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TOURNAMENT ERMOLLI
Ermolli the second day of the tournament took to the field: Pontebbana, the Castle and the Verzegnis. The competition is composed of a triangular match lasting 45 minutes in total divided into two halves of 22 minutes and a half. In the first challenge Pontebbana played against the Castle. The Lazio on the field include: Alessandro Lodolo, which for years has worn the jersey in the areas of Pontebbana youth and currently plays in the Asko Furniz Raika, Austria, and more Morassi and Di Lena, from Cercivento that play in the second category.
Pontebbana vs Castle 2-1
Pontebbana: Ponticelli

1 2 3 Bricchi
Azzola
Lodolo
4 5 6
D'Agostina Di Lena
Not
7 8 9 Del Bianco
Sgobino
10 Morassi (Gollin 14) 11
Marcon (Buzzi 16)
After just two minutes Pontebbana knocks on the door Cargnelutti: Di \u200b\u200bLena, served on the fly by Marcon, firing a powerful right from the far defender Gemona neutralized. The game remains static until the 15th, when Marconi and displaces the fourth party in the palace. On the 20th of Lena is precisely Sgobino, which concludes in scissor kick, but over the bar. In the eighth minute of recovery Bridges performs in an outstanding parade on the powerful conclusion to close Emanuele Serafini. The reserve luxury is repeated a few minutes later on a shot hurled by Mapes. Bridges is the best in the field when the 16th says no Marchetti also a great reflection. Sgobino the contest closes on the 22nd with a shot billiards: carom the ball on the pole to the left of Cargnelutti and settles quietly in the door. The Castle initials finally scoring with a penalty flag that displaces Marchetti Jumpers with a central conclusion.

_______________________________________________________________________


In the second match played between Verzegnis and The Castle, the Greens were to win, but only after the penalty shootout. The game ended on two equal and had to resort to kicks from eleven meters, where the Carnian to the bitter end to have won 6 to 5.

Pontebbana vs Verzegnis
Pontebbana 3-1: 1
Ponticelli
Galtarossa
2 3 4 Azzola
Lodolo (Martignoni 15)
5 6
D'Agostina Di Lena
Not
7 8 9 Sgobino
Del Bianco (Marcon 14) Morassi

10 11 Gollin
the first time the record has nothing to tell disignificativo. On the 13th of the recovery is the advantage with the Pontebbana Morassi on penalty. On the 17th the draw with the initials Verzegnis Boria, who with a delightful lob insult Ponticelli. In the last minutes of the game with Lazio Dual Marcon, affecting the network and sends the ball kicked by Del Bianco at corner. Superb goals from Marcon at the end: after a quick lick with Gollin, the attacker takes the opposing defense for a walk and finally bags behind Basile. THE Pontebbana therefore qualifies to the semifinals to be played in August.

Giovanni Di Marco

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begins the second round and Pontebbana confident in the continuation of this successful season. Summing with respect to the first round, the Lazio president of biodiversity have collected 8 wins, d ue draws and three defeats with 32 goals scored and 21 conceded. In this first day of return, Ovares took to the field with the aim to stop the series of two consecutive defeats. In fact the game was proposed by our aggressive early, and then mutate into foul and nervous. Are leaving the hosts with a try Sgobino that free-kick crashed against the barrier. After 14 minutes of play spaces are an advantage: Del Bianco from the corner puts it in the middle where D'Agostina is winning the leg. The captain of Lazio will resurface on the 34th kick, sending a conclusion to the door of poisonous Verzin. On the 36th of the Ovares riagguanta: Gonano, left alone, from inside the area takes a sure shot, but finds Menis of the rejected, but nothing can riveted on. At the end of first time guests with Gonano doubled, although the defense claims biancoceleste a touch of hand opponent. In the second half the Pontebbana pushes and find Sgobino par with that primed by Del Bianco, sends it behind goalkeeper guest. At the 20th Sgobino is also the penalty: The maximum punishment decreed by Mr. Tolmezzo bag has become the attacker's home. After half an hour calcium from eleven meters for the Ovares: Gonano escape the defense and goes to door, so Baron is forced to fight it hard, committing a foul. Transform Fruci. At the 40th Menis is too hasty in the revival and unintentionally serves Gonano that bag of pot. At the expiration of the time the game's too hard dell'Ovarese backfires: Marcon into the area and is held by a defender's shirt, the referee decreed the third penalty of the match, converted by Sgobino.


Giovanni Di Marco.

PONTEBBANA 4 - 4 Ovares

Scorers: 14 'D'Agostina ; 35' and 42 'Gonano ; st 15' and 20 '(r) Sgobino ; 33' ( r) Fruci; 40 'Gonano ; 42' (r) Sgobino

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departments and libraries: what is the reality?

When it comes to the protest of the University we always end up talking about" cuts ".
Some believe that an invention, that there have been and there will be, which in essence will always work as usual, while others believe the existence of the cuts, but come to justify them, thinking that that is to eliminate unnecessary expenditures.
We asked around what is, in fact, the situation in some departments of Foreign Languages to have a general idea the situation of our faculty.

The biggest problems come from the block of turn-over: in Italy where youth unemployment is at levels of concern in the academic world - and the will of the Gelmini Tremonti - there is only one every five retirement employment. One every five.

Regarding the Department of Italian studies, the situation is not as dramatic as that of other industries, but it's only a matter of time. This year, a researcher retires (from 1st November), and perhaps (but only if all goes well) there will be a competition, already banned for over a year.
Then, we will (Including Literature and Foreign Languages) to another three or four retirements without turn over within two or three years.
In absolute numbers, the Department will reduce about 20% of the teaching force in the coming years, causing problems strong, perhaps more 'to Letters to that language, but still sensitive.
Teachers of Italian Studies who will insist on Languages, for next year, six and this will be enough to cover different needs. But this is only a transitional phase ...

greatest difficulties are found in the Department of Linguistics, which brings together under him also Russian and German (German but we will discuss below). Here are
teachers to substitute for retirement and, unfortunately, two cases of death. There are no assumptions.
part of the specialist in linguistics, which has teachers in common with the Triennale, some teachers accepted for the time of overdoing it to cover the educational needs and not leave gaps in essential disciplines. This regime can not be maintained for long.
One of the teachers of the department stresses that there should be at least two professors, on examination, it is not, for numerical reasons, then slip in this area illegally.

The situation seems to be more worrying for the department of German.
German Language and Literature at risk of disappearing, as when the Faculty has two language teachers German and one professor of literature. There are researchers and teachers have to deal not only teaching but also of the administration (a task that should not affect them) and the maintenance of the department (other tasks that do not affect them).
With the block in turnover, also was forced to choose between hiring new teachers or new technical directors. As if the roles were interchangeable!

Turning to French, for what it regards language is provided for the retirement of a professor for March 2011. There is a researcher of French Language in the Faculty of Foreign Languages \u200b\u200band Literatures and, for the moment, are not expected in this recruitment.
Literature in the teaching of two professors will retire in November, compared with Hispanic and Germanic languages, however, French manages to survive, but only because the two researchers to carry out teaching French Literature.
And speaking of teaching, within a few years, three French-speaking players are gone and have not been replaced.

and libraries?

Library of Linguistics, despite the waste has already been cut, does not have funds to purchase new books and there are no major economic difficulties that do not allow subscriptions to magazines. Lack of funds has come to the point that if, for example, a computer should be damaged, would not be able to repair it or replace it.
no little problems is that of the staff: the cooperatives are no longer providing their support and this means that there are limitations in the opening and closing both of which Anglistics Linguistics. The remaining staff, in fact, must alternate and work more hours than planned.
As for the turn over, then, there have been three retirements and one part-time employment.

As for the French section, there is no money to buy new books have been discontinued subscriptions to magazines and books moltre examination programs are purchased with research funds of teachers. For lack
staffing, hours of opening to the public had to be limited: the library of the French is always closed in the afternoon.



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A student in the country's reform

Here is the letter sent by a student of the Faculty of Languages, the directors of Italian newspapers:

Dear Editor,

I am a student of languages and Literatures at the University of Pisa, until a few days ago, was studying for exams of July.
Then, like a bolt from the blue - to think of it has been for some time that the sky at the university is not so peaceful - came the unexpected news, it appeared the ominous warning: the blocking of exams from July part of teachers and researchers and, consequently, the departure of students in the hope of receiving the scholarship.
Almost no one spoke, although they certainly have spoken with great apprehension all the Italian families who have at least one child at university, not to mention the families where, if the child has the opportunity to study, it is only thanks to scholarship that will have to give, not being able to take the exams necessary to achieve the number of credits required by regulation.
astonished, my colleagues and I, we wondered why a measure as devastating and as many little Alice in Wonderland, we saw catapult into the fantastic world of university reform proposal by the Minister Gelmini, where we saw amazing things, really stunning, stripped of its autonomy as a university, where power management is concentrated in the hands of the Rector and Board of Directors. But not all. We also saw something even remotely imaginable: the establishment of the exhausted figure of the researcher for an indefinite period, replaced by the researcher with a fixed term contract of three years renewable once, without any legal recognition of the educational activity. In short, things of this world.
At this point, we realized that everything we had seen was none other than our future, and also our present. A
this lesson, where researchers are free, where libraries have had to discontinue the subscriptions to specialized journals, in which there is no money even to fix a computer, where teachers are not free to make photocopies for students - who pay taxes - without incurring prohibitive bureaucratic procedures, and a future in which the block will prevent the turn-over the recruitment of new recruits scientific developments that salary for the public use will be abolished. In light of this we have decided to offer students a "no" category to a present and a future as these.
We therefore stand to teachers, researchers and administrators - who have assured to restore the exam session from July 12 - organizing meetings with the aim of defining forms of protest to prevent the decay of the public university. On the other hand, if researchers decide to stop doing free cooking class - is to claim that democratic citizens work for free? - The university will stop. And if it stops the university, it will stop the culture as well as to our future.

A student in the country's reform .

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Open Space

Here is the report prepared by Prof. cell on the second day of Open Space:


The proposals below are addressed in the first instance to:
- the Dean of the Faculty of Languages \u200b\u200band
Literature - the Chairmen of the degree courses of the Faculty of Foreign Languages \u200b\u200band Literatures (including inter-courses)
- the Council of the Faculty of Foreign Languages \u200b\u200band Literatures
- the Director of the Interdepartmental Language Centre (CLI)
- the Commission of the Faculty of Foreign Languages \u200b\u200band Literatures
- Directors of the Centers librarians.
Given the imminence of the renewal of many institutional offices of the university, we should direct them to the area of \u200b\u200btheir jurisdiction, including:
- candidates for the office of Rector of the University of Pisa,
- candidates sector representatives 5 science in the Academic Senate.
At the next European Day of Languages \u200b\u200b(Pisa, September 27, 2010) intend to submit proposals here in § 2 a:
- the institutional representatives of the European Union. Some

proposals are intended for a broader discussion, which we hope to involve as many students and teachers as possible and start from the beginning of the next academic year (eg, the Charter of Rights and duties of students and teachers in § 1.3.1); Other actions include more immediately achievable and already planned (eg, streamlining the organization of the lessons in § 1.1, the organization of seminars cross in § 2.1.1, the establishment of "community Erasmus" in § 2.2.).

Contents: 1. Needs of students: 1.1. Time, 1.2. Spaces and tools (libraries and laboratories), 1.3. Teaching 2. Europeanization: 2.1. Europeanization, cross-disciplinary, interdisciplinary, 2.2 Erasmus activities.

1. Needs of students
1.1. Times
Among the factors that determine the quality of learning time should be counted, is broadly understood as the duration of "exposure to the material" - the total time span during which the student is asked to take on the perspective, the issues and terminology discipline - as well as intensive daily amount devoted to the study. Excessive compression of time is a net expense of quality: learning systems "full immersion" work to refine expertise, not to train students in the early stages of the degree course. The time for reflection and self-study - essential to sedimentation of critical concepts and methods - can not be replaced by the activity front or drive or be compressed and confined to the weeks prior to testing curriculum. The current organization semester (10-12 weeks each), the amount of lessons per semester and the amount of hours to constitute a teaching system that fragments the knowledge foreclosed assets, and multiplying the lessons, multiplies exponentially the syllabuses. We therefore ask that:
1.1.1. are rethought the current semestralizzazione mode and organization of lessons;
1.1.2. Enhanced attention to the overlap of the fundamental teachings of the times, even with the help of appropriate information management systems that allow students to indicate in advance that the courses they plan to attend so that they can plan ahead schedules and classrooms.

1.2. Spaces and tools (libraries and laboratories)
1.2.1. Structures. To improve the quality of teaching and learning, we call the power of the number and efficiency of multimedia classrooms, eg. making available existing structures.
1.2.2. Information. Students feel the lack of information regarding the scientific and educational tools that the University offers: For example, few students know the library and laboratories with audio-visual material of the CLI. Better publicity through the University website or by simple information boards in the faculties is feasible.
1.2.3. Access. It also looks, despite the lack of staff, greater flexibility in opening and simplification of procedures for the use of all libraries, for example by removing the cover letter to the teacher to access the loan.
1.2.4. Financing. The current funding for libraries is insufficient to the needs of students and teachers, the budget cuts severely limit the possibility of opening, the purchase of books and magazines, the same maintenance of the premises. From this year, for example, interlibrary loan is fully paid by the applicants (including students) and libraries are not even able to buy books in syllabus. We demand that libraries are guaranteed adequate funding, at least such as to enable the renewal of subscriptions to scientific journals and the purchase of texts in syllabus.

1.3. Teaching
1.3.1. Charter of rights and duties of students and teachers. It is proposed to formulate in agreement between all parties, a charter of rights and duties of students and teachers, spelling out a few essential points in the rules governing the "contract metaphorical" between teachers and students. In particular, the Charter should be transparent about the education imparted in each subject, the knowledge required for the initial and the final student (see also § 1.3.6), given the consistency between the content and examination procedures, evaluation criteria and the obligations of teaching and administrative faculty.
1.3.2. Transparency. We ask the appropriate advertising of existing instruments (electronic registers in unimap, to be held regularly updated) and their implementation, for example, with an indication of seminars and final examinations and thesis and doctorate followed by each teacher.
1.3.3. Evaluation. The anonymous evaluation of teaching should be enhanced, improving the significance and timing (eg. Not proposing it in the last week of the semester, when part of the lessons have already been completed and the number of students is no longer representative), and also devising appropriate forms publicizing the results.
1.3.4. Organization. The students hope that the language and literature courses and examinations are carried out in the relevant foreign language, at least the second year onwards. Ask that exercises and lectures are conducted with groups of students at a consistent level of knowledge, and that the hours of planned activities are inversely proportional to the starting level (thus providing more hours for beginners, to enable them to follow courses taught in English).
1.3.5. Interdisciplinary coordination. A good coordination between the teachers would be a dam against the fragmentation of knowledge: eg. It would be appropriate that the teachings of the various literary languages \u200b\u200bto be coordinated, at least with regard to the various literary and historical periods addressed in the same years of study, as well as teaching of general linguistics and those of foreign language (The latter providing that the first are preparatory to the latter). The students hope that readers will be represented in decision-making.
1.3.6. Attention to the preparatory aspects. In the spirit of transparency and the "metaphorical contract" between teachers and students, every teacher should explain the objectives of each course, even taking into account what has already been given as part of the course. Particular attention should be paid to the illustration of the principles and terminology of the subject, prior to making the student aware of the issues addressed (eg. Preparing a common pantry to the teachings of the Faculty with illustrations of basic terminology and literary language, in the wake of what has been done in preparation for the proof of access).

2. Europeanisation Europeanisation
2.1, transversality, interdisciplinary
Assuming that a Faculty of Languages \u200b\u200bsuch as ours, with a clear and prevailing Eurocentric vocation, scholars and citizens should be aware of the plurality and diversity of contemporary cultural and linguistic heritage, which was felt 'need, particularly by students, an educational alternative to the lecture, which felt the need, particularly among the teachers of linguistic and literary greater collaboration in pursuit of common and cross-cultural dynamics, it is proposed:
2.1.1. the organization of seminars on topics cross linguistic, literary, cultural (eg "The Quijote in European cultures," "The status of languages \u200b\u200bin Europe today", etc..), which have a multidisciplinary seminar, on a regular basis;
2.1.2. strengthening guidance incoming student awareness of high school and newcomers on linguistic pluralism in the EU and the need for interdisciplinary education and training in comparative linguistics and literary student of languages \u200b\u200band literatures foreign
2.1.3. collaboration with foreign institutions of culture and a greater focus on European projects, to facilitate the exchange of teachers and students and to raise funds to be used for workshops themselves (call of writers, poets, essayists, teachers, foreigners).
This proposal, in its joints, aims to increase awareness of the points of contact and divergence between languages, literatures and cultures of Europe, to raise awareness of the comparison between languages, literatures and cultures of Europe, also in view of promoting areas considered peripheral and or minority, to stimulate critical awareness of literary and linguistic pluralism of Western culture in its various facets, to provide alternative skills to be able to spend in research and work.

2.2. Reinforcing activities Erasmus
propose the strengthening of exchanges between Italian students of the Faculty of Foreign Languages \u200b\u200band Literatures, and foreign students (Erasmus and non Erasmus) through a series of immediate actions can be planned and feasible as early as next academic year:
2.2.1 . the establishment of a "community Erasmus", which encourages contact between students in and out, in order to promote popular aspects of the host countries and promote mutual understanding and communication between stakeholders (with the relative power of the "Language tandem" );
2.2.2. the establishment of an information day (or host) for Italian and foreign students at the beginning of the academic year in which the students themselves present initiatives that can contribute to the integration and exchange of ideas between internal and external students. These activities could be organized for groups or language areas, including also social occasions and theme nights that the active involvement of foreign students, called to present their country of origin to the Italian colleagues. At operational level, it is about creating a network of contacts, with a mailing list or through Facebook in order to inform all concerned about any activity. At this useful purpose would be to intensify contacts with the offices of the Erasmus University, the International Relations Office of the University and the CLI, to help advertise the day and activities.
2.2.3 the establishment of an international foyer, or a place of faculty (eg. 2B of the classroom building Curini) equipped with a television and DVD player, a place where students can come together to watch a movie and discuss it.

[Thanks to Clare for the text]

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thank the friend and correspondent John Di Marco for the record. The

Pontebbana play a perfect game against Cavazzo. The team has no flaws, and is united against the formation purple manages the game for the whole 90 minutes. Provide capital for Menis, Biancoceleste goalkeeper makes himself ready to find opponents on the findings, and even offers guests the goals of the flag. In the Cavazzo press start, and it is often near the front door, but the defense always has the situation under control. At 24 Gollin is the first goal for the Pontebbana : the number 9 of the house receives the ball on the edge of the bag and behind D'Angelo. Guests on the very link to send high balls on goal Roberto Agostoni, but Menis is always on time in the output. Pontebbana goalkeeper rejects the line 34 minutes to the conclusion thrown pudding. In the second half, after just six minutes, Not twice: on the development of a corner, the midfielder striking the ball on the fly and bags. At the ninth minute capitan Del Bianco receives the ball, completely free, and marking the 3 to 0. Finally the 20 minute poker is served! D'Angelo D'Agostino strikes from distance with a conclusion unstoppable. The Pontebbana and deservedly won the second place, separating the Cavazzo.
photo: Matteo Bricchi novice constantly growing.


PONTEBBANA 4 - CAVAZZUTI 0

Scorers: 24 'Gollin, 51' Not, 54 'Del Bianco, 70' D'Agostina

Giovanni Di Marco. -

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The Students' Council on DDL Gelmini (05/07/2010) Modern Languages \u200b\u200b

* The Student Council of the University of Pisa, *

* Noting the expressions of dissent against the Bill for 1905 "Gelmini" and the recent government initiatives on public University

consider the positions expressed by the Board of Faculty of Medicine, Economics, Engineering, Languages \u200b\u200band Literatures, Political Science, MM.FF.NN, Law, Literature and Philosophy, Veterinary Medicine, Agriculture, Pharmacy;

noting the failure of educational programs for the approvals to. a. 2010/11 in almost all the faculties of our university, whether as a result of the unavailability, by researchers, to accept teaching duties not required by law

FOUND sharing of research personnel protest by several faculty members and ordinary members, who do not intend to assume teaching duties in excess of the provisions of law;

CONSIDERED CRUI of the motion, expressing appreciation for the substantial bill 1905

BELIEVES THAT *: *

1. continuous reduction of economic resources prevents the proper functioning of the University, exacerbate the already heavy suffering, and makes it impossible the planning of teaching and research;

2. the marginalization of permanent researchers and the creation of the term research "(for which we do not warrant the resources necessary for career advancement, or adequate planning of recruitment), seriously affect the research making it impossible to guarantee a quality education;

3. subtraction of powers to the Senate in favor of a Board composed largely of outside members, embodies the intention to impose a model of top-govenance undemocratic and public universities;

4. the introduction the "Special Fund for the credit," composed of tools such as vouchers and loans, regardless of the circumstances of that income is a serious violation of the study, which should be guaranteed to all deserving students, but without means . This process is also compounded by unsustainable cuts in the "traditional" DSU, under the last Finance Act and the dl78/2010;

5. CRUI ignore the guidelines adopted by the deep criticism from members of the Italian academic world to the university policy of the government

* In the light of findings, the Student Council, *

•

expresses its opposition to the draft bill 1905 "Gelmini", both in relation to critical issues highlighted, as regards the lack of involvement of academics in the design of reform

• recognizes and endorses the reasons for the protest of the researchers;

• notes the objective difficulties in the management of the majority of courses with the University, Creates with the abstention of researchers from the performance of teaching and non-institutional, with the gradual downsizing of staff;

• Takes note of the suspension planning of teaching activities, for the academic 2010/2011, which took place in the faculties of Sciences. FF. NN., Engineering, Medicine, Veterinary Medicine, Foreign Languages \u200b\u200band Literatures, Political Science, Economics, Agriculture;

• notes that the structural lack of resources prevent, already in the immediate future, the maintenance of adequate levels of institutional activities of the University of Pisa;

• complaint that the heavy cuts to the Right to Education and the establishment of the Fund for the substance, involve the risk of transition from a model of public service, linked to economic conditions of students, a loan scheme that will force students to borrow, even before to enter the world of work;

• expresses strong opposition to the position expressed by the magnanimous CRUI and endorsed by the Rector of the University Senate during the last Easter, and strongly advocates that the administration of our university's commitment to maintain convene as soon as a time of national debate and protests against government policies with regard to universities.

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Modern Languages \u200b\u200bis the brainchild of students from the Faculty of Languages \u200b\u200bin Pisa.

Our aim is to disclose its reasons for the protest of these days, a protest that involves all the universities, professors students, through research and administrative staff.

"modern languages" because we hope that our faculty - a faculty in the humanities and therefore at risk of closure to a greater extent than others - may continue to exist in the coming years.

"living language" because we do not want simply to be against Gelmini reform: we want to propose new ideas, trying to figure out what's wrong and how to improve the University.

The blog is absolutely non-partisan, brings together ideas from the people below him the most diverse but united by one certainty: a university reform is possible, it is not a purely financial reform.

We hope to illustrate, through articles and documents, what is the situation of the Italian university and particularly of our faculty, as well as to clarify the ideas - both those living outside the academic world, both those who live by " uninformed - why it is important to move now, before it is too late.

We would like to make it clear that the Gelmini reform is not carried out in the name of merit and that the stakes are very high: the end of a public university accessible to all, the ample supply and focused on teaching free research.