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The paper focuses on the relationship between poverty and educational poverty in the context of inequalities. The possibility of using the perspective of inequalities and forms of exclusion makes it possible to analyse educational issues as social issues. From a multi-perspective, if it is true that living in poverty leads to an inadequate quality of life, living in educational poverty implies looking at the effects produced at different levels on the cultural status of the population and reflected on society as a whole. After clarifying some of the causes of poverty, the article describes how the educational perspective constitutes the dimension that, more than others, can enable the marginalisation of some of the causes. If it is now well established how educational success is influenced by sociodemographic variables and the different forms of poverty, it is equally important to consider how this is one of the key dimensions for breaking out of the vicious circles of poverty, through the design and co-design of political, cultural and social interventions to design and produce solutions at micro and macro levels. [ABSTRACT FROM AUTHOR]

At school, the teacher observes potential skills of the students with disabilities, develops their performances in the context, encourages participation and relationships, creates an inclusive learning environment. The teacher uses observation tools to summarize essential information about the students and to design educational support interventions. This paper presents an observation guide ICF-based (2001; 2007), with the aim of confirming or changing the Functioning Profile of students in secondary school, and of drafting the Individualized Education Plan (IEP). A tool analysis was carried out on a sample of secondary school teachers (n = 580); the results show a good validity of the observation guide related to the ICF content domains and its theoretical principles. [ABSTRACT FROM AUTHOR]

Digital storytelling has emerged in recent years as an effective teaching technique. However, it is rarely applied, and one of the reasons is related to the time-consuming nature of making a movie. In this paper we look at a teaching model with which a class can be asked to make a film in cooperative mode and from the perspective of the Episodes of Situated Learning, with an investment of time comparable to that of more traditional techniques and with positive effects in terms of learning and inclusiveness. [ABSTRACT FROM AUTHOR]

After establishing that educational institutions have the duty to respond to all the difficulties of the students, small or large as they may be and regardless of external signs, this paper describes the second phase of the process followed for the validation of a questionnaire on adaptive behavior for high school students. The questionnaire allows for the observation of four fundamental components of adaptive behavior: accuracy and precision, compliance, shyness, and the tendency to appear strong. Since the construction and exploratory analysis were discussed in the first part of the work, this article accounts for the second phase of the validation process of the questionnaire, aiming to provide guidance on how to use it [ABSTRACT FROM AUTHOR]

In this paper we present “Revita”, a language learning system designed at the University of Helsinki and available for free online. In particular, we focus on features for Russian language learners and teachers, showing how the tool can be a valuable aid for both self-study and classroom work. [ABSTRACT FROM AUTHOR]

The subject of this paper is the resistance of Judaism to any classification according to conventional categories. If, after emancipation, there was an attempt to reduce Judaism to a faith with no national character, the possibility of considering the Jewish people as a people like any other seems no less problematic. In reconstructing some aspects of the complex debate on these issues, special attention will be paid to the positions expressed by Gershom Scholem, Abraham B. Yehoshua, and Daniel Boyarin. [ABSTRACT FROM AUTHOR]

The paper presents the study of the process of decodification of Francesco Petrarca's Canzoniere by a third-grade class of the Convitto nazionale Pietro Longone’s high school, in Milan. The school is attended by the ballet pupils of the Accademia la Scala. The proposal took place in an ideal context, favored by the participation in the competition “Quando i ragazzi ci insegnano”, organized by the Italian Ministries of Culture, Education and Foreign Affairs. The class's confrontation with the poetic text arose from an element common to dance and poetry: technique. In the contribution, it is hypothesized how familiarity with technique, present in the strenuous daily practice of ballet pupils, can foster in students an immediate understanding of its function in the work of layering poetic communication. [ABSTRACT FROM AUTHOR]

In the present paper, a white lupin flour (Lupinus albus L.) and a protein concentrate from narrow-leaved lupin (Lupinus angustifolius L.), in increasing proportions (3, 7, 10 and 15%), were partially replaced for durum wheat re-milled semolina for breadmaking. The effects on the physico-chemical properties of the flour blends as well as on the technological and sensory quality of the bread were evaluated. The addition of these ingredients increased the water absorption capacity and the leavening rate compared to semolina. In the farinograph, the addition of lupin flour and lupin protein concentrate increased the dough development time, with a negative effect on dough stability. The alveograph strength decreased (225, 108 and 76 × 10-4 J for doughs with semolina, 15% protein concentrate and 15% lupin flour, respectively), while the P/L ratio increased. Compared to the control, the supplemented doughs showed a low amylase activity, with falling number values ranging from 439 s to 566 s. These additional components produced a reduction in the specific volume of the loaves (2.85, 2.39 and 1.93 cm³/g for the semolina bread, 15% protein concentrate and 15% lupin flour, respectively), and an increase in their hardness (up to 21.34 N in the bread with the 15% protein concentrate). The porosity of the breads decreased with the addition of the two lupin flours (range between 5 and 8). Sensory-wise, these ingredients did not impart any off-flavours or off-odours to the bread, which means that they can be employed in bread-making without a deflavouring process. Therefore, the use of lupin flours in breadmaking, with a concentration of up to 15%, represents a valid possibility for fortifying durum wheat bread. [ABSTRACT FROM AUTHOR]