RIS report Issue 17, November 2012 - www.romeinternationalschool.it

Rome International School

Discovering a World of Ideas

PLUS READ ABOUT:

What it means to be international; Next step: University applications; The importance of Play; and Why itʼs time to invest in green energy.

believe   that   a   necessary   condi1on   for  possessing   the   quality   that   would  normally  be  referred  to  as  ‘freedom’  is  the  ability   to  understand  at   least   a   subset   of  

the   immensely  vast  set  of  possibili1es  that   each  of  us  has,  at  any  stage  of  our  life.  

I   have   only   come   to   truly   feel   the   importance   of  developing   this   ability   during   one   of   the   greatest  learning   experiences   that   I   have   the   privilege   to  enjoy:   working   with   our   DP   students   on   their  university  applica1ons.

The  Autumn  term  is  the  1me  of  the  year  when  this  process   takes   place   –   which   may   provide   an  explana1on   for   our   senior   students’   fran1c,   and  unusual,  aGen1on  to  their  school   e-­‐mails,   for   their  spending  hours  looking  up  university  websites,   and  –   last  but   not   least   –   for   their   systema1c  burs1ng  into   my   office   (the   knocking   rule   is   somehow  suspended,   through   tacit   agreement,   during  University   applica1on  1me)  with  the  words,  which  have   now   become   so   familiar,   ‘Miss,   do   you   have  just  a  minute?  I  have  twenty-­‐five  University-­‐related  issues   that   I   absolutely   need   to   discuss  with   you  right  now’  (at  18.00  on  a  Friday).

ATer   the   Spring   and   Summer   term   in   grade   12,  when   orienta1on   takes   place,   the   university  applica1on  process  kicks  off  in  September,  October  and  November   of   the   senior   year.   In   the  midst   of  deadlines,   internal   assessments,   and   summer  homework   to   hand   in,   students   finalise   their  choices  with  the   University  adviser,   book   and   take  SAT   tests   if   they   are   applying   to   US   universi1es,  hand  in  a  first  draT  of  their  personal  statement  and  re-­‐draT  it   (oTen  more   than  once)   on   the   basis   of  the   feedback  received.  Personal  statements  are   an  incredibly   tricky   part   of   the   applica1on   process,  especially  for  students  who  apply  to  UK  universi1es.  In   about   a   page,   our   students   must   introduce  themselves  to  the   universi1es  they  are   applying   to,  and   persuade   Admission   offices   that   they   will   be  superb  in  the  courses  they  are  applying  for.  Most  of  all,   they   have   to   be   themselves;   without   others  se\ng   objec1ves   for   them,   they   need   to   begin  reflec1ng  on  what  their  objec1ves  are.

Finalising   choices   and   personal   statements   oTen  means   spending   hours   in   individual   mee1ngs   to  look  at  alterna1ves,  talking  to  all  our  staff  members  for   advice,   and   checking   each   word   of   their  applica1ons.   Throughout   this  process,  many  of  our  students   come   to   a   deeper   understanding   of   the  fact   that   they   are,   in   school   and   in   life,   so  much  more   than   students.   Through   self-­‐reflec1on,  hesita1on  and  resilience   they   come   to  truly   access  that   world   of   possibili1es   that   is   a   necessary  condi1on   for   their   freedom,   to   realise   how  interes1ng,   complex   and   fascina1ng   their   life  experiences  are   –  and  how   immensely  exci1ng  their  

future   may  be.   This   realisa1on  alone   is   enough   to  make  teaching  them  a  real  adventure.

This   is   a   1me   of   mee1ngs,   doubts,   giving   a   real  meaning   to   one’s   possibili1es,   and   discovering  those  that  are  unexpected  and  surprising.  

It  is  also  the  1me  of  year  for  predic1ng  final  grades.  All   our   DP   staff   work   hard   towards   these   –  predic1ons   for   universi1es   must   be   realis1c   and  op1mis1c   at   the   same   1me.   Realism   is  a   necessity  dictated   by   our   rela1onship   of   trust   with  universi1es  all  over  the  world  –   and  by  the  fact  that  university   offers   are   typically   condi1onal   on   our  students’   actually   achieving,   in   their   DP   exams,  what   was  predicted.    Op1mism   is  dictated   by   the  trust   and   respect   we   have   for   our   students.   For    every  subject,  we  predict  what  each  student  is  likely  to   achieve   on   their   very   best   day,   based   on   the  work   completed  so  far.   Each  predic1on   is  carefully  checked  and  double-­‐checked,   discussed,  compared  to  previous  achievements…  with  one  objec1ve  only:  to   put   every   single   one   of   our   students   in   the  posi1on  to  really  do  what  they  want  to  do   and  go  where   they  want   to   go.   We   write   references  (and  check,   draT  and   re-­‐draT  before   sending   them)   for  each  of  our   students   (no   two  references   are   ever  similar)   with   the   same   objec1ve.   It   is   hard  work,  and  it  is  absolutely  worth  it.

Last   year   100%   of   our   applicants   received  condi1onal  university  offers.  Of  these,    95%  made   it  into  their  first  or  second  choice  university  aTer  their  exams,   and   the   remaining   5%   went   to   their   third  choice   university.   Therefore,  100%   of  our   students,  made  it  into  the  universi1es  they  applied  to.

They  are  now  in  Santa  Barbara   studying   Physics,  at  Penn   State   Universi1es   studying   Bio-­‐chemistry,   in  Exeter  or  London’s  City  University  studying  Business  and  Management,   in  Canada  (UBC)  studying  English  and   Crea1ve   Wri1ng,   in   Bocconi   studying  Economics  or  in  LUISS  studying  Law  and  Business...

Although   each   of   these   students   was   talented,  some   of   them   narrowly   missed   their   preferred  offers,   by  a  few  DP  points.  But  they  s1ll  made   it   to  great   universi1es.   These   universi1es   saw   their  poten1al,   read   their   personal   statements  and   our  references   very   carefully,   and   valued   what   they  could  bring  to  their  ins1tu1ons.  

I   like   to   think   that   these   Universi1es   see   our   DP  students  as  we  do,  and  encourage  them  to  be,  a  bit  like   the   Don  Quixote   described   by   J.   G.   March   in  ‘Don   Quixote's   Lessons   for   Leadership”,   complex  individuals   working   hard   to   acknowledge   the  possibili1es  around   them,   understanding   the   value  of  their   freedom   in  the   process,   and   ge\ng   closer  to  knowing  who  they  are.  

2

From Knowledge to Understanding

A WORLD OF POSSIBILITIESApplying for Universities at Rome International School

No   other   period   in   history   has   had   as  much   informa1on,  or   as  much   access   to  it,  as  we  have   today.  In   real  1me  we   can  find   out   what   is   happening   tens   of  thousands  of  miles  away  or  compare  data  and  sta1s1cs  of  many  other  countries.  For  instance,   we   can   see   team   line-­‐ups   of  football   leagues  near   and  far  (in  1me  and  space),   the  balance   of   trade   of   a  host   of  countries,  job  market   sta1s1cs,  and  even  the  results  of  a  par1cular   school  in   the  IB  DP   examina1ons .   We   can   make  comparisons   between   the   data   we   have  gathered,   and   this   in   itself,   is   a   start   to  using   knowledge.   But   it   is   s1ll   not  “understanding”.   Understanding   is   a   lot  more   than   simply   knowing,   and   is   the  ul1mate  goal  of  the  educa1on  process.  So  much   so   that  the  shiT  from  knowledge  to  understanding,   and   the   way   this   shiT  influences   teaching   and   learning,   lies   at  the  heart  of  the  on-­‐going  reflec1on  within  t he   I n te rna1ona l   Bac ca l au rea te  Organiza1on,   which   is   always   careful   to  grasp   the   prac1cal   implica1ons   of   the  new   fron1ers   reached   by   reflec1ons   on  theory.   I   shall   return   to   this   aspect   on  another   occasion.  What   I  wish   to   stress  here   is   how   knowledge   can  be  decep1ve  a n d   i n c o m p l e t e   c o m p a r e d   t o  understanding.   Let’s   take   the   IB   DP  examina1on   results,   for   example.   The  grades   achieved   by   the   students   are   not  only   an   evalua1on   of   their   own  performance,  but   also   that   of   the   whole  school,   and   they   can   be   compared   with  other   students   and   schools   –   as   they  should  be.  But   is  this  all  we  wish  to  know  about   our   children’s   school?   If   we   only  looked  at  the  grades  our  students  achieve  (something   that   all   IB   schools   publish,  more   or   less),   we   would   have   an  incomplete   picture   –   if   not   a   downright  decep1ve   one.  We  need   other   elements  in  order  to  “understand”.  For  instance,  we  need  to  know  to  what  extent  a  school  can  assure  its  students  that  they  will  go  to  the  university   of   their   choosing   (and   it   is  difficult   to  obtain   data  on   this).  I  am  sure  that   many   parents,   on   reading   Mrs  Tabet’s   ar1cle   in   this   issue   of   our  magazine,   will   “understand”   why   RIS   is  the  right  school  for  their  children.

Ivano  BoragineHead  of  School  

IBY CHIARA TABET

IB DP COORDINATOR & UNIVERSITY ADVISER

3

’est   la   citation   de  François  Marie  Arouet,  plus   connu   sous   le   nom   de   «Voltaire»,  philosophe  qui   compléta   une   étude  des  Droits   de   l ’Homme   sur   la   l iberté  

d'expression  en  dépit   de  la   religion,   la   nationalité  ou   la   culture   d'un   individu,   sur   le  développement  du  libre-­‐échange  et  de  plus  il  était  un  grand  croyant  de  la  séparation  de  l’Eglise  et  de  l’Etat   (concept  de  laïcité).    

Récemment   vous   avez   pu   lire  dans   de   nombreux  journaux,  et  pages  Internet,  le  scandale  concernant  les   provocations   gratuites   contre   le   prophète  musulman,  Mahomet.

En  premier  lieu,  un  groupe  d’acteurs  de  nationalité  américaine  ont   produit   et   téléchargé  sur   Internet  un   film,   «Innocence   des   musulmans»,   le   11  septembre   2012.   Ce   «film   internet»   illustre   les  citoyens  musulmans   comme  une  simple  bande  de  terroristes  et  a  dépeint  leur  tout  puissant  prophète  en  coureur  de  jupons,  pédophile  et   homosexuel…de  quoi  indigner  le  monde  musulman  !  Et  comme  si  cela   ne   suffisait   pas,   le   journal   français   «Charlie  Hebdo»   a  publié  sur   sa   page  d’accueil  une  grande  caricature  qui  se  moque  du  Prophète  et  des  Juifs…  de  quoi   attiser   la   haine  des  extrémistes   religieux.  Les  publications   ont   jeté  de  l’huile  sur   le   feu  et   la  communauté  musulmane  s’est   sentie  blessée  dans  ce  qu’elle   a   de  plus  profond.   Les   contre-­‐attaques  ont   été   multiples:   manifestations,   le   drapeau  américain   a   été   brûlé  et   l’ambassadeur   américain  de  Lybie  a  même  été  assassiné.

Essentiellement  ce  qui  diffère  l’Homme  de  l'animal,  c'est   la   liberté  d'expression.  Elle  est   vitale  pour  de  nombreuses   communautés  qui   croient   fermement  dans  la  démocratie,   l'égalité  et  la   justice.  La  société  américaine  est   un   grand   partisan   de  cette   liberté  d’expression  car  c’est  le  tout  premier  amendement  de  sa  Constitution.  Comme  il  est  dit  dans  l'article  19  de   la   Déclaration   Universelle   des   Droits   de  l’Homme  et  du   Citoyen   «tout   individu   a   droit   à   la  liberté  d’expression  ce  qui  implique  le  droit  ne  pas  être  inquiété  de  ses  opinions  et   celui  de  chercher,  de  recevoir  et  de  répandre,  sans  considérations  de  frontières,  les  informations  et  les  idées  par  quelque  moyen  d'expression  que  ce  soit.»

Mais  d'autre  part  la   liberté  d'expression  ne  permet  pas  d'offenser   les  autres   cultures,   les   religions,   les  différences   ou   les  habitudes  de  vie.   Comme   il   est  

précisé   dans   l'article   20   du   Pacte   International  relatif   aux  Droits  Civils   et   Politiques:   «sous  l’égide  des   Nations   Unies   et   des   pays   y   adhérant,   on  restreint   toutefois   cette   liberté   en   interdisant   les  propos   incitant   à   la   haine   raciale,   nationale   ou  religieuse   et   relevant   de   l’appel   au   meurtre,   qui  sont  des  délits  interdits  par  la  loi.»

Donc   la   citation   de   Voltaire,   peut-­‐elle   être  considérée  moralement  correcte?  Pensez-­‐vous  qu’il  y   existe   des   principes   et   une   éthique   à   ne   point  dépasser?   Quant   est-­‐il   du   respect   des   valeurs  humaines,  si  ce  que  je  dis  les  offusquent  ?

Nous   devons   examiner   le   contenu   historique,  culturel   et   social   lorsque   Voltaire   prononça   ces  mots.   Il   a   vécu   au   18ème   siècle   où   il   y   avait   une  mentalité   beaucoup   plus   fermée   et   limitée.  Toutefois,   à   présent,   au   21ème   siècle   je  pense   que  l’Homme   aujourd’hui,   et   plus   récemment   dans   le  cas   du   scandale   de   ce   «   film   internet   »   sur   les  Musulmans   sorti   le   11   septembre,   a   abusé   de  ses  droits   à   la   liberté   d’expression.   La   paix   et   la  fraternité   semblent   aujourd’hui   être   submergées  par   la   dominance   de   la   colère,   la   violence   et   la  haine.  

Je  pense  que  ce  qui  différentie  un  simple   citoyen  d’un   journaliste,  c’est   la   responsabilité  civique   :   ce  que  rapporte  un  journaliste  ou  un  média  a  un  poids  bien  plus  important  par   rapport  à  ce  qui  peut   être  rapporté   par   un   simple   citoyen.   Il   convient   donc,  comme   toute  chose,   d’user   de   sa   liberté   dans   la  juste   mesure…   La   liberté   des   uns   s’arrête   là   où  commence  celle  des  autres.

Similarities bring us together

A   few   years  ago   I   aGended   a   workshop   on  ‘interna1onalism   and   educa1on’.   It   was   an  interes1ng   experience.   Representa1ves  from  schools  from  around  the  world  met  together,  with  some  invited  experts,   to  talk  about  what  interna1onalism   might   actually   mean   in   an  e d u c a 1 o n a l   c o n t e x t   a n d   w h a t  internationalism  might  look   like   in  an   ‘ac1on’  context.   Needless   to   say   there   were   many  different  viewpoints.   Everyone  had  their  own  ideas  on  the  maGer  and  a   great  deal  of  1me  was  spent  on  the  aGempt  to  reach  some  kind  of   agreement   in   terms   of   a   working  defini1on.Fortunately   this   aGempt   was   eventually  abandoned,   for   the   very   good   reason   that  there   were   more   important   things   to   think  about  –  such  as  what  schools  can    actually  do  to  demonstrate  what  might  be  referred  to  as  global   mindedness.   It   reminded  me   of     the  Buddhist   story  of  the   man  and   the   poisoned  arrow.   Buddha   said   if   you   are   hit   with   a  poisoned  arrow   then  you  would  do  well   not  to   waste   1me   specula1ng   on   what   kind   of  wood  the  arrow  was  made   from,  what  kind  of  person  shot  it,  the   flight  path  and  so  on.   You  should   deal   with   the   immediate   danger.   In  the   context   of   schools   and   interna1onalism  the   immediate   danger   is   the  pressing   nature  of   many   of   the   world’s   global   issues;   from  world   food   shortages   to   the   sale   of   arms,  from  drought   to   the  mel1ng  of  the   polar   ice  caps.   All   these   are   ‘poisoned   arrows’   that  everyone   in   the  field  of  educa1on  should  be  concerned   about   (rather   than  with  whether  we  can  call  ourselves  interna1onal  or  not).During   our   recent   Interna1onal   Fair   we   had  the   chance   to   once   again   enjoy   food   from  around   the   world   and   to   celebrate   the  diversity  of  our  school   community.  However,  Middle   School   students   also   took   the  opportunity   to   draw   aGen1on   to   some   of  these  world  problems.  This  is  deservedly  part  of  an  interna1onal  day,  because  although  our  differences   make   life   interes1ng   and  rewarding,   our   similari1es   are   what  ul1mately   brings   us   together.   Defining  interna1onalism  proved  elusive  and  the  word  itself  suggests  a  kind  of  inherent  divide.  New  words   and   terms   con1nue   to   appear   and  develop   -­‐   ‘parana1onal   projects’,   ‘glocal  praxis’,   ‘ethical   metana1onalism’.   These   can  be  valuable  in  shaping  new  ways  to  think  and  act.   However,   whatever   terms  we   use,   the  important   point   surely   is   to   see   that  everything   (and   everyone)   is   connected.  There  is  no  them,  there  is  only  us.  

William  IrelandPrincipal,  Middle  and  High  School

« Je suis en désaccord avec ce que vous dites, mais je me battrai jusqu'au bout pour que vous puissiez le dire. »*

C

Savons-nous quand nous dépassons les limites?

Liberté d’expressionBY CLAUDIA ZACCARI,

GRADE 12

n   Friday  19  October,  Rome   Interna1onal   School   celebrated  its   annual   “Interna1onal   Fair”,  a   great   event   dedicated   to  recognising  the  cultural  diversity  of  our  school  community.  

One  of  the  objec1ves  of  this  colourful  celebra1on   is  to  help  people  understand  how   important   it   is   to   learn   about   other   cultures   and  appreciate   our   diversi1es.   Between   delicious   food,   na1onal  costumes  and  worldwide  music,  the  grounds  at  Rome  Interna1onal  School  were   transformed   into   a  younger   (and   possibly  much  more  exci1ng)  version  of  the  United  Na1ons!

It  was  a  great   aTernoon   event,  where   primary  school   children   and  secondary   students   interacted   with   each   other;   parents,   teachers  and  friends  shared  dishes,  socialised  and  had   fun  together,  the  kind  of  fun  you  have  when  sharing  important  values.

As  our  school’s  name  suggests,  Rome  Interna1onal  School  fosters  an  interna1onal   environment.   Star1ng   in   the   Early   years   and  Elementary   School,   students   are   educated   towards   understanding  what   it   means   to  be  ci1zens   of   the  World:  tolerant,  open-­‐minded,  and   knowledgeable  -­‐   willing   to   learn   about   others  no  maGer   their  race   or   religion.   As   the   world   is   going   through   a   globalisa1on  process   –   we   need   to   put   an   effort   in   breaking   down   cultural  barriers   that   in   the  past,   have   created  difficul1es   in   establishing  a  common  interna1onal  evolu1on.

In   fact,  the  aim   of   Rome   Interna1onal   School   is   not   only  to   teach  students  according  to  didac1c  programmes  but  also  to  contribute  to  the  educa1on   of   future  genera1ons   to  be  more  open-­‐minded,  and  respecrul  towards  other  cultures.  

At   our   Interna1onal   Fair,   different   stands   were   set   up   in   the  basketball   court.   Each   stand   represented   a   different   na1on   for  example,  some  of  the  countries  represented  were  Mexico,  Ethiopia,  Lithuania,   Russia,   Sri   Lanka,   Greece,   Brazil   and,   of   course,   Italy.  Volunteers  made  up  of  high   school  CAS  students  worked  alongside  parents  to   run   the  stands.  The  dedica1on  and  enthusiasm   that  was  put  into  organising  the  Fair   is  an  example  of  how  working  together  as   a   mul1cultural   community   is   beneficial   and   can   enrich   the  ac1vi1es  and  tasks  we  perform.    

Emphasising  the  importance  of  such  an   event   is  crucial   in   crea1ng  an  open-­‐minded  individual,  who  not  only  learns  from  other  cultures  but   who   can   also   benefit   from   these   newly-­‐learnt   experiences   in  order  to  develop  a  more  inquisi1ve  and  diverse  sense  of  jus1ce  and  community.  

4

O

BY:  PAOLO  MARRO  &  ENRICO  DAL  CINGRADE  13

Celebrating diversityInternational Fair 2012

What  does  it  mean  to  be  InternaDonal?

5

A  child  is  born  with  a  natural  talent  and  an  impulse   to  learn  through  explora1on  and  imita1on.   Their  natural  curiosity   is  a  mo1va1ng  source   for   learning.  Play   that  is   associated   with   academic   learning   is   an   act   of  ‘inquiry’.   At   RIS   we   believe   inquiry   connotes   cri1cal  and  reflec1ve   thinking   that   promotes   the   aGainment  of  the  intellectual  capacity  of  every  child.    

While   there   is  no  one   defini1on  of  ‘play’,   there   are   a  number   of   characteris1cs   that   describe   this   but   no  maGer  how  we  define  play,   it  is  a  dominant  ac1vity  of  children’s   daily   life   in   all   cultures.   It   is   a   ‘hands   on’  based   experience   which   allows   children   to   learn   at  their   own   pace,   develop   new   skills,   reinforce   new  concepts  and  to  learn  whilst  having  fun.

When  children  play   they   have  many   opportuni1es  to  explore   and   understand   the   natural   world   that  surrounds   them,   to   apply   mental   representa1ons   to  new   objects,   to   develop   their   social   skills   by   being  with  others  and   to   face   new   situa1ons.     All   of  these  are   key   elements   for   future   learning.   Play   allows  children   to   integrate   all   types   of   learning-­‐   physical,  social,   emo1onal,   intellectual   and   language  development.   Children   naturally   integrate   skills   and  concepts  in  order  to  make  sense  of  their  environment  and   context   through   playful   and   meaningful  experiences.  When  children  are  given  the   opportunity  to   play   they   soon   know   what   they   want   to   do   and  work   diligently   to   achieve   their   goal.     Children   are  mo1vated   and   curious   and   will   learn   the   powerful  

lesson  of  pursuing  their  own  ideas  in  order  to  achieve  a  successful  conclusion.

One  of  the  greatest  benefits  of  playing   is  to  assist  with  the  development  of  social  competence.  Children  learn  how   to   make   posi1ve   rela1onships   with   others,  prac1sing   social   interac1ons  like   sharing,   listening   to  others,  learning  to  resolve  conflicts,  showing  empathy  and  nego1a1ng  and  regula1ng  behaviours.  

Our  staff  at  Rome  Interna1onal  School  ensure  that  the  classroom   supports   diverse   forms   of   play,   including  large  and  small  motor  play,   imagina1ve   play,   and  rule  based  play.  Each  child  feels  ac1ve  and  important   and  is  rewarded  in  their  own  efforts,  their  own  ac1vity  and  energy.

Inquiry   through   Play   s1mulates  children   to   think,   to  learn   through   problem   solving   and   explora1on.  Crea1vely,  play  helps  children  to  discover  their  talents  and  express  themselves  in  a  variety  of  ways,   allowing  them   to   follow   their   imagina1on,   ins1ncts  and  ideas.  Play   celebrates  what   children   can   do   and   therefore  builds  their  confidence  and  self-­‐esteem.

In  conclusion  it  is  essen1al  that  we  as  educators  allow  children   to  play   in  order   to  allow   them   to  learn  in  a  manner   that   is   inbuilt,   natural   and  fun   to   them.   The  power  of  play  as  the  engine  of  learning   is  a   vital  force  for   young   children’s   physical,   social   and   emo1onal  development.

As   our   society   becomes   more   culturally  diverse,   it   is   important   that   students  learn  to   embrace   our   differences   and   make  posi1ve   use   of   them.   There   has   always  been   diversity   in   the   classroom,   Having   a  diverse   group   of   students   simply   means  recognising   that   all   people   are   unique   in  their   own   way.   Their   differences   could  consist   of   their   academic   level,   mother  tongue,  athle1c  ability,  cultural  background,  personality,  accent,    religious  beliefs,  and  so  forth.  Diversity   enhances   the   school   experience.  Students  need  to  develop  an  understanding  of  the  perspec1ves  of  people   from  different  abili1es   and   backgrounds   and   learn   to  func1on  in  a  diverse  environment.  Mutual   respect   is   the   key.   When   people  value   diversity,   they   recognise   and  respect  the   fact   that  people   are   different  and  that  these   differences   enrich   our   society.   This  needs   to   be   modeled   for   students,   by   all  members  of  staff  and  by  parents  as  well.  As  educators,   we   should   never   tolerate  disrespect.A  parent  needs  to  look  beyond  the  numbers  to   evaluate   a   school's   approach   to  diversity.   A   school   must   strive   to   help   all  students   succeed   academically   as   well   as  learn   to   get   along   with   each   other   in   an  environment   where   people   respect   the  opinions  of  others  and  are   open  to  mul1ple  perspec1ves  on  any  issue.  To   create   a   posi1ve   environment   where  students   are   respecrul   of   differences,  schools  have   to  be  supported  by   the  en1re  community.  

What   can  parents   do   to   encourage,   value,  and  promote  diversity?

•  Encourage  your  child  to  learn  about  other  students  and  gain  an  apprecia6on  for  the  diversity  they  bring  to  the  classroom.  

•  Remind  them  how  boring  it  would  be  if  we  were  all  alike  and  there  were  no  differences    to  make  each  of  us  unique.  Remind  them  that  they,  like  everybody  else,  have  their  strengths  and  weaknesses.  

•    Reach  out  to  people  who  are  culturally  different  from  yourself  and  who  might  share  certain  interests  with  your  family.  Children  need  role  models.  Show  them  your  apprecia6on  of  diversity.  

•  Never  tolerate  bullying,  teasing,  or  deroga6ve  comments,  at  any  6me.  

•  Implement  a  "zero  tolerance"  for  anything  that  is  disrespecFul,  hurFul,  or  intolerant  of  diversity.  

Patricia  MarDn-­‐SmithPrincipal,  Early  Years  &  Elementary

Delving deeper into diversity

Play has an important role in the development of essential concepts and skills in a child. But what is play?

In   Grade   3   we   received   postcards   from   children  from  a  school   in  Weimar,  Germany.  They  asked  us  to  give  them  informa6on  about  Rome  and  Italy,  and  about   us.   We   replied   to   their   postcards   and  answered   their   ques6ons   and   gave   them  informa6on.   We   learnt   about   where   they   lived,  what  their  hobbies  were,  how  old  they  are  and  what  they   liked   to   play   with.   We   designed   our   own  postcards  on   the  computer  using  pictures  of  Rome.  We  were  able  to  learn  a  bit  more  about  Weimar  as  well.  We  learnt   about   the  parks  there  and   the  very  important  buildings  like  a  very  old  church.

We  think  it   is  great   to  have  a  pen  pal  and  we  are  all  happy  that  we  will   have  a  new  friend  in  a  different  country.   This   has   helped   us  make   new   friends.   It  helps   us   learn   about   other   places   because   our  

school   is   interna6onal.   If   we   go   to  Weimar   we  will  have  the  opportunity  to  visit  our  friends  there.  

A  reflec6on  using  the  Thinking  Hats:

Yellow  Hat  (PosiDves):-­‐  We  get  to  learn  about  a  different  culture-­‐  We  get  to  teach  them  all  about  Rome

White  Hat  (Facts):-­‐  They  live  in  Weimar,  Germany!-­‐  We  learn   lots  of  interes6ng  informa6on  about  our  penpals

Red  Hat  (EmoDons):  -­‐  We  are  very  excited  to  write  to  our  penpals-­‐  We  feel  happy  wri6ng  to  our  penpals

BY  GRADE  3

The Importance of Play

BY MARIA PALMA DORIANOVICE PRINCIPAL, PRIMARY SCHOOL

Grade  3:  Making  friends  around  

the  world!

he  biological   diversity  of   life  on   Earth   is  commonly  referred   to  as  biodiversity.  The  number   of  species  of   plants,  animals,  and  micro-­‐organisms,   the   enormous   diversity   of   the   gene   pool   in   these  

species;   all   the   ecosystems   on   the  planet,  such   as   deserts,   rainforests   and  coral   reefs   are   all   part   of   our   biologically   diverse   planet.   Appropriate  conserva6on   and   sustainable   development   strategies  aSempt   to   recognise  this  as  being  integral   to  any  approach.  Almost  all   cultures  have  in  some  way  recognised   the   importance   that   nature,   and   its  biological  diversity  has   had  upon  them,  and  the  need  to  maintain  it.  

Argen6na  is  rich  in  biodiversity  and  beau6ful   landscapes  yet   it   is  troubled  by  agricultural   encroachment.  Environmental   issues   such   as   deforesta6on   and  pollu6on   from   agricultural   expansion   threaten   its   delicate   and   diverse  ecosystem.   In   the   last   15   years   soybean   agriculture   has   expanded  enormously  due   to   interna6onal   prices  and  high  demand   from  China.  As   a  result,  farmers  sent  their  caSle  to  marginal  zones,  which  is  usually  where  the  most   biodiversity  is.   In   the   extensive   Pampa  Humeda  region  many  farmers  stopped   breeding   caSle   to   plant   soybeans.   To   breed   caSle   you   need   to  establish  and  follow  a  structure,  and  this  structure  has  been  destroyed  as  a  result  of  switching  to  the  cul6va6on  of  soybeans.  The  feeding  habits  of  caSle  have  also   been   altered   (turning  poligastric  herbivores  into  monogastrics  by  changing  the  type  of  feed)  and  this  causes  a  lot  of  environmental  pollu6on.  Pollu6on  in  this  case  means  methane,  which  goes   into   the  atmosphere  and  contributes  to   the  destruc6on   of   the  ozone  layer.  This  affects   all   of   us,  all  over  the  world.

According   to   the   Food   and   Agriculture   Organiza6on   (FAO)   of   the   United  Na6ons,  16,288,000  hectares  (ha)  of   forest  cover  were  destroyed  in  just  two  decades  (from  1980-­‐2000).  CaSle  overgrazing  and  agricultural   expansion  are  the  primary  cause  for  deforesta6on.

A   report   taken   from   a   1914   census   declared   that   Argen6na   had  approximately  105  million  ha  of  forest  at  the  turn  of  the  20th  century.  Today,  

it   is  es6mated   that   through   vast   deforesta6on   and   pollu6on   only  28   to   45  million   ha   of   forest   cover   remains.   Forests   are   the   lungs   of   the   earth.  Deforesta6on   causes   lots   of   trouble   but   at   the   same   6me   agricultural  expansion  feeds  more  families.  It’s  a  complex  situa6on.

In  addi6on,  Argen6na  doesn’t  have  a  policy  on  ‘species  property’  so  over   the  years  plants  were  taken  off  the  land  and  modified  abroad,  only  to  be  re-­‐sold  back  to   Argen6na  as  another   country’s  property.  Argen6na  acceded   to  the  Conven6on   on   Biological   Diversity,  but   the  country  s6ll   doesn’t   have   strong  legisla6on   in   this   respect,   which   endangers   the  gene  pool.   It   is   crucial   to  create   seed   banks   of   na6ve   species   and   begin   serious   studies   of   their  germplasm,   because   many   countries   are   interested   in   them.   The   other    aspect   is   when   purchasing   improved   varie6es   outside   Argen6na’s   typical  species.  For   example,  the  prairie   grass  was  perfected  by  selec6ve  breeding  through   the   export   of   seeds   from   Australia   to   other   countries   including  Argen6na,   using   the   name   Australian   bromegrass,   known   in   Argen6na   as  “cebadilla  criolla”  that  means”  from  our  land”.  

In  our  country  there  are  529  species  of  endangered  animals  and  with  respect  to  vascular  plants  in  Argen6na,  although   this  list  is  incomplete,  an  es6mated  250  species  are  considered  threatened.  

What   can   be   done?   First   of   all   it   is   impera6ve   that   governments   lead   in  iden6fying  all   the   components  of   biodiversity,  especially  those  relevant   to  conserva6on.   It   is   also   important   that   the   development   of   policies   for   the  sustainable  use  of  biodiversity  con6nues.  

Biodiversity   belongs   to   the   country   of   course   but   also   it   belongs   to   all  mankind.  There’s  a  quote  I  like  very  much  that  says  ”the  truthful  friend  of  the  land  is  the  one  that  understands  that  he  hasn’t   inherited   it   from  his  parents  but  borrowed  it  from  his  children”.

Bibliography:  Ar6cles  wriSen  online  by  Anup  Shah,  Jeremiah  Blanchard  and  Cris6an  Frers.

T

6

Spotlight

on: Non- sustainable biodiversity in Argentina

BY ELISABETH VALERIANIBIOLOGY TEACHER

Introducing ourselves in...Chinese! 大家好！我们是十年级中文班 Gianluca (林风), Marina (青海) 和 Thilini (婷霞)。林风和青海是意大利人, 婷霞是斯里兰卡人。我们的老师是 Ms. Parnanzone, 她的中文名字叫伊林。我们爱学习中文！

Hello everyone!We are the Grade 10 Chinese students: Gianluca (Chinese name "Wind in the forest"), Marina ("Blue Sea") and Thilini ("Pretty Rosy Clouds").Gianluca and Marina are Italian while Thilini comes from Sri Lanka.Our teacher is Ms. Parnanzone, her Chinese name is "Princess of the Forest".We love studying Chinese!

eing internationally-minded is imperative, even to people with only one nationality. To me, it is extremely important, as I am half

Italian and half Brazilian. I have learned to appreciate the differences in my two cultures and use them to enrich my view of the world and open my mind towards the many cultures on our planet.

Brazil and Italy are two very distant countries with different customs and traditions. Personally, I consider myself to be very lucky for I have learned to live in Italy, think as a Brazilian (and Italian) and wr i te in F rench. Th i s i s a l so why international schools such as Rome International School are so important to society.

I couldn’t possibly list all of the differences both my countries have between each

other, but I can give a few: firstly, the climate! In Rio de Janeiro, which is the city I come from in Brazil, the weather is never cold (at least not for an Italian, or in fact, any European citizen). The temperatures in Rio almost never drop under 18°C, which is spring temperature in Rome! This is a great advantage as I really hate cold weather, yet on the other hand, to a Brazilian the concept of snow is somewhat distant, and I have the fortune to experience both melting hot summers and ice-like winters.... just one plane-ride away!

Another cultural difference is obviously food. A typical Brazilian dish would be: rice, black beans and meat, loads and loads of meat! There is no such thing as eating pasta every day, or even pizza for that matter. In this case I must say being

half Italian is a greater advantage, as I firmly believe that pizza is one of the wonders of the world! Rome, as we all know, is a beautiful city with thousands and thousands of years of history, Rio, however, does not have as much history on it’s back, yet it has something else…the sea. Rio is a modern growing city, something like New York, yet surrounded by the immense ocean. Is there anything more beautiful than that?

To conclude, I can say that I live through what it means to be internationally-minded, and I am grateful to my school, that has taught me the English language, which links both my cultures (as well as many others) together.

BY LIVIA RANDACCIO DE MELLO FRANCOGRADE 12

7

ports   and   physical   ac6vi6es   have  always   been   part   of   any   culture   or  ethnic   group.  Every  country  has  one  

or  more  sports  which  have  been  an   important  part   of   their   history.   Italy,   for   example,   has  football.  New  Zealand  has  rugby,  and   the  USA  has  baseball.

According   to   the   World   Sports   Encyclopedia  there  are  over  8,000  sports  in  the  world.

The   most   played,   watched   and   revenue-­‐genera6ng  sport   in   the  world   is  Football,  also  known   as   Soccer.   There   are   3.5   billion   fans  worldwide   of   this   fantas6c   discipline.   In   past  years   football   has   been   described   as  a   sport  which  has  the  power   to  unite   all   the  cultures  of   the  world;   it’s   a   sport   that   can   be  played  and  enjoyed  by  everyone.  On   the  other   hand  this  popularity  has  brought  many  conflicts  and  unfortunately  racism   is  behind  most   of   them.  In  such  a  popular  sport  there  are  many  players  of   different   ethnic   groups   that   play  together.  

In   the   na6onal   leagues,   teams   very   omen  choose   interna6onal   players,   this   is   because  they   are   chosen   based   on   their   skill,   not  na6onality  or  ethnicity.  This  is  what  everybody  should   look  at,  the  skill   of  a  player.  There  are  many   violent,   racist   and   ignorant   supporters  who   have   caused   psychological   harm   to  players   by   crea6ng   racist   comments,  posters,  and  songs  to  express  their  hate  towards  them  perhaps   because   of   their   race   or   religion.  These  events  are  s6ll   happening  and  must  be  avoided.  One  of  the  most  famous  events  in  the  Italian   Serie   A   was   on   27   November   2005.  Marco   Zoro   aSempted   to   stop   the   Messina-­‐Inter   match   by   leaving  the  field  with   the  ball,  amer   being   tormented   by   racist   taunts   from  some   Inter   supporters.   He   was   eventually  convinced   to   keep   playing   by   other   players,  notably  by  Inter's  Adriano.  

There  are  many   events   all   around   the  world,  and   not   only   in   football,   that   have   caused  

harm  to  the  people  affected.  When  we  watch  a   football   match   and   we   hear   a   racist   song  sung  by  most   of  the  supporters,  directed   at   a  single  player,  we  might  not   see  any  effect   on  this   player,  but   who   knows  what   is  going  on  inside   him,  probably   fear,   anger,   or   sadness,  which   are   totally   jus6fied   since   he   is   being  discriminated  because  of  the  colour  of  his  skin  in  front  of  millions  of  people.  

Diversity   is  what   makes   football   what   it   is.   It  makes   it   interes6ng  to  play  and  to  watch,  we  have   the   chance   to   enjoy   different   styles,  techniques,   and   abili6es   and   compare   them  with  other  people.  Diversity  is  good  and  should  be   promoted,   it   should   not   be   hated   and  discriminated  against.

Empathy,   respect   and   a   deep   reflec6on   on  why  discrimina6on   is   unjus6fied   are   perhaps  what   we   need   to   stop   racism   in   football,   in  sports  and  in  the  world.

Breaking boundaries: diversity in sports

B

Football   is  o6en  described  as  a  sport  which  can  unite  people  of  all   cultures.  On  the  other   hand   this  popularity   has  brought  many  unnecessary  conflicts.  We  shouldn’t  be  afraid  of  diversity  but  embrace  it!   BY MARCO DI CIO

GRADE 12

OPINION OPINION OPINION OPINION OPINION OPINION OPINION OPINION OPINION OPINION OPINION OPINION

S

What being internationally minded

means to me

8

RIS report is a monthly publication by Rome International School.

RIS report

Vicious cycle: Itʼs time to invest in green energy

BY ALESSANDRO RUSSO PROFILI GRADE 12

RegistrationRegistrazione n. 476 del 31/12/10

Dirretore ResponsabileMaria Corbi

Editor-in-ChiefTania Gobenatgobena@romeinternationalschool.it

Graphic designTania Gobena

PhotographyDarren MacDonald Tania Gobena

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

s   NASA   scien6st   James   Hansen   said   on  the   topic   of   global   warming,   “There’s   a  huge  gap  between  what   is  understood  by  the   scien6fic   community   and   what   is  

known  by  the  public.  Unfortunately,  the  gap   is  not  being  closed”.

In  September  the  arc6c  sea  ice  level  reached  a  new  low.  It  is  normal  for  ice  to  melt  during  the  summer,  

but  this  year  the  ice  was  only  49%  of  what  it  should  be  on  average.  

What   a   lot   of  people  don’t  understand  is  that   the  mel6ng   of   the   ice   isn’t   only   the   effect   of   global  warming,  it  is  also  one  of  its  many  causes.

Firstly,  with  more   ice   mel6ng,  methane   that   was  trapped   is   being   released   into   the   atmosphere,  aggrava6ng   the   problem.   Secondly,   the  Arc6c   ice  helps  lose  heat  by  reflec6ng  it  back.  Less  white  ice  and  more  dark  sea  means  that  more  heat  is  being  absorbed,  making   the   arc6c   even   hoSer.  Thirdly,  the   arc6c   is   the   home   to   big   oil   reserves,  which  couldn’t  be  reached  by  humans  because  of  the  ice.  That   oil   is   now   becoming   more   and   more  accessible,   and   Shell   is   already  making   plans   to  extract   it   very   soon.   Apart   from   the   irreparable  damage   that   an   oil   spill  would   have   to   the   arc6c  ecosystem,  drilling  in   the  arc6c   could  mean  more  fumes   being   released   near   the   ice,   but   mainly   it  could   result   in   an   increase   in   oil   supply,   causing  even   more   greenhouse   gases   to   be   released!  President   Obama,  the   supposed   successor   to   the  environmentalist   Al   Gore,   has   taken   no   real  measures   to   prevent   this,   and   he   is   con6nuing  

Bush’s  subsidy  plan  that  makes  oil   companies  save  3  billion  dollars  in  tax  cuts  every  year.  

Scien6sts   had  made  terrible  projec6ons   on  future  arc6c   ice   levels.  They  were  wrong.  Unfortunately,  things   are   going   much   worst   than   they   thought.  Global   temperatures   are   increasing   much   faster  than  expected  -­‐  we  are  already  0.8  degrees  Celsius  above  the  average!

James  Hansen   con6nued:   “It’s   hard   for   the   public  to  realise,  because  they  s6ck  their  heads  out  of  the  window  and   don’t   see  much  going  on.”  There  is  a  general   disinforma6on   on   the   topic,   but   we   are  really  running  out  of  6me.  

If   we  were   to   alter   the  temperature  by  2  degrees  Celsius,   we   would   cause   catastrophic   climate  change.  In  order   not  to  reach   those  2  degrees,  we  should  keep  80%  of  all  fossil   fuel  resources  that  we  can  tap,  in   the  ground.  Do   you   really  believe  that  with   the   trillions  of   dollars  that   can  be  made  with  that  80%,  they  are  going  to   keep   it   in  the  ground,  especially   since   governments   subsidise   drilling?  Absolutely   not.  We   should   stop   the   drilling   and  invest  in  green  sources  of  energy.

Even  if  it   is  far   away,  what   goes  on   in   the  Arc6c   is  going  to  affect  all   of  us,  and  it  is  going  to  affect  all  of  us  soon.  As  Kumi  Naidoo,  head  of  Green  Peace  interna6onal   said:   “What   happens   in   the   Arc6c  doesn’t  stay  in  the  Arc6c”.

* Images  from  The  Young  Turks  Network:  http://www.youtube.com/watch?feature=player_embedded&v=PhCdHptx3tU#!

A

The black and grey lines are the predictions, the red line is the actual trend.