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  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_011.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_010.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_009.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_006.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_005.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_004.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_001.jpg
  • Rome, Italy - 18 December, 2012: Romina De Cesaris (center), 37, a history and philosophy teacher with a temporary contract since 2000, waits her turn in front of the Federico Caffè high school for the pre-selection tests for aspiring teachers in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th. On 17 and 18 December there will be the pre-selection tests for the competition of recruiting aspiring teachers.  321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_08.jpg
  • Rome, Italy - 18 December, 2012: Romina De Cesaris, 37, a history and philosophy teacher with a temporary contract since 2000, waits her turn in front of the Federico Caffè high school for the pre-selection tests for aspiring teachers in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th. On 17 and 18 December there will be the pre-selection tests for the competition of recruiting aspiring teachers.  321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_07.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_008.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_007.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_003.jpg
  • 18 December, 2008. New York, NY. Choir director Gregg Breinberg, 36, directs his fifth grade students from the Graniteville School chorus in Staten Island, at the Kitchen Club restaurant for a Bruce Weber private party in Manhattan, NY. <br />
<br />
The story of P.S. 22 Chorus began in the fall of 1999 when Breinberg arrived at the 1,250 student K-5 elementary school after being excised from his first music teaching job at nearby P.S. 60 in Staten Island.   Unfortunately for Mr. Breinberg, himself a Staten Island native, P.S. 22 didn't have any available music jobs so he found himself in the unfamiliar position of second grade teacher.<br />
<br />
"It was never my intention to be a classroom teacher," Breinberg dressed casually in a pair of blue jeans and grey sweatshirt, said.  "In the absence of a music job, I used music to teach second grade. Everything I taught from math to english, I taught with music."<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    PS22_002.jpg
  • Rome, Italy - 18 December, 2012: An aspiring teacher waits her turn in front of the Federico Caffè high school before the start of the pre-selection tests  in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th for the first time in 13 years. 321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_09.jpg
  • Rome, Italy - 18 December, 2012: An Aspiring teacher walks towards the classrooms of the "Federico Caffè" highschool where the pre-selection tests will take place,  in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th for the first time in 13 years. 321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_04.jpg
  • Rome, Italy - 18 December, 2012:  A waiting room at the "Marcello Malpighi" high school where aspiring teacher wait their turn for the public pre-selection test in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th for the first time in 13 years. 321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_01.jpg
  • Rome, Italy - 18 December, 2012:  The school staff of the "Federico Caffè" high scool wait for the aspiring teachers to enter the computer classroom where the pre-selection tests will take place, in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th. On 17 and 18 December there will be the pre-selection tests for the competition of recruiting aspiring teachers.  321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_11.jpg
  • Rome, Italy - 18 December, 2012:  The computer classroom of the "Federico Caffè" high school where the pre-selection tests for aspiring teachers will take place today in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th. On 17 and 18 December there will be the pre-selection tests for the competition of recruiting aspiring teachers.  321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_10.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, listens to Corps Member Advisor Paul Root, 26, during the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach09.jpg
  • Rome, Italy - 18 December, 2012: The entrance of the Federico Caffè high school where aspiring teachers wait before the start of the pre-selection tests  in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th for the first time in 13 years. 321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_06.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach14.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach13.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, listens to Corps Member Advisor Paul Root, 26, during the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach12.jpg
  • 1 July, 2008. Bronx, NY. The binder of Katherine Atwill, 21, who attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach11.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach06.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach05.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach04.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach01.jpg
  • Rome, Italy - 18 December, 2012: The entrance of the Federico Caffè high school where aspiring teachers wait before the start of the pre-selection tests  in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th for the first time in 13 years. 321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_05.jpg
  • Rome, Italy - 18 December, 2012: Aspiring teachers walk towards the classrooms of the "Federico Caffè" highschool where the pre-selection tests will take place,  in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th for the first time in 13 years. 321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_03.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, listens to Corps Member Advisor Paul Root, 26, during the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach10.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill (center), 21, listens to Corps Member Advisor Paul Root (left), 26, during the first week of the Teach for America Summer Institute at Middle School 118. Next to her, on the right, is Michele Meredith, 21. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach08.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach07.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach03.jpg
  • 1 July, 2008. Bronx, NY. Katherine Atwill, 21, attends the first week of the Teach for America Summer Institute at Middle School 118. The Summer Institute is a five week preparation where corps members, such as Katherine, develop the foundational knowledge, skills and mindsets needed to be beginning teachers. Originally from Santa Barbara, CA, Katherine graduated in May from Colombia University with a double major in East Asian Studies and Creative Writing. She decided to enroll in the Institute because she believes the Teach for America teachers produce great results with kids.<br />
©2008 Gianni Cipriano for the Wall Street Journal<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    Teach02.jpg
  • Rome, Italy - 18 December, 2012: Aspiring teachers walk towards the classrooms of the "Federico Caffè" highschool where the pre-selection tests will take place,  in Rome, Italy, on 18 September, 2012. The public pre-selection tests for aspiring teachers, announced by the Italian Ministry of Education, took place on December 17th and 18th for the first time in 13 years. 321,210 candidates are competing for 11,542 available teaching jobs in primary schools, secondary schools and high schools all over Italy.
    Teachers_02.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, practices some yoga pose at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_015.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, is here in a class at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_011.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, teaches some yoga poses to her students at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_005.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, practices some yoga pose at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_014.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, is here in a class at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_012.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, is here in a class at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_010.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, teaches some yoga poses to her students at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_008.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, teaches some yoga poses to her students at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_006.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, practices some yoga pose at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_001.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, is here in a class at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_013.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, is here in a class at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_009.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, teaches some yoga poses to her students at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_007.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, is here in a class at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_004.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, is here in a class at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_003.jpg
  • 26 November, 2008. New York, NY. Chrissy Carter, 30, practices some yoga pose at the Yogaworks in Manhattan, NY, where she is a yoga instructor. She's a former college dancer and Wall Steret equity sales trader. She quit her job after falling in love with yoga. She started teaching 6 years ago and started teaching full-time 4 years ago. She now also certifies yoga teachers.<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    train-suit_002.jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni CiprianoTunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on internation
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni CiprianoTunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on internation
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni CiprianoTunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on internation
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni CiprianoTunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on internation
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni CiprianoTunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on internation
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and studentsonly Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni Cipriano
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and studentsonly Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni Cipriano
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • Tunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on international broadcasts before the “Jasmine Revolution" began. Described as one of the bravest bloggers in the world, much of Ben Mhenni’s writing focuses on freedom of expression and the rights of women and students.<br />
<br />
Ph. Gianni CiprianoTunis, Tunisia - 19 December, 2011: Lina Ben Mhenni, 28, cyber activist author of the popular blog "A Tunisian Girl" and teaching assistant of linguistics at the University of Tunis, is photographed in Tunis, Tunisia, on December 19, 2011. Her influential blog, which was censored under Zine El Abidine Ben Ali’s rule, was one of the most revealing and scathing criticisms of Tunisian society, focusing particularly on issues like women’s rights and press freedom. When unrest began in Tunisia in January 2011, Ben Mhenni began traveling across the country to take photos and video footage of both the protests and people she says were killed in the ensuing government crackdowns. She visited local hospitals and took pictures of those injured or killed by the police. She risked her safety as one of the only Tunisians to criticize the repressive government openly on internation
    CIPG_20111219_TUNISIA_Lina-Ben-Mhenn...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Carmela Petillo (51), a math teacher at the "Melissa Bassi" high school, poses for a portrait in the high school  in Scampia, a district in the outskirts of Naples, Italy, on April 14th 2021. Teachers at the Melissa Bassi high school had made significant progress in getting local children into school through art projects, workshops and personal tutoring. The challenge is enormous as there is no phone reception in some of the neighborhood’s most neglected housing projects, children are often crammed with multiple family members into a few rooms, and are easily discouraged, teachers said.<br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Betw
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Carmela Petillo (51), a math teacher at the "Melissa Bassi" high school, poses for a portrait in the high school  in Scampia, a district in the outskirts of Naples, Italy, on April 14th 2021. Teachers at the Melissa Bassi high school had made significant progress in getting local children into school through art projects, workshops and personal tutoring. The challenge is enormous as there is no phone reception in some of the neighborhood’s most neglected housing projects, children are often crammed with multiple family members into a few rooms, and are easily discouraged, teachers said.<br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Betw
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • CAGLIARI, ITALY - 2 SEPTEMBER 2022: Vittorio Farina (71), a retired teacher history teacher and supporter of the political party Fratelli d'Italia, poses for a portrait at a rally by Giorgia Meloni (45), the party leader and the leading candidate to become Italy’s next prime minister later this month, in Cagliari, Italy, on September 2nd 2022.<br />
<br />
Giorgia Meloni,  whose campaign slogan is “Ready,”  could also become the first head of a hard right party descended from post-Fascism to lead the country, and a major Western European nation, since the end of the Second World War.<br />
<br />
The likely prospect of Ms. Meloni and her coalition partners Silvio Berlusconi, the former prime minister, and Matteo Salvini, the former darling of the hard right, running the country has terrified a European establishment wary of their mishandling billions of euros in recovery funds, imposing protectionism, eroding norms and detonating a nationalist bomb from within the heart of the Europe Union.<br />
<br />
Ms. Meloni's wave seemed to have crested out of nowhere, growing from four percent in 2018 to 25 percent in the polls of the 2022 elections.
    CIPG_20220902_NYT-Meloni-Sardinia_A7...jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308317.jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308284.jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308284_...jpg
  • NAPLES, ITALY - 15 APRIL 2021: Antonia Sivero (13), a third grade student, attends an online Italian class held by her teacher Francesco Uccello in Ponticelli, a district in the outskirts of Naples, Italy, on April 15th 2021. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Between September and January, high school students in Naples only physically went to school for 27 days, according to the humanitarian organization Save the Children, a national low. In Naples, the dropout rate is about 20 percent, twice the European average and in the city’s outskirts it is even higher. Teachers there have struggled to keep students interested in school, and worry that months of c
    CIPG_20210415_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 15 APRIL 2021: Antonia Sivero (13), a third grade student, attends an online Italian class held by her teacher Francesco Uccello in Ponticelli, a district in the outskirts of Naples, Italy, on April 15th 2021. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Between September and January, high school students in Naples only physically went to school for 27 days, according to the humanitarian organization Save the Children, a national low. In Naples, the dropout rate is about 20 percent, twice the European average and in the city’s outskirts it is even higher. Teachers there have struggled to keep students interested in school, and worry that months of c
    CIPG_20210415_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 15 APRIL 2021: Antonia Sivero (13), a third grade student, attends an online Italian class held by her teacher Francesco Uccello in Ponticelli, a district in the outskirts of Naples, Italy, on April 15th 2021. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Between September and January, high school students in Naples only physically went to school for 27 days, according to the humanitarian organization Save the Children, a national low. In Naples, the dropout rate is about 20 percent, twice the European average and in the city’s outskirts it is even higher. Teachers there have struggled to keep students interested in school, and worry that months of c
    CIPG_20210415_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Francesco Uccello (48), an Italian teacher, poses for a potrait at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021. “Here parents have a hard time considering school as something important in life,” he said, “The kids don’t have anyone telling them to wake up for class.”  Over the past months, the school has also organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Between September and January, high s
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Francesco Uccello (48), an Italian teacher, poses for a potrait at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021. “Here parents have a hard time considering school as something important in life,” he said, “The kids don’t have anyone telling them to wake up for class.”  Over the past months, the school has also organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Between September and January, high s
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Francesco Uccello (48), an Italian teacher, poses for a potrait at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021. “Here parents have a hard time considering school as something important in life,” he said, “The kids don’t have anyone telling them to wake up for class.”  Over the past months, the school has also organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Between September and January, high s
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Dora Leva (36), mother of third grade student Emanuela, is seen here at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021.  “Here parents have a hard time considering school as something important in life,” Francesco Uccello, an Italian teacher at the school, said. “The kids don’t have anyone telling them to wake up for class.” <br />
Over the past months, the school has organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Francesco Uccello (48), an Italian teacher, is seen here at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021. “Here parents have a hard time considering school as something important in life,” he said, “The kids don’t have anyone telling them to wake up for class.”  Over the past months, the school has also organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers.<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to school.” Between September and January, high school stu
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Francesco Uccello (48), an Italian teacher, is seen here teaching an online class to his third grade students at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021. “Here parents have a hard time considering school as something important in life,” he said, “The kids don’t have anyone telling them to wake up for class.”  Over the past months, the school has also organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to sc
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Francesco Uccello (48), an Italian teacher, is seen here teaching an online class to his third grade students at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021. “Here parents have a hard time considering school as something important in life,” he said, “The kids don’t have anyone telling them to wake up for class.”  Over the past months, the school has also organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to sc
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308540.jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308469.jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: A 4th grader is seen here online on the tablet of Giusi Amodio (44), an elementary school teacher, during the last day of school, in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308415.jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308392.jpg
  • NAPLES, ITALY - 29 MAY 2020: Raffaele Giusti (9, 4th grade) attends his last day of school, logged in online with his mother's smartphone, as his teacher explains a math exercise , here in an occupied apartment in Naples, Italy, on May 29th 2020. Raffaele needs to share his mother's smartphone with his two older siblings for online classes, since the family cannot afford a computer or tablet.<br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308154.jpg
  • NAPLES, ITALY - 29 MAY 2020: Raffaele Giusti (9, 4th grade) attends his last day of school, logged in online with his mother's smartphone, as his teacher Giusi Amodio (44) explains the last lesson of the year , here in an occupied apartment in Naples, Italy, on May 29th 2020. Raffaele needs to share his mother's smartphone with his two older siblings for online classes, since the family cannot afford a computer or tablet.<br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M307994.jpg
  • NAPLES, ITALY - 29 MAY 2020: Raffaele Giusti (9, 4th grade) attends his last day of school, logged in online with his mother's smartphone, as his teacher Giusi Amodio (44) explains the last lesson of the year , here in an occupied apartment in Naples, Italy, on May 29th 2020. Raffaele needs to share his mother's smartphone with his two older siblings for online classes, since the family cannot afford a computer or tablet.<br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M307976.jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308540_...jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308469_...jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: A 4th grader is seen here online on the tablet of Giusi Amodio (44), an elementary school teacher, during the last day of school, in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308415_...jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308392_...jpg
  • SANT'ANASTASIA, ITALY - 29 MAY 2020: Giusi Amodio (44), an elementary school teacher, teaches her last day of school online to 4th graders  with a tablet from her home in Sant'Anastasia, Italy, on May 29th 2020. <br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308317_...jpg
  • NAPLES, ITALY - 29 MAY 2020: Raffaele Giusti (9, 4th grade) attends his last day of school, logged in online with his mother's smartphone, as his teacher explains a math exercise , here in an occupied apartment in Naples, Italy, on May 29th 2020. Raffaele needs to share his mother's smartphone with his two older siblings for online classes, since the family cannot afford a computer or tablet.<br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M308154_...jpg
  • NAPLES, ITALY - 29 MAY 2020: Raffaele Giusti (9, 4th grade) attends his last day of school, logged in online with his mother's smartphone, as his teacher Giusi Amodio (44) explains the last lesson of the year , here in an occupied apartment in Naples, Italy, on May 29th 2020. Raffaele needs to share his mother's smartphone with his two older siblings for online classes, since the family cannot afford a computer or tablet.<br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M307994_...jpg
  • NAPLES, ITALY - 29 MAY 2020: Raffaele Giusti (9, 4th grade) attends his last day of school, logged in online with his mother's smartphone, as his teacher Giusi Amodio (44) explains the last lesson of the year , here in an occupied apartment in Naples, Italy, on May 29th 2020. Raffaele needs to share his mother's smartphone with his two older siblings for online classes, since the family cannot afford a computer or tablet.<br />
<br />
In Italy, a country ravaged by the coronavirus, there is a new casualty: Students. Many children from low-income families have effectively dropped out of school, say teachers and charity groups, the result of the prolonged, nation-wide school closure caused by the pandemic. In early March Italy became one of the first countries in the world to shut down all schools, forcing teachers to turn to remote learning. But many families have struggled with the shift, and many children have been left behind. Around 12% of school-age children don’t have a computer or a tablet at home, and parents are often unable or unwilling to help. The Covid dropouts are intensifying a problem that was already there. Even before the pandemic, Italy had one of the highest school dropout rates in Europe. And there is no solution in sight, since schools won’t reopen before September at the earliest. The problem is particularly acute among poor and marginalized communities in places such as Naples, where teenagers are easily lured into the ranks of organized crime syndicates. In one middle-school on the outskirts of the city, for instance, around 10% of students didn’t access online classes at all. Many others participate only occasionally. “I’ve never had this many kids not come to school,” says Barbara De Cerbo, the headmaster. “There is the fear that we’ll lose some of them for good.”<br />
<br />
CREDIT: Gianni Cipriano for The Wall Street Journal<br />
<br />
SLUG: DROPOUTS
    CIPG_20200529_WSJ-Dropouts_7M307976_...jpg
  • NAPLES, ITALY - 14 APRIL 2021: Francesco Uccello (48), an Italian teacher, is seen here teaching an online class to his third grade students at the "Melissa Bassi" middle school in Ponticelli, a district in the outskirts of  Naples, Italy, on April 14th 2021. “Here parents have a hard time considering school as something important in life,” he said, “The kids don’t have anyone telling them to wake up for class.”  Over the past months, the school has also organised workshop to get the local kids, who were most likely to not attend the online classes, come to school and build solid personal relationships with the teachers. <br />
<br />
Even before the coronavirus pandemic, Italy had among the highest dropout rates in the European Union. But over the last year it has kept its schools at least in part closed about three times longer than France, and more than Spain or Germany and just about all other member states, severing a lifeline for some of the most challenged children and fueling fears of an education crisis.<br />
<br />
Experts argued that by at least partially closing its schools for 35 weeks, Italy, already lagging behind the rest of Europe in key educational indicators and hoping for a strong post-pandemic recovery, had threatened its long term prospects. The country with Europe’s oldest population has risked leaving behind its youth, which is its greatest and rarest resource.<br />
<br />
While it is too early for reliable statistics, teachers, principals, advocates and social workers say they have seen a sharp increase in the number of students falling out of the system. Even those who stayed in are clearly falling behind.<br />
<br />
The problem is especially acute around the southern city of Naples. Schools here have remained closed longer than the rest of the country, in part because the president of the wider Campania region, Vincenzo De Luca, insisted they were a potential source of infection. At one point, he mocked the notion that children in his region were “crying to go to sc
    CIPG_20210414_NYT_Italy-Dropouts_A73...jpg
  • ROME, ITALY - 16 JUNE 2014: Francesco Santalucia, a composer and music teacher at the Pathological Theater, poses for a portrait during the annual farewell party in Rome, Italy, on June 16th 2014. <br />
<br />
The Italian actor and author Dario D’Ambrosi, founder of the unique<br />
"Pathological Theater" in Rome that has the mentally ill producing<br />
plays and staging them is<br />
planning to open the first university for drama and the mentally ill<br />
in October. The 3-year long courses will allow also to the mentally<br />
ill to become professional actors, screenwriters and costumiers. He<br />
has funds to start, a registered by-law, the<br />
teachers and the building where to hold classes ready to go.
    CIPG_20140616_NYT_University__M3_391...jpg
  • ROME, ITALY - 16 JUNE 2014: Mauro Cardinali (33, center), a screenwriter, filmmaker and teacher at the Pathological Theater, chats with a mentally ill member of the theater during the annual farewell party in Rome, Italy, on June 16th 2014. <br />
<br />
The Italian actor and author Dario D’Ambrosi, founder of the unique<br />
"Pathological Theater" in Rome that has the mentally ill producing<br />
plays and staging them is<br />
planning to open the first university for drama and the mentally ill<br />
in October. The 3-year long courses will allow also to the mentally<br />
ill to become professional actors, screenwriters and costumiers. He<br />
has funds to start, a registered by-law, the<br />
teachers and the building where to hold classes ready to go.
    CIPG_20140616_NYT_University__M3_371...jpg
  • 11 December, 2008. New York, NY. Pills such as multivitamin, creatine, fish oil and amino acid such as glutamine and isoleucine are here in the kitchen of Daniel Alexander Osach (or Dan Alex), 24, is a gay Go-Go dancer who grew up in New Haven, CT, and moved to New York a year ago. During the day he works for Christopher Hyland, Inc., a high-end fabrics purveyor. At night, he works as a Go-Go dancer in gay and women clubs around New York City. "My life is work, gym, dance and sleep", Daniela says. Dan has a bachelor in English and majored in Poetry and Economics. After graduation in 2006 he worked as a store manager in a mall for 4 months in Connecticut. Tired and depressed of his job, he went to Florida to relax and then came to New York a year ago. He usually dances at "The Cock", a  East Village gay bar. "The Cock is not an institution. It's a landmark" Daniel says. Daniel aspires to become maybe a teacher or to work for a travel magazine. "What I would really love to do is to live my life laying down at the beach and reading poetry"<br />
<br />
©2008 Gianni Cipriano for The New York Times<br />
cell. +1 646 465 2168 (USA)<br />
cell. +1 328 567 7923 (Italy)<br />
gianni@giannicipriano.com<br />
www.giannicipriano.com
    GCipriano_20081210_GOGO_MG_2590.jpg
  • TUNIS, TUNISIA - 26 JULY 2013: Mounir Argoubi, a 43 years old teacher as well as a local representative and activist of the Ennahda party, is here in in his car in the Ettadhamen district in Tunis, Tunisia, on July 26th 2013.<br />
<br />
Tunisia, birthplace of the Arab Spring revolutionary movement, was plunged into a new political crisis on Thursday when assassins shot Mohamed Brahmi, 58, leader of the Arab nationalist People’s Party, an opposition party leader outside his home in a hail of gunfire.
    CIPG_20130726_NYT_Tunisia__MG_0716.jpg
  • SEULO, ITALY - 10 JUNE 2022: Salvatore Murgia (55), mayor of Seulo, greets his elementary school teacher in Seulo, Sardinia, Italy, on June 10th 2022.<br />
<br />
Seulo claims to have a higher concentration of centenarians than Perdasdefogu, who recently entered the World Guinnes Record. As a matter of fact, Seulo has five centenarians in a population of 800 - or 0.62 percent per capita - against the 0.449 percent per capita of Perdasdefogu.<br />
<br />
The World Guinness Record of the largest concentration of centenarians - 0.449 percent per capita - was achieved by the town of Perdasdefogu, in the island of Sardinia, Italy, in April 2022. At the time the record was set, there were 8 centenarians in a population of 1,778.<br />
<br />
Sardinia has been identified as one of five regions in the world that have high concentrations of people over 100 years old: a total of 534 people across or 33.6 for every 100,000 inhabitants. But Perdasdefogu is unique because the number of centenarians in a town of its size is 16 times the national average.<br />
<br />
Perdasdefogu shot to fame in 2012 when the Melis family, made up of nine brothers and sisters, entered the Guinness World Records as the oldest living siblings on Earth, with a combined age at the time of 818. The town’s longest-surviving citizen to date is Consolata Melis, the eldest of the siblings, who died in 2015, two months short of 108 years old. Antonio Brundu, who turned 104 in March, is the current oldest resident.
    CIPG_20220610_NYT-Centenarians_A7IV-...jpg
  • NAPLES, ITALY - 17 SEPTEMBER 2019: Owner Mario Lombardi (57) is seen here at the entrance of Cap'Alice, a restaurant in Naples, Italy, on September 17th 2019.<br />
<br />
Cap’Alice is a small restaurant founded by Mario Lombardi, 53 years old - many of which spent in the restaurant business. Mario had a dream; after years of experience gained in other Neapolitan restaurants, together with other partners, he had the desire to create something of his own, a small restaurant that had a precise identity, to enhance the resources of the territory. That is why he called it cap'alice, anchovy's head, which is precisely the symbol of a small thing of your own; his high school teacher told him and he never forgot it. Better to be the boss of a small thing of your own than to be the last wheel of a huge wagon.
    CIPG_20190917_CULBACK-CapAlice_M3_27...jpg
  • NAPLES, ITALY - 17 SEPTEMBER 2019: Owner Mario Lombardi (57) is seen here at the entrance of Cap'Alice, a restaurant in Naples, Italy, on September 17th 2019.<br />
<br />
Cap’Alice is a small restaurant founded by Mario Lombardi, 53 years old - many of which spent in the restaurant business. Mario had a dream; after years of experience gained in other Neapolitan restaurants, together with other partners, he had the desire to create something of his own, a small restaurant that had a precise identity, to enhance the resources of the territory. That is why he called it cap'alice, anchovy's head, which is precisely the symbol of a small thing of your own; his high school teacher told him and he never forgot it. Better to be the boss of a small thing of your own than to be the last wheel of a huge wagon.
    CIPG_20190917_CULBACK-CapAlice_M3_27...jpg
  • NAPLES, ITALY - 17 SEPTEMBER 2019: A dish of Spaghetti alla Nerano is seen here at Cap'Alice, a restaurant in Naples, Italy, on September 17th 2019.<br />
<br />
Cap’Alice is a small restaurant founded by Mario Lombardi, 53 years old - many of which spent in the restaurant business. Mario had a dream; after years of experience gained in other Neapolitan restaurants, together with other partners, he had the desire to create something of his own, a small restaurant that had a precise identity, to enhance the resources of the territory. That is why he called it cap'alice, anchovy's head, which is precisely the symbol of a small thing of your own; his high school teacher told him and he never forgot it. Better to be the boss of a small thing of your own than to be the last wheel of a huge wagon.
    CIPG_20190917_CULBACK-CapAlice_M3_27...jpg
  • NAPLES, ITALY - 17 SEPTEMBER 2019: A dish of Pasta alla Genovese is seen here at Cap'Alice, a restaurant in Naples, Italy, on September 17th 2019.<br />
<br />
Cap’Alice is a small restaurant founded by Mario Lombardi, 53 years old - many of which spent in the restaurant business. Mario had a dream; after years of experience gained in other Neapolitan restaurants, together with other partners, he had the desire to create something of his own, a small restaurant that had a precise identity, to enhance the resources of the territory. That is why he called it cap'alice, anchovy's head, which is precisely the symbol of a small thing of your own; his high school teacher told him and he never forgot it. Better to be the boss of a small thing of your own than to be the last wheel of a huge wagon.
    CIPG_20190917_CULBACK-CapAlice_M3_26...jpg
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