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During .... "It All Starts Today"

ARTISTIC TECHNICAL DATA

Original title: Ça commence aujourd'hui
Country: France , 1999
Genre: Drama social Duration: 117 minutes
Director: Bertrand TAVERNIER
Screenplay: Dominique Sampiero, Tiffany and Bertrand Tavernier
Photo: Alain Choquart
ASSEMBLY: Sophie Brunet
Music: Louis Sclavis
Production: Alain Sardo / Little Bear/TF1 Production
Cast: Philippe Torreton (Daniel Lefebvre), Maria Pittaresi (vCal), Nadia Kaci (SAMI), Veronique Atalya (Liénard lady), Nathalie BECU (Cathy), Emmanuelle Bercot (Lady Tiévaux) Teboulle
Betty (Mrs. Henry), Gérard Giroudon (Mayor), Didier Bezace (Inspector) , Marief Guittier (Daniel), Daniel Delabesse (Marc).

synopsis

Daniel Lefebvre is director of a nursery school in an area of \u200b\u200bnorthern France hit by the crisis in mining, their only source of economic activity. Opposed to rigid education system and the bureaucracy of government policies (and soc ial services) Daniel and his school teachers struggle to develop their work, but the root of many problems facing the school is out. Daniel, son of a miner and passionate about his work, can not be indifferent to that social environment. Daniel in his personal struggle will be supported by two women, his companion Valeria, a sculptor who has a son, and Samia, a social worker able to overcome the forms.

POINTS OF INTEREST

1. The film caused (especially in France) a controversy among fans and detractors.
   Awarded in Berlin and some teachers unions, other festivals honors her away from (but not public) and the government showed its discomfort (Jospin, prime minister in the release date had been Education Minister Mitterand).


2. School, some teachers and, of course, children are real. The writer, Dominique Sampiero
   is a school teacher. The report contains anecdotes from her experience and seeks to portray archetypes
   and constant education: the position of the government policies (the Communist mayor) and educational (the inspector), the bureaucracy of public services (excuses responsible for assisting ) and the connection between school and society issues.


3. analysis highlights the different positions being taken by educators to the problems, the inspector, the director defends yield curves, the veteran teacher, the novice and, especially, committed director Daniel Lefebvre.


4. Daniel, despite his experience as a teacher (and his excellent skill with the children) can not handle the relationship with the son of his partner and also costs related to some parents. But we always shown its ability to act his energy contagious.
   
5. The film hits us with the contrast between the tender eyes of children and the brutality of
   environment dominated by unemployment, alcoholism, cold and poverty.


6. why the film goes beyond a look at the school, is a dissection of some part of reality often forgotten by the media. It is a complaint and at the same time, a celebration of solidarity, social courage and imagination.
   

After the overview, we can only see it and enjoy it. We will enclose a short about the film in question as a summary in the original (French)

How's A Mute Guy Going

lemon during the month of March (1974-1981), by Alberto G. López Limón

Armenta Sotelo Roque. Without militancy. March 1976. Kidnapped in Mexico City by agents of the Federal Security Directorate.

Angulo Ávila Hector Manuel . Communist League September 23. Worker. March 19, 1978. Kidnapped in Nogales, Sonora, by agents of the State Judicial Police, Brigada Blanca, the Mexican Army. Originally from Sinaloa.

Ezequiel Dionisio Barrientos. Male. Partido de los Pobres. 28. Campesino. March 15, 1972. Kidnapped in Parotas Corner, Guerrero, the Mexican Army and assigned to the 27 th Infantry Battalion. Taken to Campo Militar No. 1, where he remained until April 1974.

Clavel Juárez Floriberto Quirinius. The Penta, Pentathlon . Student. Vanguard People's Revolutionary Army, Revolutionary Armed Forces . Organization responsible for the September 23 Communist League. March 19 1976. Kidnapped while riding in a passenger bus in Acapulco, Guerrero, the Mexican Army (attached to 27 Infantry Battalion), agents of the Federal Security Directorate and the State Judicial Police

José de Jesús García Corral . Adolfo , Germain, Germain, GUME, Arturo García Hernández, José Antonio, "Chemical, José León, El Guero . Teacher. Communist League September 23 . March 8, 1976. Kidnapped in the city of Puebla, Puebla, by agents of the State Judicial Police under the command of Captain Jose Luis Acosta Morales. Moved to Mexico City, to the cells of the Directorate General of Police and Traffic, and then to the Federal Security Directorate. Transferred to Military Camp No. 1.

Escalante Armando Morales. Jaime, Arturo, El Loco Escalante, Escalante Commander. Communist League September 23. Coordinator Revolutionary Brigade Miguel Domínguez Rodríguez. Abducted in March 1978 in Sonora, by agents of the State Judicial Police and Federal Security Directorate. Originally from Sinaloa.

Gámiz Jacobo García. Javier, Julio, Julio Mijares Mendoza, Mendoza Román Martínez, Héctor Guzmán Mendoza . Student. September 23 Communist League, Workers' Brigade Armed Struggle Partido de los Pobres. Kidnapped, injured a leg, 13 March 1974 in Acapulco, Guerrero, by agents of the Federal Security Directorate and Judicial Police of Guerrero, led by Isidro Galeana. Transferred to Military Camp No. 1.

Murillo Oscar César Gaxiola . The Kaliman. 24. Student. September 23 Communist League, The Sick . March 8, 1978. Kidnapped in Morelia, Michoacan, by agents of the White Brigade, the Federal Security Directorate and Judicial Police, led by Rafael López Chao. Originally from Sinaloa.

Alfonso González Ríos. Without militancy. 30. Worker. March 26, 1981. Kidnapped in Tepic, Nayarit, ppor Judicial Police of Jalisco and Nayarit Judicial Police, led by Salman Wensceslao González (Commander of the Jalisco Judicial Police).

Hernández Hernández Cruz. 22. Popular High School Teacher Tacuba. Communist League September 23. March 12, 1981. Kidnapped in Naucalpan, Chamapa Izcalli, Estado de Mexico, by agents of the Investigation Division for the Prevention of Crime and the Federal Security Directorate.

Eduardo Hernández Hernández. Student and Teacher of the Popular High Tacuba. Communist League September 23. March 12, 1981. Kidnapped in Mexico City by agents of the Federal District Judicial Police

Héctor Hernández Maciel. Without militancy. Campesino. March 21, 1977. Kidnapped in Atoyac, Guerrero, by agents of the State Judicial Police.

Ituri Armando Martínez. Revolutionary Armed Forces. Student. March 1976. Kidnapped in Mexico City by agents of the Federal District Judicial Police. A native of Guerrero.

Misael Pérez Martínez. Without militancy. Campesino. March 7, 1978. Kidnapped on the streets in Atoyac de Alvarez, Guerrero, by agents of the State Judicial Police, commanded by Captain Elijah Alcaraz. Spent seven months in the barracks of Atoyac, then loses his whereabouts.

Raul Enrique Perez Gasque . Roel Alfonso Medina, Miguel, Alfonso . National board member. Irina's husband Elisa Sáenz Garza. Armed Forces of National Liberation, National Liberation Forces . March 21, 1974. Kidnapped in Ocosingo, Chiapas, the Mexican Army, belonging to 46 Infantry Battalion. He joined the Military Camp No. 1 on April 1, 1974.

Dionisio Romero Israel. 14. Student. Partido de los Pobres. March 13, 1974. Kidnapped in El Ejido, Atoyac, catch the underside of the Ejido, Guerrero, by agents of the Federal Judicial Police and the Mexican Army. In the seal of the Federal Judicial Police was identified by the defector León de la Cruz Martinez, Chema. Was taken off a bus.

Elisa Sáenz Garza Irina . Carmen, Blanca, Murcia, Maria Figueres Ma Del Carmen Garcia, Ana Ma Velasco Torres . National board member. Wife of Raul Enrique Perez Gazque. Armed Forces of National Liberation, National Liberation Forces . March 21, 1974. Kidnapped in Ocosingo, Chiapas, by elements of 46 Infantry Battalion of the Mexican Army. Transferred to Military Zone of Tuxtla Gutiérrez and then, on April 1, 1974, at Military Camp No. 1. Originally from Monterrey, Nuevo León.

Sicaire Angulo José Guadalupe . 28. Employee. Communist League September 23. March 13, 1976. Kidnapped in Culiacan, Sinaloa, by agents of the Judicial Police, the Federal Security Directorate, White Brigade and the Mexican Army, under General Aguilar Garza of the Federal Security Directorate. He was transferred to Military Camp No. 1.

Sonora Pedro Mendoza. 23. Campesino. Partido de los Pobres. March 5, 1974. Kidnapped in Chilpancingo, Guerrero, by agents of the State Judicial Police. The day after his arrest, at the Governor was made available to the commander of Military Zone XXXV.

Santos Soto Aquino. Student. Without militancy. March 30, 1978. Kidnapped in Acapulco, Guerrero, by members of the State Judicial Police, among which were identified Gonzalo de la Cruz.

Téllez Mata Bonifacio. Without militancy . 35. Campesino. March 6, 1977. Kidnapped at the lock of Xochitl, Zihuatanejo, Guerrero, the Mexican Army, to be marked by a 'sponsor' a cousin of him. Graft lived and worked in Zihuatanejo coffee plants.

Vives Carlos Arturo Chapa . Lucio, Ricardo, Luis, Chessman . Professional. Catalog Communist. Armed Forces of National Liberation, National Liberation Forces . Responsible for the urban network of the FLN, in Villa Hermosa, Tabasco.18 of March 1974. Kidnapped in Cintalapa, Chiapas, the Mexican Army XXXI belonging to the Military Zone, located in Tuxtla Gutierrez. Originally from Monterrey, Nuevo León. Transferred on March 21, 1974 at Military Camp No. 1.

I Ejaculated At The Doctors

Time is the physical quantity that measures the duration or separation of events subject to change, the systems under observation, ie the period between the state of the system when it appeared a state X and the moment that X records a perceptible change for an observer (or measuring apparatus). Is the magnitude that you can sort the events in sequence, establishing a past, present and future, and gives rise to the principle of causality, one of the axioms of the scientific method.

School Day:

The regimen of lectures will begin on September 15, 2008 in early childhood education, primary education, compulsory secondary education and special education. The completion of the regular school system not be earlier than June 22, 2009.


now know two models of day School: School day

heading: The part time (25 hours) includes teaching hours in the morning and afternoon, and in many public schools, hours are 9.30 and 12.30 pm to 16.30, except in September and June, months when there are only morning classes.

school day continues: The journey continues, implemented only in some autonomous communities, concentrates all the classes in the morning, from 9 to 14.

However, we know that the Ministry of Education of the Andalusian Government has presented a draft of the new organization of time in the Andalusian school space, and would be regulated both the timing and the school day in our region. In this draft we read the following:

"Day eduacion school children, elementary education and special education"

During these stages, the students' academic horaios comprise veintico hours per week, including two hours of recreation , gradually distributed throughout unasemana. In addition, centers that has morning class, the tiempotranscurrido between seven thirty and nine o'clock ua present no formal activity.

Students attend the Center Monday-Friday, framed all in any of the model sepresentan:

a. weekly teaching hours only tomorrow.

b. school day of five weekly sessions morning and two in the afternoon.

c. school day of five weekly evening sessions and four afternoon
.

With regard to the relationship of the school day in other countries:


1. The school day more than 8 hours in length found in many schools (usually called bilingual), practically does not exist in the world, and less if you take the first years of schooling (5 / 6 years 8 / 9 years) which is not presented directly.

2. Doubling the length of school day that occurred in the middle of schools of the Autonomous City of Buenos Aires, and aims to generalize, or has taken aim to accomplish in the Province of Buenos Aires, and even in the rest of Argentina, does not seem to be based on the data obtained, the solution to any of the educational problems. If this fixes other social problems would have to raise it in those terms and not with the aim of giving "more education." This doubling will mean an increase of around 35% of the education budget on something that may be having a very low correlation with educational improvement.

3. The school day more than 4 hours for children under
5 / 6 years either in the world. There are institutions
Initial Level rooms have 5 years to 8 hours, and even rooms of 4 with that day. It would be useful to rethink this issue in light of the data here provide.

4. If we accept the hypothesis that what works in other countries can produce the same results in our respective adaptations to, we should consider the possibility of abandoning the idea of \u200b\u200ba single school day, and go to a progressive increase in scheme function of age: A

3 ½ hours at the initial level

About 4 ½ hours for first and second cycles of the EGB (or up to 7 th grade in those jurisdictions where it maintains the old system)

About 6 hours for the 3rd cycle GBS (or basic cycle of secondary
again in the old scheme)

About 7 hours for senior high school (or senior cycle of secondary education
).


5. also seems useful to increase the number of actual school days (teacher training days are not days of class even if the want to see as such) to 195 instead of 180 "theoretical" we currently have in most jurisdictions.



6. Although not direct targets of this investigation, since there have been several about it again confirms that the percentage of GDP is allocated to investment in education holds a very low correlation with education. Therefore

:

The mere raising of the education budget, which were used during this investigation the executive branch to enact into law drove, no guarantee as to improve the quality of education.

The draft law should be accompanied by the "how" will be spent this increase, yet, try to prevent the doubling is how to spend the school day, as has repeatedly expressed our Minister of Education.

La Argentina aims to bring its investment in education to 6% of GDP and is at least to note that the countries located in the top 10 places in the PISA 2003 assessments ordered by their results in mathematics, only 2 over 6 % of GNP for educational investment, and the average investment
those same countries is 4.6% of GDP.