in Egypt, a quick glance online will show that this would surely now be impossible. In an act to cause confusion and end the protest that was focused in central Cairo, the

Egyptian authorities pulled the plug on the internet, severing online communication in a move that was heavi ly cr i t ic ised by governments worldwide, including that of Britain. However the following summer saw Britain face a situation in which talk was rife that the government was contemplating taking such action itself. The English riots of 2011 saw millions of pounds worth of damage inflicted on the country by groups of looters whose coordinated efforts, via platforms such as Blackberry Messenger and Twitter, baffled police and left authorities contemplating drastic measures such as shutting these services down. This was something that deeply divided the British public. Was this an attack on free speech or a reaction of common sense? Young people involved in the looting spoke of being swept up in the momentum generated by social networks. Surely ‘turning them off’ was the right thing to do?There have been various laws proposed to control what is and is not permitted to be shared online but this is a very controversial subject. Governments have to tread carefully between policing an area which at times feels out of their control and not infringing on the rights of individuals and the right to freedom of speech. There certainly should be some concern as through socia l networks advertisers and other groups have an ability to influence young people in a targeted way like never before. Perhaps the answer lies in education. If we are to tread carefully with checks on this software then it is imperative that students learn not only how to be open minded but to challenge the information that is presented to them. To be able to verify sources, expose inaccurate evidence and develop opinions of their own. This is something that is increasingly shaping education world wide as we look to arm young people with a refined skill set that will protect them from being misled whilst allowing them to shape their own views by selecting relevant and correct information. If we succeed in doing this then maybe we will not have to be so fearful of the power of social networks and indeed embrace them as a tool which allows citizens of the world to communicate regardless of location, race, religion or government. Something to be applauded indeed.

ARegistrationRegistrazione n. 476 del 31/12/10

Dirretore ResponsabileMaria Corbi

Editor-in-ChiefTania Gobenatgobena@romeinternationalschool.it

Graphic designTania Gobena

PhotographyDarren McDonaldFront cover: worldprints.com

Rome International SchoolVia Panama 2500198, Rome+39 06 84482650/1office@romeinternationalschool.itwww.romeinternationalschool.it

Students in grade 9 have been analysing the power of social networks and debating whether governments should have some level of control over their content.

Social networks: Force for good or bad?

BYSEAN WEBBER

ICT TEACHER & MIDDLE SCHOOL LEADER