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Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista di Scienze dell'Educazione is the property of Pontificia Facolta di Scienze dell'Educazione Auxilium and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This contribution aims to present the characteristic elements of Luigi Giussani's pedagogical reflection. The recent publication of three significant works edited by Carmine Di Martino offered a particular suggestion to reconsider the idea of education defined by the founder of the Catholic Movement of Communion and Liberation. In particular, this paper focuses on the transformation of the concept of education in the Western world, and on the relaunching of Christian education. Giussani's educational proposal aims on the one hand to contain efficiency, which today tests the training guidelines and makes traditional education obsolete and, at the same time, is a strong invitation to rediscover what is essential. [ABSTRACT FROM AUTHOR]

Children's literature adaptation research is an interface study between children's literature study and adaptation studies. It has the common characteristics of two relatively marginalized research fields, and also shows distinct interdisciplinary attributes due to its interface nature. In the current situation where literary research is constantly seeking innovation and going in-depth, the interdisciplinarity and corresponding interdisciplinary practices of children's literature adaptation research reflect its cutting-edge research directions, while also mapping out some development trends of literary research as a whole. This paper starts from the theoretical discussion of children's literature adaptation studies, reflects on its conjunction points of education studies (with a special focus), narrative studies, cognitive studies, and digital humanities to scrutinize its interdisciplinary theoretical resources, and attempts to explore how the underlying attributes of children's literature adaptation research combine with interdisciplinary theoretical resources to promote its own development. [ABSTRACT FROM AUTHOR]

The history of Albanian children's literature spans a long time. Initially, religious texts of medieval literature were used as such literature in Albanian schools, but pure children's literature was born during the period of Albanian Romanticism. At this time, it was originally written to meet the educational needs of the first Albanian school. However, it was literature that was written by the best authors of Albanian Romanticism and, apart from its function in school, it had all the characteristics of good children's literature. This study deals with these two sides of the first Albanian children's literature, with its artistic level and with the educational role it played in the first Albanian school. From the analysis we have done, we have managed to establish that literature in the first Albanian school played a decisive role in the artistic, cultural and moral formation of Albanian students. Initially, this stems from the fact that the authors who compiled books for the subjects in the first Albanian school, were primarily writers and they could not be separated from literature even when they wrote books on other subjects, making the literature found in books of different subjects and its importance is irreplaceable. The results of the paper have been achieved using thematic, genre and contextual analysis. [ABSTRACT FROM AUTHOR]

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper briefly addresses the relationship of knowledge and esteem between Giorgio La Pira and Father Ernesto Balducci. The classic themes of Lapirian thought are addressed - universal peace, intercultural dialogue, social justice - in particular through the rereading of the biography that Balducci dedicated to the mayor of Florence in 1986. There are three central points of the comparison between the two religious figures: Florence seen like Polis; universal civilization and plurality of cultures; the Mediterranean talks. In their mutual closeness and knowledge, Balducci and La Pira remained faithful to their respective cultural and political positions: the former more critical and philosophical-pedagogical, the latter more historical and empirical. Together with other important religious people from the Florentine area, they gave life to an extraordinary cultural season which affected the city of Florence starting after the Second World War and which still today constitutes an exquisitely critical and profoundly divergent model of meeting and dialogue. [ABSTRACT FROM AUTHOR]

Italy is a frontrunner in the process of population ageing, which is affecting most high-income countries in Europe and elsewhere. Increasing longevity, paired with decreasing fertility and a much slower pace in the reduction of later life morbidity, has and will lead to an increasing mismatch between long-term care needs and resources. Within this context, it is important to understand the extent to which (scarce) care resources are distributed in society. As a matter of fact, inequality in access to long-term care in later life can add to pre-existing inequalities and further aggravate already existing disadvantages. In the present paper, we present a systematic review of existing studies focusing on the social stratification of access to long-term care among the older Italian population. Three dimensions of social stratification are considered: education, income, and wealth. Previous results suggest that education is a key factor in the unequal distribution of care resources, especially in terms of formal care. Regarding access to informal care and the role of income and wealth, previous literature reports mixed findings. The review also identifies several significant limitations in previous studies on the topic. [ABSTRACT FROM AUTHOR]

Empirical studies have repeatedly shown a progressive reduction of educational inequalities by social class of origin in most European countries (Breen et al. 2009; Ballarino et al. 2008; Barone and Ruggera 2018). However, in most contributions, parental wealth has been largely overlooked as a specific and independent dimension of parental SES, and only a few contributions have investigated the variation of wealth gaps over time (Pfeffer 2018). This work aims to contribute to the literature in two main directions. First, it aims to provide an empirical assessment of trends in wealth gaps in Upper Secondary and Tertiary education over the last three decades in Italy. Second, it aims to assess whether and how these gaps have varied along different segments of the wealth distribution. Using the Historical Archive of the Household Survey on Income and Wealth (SHIW-HA), the paper analyses the variation of wealth gaps in upper secondary graduation rates for children born in the '70s, '80s, and '90s, and tertiary graduation rates for children born in the '60s, '70s, and '80s. Results show a progressive reduction of adjusted wealth gaps in upper secondary education. Compared to the '70s birth cohort, an increase in upper secondary graduation rates is observed around the median of the wealth distribution for children born in the '80s, followed by an increase occurring at the bottom for the '90s birth cohort. Conversely, wealth gaps in tertiary attainment have persisted, if not increased. Between the '60s and '70s birth cohorts, wealth gaps in tertiary widened, following an increase in graduation rates that occurred exclusively at the top of the wealth distribution. Between the '70s to the '80s birth cohorts, tertiary graduation rates converged upwards, with a greater increase in the bottom half of the wealth distribution. The net balance between the '60s and '80s cohorts shows a slight increase in wealth gaps. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a reflection on literacy education and an analysis on the dynamics that characterize the experience of reading and getting lost in tales' plots. The complexity of the reading experience during childhood is here explored through a parallelism with the metaphor of dismemberment. This metaphor, deeply rooted in our collective imagination, is analysed from the Osiris myth told by Plutarch to contemporary classics, together with fables' different versions, picture books, songs, and TV series. [ABSTRACT FROM AUTHOR]

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Videogames are a fundamental tool in shaping new generations' collective imagination. In particular, videogames usually present limited depictions of masculinity and femininity and, for this reason, offer canonical norms concerning gender identity. The present paper explores narrative videogames as a key medium to indirectly deconstruct gender canons. Specifically, the paper focuses on the analysis of non-conventional female identities in three videogames based on the adventures of three different protagonists that counteract gender standards. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The path to acquiring an identity is complex and not without its problems for girls and boys; it is therefore necessary to avoid the accumulation of absolutely gratuitous and removable obstacles on their formative path, such as those caused by gender restrictions. Contemporary children’s literature today opens up to perspectives of this kind, feeding the imagination of readers with stories that address the gender issue from the perspective of the acquisition of an identity free of stereotypes. As we intend to demonstrate in this paper, an important contribution from this point of view is offered by the studies Carmela Covato has conducted on the relationship between gender and education, offering a careful look at the use of literary sources, among which children’s narratives are rightfully included. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relational and trustful conception of law proposed by the author highlights, in the opinion of the commentators, the essential link between law, democracy, trust and persuasion. This paper focuses on these intersections and states explicitly the points of contact with a rhetorical perspective of law, arguing that Aristotelian defence of Rhetoric serves to defend a precise model of polis, of man and law, against the vision of sophistry, which is one of the sign of the modern 'verticalist' conception of relationship. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia Italiana is the property of EGEA S.p.A and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Jiu-jitsu is a martial art that can be used by men and women of all ages in the world and is trained by many people. Jiu-Jitsu (guidance), the ancestor of Jiu-Jitsu, is the technique used by Samurai at the last moment. They demonstrate that drinking is inefficient when losing weapons at close range and enemy opponents. Berries and clicks are more effective for survival. Jiu-Jitsu, now famous around the world, was shown in Brazil by Mitsuyo Maeda (Conde Koma) in Japan. Brazilian Jiu-Jitsu moves to a position that is advantageous for his bare hands and uses opponents and cookers to control the opponent. Brazilian Jiu-Jitsu has the advantage that small people can beat large ones. Adjust the ground technology such as moderating, strangling, and clicking to use the technology more efficiently than defeat with power. It has been established that jiu-jitsu can be useful for martial arts and self-defense techniques as time goes by, but few papers have spelled it out, especially in Korea. Also, many Jiu-Jitsu stands in Korea and claim that the best way of raising their organization is the best, and many Jiu-Jitsu practitioners in South Korea teach from the Jiu-Jitsu teaching method Was given a one-sided training. Therefore, in this paper, we grasped the vitality principle of Jiu-Jitsu and examined the appropriate training method. [ABSTRACT FROM AUTHOR]

Copyright of Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The protagonists of the present article are Florence-based Bangladeshi children who face the challenges of transnationality along with their families. In light of this condition, their destiny is linked to a gamut of possible solutions: emigrating, staying, re-emigrating, or even going back to Bangladesh. These very options frame the purposes of the article, namely exploring: (a) the perceptions and feelings experienced by Bangladeshi children in relation to migration strategies adopted by their parents, and (b) the implications that transnational mobility may have for their education. To achieve these goals, the paper builds upon the results of a qualitative study, largely supported by micro-narratives gathered during fieldwork conducted with Bangladeshi pupils attending Italian schools in Florence. [ABSTRACT FROM AUTHOR]