Parents 50th Wedding Anniversary Speech By Son

MIUR-SKILLS SCHOOL REGIONAL OFFICES

DESCRIPTION
The Regional Education Office ensure compliance with the standards and general education levels essential performance, implementation of school regulations, levels of effectiveness of the training and the standards'; care the implementation, within the territorial within its competence, of national policies for students;
shall provide a secretariat to the regional board of education pursuant to Article 4 of Legislative Decree 30 June 1999, No 233.
The manager responsible for the Regional School Office adopt, for second-tier leaders, acts of assignment and award a contract of employment.
Formula to the department under Article 7 proposals for their own needs' of financial resources, equipment and personnel. Provides administrative management and accounting activities of the 'instrumental, contractual and conventional general, common to the regional offices.
a view to the progressive implementation of Article 117, second paragraph, letter m) of the Constitution and to ensure the continuity 'of the school service to the institutional protection of fundamental rights of citizens, active nationally within the school policy supporting flexibility' organizational, teaching and research of educational institutions;
integrates its action with that of the municipalities, provinces and region in the exercise of powers conferred on them by legislative decree 31 March 1998, No 112;
promotes the recognition of training needs and development of its supply on the territory in collaboration with the region and local authorities;
care relations with the regional administration and local authorities, as under state jurisdiction, to offer integrated training, adult education, as well as' education and higher technical education and school-work ;
exercises supervision of non-state schools with equal and unequal, as well as' the foreign schools in Italy;
assigned to schools as part of the budget chapters entrusted to its management, financial resources;
place activities 'monitoring and surveillance to detect the efficiency of' educational institutions and to assess the degree to which the plan for the provision of training;
assigned to schools and educational resources for staff and exercise all powers, including labor relations, have not been allocated to schools or central administration;
ensures the dissemination, and exercises the powers, taking capacity to be sued in its judgments in litigation of school personnel, as well as' administrative staff employed by the school boards in the periphery.

EDUCATION OFFICE Abruzzo Regional

REGIONAL EDUCATION OFFICE FOR BASILICATA

OFFICE SCOLASTICO REGIONALE PER LA CALABRIA

UFFICIO SCOLASTICO REGIONALE PER LA CAMPANIA

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REGIONAL OFFICE FOR EDUCATION PUGLIA

REGIONAL EDUCATION OFFICE TO SARDINIA

REGIONAL EDUCATION OFFICE FOR SICILY

REGIONAL EDUCATION OFFICE FOR THE TUSCANY

SCHOOL REGIONAL OFFICE FOR THE UMBRIA

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Red Bridge Card Reader Rb-539 Driver

A shocking story of mediation with the Emotional Coaching


Want to tell a story of emotional mediation resolved with coaching so that you can give you an idea of \u200b\u200bhow it works. And
'experience made with French Maria Francesca, a friend who is a lawyer mediator

cirostanze
The eight women, each representing a class of a nursery school, were in contention with a man, Mimmo, a parent of a pupil who had been elected representative assembly of all parents. A
Mimmo had been given one thousand seven hundred euro all’inizio dell’anno scolastico. Mimmo avrebbe dovuto depositarli in un conto comune destinato a far fronte ai progetti deliberati per la scuola ma, una volta entrato in possesso di questi soldi, non li ha più restituiti.
Il conflitto non è scoppiato subito in maniera trasparente . Più di una donna ha sospettato che i soldi non sarebbero tornati indietro e ha fatto qualche passo per ottenerne la restituzione ma in maniera indiretta e non esplicita. Per esempio è stato chiesto a Mimmo di convocare un'assemblea nella quale sarebbe emersa la mancanza di questo soldi, però senza chiedere direttamente se i soldi ci fossero oppure no, se li avesse depositati oppure no, se se li fosse intascati e spesi o se fossero yet available.
As we were spreading some suspects had tried to open a dialogue with Mimmo, "if you need help, let's talk." In this kind of openings Mimmo has not been able to respond if not repeating lies and excuses because he feared the consequences of his act. The following communications
vague and equivocal approach continued until the case was presented to us after a few months, the evidence of lack of money entrusted to Mimmo nell'esasperazione and all the people involved.

First meeting with the group of mothers
During the first meeting we knew moms class representatives. They knew to come to mediation, knew that this was a location other than the court, but did not know what this meant in practice, so much so that were left helpless in our setting. In fact, we now
prevented the talk of reasons and wrongs (assuming that steal other people's money is not allowed) and we have directed our attention only to the objectives to be achieved .
This is unsettling for those who expected to receive "solidarity against" collusion, confirmed in its position of moral superiority, just and victim, and instead is found to be reminded of its responsibility to define what really want to get and to activate the behaviors helping to get it.

Identify objectives is less trivial than it seems.
Initially it seemed that the only goal of the group of mothers had recovered the money and punish the offending culprit: "You can not make him get away" "We were cheated," "We feel cheated," "She had thought of that before" "We must denounce "" It's not my problem if it's in trouble "" He told us a lot of lies. "
The emotion was strong, and initially expressed through anger.

Having in mind the sole aim of recovering the money, often the representatives seriously encroached thinking of involving the wife of Mimmo: "You work, must help her husband" "We need to talk with her."
So our first responders had to immediately redefine the boundaries of the conflict.
This is a very important operation because very often, if not done, the conflict spreads to involve people who are not interested in achieving the same goals and general perpetual unfulfilled.
To define the boundaries need to hunt responsibilities that define the identity of the system .
In mediation the goal is to give satisfaction to all interests of the parties involved identifying a context shared. It 'important to involve all stakeholders remain dissatisfied with someone else. It is equally important to involve stakeholders in the only game or the conflict widens.
It was not difficult to recognize that his wife was not connected to the system in conflict. In fact she had not given any commitment to the representatives of the school and any liability to her husband about her affair with him, leaving all other foreign people.

Since the first (and initially the only) target appeared, the recovery of money, was expressed with great emotional violence, we immediately dedicated to the quantification of damages in modo che le emozioni e i significati coinvolti fossero commisurati al danno effettivo e non ai sistemi simbolici più o meno esplicitamente coinvolti.
Nello specifico si trattava di milleseicentonovanta euro su una popolazione di 110 bambini, perciò all'incirca 15 euro a famiglia.
Questo ha permesso alle rappresentanti di demistificare la propria interpretazione del fatto, passando da "come si fa a rubare ai bambini!" (dove è il rubare e i bambini catturano l'attenzione e mobilitano principi etici ed emozioni forti) a "beh, in fondo mancano 15 euro a famiglia" il che muove un po' di incazzo e di frustrazione, ma sdrammatizzata.
E’ così apparso chiaro a tutti che the emotions involved were disproportionate to the actual damage that every family should have to endure.

"But then, if the damage is not so great, how come I feel so angry? . This question has permission to drive their mothers to the identification of less obvious targets, looking for what they really wanted. So
have emerged as additional objectives, prevent Mimmo to redo what he had done, not make him get away with, and answer the question "how to present yourself to other parents without losing face?".
Mothers representatives were in fact very concerned about the figure they would do in front of other parents afraid of being found guilty of the non compliance. The anger and aggression that expressed the desire for revenge for complaints and hid their own awareness that fear.

We welcome these new objectives and at the same time we asked them to be achieved within a system in which it acknowledged its responsibility total. What responsibilities do
class representatives that Mimmo withheld the money? Initially, this call to responsibility was rejected. "My husband is unemployed, but he never stole," "We have always given money in this way, we could not know What would have happened, "I do not have the money I made mica." All phrases that highlight the conceptual confusion between responsibility and guilt.
We then made sure that they understood the difference between responsibility and blame , without too much theory, with an example: what if we thought our son had left a camera unattended at the bar "lasciandosela" steal? "Obviously we could not consider the little guilty of abduction, but we would have given the irresponsible and ingenuous telling him that he should well know that it is prudent to leave a camera unattended in a bar.

mothers have found themselves very uncomfortable . Credevano di partecipare un contesto in cui si sarebbero sentite dar ragione, in cui avrebbero trovato sostegno emotivo e pratico per condurre una battaglia vittoriosa, ma si sono trovate in un contesto che le invitava a riconoscere pienamente la propria responsabilità quando ancora la confondevano con la colpa.

Le abbiamo lasciate dopo il primo incontro con il compito di ridefinire la prassi per la custodia del denaro raccolto, in modo da poterla sottoporre all'assemblea generale dei genitori così da recuperare con una proposta sostanziale la propria funzione responsabile di rappresentanti di classe.


Secondo incontro on il gruppo delle mamme
Al secondo incontro il gruppo delle mamme was presented with the task well done: the practice of delivery and custody of money had been redefined by consensus and not overly cumbersome.

This first work has won several advantages:
- made it possible to redirect the focus from punishment or revenge for achieving their goals
- allowed to abandon the illusion that it meant punishment
solution of the problem - has helped to recover the responsibility for its role as representatives

After reiterating the difference between responsibility and guilt, having redefined the boundaries of the system to be considered and after giving a dignified response to the objective of presenting to the General Assembly dei genitori, ci siamo disposti al successivo incontro, quello che avrebbe coinvolto in mediazione anche Mimmo.

Incontro con Mimmo
Per preparare la mediazione in cui sarebbe stato coinvolto con le mamme, abbiamo incontrato Mimmo separatamente . Lo scopo era di conoscere i suoi interessi e la sua realtà, ripuliti dalle bugie e dalle illusioni.
Da parte nostra gli abbiamo illustrato a grandi linee lo scopo e il metodo della mediazione, non gli abbiamo nascosto il risentimento delle mamme, e abbiamo chiesto il suo impegno a mantenersi nella verità pena la nostra incapacità di aiutarlo.

Mimmo è stato posto da noi nelle condizioni di dover scegliere in un attimo se rischiare the truth or remain stuck in his web of lies.
somehow managed to abandon the illusion that the lies could protect him and to trust in the truth that his interests might find more satisfaction.

Mimmo was finally able to admit he was afraid and therefore he had told many lies. He acknowledged that now lies had become for him a cage where you get stuck, feeding illusions of solutions, even before being able to embed the other.
In fact, by dint of telling stories, Mimmo could almost believe that his brother would have really paid the money, the company would pay the arrears, which next week he could return at least € 100 ...

Mimmo been unemployed for over a year, is 40 years old and two young children. He lives in the context of economic crisis and the work that we are invited to ignore the optimism from the tyranny of the regime and because of the guilt of the loser that allows you to feel superior, until we recognize ourselves as losers.
The difficulty does not reconsider this condition puts us in a position to justify Mimmo (because we do not talk about right and wrong), but puts us in a position to recognize the dynamics of what happened.
Mimmo, for example, has successfully completed a work of about ten days but is not was not reappointed when he asked to be paid as a young apprentice, due to the fact that 40 years and could have recourse against the employer who has legal permission to exploit a young but not to exploit a forty.
The recognition of this social context is not something the system in mediation can take direct responsibility, but it is a reality that can not be ignored.
Again our attention was on the cutting edge because we must be careful not to confuse the description of reality as an excuse.

First meeting in plenary
The next meeting has seen it all together: Mimmo was agitated, fearing the complaint. Not even the accusations it was easy to face reality. The representatives were excited in the presence of the person against whom they knew to point the finger in his thoughts of anger and revenge. They realized that it is easy to assume to punish someone, but it is difficult to want to do it if you must do, there, at that time.

The purpose of this joint session was to define a shared reality . It was to compose the puzzle of what happened through the display and sharing of all viewpoints.
A representative told in detail the collection and custody of the money until its disappearance, and continued telling Mimmo il proprio contesto, i propri pensieri, le proprie intenzioni ecc.
Ci sono state molto domande, spesso dirette e precise, fatte a Mimmo da parte di alcune mamme del gruppo.
Per le mamme è stato emozionante esprimere senza reticenze le proprie emozioni in forma di domanda . Per Mimmo è stato semplice e scioccante rispondere la verità.
Finalmente la frustrazione delle rappresentanti ha potuto essere espressa liberamente: il loro senso di tradimento non solo per la mancanza dei soldi, ma il senso di tradimento per una relazione mancata "Io lo incontravo ai giardinetti con mio figlio."
Finalmente, oltre alla rabbia, si stavano esprimendo anche la tristezza del tradimento, il senso di abbandono, la fear of isolation, discouragement at the lack of shared meanings, ...
Meet and moving.

The importance of sharing the truth is extraordinary. Allows us to understand what you are actually talking about and to reaffirm the boundaries of the affected system. Share the description of real puts everyone in the possibility of demystify and at the same time to express their emotions and seek clarification on the intentions of others. This
to ask questions about the intentions is another sensitive issue because on one hand allows you to find agreement on a principle of logic level than the other risk to become moralistic, educational and transform it into a process of plans.
"But when you got elected representative is already because you wanted to steal?" "What have you done with this money?".
Ask for what you have used the money is most likely a moralistic intrusion that threatens to distract from the goals of mediation.
is not helpful, in fact, that mothers are to replace Mimmo in judging the meaningfulness of the costs he incurred.
Therefore, our intervention was also conducted on a knife edge here because we could allow such an investigation intentions only to the extent to which shared values, but we had absolutely stop it when it became a process intentions.
That these questions could be expressed explicitly and could be answered was helpful to recognize the emotions related to reading and thinking at the same time dangerous because it allowed judges to stand in fields not their own.

We broke up after this meeting with the satisfaction of sharing a reality fully expressed, purified of the disintegration of the lies, the unpleasantness of suspicion ("I think I'm bad ...) and the confusion of the victim who feels guilty.

All this has enabled the emergence of a clear objective fundamental systemic so far remained unnoticed and unspoken: to ensure that the reports of all (including parents represented) to come back healthy and liveable.

We would see at the next meeting with the aim of finding solutions to make good money, to repair the face of Mimmo, and reset the system in a healthy relationship with Mimmo and other parents.


Second meeting in plenary
The most obvious compensation solutions have proven impractical.
- "But you can not sell the car?" -> "I use the car is not mine and I have not even enough money for petrol"
- "Ask your father and your mother" -> "My father is no Moreover, I keep my mother and my brother is unemployed, too. "
-" You should have thought before "->" Yes, I would have thought of that before. "

This first step of obvious questions allowed to resume contact with reality this instead of that image.
The class representatives have come to realize that their image of reality had been depleted by excessive simplifications .

has not proceeded in an attempt to seek compensation, but to create an environment risarcisse . A huge difference, because they create an environment that compensates mobilizes our responsibility and highlights the circularity : la restituzione del denaro sarebbe proceduta di pari passo con il recupero della faccia di Mimmo, il quale, recuperando la faccia, sarebbe stato maggiormente in grado di rifondere il denaro.
Per ragioni burocratiche la scuola non avrebbe potuto accettare nessuna prestazione di lavoro svolta da Mimmo a compensazione del debito. Ma la rete dei genitori, se fosse stata capace di assumersene la responsabilità, avrebbe potuto creare numerose piccole occasioni di lavoro che avrebbero permesso a Mimmo di restituire i soldi. Si è stabilito che Mimmo non avrebbe ricevuto il compenso ma che il corrispettivo in denaro sarebbe andato direttamente a risarcire il debito.
Mimmo si è dichiarato disponibile per piccoli lavoretti (imbianchino, facchinaggio, physical work and whatever else might emerge, if felt to have the power) and it soon became clear as the possibility of returning the money was closely linked and dependent on the ability of the group to allow parents to create environments gradually Mimmo's Community forum back in regaining his face.
In this way, without detracting from the responsibility of Mimmo, parents find their full responsibility, their ability to respond to the situation.

Now the representatives are in a situation not easy. They learned to distinguish responsibility from the guilty, but sometimes fall into confusion. They fear the objections
other parents just because, not having fully integrated this distinction, are witness to the difficulty of suitably to other parents.

Next Monday we will be meeting with other parents. Mimmo there will be. It was said to be willing to assume its full responsibilities in order to relieve the representatives who had given him the money. But it was decided that he does not appear now to avoid the phenomena of shame, and that will be declared its willingness to be present in the future if you ask.

The representatives will present it to other parents:
1. tell what happened so that you know what now officially circulated for Filamar, that the € 1700 raised for the projects have been subtracted.
2. Illustrating the system intended to prevent this will occur in future, thereby taking responsibility for their own representatives function.
3. recount the experience of mediation, the output from the illusion punishment equal solution, and the encounter with reality demystified the objectives to be achieved and the plan to build the Indemnifying context.

will be able to not fall into the trap of justification and wrong?
will be able to remain attentive to the objective instead of being fit in anger that makes them feel superior and righteous?
I think so, that will be able to because it has become clear that there are two directions that lead to opposite circularity. A
creates a vicious circle , supported by the anger (which hides their own responsibility) channeled from the search of the guilty as if it were a solution, a rage that feeds the idea "TV" of the complaint and that leads to tissue breakdown Neighbourhood social. This vicious circle has the unique advantage, perverse and expensive, to feel offended, righteous, superior courts. The second
virtuous circle that you want aims to 100% take their own responsibility, that does not mean depriving others. This is not to be distracted from distributing right and wrong, but to keep the focus on the objectives.
This responsibility is expressed in developing a new practice, sharing of reality made by Mimmo and, above all, sharing with all parents of the meanings that they felt betrayed and that instead they want to preserve.
The goal that everyone recognizes that the path that will recover the money is the same path that allows anyone to retrieve a face to meet up with through the testimony of shared values \u200b\u200balso, and above all, respect ai bambini ai quali non si vuole mostrare una battaglia di ragioni contrapposte, ma percorsi di pace.



Emma Rosenberg Colorni, da anni si occupa di coaching emozionale per la soluzione dei problemi e dei conflitti come consulente nelle organizzazioni e per i privati. Potete conoscere il suo lavoro visitando il sito www.emmarc.it

Maria Francesca Francese (m.francesca@gmail.com) avvocato e conciliatore accreditato presso la camera di commercio di Trieste, responsabile di uno Sportello per la conciliazione delle controversie a Milano.

Quickbooks Premier 2010 Licence Number

Emotions and professional competence


EMOTIONAL MATURITY
FATTORE DETERMINANTE PER IL SUCCESSO PROGETTUALE

Emma and Matthew Rosenberg Colorni Coscia

Recent studies on projects show how the emotional maturity of people, team and organization around them is a key factor in the success of projects.
Being able to use the emotions is a skill essential for the Project Manager and Executive for all involved to ask for, select and execute initiatives.

The Chaos Report ®

® In 2006, the Chaos Report published by the Standish Group ® highlighted as primary factors for the success of projects in order:

a) involvement of users,
b) the involvement of top management,
c) clear view of the results to be obtained and
d) proper planning.

Two years later, the most recent edition of the study lists the top three unchanged while the fourth appeared "emotional maturity" , to precede the more traditional topics such as proper planning and knowledge of project management methodology.

What is emotional maturity?

While we are accustomed to have tools to guide us in planning and to consider learning the project management methodology is not yet obvious to everyone that even the competenze emozionali possono essere imparate attraverso un percorso codificato e che di fatto anch’esse sono parte indispensabile della professionalità necessaria a gestire un progetto.
Maturità emotiva significa saper utilizzare le emozioni per comunicare meglio invece che tentare di soffocarle, negarle, controllarle o gestirle.
Le emozioni infatti sono portatrici di informazioni preziosissime : usarle significa essere in grado di riconoscere e comunicare i messaggi che ci recano. Gestire o controllare le emozioni al contrario comporta la perdita di tali informazioni.
Fino a qualche tempo fa si riteneva che le emozioni costituissero un disturbo alla coscienza, alla possibilità di ragionare efficacemente e di make good choices.
for fifteen years, however, emotion is recognized as a form of intelligent computation that emerges from a number of conditions and a system of relational rules.
Since our assumptions are almost always made unconsciously, and because we have not been investigated by the relational rules that direct our attention, almost always experience the emotions as something that happens to us, and not as an area where we can exercise our response-ability (ability to respond).

Responsibility: power and freedom to recover

responsibility, which also means power and freedom, we dunque studiare come funziona l’emozione riconoscendo i presupposti su cui si fonda ed accorgendoci del modo con cui dirigiamo automaticamente la nostra attenzione nel pensare e nell’agire.
Usare questa competenza permette di negoziare, di condividere la realtà, di accordarsi sul rapporto fra mezzi e scopi, di concentrare pensieri e azioni sul fine desiderato, di risolvere creativamente i conflitti esistenti evitando di crearne di nuovi.
In definitiva permette di raggiungere efficacemente i propri obiettivi e dunque di vivere meglio.

Il 68% dei progetti fallisce per problemi comunicativi o metodologici

Il Chaos® Report stima inoltre che nel 2008 il 68% dei progetti soccombe problems caused in large part to methodological shortcomings or communication.
Most of us have the feeling that a large portion of the working day is spent in unproductive relationships, positions of power or to defend their image.
Recognizing these dynamics, one realizes that, as can be large and clear this feeling, the amount of waste remains very undervalued.

The same corporate communication consists of a number of vicious circles related all'offendersi: not only most of the talk, but also the procedures, documents, entire structures, meetings and other rituals are often carried around mechanisms offense creating the impression often shared, to be in a 'theater'.
Knowing the mechanisms that generate offense, and keeping this as a model, it becomes possible recognize and learn to use every other emotion . Knowing how to recognize the offense is then a discriminating essential to the success of projects, and one of the most fruitful ways for their improvement.

How to use emotions in the projects?

Every emotion informs us about how we are observing a situation, ie:
a) what our point of view
b) what are the meanings we attach unknowingly what we see
c) what the dynamic interpretation is internal to us that social

When you are not able to explain negotiate and review the three previous points are common unproductive or, worse, destructive.
This is true in any context, but it is amplified even for those who come to work in design within a hierarchical organization: the traditional communication structures based 'on the stick and carrot' typical hierarchical organizations lose their meaning for Project Manager, for most of the projects, has neither the one nor the other.
In fact, the project team to ensure success, must abandon the hierarchical structure and assume a configuration agile 'to amoeba', in order to be able to cope with the unpredictability of the context and provide essential feedback and fast.
The organization therefore requires new skills and new ways of communication based on mutual recognition and appreciation of the emotions, especially in the design world.

A cognitive process in 3 dimensions
E 'therefore useful to follow a path well-tested on three levels:
- Recognize what it is and how it works
emotion - Learn how to trace this to his assumptions
- Learning to negotiate the conditions to share the reality and the ways and means of change. With the deepening

bibliographic and using training programs or Emotional Coaching, the project manager can acquire the basics of emotional competence.
They fall further and may subsequently exercised independently. Further information and bibliography


Anyone wishing to explore these issues and can refer to the works of Antonio Damasio for the neurology of emotion, Bateson for their epistemological function and Maturana and Varela to the autopoietic dynamics of cognition. Krishnamurti gives us an example of a human being who has learned to use emotions very well, but the books that collect his speeches do not have a structure immediately retrace. For a practical approach is some indication in Marianella Sclavi "art of listening and possible worlds," is also very practical Marshall Rosenberg, who writes about Nonviolent Communication. In
"Working without offense" author Emma Rosenberg Colorni you can find the description of a road scrolled through, and therefore this is the book recommended to enter the study of the form of emotions and using them to communicate well.

Slimmer For Wedding Dress

IUniScuoLa Power: three hundred thirty-three leave school Potenza


«333 Cessazioni dal servizio da settembre 2010: Ata 88; Infanzia 31; Personale Educativo 4; Primarie 67; I grado 64 e II grado 79»

IUniScuoLa Potenza : Ecco la Comunicazione del Ministero dell’Istruzione, dell’Università e della Ricerca- Direzione Scolastica Regionale per la Basilicata
Ufficio Scolastico Provinciale di Potenza
Via Domenico Di Giura-Centro Direzionale-IV Piano-Parco Aurora
Tel.0971/306311- fax 0971/445081
Prot. n. A00USPZ 1094 RU - USCITA Potenza, 22 febbraio 2010

AI DIRIGENTI SCOLASTICI DELLE SCUOLE
DI OGNI ORDINE E GRADO DELLA PROVINCIA
LORO SEDI
TO OO.SS. SCHOOL

LISTED IN THEIR LOCATIONS WITHIN
and pc SCHOOL REGIONAL OFFICE FOR THE
BASILICATA
POWER
Subject: Publication lists of places available for staff mobility
teacher education and ATA as a result of termination of service with effect from 1.9.2010.

shall be provided in the annex, the lists mentioned in the subject, with a request to give the widest possible dissemination among staff interested in applying for the mobility as for 2010-2011.
Please note that these lists are subject to change.
(Palladino) THE EXECUTIVE Claudia Daten

Lists of places available
ATA
PROFILO--------- SCUOLA ----------N. POSTI
COLL. SCOLASTICO I.C. FRANCAVILLA 1
COLL. SCOLASTICO RUOTI 3
COLL. SCOLASTICO I.S.I.S. S. ARCANGELO 1
COLL. SCOLASTICO I.C. PESCOPAGANO 1
COLL. SCOLASTICO D.D. 2°CIRC. MELFI 1
COLL. SCOLASTICO I.C. OPPIDO LUCANO 1
COLL. SCOLASTICO I.C. PATERNO 2
COLL. SCOLASTICO I.C. GENZANO DI L. 1
COLL. SCOLASTICO I.P.A.S. POTENZA 3
COLL. SCOLASTICO D.D. 1° CIRC. LAVELLO 1
COLL. SCOLASTICO I.S.I.S. "RIGHETTI" MELFI 2
COLL. SCOLASTICO I.C. MARATEA 1
COLL. SCOLASTICO 1° CIRC. LAURIA 2
COLL. SCOLASTICO I.C. SAN. FELE 1
COLL. SCOLASTICO I.C. PALAZZO S.G. 1
COLL. SCOLASTICO 2° CIRC. SINK 1
COLL. SCHOOL IC CASTELLUCCIO INF. 2
COLL. SCHOOL IC "Lentini" LAURIA 4
COLL. IC BEAUTY SCHOOL 2
COLL. SCHOOL IC Terranova di Pollino 1
COLL. SCHOOL IC Chiaromonte 1
COLL. S. SCHOOL MEDIA SAVIO "POWER 1
COLL. SCHOOL ISIS LAURIA 1
COLL. ITIS SCHOOL POWER 2
COLL. SCHOOL IIS "Solimena" SINK 1
COLL. POWER SCHOOL IPIAS 2
COLL. SCHOOL ATELLA IC 1
COLL. SCHOOL IV CIRC. POWER 2
COLL. SCHOOL BRIENZA IC 1
COLL. I 1 ° Circolo SCHOOL POWER
COLL. SCHOOL ITCG LAGONEGRO 1
COLL. SCHOOL SENIS IC 1
COLL. SCHOOL IIS Genzano di Lucania 1
COLL. SCHOOL IC "BUSCIOLANO" POWER 2
COLL. SCHOOL ITIS Corleto 1
COLL. SCHOOL BUILDING ITCG SG 1
COLL. SCHOOL IPPSAR MELFI 1
COLL. SCHOOL LIC. SCIENTIFIC MELFI 1
DSGA IC Tramutola
DSGA SPINOSA 1 1 1
DSGA ACERENZA
DSGA RIONERO IN V. 1
DSGAIC Corleto Perticara 1
DSGA Genzano di Lucania 1
ASS. AMM / VO IC "John XXIII" LAURIA 1
ASS. AMM / VO IC 1 THIRD POWER
ASS. AMM / VO IC WHEELS 1
ASS. AMM / VO IC Vietri di Potenza 1
ASS. AMM / VO IC SENIS 1
ASS. AMM / DD VI VO CIRC. 1
POWER ASS. AMM / VO IC MOLITERNO 1
ASS. AMM / VO IC Rapolla 1
ASS. AMM/VO I.T.I.S. POTENZA 2
ASS.AMM/VO I.I.S. MELFI 1
ASS. A/MM/VO I.I.S.SENISE 1
ASS.AMM/VO I.C. SAN FELE 2
ASS. AMM/VO I.C. LATRONICO 1
ASS AMM/VO I.I.S. MARATEA 1
ASS. AMM/VO I.C. MARATEA 1
ASS.AMM/VO D.D. 2° CIRC. POTENZA 1
ASS.AMM/VO I.C. FILIANO 1
ASS AMM/VO I.C. BRIENZA 1
ASS.AMM/VO I.C. AVIGLIANO 1
CUOCO I.I.S. MARATEA 1
INFERMIERE IPPSAR POTENZA 1
ASS. TECNICO I.I.S. MARATEA 1
ASS. TECNICO I.P.I.A.S. MOLITERNO 1
ASS. TECNICO I.P.I.A.S.POTENZA 1
ASS. TECNICO I.T.C.G. POTENZA 1
ASS. TECNICO I.I.S. "LEVI" RIONERO IN V. 1
TOTALE POSTI 88

INFANZIA
SCUOLA N. POSTI
IC Muro Lucano 5
DD RIONERO IN V. 5
PIETRAGALLA IC 3 IC
Baragiano 1
IC DDS ARCANGELO
MOLITERNO 1 1 1 BARREL

IC IC IC LATRON
LAGONEGRO 1 1 1
ACERENZA
IC IC S. PALAZZO GERVASIO 1 1
MARATEA
IC IC IC Trecchina
San Fele 2 1
IC CASTELLUCCIO INF. 1
IC IC Picerno
Oppidi 1 2 VII 1

DD POWER IC Chiaromonte S. LUCIA
1 TOTAL POSTS 31

I can
SCHOOL CLASS OF COMPETITION N. POSTS
A059 A059 IC IC MOLITERNO 1
PALAZZO S. 1 GERVASIO
A059 A059 IC IC PIETRAGALLA 1
NEGLIGENCE 1
A059 SC. MEDIA "D. SAVIO "1
IC 1
A059 A059 Rapolla SC. MEDIA CALVELLO 1
A043 SC. MEDIA DE LUCA "VEIN 2
A043 IC 3 ° 3
A043 POWER IC" FERRARA "MELFI 2
VIETRI 2
A043 A043 IC SC. MEDIA BERARDI "MELFI
2 Riverside 1
A043 A043 IC IC" Sinisgalli "POWER 2
A043 IC CASTELLUCCIO INF. 1 S.
A043 MEDIA BUSCIOLANO "POWER IC ROUND 1 1
A043 A043
S. MEDIA RONGALLI "NEGLIGENCE
1 1
A043 A043 IC Picerno SM" Leopard "POWER 1
A043 A043 IC IC ATELLA
1 2 San Fele
A043 A043 IC IC TITO 1
BELLA 2
VIGGIANO 1
A043 A043 IC SM" GRENADE "RIONERO
1 1
A043 A043 ACERENZA IC IC IC PATERNO 1 Albania 1

A033 A033 A033 IC IC
Chiaromonte SCREEN 1 1 1
PATERNO
IC A033 A033 A033 IC ICS ARCANGELO
1 7 1 ° Circolo
A033 IS.M . "THE VIEW" POWER 1 1
Viggiani
IC A033 A033 A033 IC IC
TITUS 1 1 Ripacandida
A033 IC "Sinisgalli" POWER "1
A033 SM" GRENADE "RIONERO 1
NEGLIGENCE 1
A033 A033 IC IC POWER LAGONEGRO 1
A033 IC Corleto Perticara 1
A033 A345 IC IC LATRON
1 7 ° 1
A345 POWER IC Riverside
1 1
A345 A345 PIGNOLO IC IC IC A028
PALACE SG 1 Tolva 1
A028 A028 IC IC AVIGLIANO
1 1
A030 MS SCREEN FERRARA MELFI 1
A245 A245 IC BELLA 1
SM "RED" LAGONEGRO 1
A245 SM "DE LUCA" VEIN
1 TOTAL POSTS 64

Grade II
SCHOOL CLASS OF COMPETITION N. POSTS
A050 A050
ISIS MARSICONUOVO 1 "2 SENIS
A050 A050 ITG POWER 2
ITCG PALACE 1
A050 A050 ISIS ISIS MARATEA 1
Muro Lucano 1
A050 IPIAS.
A050 IPSAR POWER 2 POWER 2 POWER 2
ITIS
A050 A050 ISIS VENOUS 1
A050 ITC "L. DA VINCI "POWER 1
A050 ISIS" Falcone "POWER 1
A050 ISIS RIONERO 1
LIC A051. Scient. "Pasolini" POWER 2
A051 A051 IST
ISIS NEGLIGENCE 1. LECTURE 1 RIONERO
LIC A051. Scient. GALILEO POWER 1 1
RIONERO ISIS
A051 A051 IST. MASTER POWER 1
A346 ITC "L. DA VINCI "POWER 1 1
VENOUS ISIS
A346 A346 A346 ISIS LAGONEGRO 1
ITC FSNITTI" POWER 1 1
LAGONEGRO ITCG
A346 A037 LIC. Scient. GALILEO POWER 2
A037 A037 ISIS ISIS MARSICONUOVO 2
VENOUS 1
ISIS 2
A017 A017 LAURIA ITCG "Gasparrini" MELFI IPIAS MOLITERNO 1 2
A047 A060
LIC. Scient. MARSICONUOVO 1
LIC A060. Scient. GALILEO POWER 1 PALACE 1
ITCG
A060 A060 ITCG LAGONEGRO 1
A039 ITCG "Gasparrini" MELFI 1 1
IPIASPOTENZA
C320 C320 C320 IPIAS MOLITERNO
ITIS POWER 1 2 1
MELFI IPIAS
A013 A058 A246
ITCG POWER 1 LIC. Scient. PASOLINI POWER 1
A246 IST. MASTER POWER 1
A018 IST. ART RIONERO 1
A018 IST. POWER OF ART 2
LIC A049. SINK CLASICO 1
LIC A049. Scient. GALILEO POWER 1 1
SENIS ISIS
A049 A049 IST. LECTURE 1 RIONERO
ISIS A016 A016 ITG POWER
SENIS 1 1 1
LAURIA ISIS
A029 A029 A029 ITCG LAGONEGRO 2
IST. POWER OF ART PALACE 1
ITCG A020 \u200b\u200bA019 IST
SG 1. MASTER POWER 1
A019 ITC "L. DA VINCI" OUTPUT 1 OUTPUT 1
ITIS
A035 A042 ISIS "Falcone" POWER 1
LAGONEGRO 1
A061 A025 ISIS IST. POWER OF ART POWER 1 1
C240 \u200b\u200bIPIAS
A036 IST. MASTER POWER 1 1
LAGONEGRO ITCG
A075 A075 C999 ITCG PALACE 1
ITP LIC. Scient. MELFI 1
RELIGION LIC. Scient. 1 TOTAL POSTS 79 MELFI

Staff Educational
SCHOOL N. PEOPLE POWER 2
IPSSAR
IPSSAR MELFI
IPSSAR MARATEA 1 1 TOTAL POSTS 4


Primary School
N. POSTS

IC IC Albania 1 1 Laurieton
3 rd IC POWER 1 2
Chiaromonte
IC IC IC SPINOSA 1
Tramore 1
D.D. 1° CIRC. LAVELLO 1
IC. FRANCAVILLA IN SINNI 2
I.C. VILLA D'AGRI 1
I.C. MOLITERNO 1
I.C. PIGNOLA 4
D.D. 1° MELFI 2
I.C. " GIOVANNI XXIII LAURIA 1
I.C. PALAZZO S.G. 1
I.C. SENISE 2° 4
I.C. LAGONEGRO 1
I.C. RAPOLLA 3
D.D. 1° POTENZA 1
I.C. S. CHIRICO RAPARO 1
I.C. LAURENZANA 1
D.D. 1° VENOSA 2
I.C. FILIANO 1
I.C. GENZANO 3
D.D. VII CIRCOLO POTENZA 2
D.D. IV CIRCOLO POTENZA 2
I.C. RIVELLO 1
I.C. MARATEA 1
I.C. ROTONDA 2
D.D. NITTI MELFI 1
D.D. 5° CIRCOLO POTENZA 3
I.C. BRIENZA 1
I.C. TITO 1
I.C. MURO LUCANO 3
I.C. LATRONICO 2
Picerno
IC 1 IC 1 Corleto Perticara
CTP BUSCIOLANO POWER 1 2
BELLA
IC IC CASTELLUCCIO INF. 1
IC FERRARA MELFI 1
DD RIONERO IN V. 1
IC SCREENING OF BASILICATA a

IC IC ATELLA a 2nd VENOUS a
TOTAL POSTS 67

Invitation Sayings For 3rd Birthday

Ata: ^ 2 final ranking economic position

Power March 10, 2010
IUniScuoLa Power: Here is the March 2010 Decree -8 -
Prot.n. AOOUSPPZ Usc 1300.
the Ministry of Education and Research of the University
School Management
Basilicata Regional School Office of Provincial Power
Via Domenico Jura-business center-IV-Plan Park Aurora
Tel 0971/306311-Fax 0971/445081- Fax segr.0971/306308

THE EXECUTIVE

VISA the DPR 420/74, HAVING REGARD TO Legislative Decree No 297/94, Having regard to Article. 48 of the Negotiable school division, 29.11.2007, VISA art. 2, paragraph 3 of the sequence of contract July 25, 2008 for the ATA staff, provided by art. 62 CCNL period;

VISA the National Accord signed on 12 March 2009 between the Ministry of Education and the unions the school division, which covers the detailed rules for the allocation of the second economic position under Article 2, paragraph 3 of the sequence of contract staff ATA July 25, 2008, regarding the professional profiles: ADMINISTRATIVE ASSISTANT ed ASSISTENTE TECNICO;

VISTO in particolare, l’art. 7 del succitato Accordo Nazionale riguardante lo svolgimento della prova selettiva propedeutica all’ inserimento in graduatoria da parte degli aspiranti appartenenti ai suddetti profili professionali che abbiano presentato domanda;

VISTO l’elenco del personale che ha superato la prova selettiva relativamente ai profili professionali di Assistente amministrativo ed Assistente Tecnico;

EFFETTUATI idonei controlli a campione sulla veridicità delle dichiarazioni sottoscritte dagli aspiranti inseriti nel precitato elenco, nelle domande di partecipazione alla procedura concorsuale, secondo quanto previsto dagli articoli 71 e 72 del DPR n. 445/2000;

VISTA la graduatoria provvisoria pubblicata in data 18 febbraio c.a., con nota prot. n.1060, formulata sulla base del punteggio ottenuto per il superamento della prova selettiva sommato a quello dei titoli di studio, di servizio e dei crediti professionali posseduti dai candidati ai sensi dell’articolo 5,comma5 del succitato Accordo, alla data del 31 agosto 2008;

ESAMINATI i reclami e le comunicazioni di rettifica del punteggio di alcuni aspiranti inseriti in graduatoria provvisoria, trasmessi in autotutela da parte dei Dirigenti Scolastici e pervenuti nei termini previsti;

ACCERTATA la regolarità dell’intera bankruptcy

DECREED

As stated in the introduction and usage here in full is finally approved the provincial list for the award of the 2nd economic position under Article. 2, paragraph 3 of the sequence of contract signed 25 July 2008. Under Article. 6, paragraph 6 of the National March 12, 2009, against the said lists may be submitted to an employment tribunal after attempt to settle. THE EXECUTIVE
Claudia Daten
Grad final. ATA art.2 c.3 sequence contr. 25/08/2008:
to learn more, click here

Decorate My Bedroom Dresser

5 x 8 March 1000 to remember and to reflect

According to data provided by the UN, 70 percent of the world's poor are women.
women earn 10 percent of total income but are twice as many men as the labor force, produce 80 percent of total income but own only 1 percent of the land, in addition, women are three-quarters of world's illiterate population.
These data, added to the ISTAT who say that 32 percent of women in Italy has undergone during its life, a physical or sexual violence and the leading cause of death from 16 to 44 years is due to violence makes us think that much has been done over the past 60 years but there is still lot of work.

year to commemorate the March 8 + SUN NEVER association has set up a display of silhouettes of women bearing written instances of violence, true stories from across the Piedmont Region of Italy on a project to give voice to women who can not speak.
E 'was a very informative day, which helped us to reflect on this serious problem for the most part hidden in the home.
the morning they attended schools with boys and girls 14/15 years who, after reading the stories written on the shapes, met with psychologists, lawyers and volunteers to talk about different types of violence. Questions have emerged curious, intelligent, who were understand how they were impressed by some situations. - Buried alive, beaten to death - in short, a morning of reflection important.

The afternoon was kicked off the marathon of reading: more than an hour after reading extracts from books, texts of laws protecting women, real stories and, finally, the beautiful poetry of Mother Teresa of Calcutta who incites the woman to never give up even at the end of earthly life.
Unfortunately, the cold has put a strain on the resistance of the loops, however, that the sight of all these shapes could not help but stop: one could read the surprise on their faces as they were seeing ... I'm very
satisfied: for many women this year on 8 March was not only a day to celebrate with friends in a pizzeria, but the occasion for a profound reflection on the situation, often dramatic, many of our friends out of fear, shame, loneliness prefer to live in silence these tragedies ... I would say that you CAN emerge from silence 'and the motto of MAI + SUN is to prevent, deter and accommodate, just so that she does not feel maipiusola!

Monopoly Tropical Tycoon Manual

Voices in the silence for the two stages

will be the city of Savigliano (CN) on 6-7 March and Rivoli (TO) March 13 to host the International Women's Day event "Voices in the silence - violence denies the existence of" promoted by Regione Piemonte - Department of Equal Opportunities - to accompany the Regional Plan to combat violence against women. The initiative was launched in 2009 in Turin in Piazza San Carlo on 8 March International Women's Day and, after a traveling tour that reached 18 cities in Piedmont, with 54 workshops with schools, involving 1,600 students, 60 hour marathon readings of 500 and engaged readers, it was concluded November 25 in the installation at the Palace of Venaria

With estimated 120,000 visitors on the square event involved people of all ages who are able to approach al problema in modo diretto, attraverso le storie di molte donne vittime, e "accompagnato" grazie alla presenza di operatori/operatrici, volontari/ie appositamente formati/e.

Il risultato più importante è rappresentato sicuramente dalle 70 richieste di aiuto che donne vittime di violenza domestica hanno trovato il coraggio rivolgere agli operatori presenti nelle piazze.
La conferma di quello che è purtroppo sempre più evidente più del 90% della violenza subita dalle donne rimane sommersa (secondo l’Istat in Italia). 



Appuntamenti:

Savigliano 6-7 marzo 2010

ore 10,00 - 18,00

Piazza Cesare Battisti
program Saturday, March 6
• morning workshops for schools •
pm - 17:00 Marathon readings