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Complessità e rischi della società contemporanea impongono alla progettazione pedagogica nuove sfide. In tempi di semplificazione e “soluzionismo” appare importante ricordare quanto il lavoro educativo necessiti di una capacità progettuale che sappia farsi postura animata da riflessività euristica e critica. Una postura che permette a educatrici ed educatori professionali di sostenere letture curiose e interroganti dei problemi e dei bisogni educativi all’interno dei territori dove questi si manifestano, fornendo al contempo supporto alla riflessione intorno alle dimensioni ideologiche sottese a ogni pratica educativa. Non delegabile a “esperti” e non riducibile a mera competenza tecnico-applicativa, la progettualità pedagogica ricompone e valorizza il dialogo tra il fare e il pensare in educazione, alimentando quel sapere che può nascere nella ricorsività fra teoria e prassi.

Background and purpose: Clinical outcomes of multiple sclerosis (MS) patients affected by coronavirus disease 2019 (COVID-19) have been thoroughly investigated, but a further analysis on main signs and symptoms and their risk factors still needs attention. The objective of this study was to group together and describe based on similarity the most common signs and symptoms of COVID-19 in MS patients and identify all factors associated with their manifestation. Method: Logistic and linear regression models were run to recognize factors associated with each pooled group of symptoms and their total number. Results: From March 2020 to November 2021, data were collected from 1354 MS patients with confirmed infection of COVID-19. Ageusia and anosmia was less frequent in older people (odds ratio [OR] 0.98; p=0.005) and more in smoker patients (OR 1.39; p=0.049). Smoke was also associated with an incremental number of symptoms (OR 1.24; p=0.031), substance abuse (drugs or alcohol), conjunctivitis and rash (OR 5.20; p=0.042) and the presence of at least one comorbidity with shortness of breath, tachycardia or chest pain (OR 1.24; p=0.008). Some disease-modifying therapies were associated with greater frequencies of certain COVID-19 symptoms (association between anti-CD20 therapies and increment in the number of concomitant symptoms: OR 1.29; p=0.05). Differences in frequencies between the three waves were found for flu-like symptoms (G1, p=0.024), joint or muscle pain (G2, p=0.013) and ageusia and anosmia (G5, p < 0.001). All cases should be referred to variants up to Delta. Conclusion: Several factors along with the choice of specific therapeutic approaches might have a different impact on the occurrence of some COVID-19 symptoms.

Background: Lombardy was severely hit by the COVID-19 pandemic since February 2020 and the Health System underwent rapid reorganization. Outpatient clinics were stopped for non-urgent patients: it became a priority to manage hundreds of fragile neurological patients who suddenly had less reference points. In Italy, before the pandemic, Televisits were neither recognized nor priced. Methods: At the Fondazione IRCCS Istituto Neurologico C. Besta, we reorganized outpatient clinics to deliver Neuro-telemedicine services, including Televisits and Teleneurorehabilitation, since March 2020. A dedicated Working Group prepared the procedure, tested the system, and designed satisfaction questionnaires for adults and children. Results: After a pilot phase, we prepared a procedure for Telemedicine outpatient clinics which was approved by hospital directions. It included prescription, booking, consenting, privacy and data protection, secure connection with patients (Teams Microsoft 365), electronic report preparation and delivery, reporting, and accountability of the services. During the March–September 2020 period, we delivered 3167 Telemedicine services, including 1618 Televisits, to 1694 patients (972 adults, 722 children) with a wide range of chronic neurological disorders. We successfully administered different clinical assessment and scales. Satisfaction among patients and caregivers was very high. Conclusions: During the dramatic emergency, we were able to take care of more than 1600 patients by organizing Neuro-telehealth in a few weeks, lessening the impact of the pandemic on fragile patients with chronic neurological disorders; this strategy is now stably embedded in our care pathways. In Italy, Telehealth is at present recognized and priced and is becoming a stable pillar of the health system.

Il contributo presenta una parte dei risultati della ricerca qualitativa “Modelli, giovani, genere e periferie” da me coordinata insieme alla Dott.ssa Marialisa Rizzo, con la supervisione del Prof. Sergio Tramma. Lo scopo della ricerca ha riguardato l’esplorazione e l’analisi pedagogica di quei molteplici modelli, stili di vita e proposte culturali a cui ragazze e ragazzi guardano con interesse (venendo a loro volta da questi guardate/i) per la composizione delle loro biografie formative, nell’economia di uno scenario contemporaneo entro cui non paiono più disponibili traiettorie di vita prestabilite e certe. Questa galleria di modelli, mutuati entro una quotidianità materiale e (soprattutto) virtuale, fornisce infatti (informalmente) significativi orientamenti per l’articolazione del proprio divenire, stimolando comportamenti, aspettative e desideri e, insieme, lenti per interpretare il mondo, mostrando con ciò il suo significativo portato educativo. L’attenzione che nel corso della ricerca si è mantenuta costante intorno alle dimensioni di genere e del territorio ha permesso di osservare come questi modelli, apparentemente rivolti indistintamente all’insieme della popolazione giovanile, abbiano trovato lungo questi due assi opportunità differenti di espressione come pure, da parte dei e delle giovani incontrati/e nella ricerca, diverse reinterpretazioni e adattamenti, non prive di problematicità da un punto di vista educativo e pedagogico. Tra il 2018 e il 2019 la ricerca ha visto coinvolti in 11 focus group 70 tra ragazzi e ragazze (17-22 anni) del milanese e dell’hinterland, 22 testimoni privilegiati (presenti sul territorio oggetto dell’indagine con funzioni educative, professionali o meno), oltre a 13 studentesse del Corso di studi in Scienze dell’educazione che hanno affiancato il gruppo di ricerca nella raccolta e nell’analisi dei dati, parallelamente alla partecipazione a un percorso di formazione dedicato alla metodologia della ricerca. Gli esiti della ricerca sono stati pubblicati nel testo L. Brambilla e M. Rizzo (a cura di), Giovani, modelli e territori. Esplorazioni pedagogiche attorno al divenire di ragazzi e ragazze nella contemporaneità, FrancoAngeli, Milano (2020).

This paper describes an experience linked to a gender-sensitive university orientation project for young men and women. In particular, the contribution intends to offer some meta-reflections following the reformulation of the project itself during the COVID-19 pandemic. The contribution is developed starting from the project «Piano Lauree Scientifiche» (PLS – Plan for Scientific Degrees) in collaboration with ABCD Interdepartmental Center for Gender Studies of the University of Milan-Bicocca. The project initially envisaged the involvement of some high school students in a preliminary focus group phase to collect suggestions and points of view about their future projects. The pandemic completely reversed plans in several moments: it was no longer possible to meet students in schools. Therefore, the study was based on focus groups aimed at university students who should have followed double interviews to be carried out in person. The worsening of the pandemic situation led then to online interviews rather than face to face interviews. This article aims to highlight this experience to inform future research and encourage flexibility and reflexivity in research. It is hoped that this article can be helpful to develop cross-cultural qualitative methodology and expand upon the emerging field of literature surrounding video conferencing qualitative research, first of all those regarding the link between gender and university orientation.

Negli ultimi due decenni, la Marvel Cinematic Universe ha portato sugli schermi la trasposizione delle trame e di alcuni personaggi dei fumetti Marvel, ideati a partire dagli anni Sessanta; ha prodotto diciotto film, spin off, video giochi, gadgets e merchandising ispirati ai film, ottenendo un successo internazionale fra giovani e giovanissimi. In alcuni casi, il passaggio dal fumetto al cinema ha comportato modifiche e censure riguardo alle caratteristiche dei personaggi, al loro ruolo, alle loro avventure. Il contributo introduce alcuni personaggi femminili presenti in questi film, a partire dalla consapevolezza che essi possono svolgere una funzione culturale ed educativa profonda, proponendo modelli identitari, di relazioni, di ruoli, in particolare rivolti ad adolescenti. L’analisi pedagogica proposta si focalizza sulle differenze o similitudini rispetto ai modelli presenti nel fumetto e riflette sugli aspetti connessi alla rappresentazione del corpo, sulle relazioni con gli altri personaggi, sul ruolo rivestito all’interno dell’intreccio narrativo. From 2000 to 2020, Marvel Cinematic Universe has brought on screens the transposition of the plots and some characters of the Marvel comics, conceived from the Sixties, producing eighteen official films, some spin-offs, video games, gadgets and merchandising inspired by the movies and achieving international success among young and very young. Sometimes, the transposition from the medium of comics to cinema has involved modifications, differences, significant about the characters, their role, their adventures. This paper introduces some female characters present in these films, because they can play a deep cultural and educational role, showing adolescents models of identity, relationships, roles. The pedagogical analysis in particular focuses on the differences and similarities with the models present in the comic and reflects on the representation of the body, on the relationships with the other characters, on the role in the narrative plot.

Sebbene la storia recente non manchi di registrare significative e talvolta rivoluzionarie trasformazioni, nascere e crescere come uomini e donne significa ancora oggi (in modo diverso nei diversi punti del pianeta) avere accessi differenziati alle tutele sociali e sanitarie, alle risorse economiche, alle opportunità formative ed esistenziali e attraversare esperienze educative differenti da cui muovono altrettanto differenti apprendimenti che, significativamente, incidono sulla possibilità di vivere ed esprimere, in modo completo o incompleto, la propria cittadinanza e i connessi diritti e doveri. All’interno di questa cornice, per la ricerca pedagogica, da lungo tempo impegnata nell’esplorazione del legame che connette il genere all’educazione, si è profilata la necessità di proseguire l’impegno di studio e di intervento su un duplice fronte. Accanto alle riflessioni intorno all’accompagnamento delle nuove generazioni in una composizione della propria soggettività che valorizzi e sostenga le dimensioni dell’unicità e della differenza perdura infatti un inesausto quanto (purtroppo) ancora necessario impegno nei confronti dell’esplorazione e del presidio pedagogico di quei contesti entro cui tali dimensioni restano motivo di discriminazione e svantaggio; ossia dove il genere assume il contorno dell’esclusione. Contesti entro cui l’esistenza di una parte della popolazione, che ricomprende le donne e le minoranze sessuali, in ragione del genere (e in connessione con altre dimensioni che concernono l’appartenenza di classe, religiosa, culturale, geografica, oltre a quelle che riguardano l’abilità o la disabilità) vede maggiormente limitata la propria libertà di autodeterminazione; ristretti o inesigibili i propri diritti; più vulnerabile la propria esistenza, maggiormente esposta alla violenza, all’emarginazione, alla povertà. A questo secondo fronte è dedicato il presente saggio.

Nonostante il sapere consolidato intorno al rapporto tra genere ed educazione, nelle loro dimensioni teorico-applicative molti dei modelli e delle pratiche di intervento che abitano scuole e servizi educativi non formali proseguono ancora oggi a essere attraversati da culture di genere le cui matrici restano perlopiù non dichiarate, inconsapevolmente agite e riprodotte, confermando lo iato tra la pedagogia di genere (e l’educazione intenzionale di/al genere a questa connessa) e una diffusa e problematica educazione sociale di genere, le cui complesse ricadute educative rendono necessario il prosieguo di un lavoro di accurata indagine pedagogica. A questo scopo è stata dedicata la ricerca “Culture di genere e prospettive di intervento nei servizi educativi”, finanziata dal Dipartimento di Scienze Umane per la Formazione “R. Massa” dell’Università degli Studi di Milano-Bicocca, coordinata dal Prof. Sergio Tramma e da me condotta. L’intervento proposto presenterà quei risultati che, in particolare, hanno riguardano i servizi educativi dedicati all’infanzia e all’adolescenza coinvolti nella ricerca, e che hanno consentito l’osservazione di alcune delle influenze che le declinazioni informali del costrutto di genere possono esercitare intorno alla definizione dei bisogni educativi e alla conseguente strutturazione, gestione e valutazione degli interventi, oltre alle percezioni e rappresentazioni della stessa professionalità educativa e del servizio in cui essa agisce. Verranno presentate infine leve e resistenze individuate in ordine all’utilizzo di un approccio critico di genere nel campo dei servizi educativi non formali.

La ricerca qualitativa qui presentata è l’esito di un più ampio impegno di studio dedicato al rapporto tra educazione e territorio e all’analisi pedagogica delle implicazioni connesse alle trasformazioni che interessano la contemporaneità. Tali implicazioni sono state indagate attraverso il vertice analitico della pedagogia sociale, dedicando specifica attenzione a quei modelli, stili di vita e proposte culturali cui la giovane generazione sembra guardare con interesse, entro uno scenario dove traiettorie di vita prestabilite e certe non paiono più disponibili. La ricerca fornisce un contributo all’esplorazione del portato problematicamente educativo di influenze culturali che, per quanto apparentemente varie, si confermano come, in molta parte, accomunabili entro un frame neoliberista. Essa rappresenta inoltre un accostamento conoscitivo alle letture che i/le giovani coinvolti/e offrono di quei riferimenti e modelli che indicano come significativi per la composizione dei loro percorsi di crescita (e della loro generazione); illuminando, laddove presenti, interpretazioni dotate di una tensione critica. In questo senso, la ricerca condotta offre, al contempo, un punto di accesso per la conoscenza e l’analisi dei loro bisogni educativi, che appare significativo per chi, accademicamente e/o professionalmente, si incarica del loro presidio.

Atopic dermatitis (AD) therapeutic approach calls for a long-term treatment. Treatment options for AD have recently undergone a revolutionary change by the introduction of the first biologic drug. Availability in daily practice of the last version of international AD guidelines, taking peculiarities of the country into account, can contribute to good clinical practice in Italy. To adapt European Dermatology Forum (EDF) guidelines for AD to the Italian medical–legal context, the EDF guidelines were assessed independently by two independent Italian renowned experts in the field and further integrated with articles published and systematically reviewed before May 2019. The first draft was collegially corrected and updated by the members of the SIDEMAST, ADOI, and SIDAPA. Recommendation levels (A; B; C; D) were graded based on the evidence levels (1–4). The adapted guidelines presented here focus on topical and systemic therapies in AD patients, both children and adults. As opposed to previous Italian guidelines, they include indications about biologics. New relevant evidence available from very recent literature and peculiarities of the Italian medical and legal context have been integrated in the revision process. If compared to general guidelines for AD not adapted to a specific national and cultural context, a revision for specific Italian needs is now available: It comprises the option of implementing the new biologic treatments and is likely to provide an important contribution to the improvement of clinical practice in Italy. Cooperation between patients, dermatologists, allergologists, and pediatricians remains mandatory in AD management. The authors of the present revision recommend an update of the Italian guidelines to be performed at least every second year.

Patch testing is the standard procedure used to diagnose allergic contact dermatitis. It is an in-vivo test, which reproduces the reaction to a contact allergen. This in-vivo test aims to reproduce the elicitation phase of allergic contact dermatitis and is performed applying allergens under occlusion on the skin under standardized conditions. These guidelines for the best practice in performing patch test have been developed by an Italian group of experts taking in account the Italian legislation and local pharmacological governance. Guidelines are adapted from the original article under the guidance of the European Society of Contact Dermatitis (ESCD) and on the basis of the SIDAPA guidelines.

The research presented in this paper has been designed in order to explore gender in educational services. The aim is not only to identify and focus on stereotypes, naturalization and culturalisation processes and their permanence but also to investigate gender matrix, implicit in the educational interventions as well as in the way practitioners are used to work for and with the users. The purpose is to understand whether and how gender culture influences the definition of educational needs and the structuring, the managing, the evaluation of the educational and social services and the dissemination of their work. At the same time, the goal is to explore the possible resistance and impediments that the proposal to use a critical gender approach could meet in these educational contexts. In the thirty qualitative interviews conducted, participants were invited to explore both gender and educational problems (such as social exclusion, mental disease, disability etc., their educational services are designed for), trying to link them together and to reflect on intersectional understanding of gender and other axes of oppression; where gender is something that is done and not just a neutral biological dimension nor a simple variable. The not taken for granted acquisition of this lens in social and educational services can support practitioners at different levels: to implement educational tools and strategies to analyze and meet the users’ needs and to enhance their capacity to take into account the lived experience of each person and the related different forms of oppression across a particular social context; not to confirm or reproduce mechanisms that create gender disadvantages through their interventions; and to use this knowledge in the interest of social change in developing more gender sensitive educational services and projects. The research and the results presented in this paper are part of a research grant assigned from the Department of Educational Humane Sciences of the University of Milano-Bicocca, under the Prof. Sergio Tramma scientific supervision.

In the pedagogical field, the need for helping young generations in the composition of their gender subjectivity has been highlighted. The main aim is to provide them useful means to deconstruct heteronimy and dependence conditions and to stimulate the identification and development of the various differences gender can take on. The intentionality of educational projects nevertheless remains far from the educational processes which inform gender learning and lie in educational experiences defined by pedagogical research as informal and widespread. Within this frame, research meant to collect and examine different gender formation stories of some young women; we investigated the traces and peculiarities of informal educational experiences composing the aforementioned stories and studied the attributions of meaning which these young women refer to their experiences. The recurrences identified in the collected material allowed us to detect some possible traces of informal and diffuse upbringing by means of the gender disadvantage and to investigate (informal) didactics and contents. Echoes of this disadvantage were also found in the modalities by which the young women thought and shaped their experience and in the way the conceived their gender construct. The pragmatic orientation which informed the research and motivated the attention for contemporaneity and the young women living it, characterizes the obtained results as a possible functionality which makes this study a contribution to the knowledge and understanding of gender construction stories and a possible preparatory basis for the definition of dedicated educational projects

In the pedagogical field, the need for helping young generations in the composition of their gender subjectivity has been highlighted. The main aim is to provide them useful means to deconstruct heteronimy and dependence conditions and to stimulate the identification and development of the various differences gender can take on. The intentionality of educational projects nevertheless remains far from the educational processes which inform gender learning and lie in educational experiences defined by pedagogical research as informal and widespread. Within this frame, research meant to collect and examine different gender formation stories of some young women; we investigated the traces and peculiarities of informal educational experiences composing the aforementioned stories and studied the attributions of meaning which these young women refer to their experiences. The recurrences identified in the collected material allowed us to detect some possible traces of informal and diffuse upbringing by means of the gender disadvantage and to investigate (informal) didactics and contents. Echoes of this disadvantage were also found in the modalities by which the young women thought and shaped their experience and in the way the conceived their gender construct. The pragmatic orientation which informed the research and motivated the attention for contemporaneity and the young women living it, characterizes the obtained results as a possible functionality which makes this study a contribution to the knowledge and understanding of gender construction stories and a possible preparatory basis for the definition of dedicated educational projects.

While often considered as harmful for cultural heritage, microorganisms can also be used for its safeguarding. Two research projects (BIOPATINAS and MAIA) using the capabilities of microorganisms for the conservation-restoration of metal artistic and archaeological objects are presented in this study. The objective of the BIOPATINAS project is to propose an alternative biological treatment for copper alloys artefacts. Taking advantage of unique properties of carefully selected fungal strains, the project relies on the conversion of existing corrosion patinas into more stable copper oxalates. The results demonstrated a different weathering behavior of the biopatina compared to standard treatments such as waxes or inhibitors. In the MAIA project, the unique capacities of some fungi and bacteria are studied for the stabilization of archeological iron. Based on the results achieved, a synergetic microbial consortium will be designed for the formation of stable iron compounds and the simultaneous removal of chloride ions that are the instigators of further corrosion after excavation. A careful assessment of the methodology is currently carried out over iron- and chloride-rich phases.

Obiettivi: Dalle analisi dei dati degli studi precedenti effettuati in Sicilia sono emerse diverse indicazioni, per cui è stata avviata un’indagine in Sicilia nel 2013 , grazie ad un finanziamento della LILT nazionale, intesa a: valutare la situazione immunologica ed ematochimica e la sieroprevalenza in persone a stretto contatto con i malati (parente di 1 grado o marito/moglie) o parenti affetti dalla stessa patologia; indagare alcuni fattori di rischio con un questionario;effettuare il follow-up dei malati ogni 6-12-18-24 mesi ; individuare un Centro di Riferimento in Sicilia per la diagnosi e cura di questo tumore raro. Materiali e Metodi: Sono stati arruolati 24 Casi (21M/3F) e 27 Controlli familiari (9M/18F), residenti in Sicilia e solo un caso di sesso maschile residente in Calabria. La casistica non include 3 casi maschi perché arruolati per la seconda volta al follow-up ; inoltre 1 caso M e relativo controllo (moglie) è stato escluso in quanto affetto da altro tipo di Sarcoma. I controlli sono stati familiari consanguinei e/o non consanguinei ( moglie, marito, genero ecc..) di casi in cura presso le Università di Catania e Messina oppure già arruolati negli studi precedenti dalla LILT di Ragusa, alcuni dei quali deceduti. Risultati: Dal confronto tra Controlli HHV8 positivi (n°11) vs. Controlli HHV8 negativi (n°16) non sono state individuate differenze significative a eta’, sesso, livello d’istruzione, occupazione e varie esposizione ambientali (età : >64 vs

Ensaio clínico PROTEC, Protocolo nº 109MS408 Abstract BACKGROUND: Patient-reported outcomes (PRO) and clinical outcomes give a broad assessment of relapsing-remitting multiple sclerosis (RRMS) disease. OBJECTIVE: The aim is to evaluate the effectiveness of delayed-release dimethyl fumarate (DMF) on disease activity and PROs in patients with RRMS in the clinic. METHODS: PROTEC, a phase 4, open-label, 12-month observational study, assessed annualized relapse rate (ARR), proportion of patients relapsed, and changes in PROs. Newly diagnosed and early MS (≤3.5 EDSS and ≤1 relapse in the prior year) patient subgroups were evaluated. RESULTS: Unadjusted ARR at 12 months post-DMF versus 12 months before DMF initiation was 75% lower (0.161 vs. 0.643, p

This work presents the results of a National Italian Project (PRIN, period 2011-2014) aiming at the development of new methodologies for the conservation of bronze and gilded bronze artefacts. Fire-gilded bronze is a precious material, widely used for historical artworks as well as in architectural elements and often exposed to aggressive atmospheres. There, it suffers extensive corrosion damage, due to galvanic coupling between the underlying bronze and the thin, highly defective gilded layer. Protective surface treatments, monitoring methods by electrochemical sensors and controlled-microclimate open showcases can represent quite useful measures against bronze and gilded bronze degradation.

Due to the “insulation” of the π-conjugated backbones, insulated molecular wires (IMWs) are expected to be applied to various optoelectronic applications and nanotechnology.[1] Recently, Kazunori et al have succeeded in the synthesis of a self-threading polythiophene with a polyrotaxane-like 3D architecture (PSTB, see Figure 1), for which an intrawire hole mobility of 0.9 cm2 V−1 s−1 has been measured.[2] Here, we aim to evaluate the extent of π-conjugation along polythiophene backbones sheathed within defect-free “insulating” layers. A comparison between the experimental Raman spectra of the self-threading oligomers (i.e. 2STB-5STB) and the corresponding PSTB polymer indicates that: (i) the ratio of relative intensities of the two most intense Raman bands (I1375/1445) increases with the elongation of the size chain but does not saturate up to the pentamer, and (ii) π-conjugation spreads over 17–18 thiophene units in the polymer. Whether the effective conjugation length of the polymer is better described by using the long oligomer extrapolation approach[3] or periodic DFT calculations of the polymer is discussed in detailed by exploiting the very recent potentialities of state-of-the-art quantum chemical simulations of vibrational properties for crystalline solids.[ Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.