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In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID‐19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the school's physical/virtual learning system was (re)configured to provide new opportunities for learning to a thousand‐plus population of primary and secondary students, and how they reacted to the transition to distance learning in terms of participation, autonomy, motivation and engagement. The research adopts a mixed method approach, based on school management system data and a survey tool, and analyses the students' response to the emergency from the perspectives of the students themselves, their teachers and their parents. While these converged in positive evaluation of the experience, a number of lessons were learnt, such as the importance of building on favourable pre‐existing conditions and leveraging a solid shared school culture to promote a prompt reaction to the emergency. Significantly, students with an immigrant background displayed varying degrees of participation in online activities. Overall, for each of the three stakeholder groups surveyed, solid pre‐existing digital competence levels and close collaboration within the school community were the most important factors for non‐traumatic transition to distance learning. Practitioner notesWhat is already known about this topic? Research on the relationship between the COVID‐19 pandemic and the effects on teaching and learning processes is constantly increasing.Most recently published studies focus on higher education, while very few investigate the impact of the COVID‐19 pandemic on K‐12 education.Very few papers have studied the interplay between change and continuity within an educational ecosystem in times of crisis.What this paper adds? This is one of the first studies to analyse the process of systematic transition from onsite learning to online learning within the Italian school system in response to the pandemic.This study employs a multiple perspective research approach to analyse Emergency Remote Education in a sizeable school cluster, with a specific focus on student response.Teachers, students and their families all saw solid pre‐existing digital competence and close school community collaboration as key factors facilitating rapid adjustment to the emergency.Implications for practice and policy Having a solid common school culture to rely on facilitates prompt emergency reaction.Encouraging the creation of professional communities of practice that comprise both expert and novice teachers can help prepare educators to deal with an educational emergency through adoption and appropriate use of technological solutions.Collaboration between school and families proves to be a key factor for dealing with emergencies. [ABSTRACT FROM AUTHOR]

Prato, located in central Italy, is the most multi‐ethnic city in the country, hosting 20 per cent foreigner residents. It is home of one of the largest Chinese communities in Europe, specialising in the textile sector. Yet economic success does not translate into educational success for the first‐ and second‐generation Chinese students living in Prato. Early school leavings represent a pressing issue in Prato's educational system, with 16.2 per cent of all students leaving school before graduating from high school. Among foreigner students, the problem is even more alarming, reaching 50 per cent. The highest leaving rate is recorded among Chinese students. This paper examines the phenomenon of early school leavings within the Chinese community in Prato – a super‐diverse city with highly interrelated migrant dynamics. The article works to critically assess educational policies, local statistics, and ethnographic findings derived from participant observation and in‐depth interviews with headmasters, teachers, and students from one middle school (Scuola Mazzoni), three high schools (Liceo Copernico, Dagomari High School, Datini High School), and one Chinese school (Istituto Internazionale di Educazione e Mediazione Culturale) in Prato. The paper aims to explore and analyse causes for early school leaving within the Chinese community, such as flaws in the Italian legislation in conjunction with the chronic shortage of funds for schools, the clash of educational style, and the lack of parental involvement. Finally, the paper examines strategies implemented by schools in Prato in an effort to redress the phenomenon and how the low educational engagement affects the cultural, social, economic, and symbolic capital of Chinese students. [ABSTRACT FROM AUTHOR]

Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the corporate social responsibility (CSR) of the world's leading spirits' producers, public spending in Italy's education, and self-regulation in the Australian print media.

Within the inferential context of predicting a distribution of potential outcomes P[y(t)] under a uniform treatment assignment tϵT, this paper deals with partial identification of the α-quantile of he distribution of interest Qα[y(t)] under relatively weak and credible monotonicity-type assumptions on he individual response unctions and the population selection process. On the theoretical side, the paper adds o the existing results on on-parametric bounds on quantiles with no prior information and under monotone treatment response (MTR) by introducing and studying the identifying properties of α-quantile monotone treatment selection (α-QMTS), α-quantile monotone instrumental variables (α-QMIV) and their combinations. The main result parallels that for the mean; MTR and α-QMTS aid identification in a complementary fashion, so that combining them greatly increases identification power. The theoretical results are illustrated through an empirical application on the Italian returns to educational qualifications. Bounds on several quantiles of l (wage) under different qualifications and on quantile treatments effects (QTE) are estimated and compared with parametric quantile regression (α-QR) and α-IVQR estimates from the same sample. Remarkably, the α QMTS & MTR upper bounds on the α-QTE of a college degree versus elementary education imply smaller year-by-year returns than the corresponding α-IVQR point estimates. Copyright © 2010 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The purpose of the research reported in this paper was to study the acceptability of e-learning instruments either as substitutes for or a complement to traditional face-to-face education for people with a humanistic background. We conducted an international comparison between students (attending humanistic studies) in two different European countries: Italy and Portugal. The comparison allowed us to focus on similarities and differences in on-line educational programs and in two different settings and allowed for appropriate statistical analysis. Starting from data and observations, we propose an acceptance model of Information and Communication Technologies (ICT) and a measurement framework. In particular, the study includes both reliability and construct validity measures. To date there has been little research effort investigating the implications of switching from the traditional educational frameworks towards innovative on-line ones in an international comparative context. Our results show that students with a humanistic background may not be prepared to fully use technical tools as instruments of education. Therefore ICT instruments must be introduced in humanistic faculties via a stepwise approach which allows a gradual but definitive assimilation of the innovative technological learning instruments. The outcomes of our study have been directly applied on a real case: the Master Program in Human Resource Management (HRM) in the University of Rome 'Tor Vergata' where an e-learning platform has been implemented as a complementary to the traditional approaches to education. Furthermore our model is currently under investigation in large industrial companies with the aim of measuring and improving the e-learning education in the field of production and distribution of energy. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper analyses the educational outcomes and the human capital accumulation of a cohort of youths, focusing on their family origin. Using a unique survey of a Northern Italian province traditionally interested by large internal migration inflows especially from the South, we find that migrants' children have a higher probability of early dropout, especially in the case of males. This evidence calls into question the integration of internal migrants, for whom education plays a crucial role, even in a period in which foreign immigration seems to be of major concern. [ABSTRACT FROM AUTHOR]

This paper analyses non-compulsory secondary school enrolment of immigrant students in Italy. Such enrolment implies a voluntary decision and can influence future career paths in the labour market. The results show that the enrolment rates of immigrants are lower than those of Italians. Immigrant students prefer vocational schools and shorter-term education. The pattern of these preferences remains constant across the throughout Italy, even if Italy presents strong differences in the economic development of its regions, with rich Northern and poor Southern regions. The enrolment rates of second-generation immigrant students differ from those of first-generation students, but the size of this component is still too small to indicate a clear trend. [ABSTRACT FROM AUTHOR]

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We investigate the challenges that migration flows pose on policymaking aimed at fostering human capital accumulation in peripheral regions. We employ a unique data set generated through a postal survey designed and conducted by the authors. The focus of our analysis is on the micro-level location decisions of a sample of highly educated and skilled individuals residing in Basilicata, an Italian Mezzogiorno region, who have benefited from a locally funded human capital investment policy. Investigamos los retos que los flujos de migración imponen en la formulación de políticas dirigidas a acoger la acumulación de capital humano en regiones periféricas. Empleamos un único conjunto de datos generado a través de un muestreo postal diseñado y llevado a cabo por los autores. El punto focal de nuestro análisis es en las decisiones de ubicación a micro-nivel de una muestra de individuos altamente educados y capacitados residentes en la Basilicata, una región del Mezzogiorno italiano, que se han beneficiado de una política de inversión en capital humano financiada localmente. [ABSTRACT FROM AUTHOR]

This paper describes the project "Biotech a Scuola" ("Biotech at School"), financed by the Italian Ministry of Education within the SeT program (Special Project for Scientific-Technological Education). The project involved the University of Siena, five senior and junior secondary schools in the Siena area, and a private company. Twenty-three teachers from diverse fields and 318 students from 15 classes were involved. The aim of the project was to improve scientific-technological teaching by providing schools with the support and materials necessary to understand some fundamental aspects of biotechnology. With this project we propose a model of close cooperation among various educational sectors with the goal of teaching junior and senior high school students some of the theory and practice of modern biotechnology. [ABSTRACT FROM AUTHOR]

Summary: Splenectomy/asplenia is a condition associated with immune‐compromission and specific vaccines are recommended for these patients, including the anti‐COVID‐19 vaccine. Among the high‐risk group for which vaccination was prioritized in Italy, the immunocompromised patients after therapies or treatments were included. The Apulian regional archive of hospital discharge forms was used to define the list of splenectomized Apulian inhabitants, considering data from 2015 through 2020. The overall vaccination status of asplenic patients was assessed via data collected from the Regional Immunization Database. The history of SARS‐CoV‐2 infection and the infectious disease outcomes were extracted from the Italian Institute of Health platform "Integrated surveillance of COVID‐19 cases in Italy". 1219 Apulian splenectomized inhabitants were included; the incidence rate of SARS‐CoV‐2 infection was 15.0 per 100 persons‐year with a proportion of re‐infection equal to 6.4%; the proportion of hospitalization was 2.9%, with a case‐fatality rate of 2.6%. The vaccine coverage (VC) for the anti‐COVID‐19 vaccine basal routine was 64.2%, for the first booster dose was 15.4%, and for the second booster dose was 0.6%. A multifactorial approach is needed to increase the vaccination uptake in this sub‐group population and to increase the awareness of the asplenia‐related risks to patients and health personnel. [ABSTRACT FROM AUTHOR]

Purpose: Fulfilling educational needs in pain management should be a lifelong process, even involving physicians board certified in pain medicine such as the anesthesiologists/pain therapists. The aim of the study was to investigate Italian anesthesiologists' self‐perceived competency, confidence, and interest to attend educational programs in relation to their seniority in pain management. Methods: SIAARTI members were sent an online questionnaire addressing the following items: education, skills (both soft and hard skills), technical expertise and engaged to participate between December 2020 and January 2021. Participants rated their competence based on the following range (no knowledge, knowledge, competence) while their agreement to attend educational courses was assessed using a 5‐point Likert‐type scale. Results: Less than one in four participants declare to be dedicated to pain medicine activity with greater proportion among older (over 61 years) compared to younger ones (31–40 years). Regarding cancer and chronic noncancer pain a positive gradient of self‐perceived competence has been observed in relation to seniority. In contrast, no gradient of self‐perceived competence was reported about musculoskeletal and low back pain. Participants self‐perceived competent in both opioid use and prevention of opioid‐related adverse event while feeling less competent when managing drugs with abuse potential. The lowest competence has been observed in pediatric pain along with the lowest interest to attend educational courses. Participants were much and very much interested to education regarding cancer, noncancer, musculoskeletal, and low back pain, invasive analgesic procedures but less regarding items for which they declared less competence, such as use of pain scales, pain management in children, and use of drugs with abuse potential. Conclusion: This work provides first evidence of a summative assessment of competency and related educational needs' profile of anesthesiologists/pain therapists thus paving the way for developing a nationwide educational program to improve chronic pain care in Italy. [ABSTRACT FROM AUTHOR]

Objective: The authors discuss the role of peer networks in shaping the decision to enroll at university. Using panel data from Italy, they apply innovative statistical methods to study a sample of students as they complete high school and decide whether or not to attend university. Methods: The authors use simultaneous autoregressive (SAR) models to analyze a four‐wave panel database of Italian students. They explore the role of endogenous, exogenous, and correlated peer effects in relation to the decision about whether or not to enroll at university. Results: The findings suggest that endogenous peer effects exert a significant influence on the probability of enrolling after controlling for homophilous preferences and a range of variables. Exogenous peer effects do not appear to influence this outcome. Sensitivity tests suggest that the results of the estimation are robust to selection. Conclusions: This article contributes to an emerging body of literature on the use of SAR models to study peer effects, illustrating its considerable potential in the study of educational outcomes. [ABSTRACT FROM AUTHOR]

Despite rhetorical agreement amongst all major political‐economic actors around the importance of education policy in the knowledge economy, the reform of education systems remains a complex political endeavour. The article explores the politics of education policy by focussing on its multi‐dimensionality. It argues that education systems simultaneously perform three functions: they distribute educational opportunities; they provide skills to the labour market; and they are a source of public sector employment. It is argued that policy change in one dimension is likely to trigger spill‐over effects onto the others, giving rise to complex political dynamics at the intersection of the parliamentary and corporatist arenas. It is in this context that centre‐left and centre‐right parties (try to) pursue distributional goals whilst being pressured by different interest groups. The theoretical argument is explored empirically through a detailed reconstruction of over a decade of intense reform activity in the Italian upper‐secondary education system. [ABSTRACT FROM AUTHOR]

This paper explores higher education students' beliefs and attitudes concerning language learning and use in the context of learning mobility, when lingua francas - including English - are used. Data were collected through a questionnaire administered to 141 Erasmus students at an Italian University. The open-ended questions were analysed using a constructivist grounded theory approach, and findings checked against the quantitative data. The analysis distinguishes between respondents' beliefs, that is, overt convictions influencing learning behaviour, and attitudes operating below the level of awareness. Findings address three main issues: (1) the apparent contradiction between the respondents' attitudes and beliefs regarding the opinion that lingua francas offer valuable language-learning opportunities; (2) their implicit questioning of the language-culture nexus; and (3) the study sheds light on code choice and negotiation. [ABSTRACT FROM AUTHOR]

Aims: Undue concerns about the consequences of fever and its inappropriate management have been documented worldwide among physicians. However, no data exist on medical students. We investigated the perception, knowledge and attitude towards childhood fever among final‐year medical students. Methods: Between June and September 2021, final‐year medical students of six Italian universities were invited to complete an online survey on their conceptions and attitude towards pharmacological and non‐pharmacological management of childhood fever. History of relevant personal or second‐hand experience with childhood fever was also addressed. Both quantitative and qualitative approaches were used. Results: Of 1095 (69%) final‐year medical students, 756 completed the survey. Many students believe that high fever might cause brain damage, would recommend physical methods and alternate two drugs for fever. Most students do not think that fever has mainly beneficial effects. In Northern Italy, students are less likely to believe that fever might lead to brain damage (OR 0.55, 95% CI 0.33–0.94), and in Southern Italy students are more likely to advise physical methods (OR 1.77, 95% CI 1.22–2.57) and less likely to believe that fever has mainly beneficial effects (OR 0.55, 95% CI 0.39–0.77). History of a relevant personal episode of fever during childhood was not associated with these outcomes. Conclusions: Misconceptions about fever are common among final‐year medical students in Italy. Cultural factors rather than individually learned traits might underlie these beliefs. Medical students are a promising target for educational interventions to improve childhood fever management. [ABSTRACT FROM AUTHOR]

A'Hearn, Delfino, and Nuvolari recently argued in this journal that the indicator function of age heaping for education, and numeracy in particular, is quite limited. In contrast, we show empirically that by applying the methodological elements that were developed over the past decade, age‐heaping‐based numeracy research can be an important tool for economic history. [ABSTRACT FROM AUTHOR]

The Italian educational system is strictly regulated by the Ministry of Education. However, there are strong differences in educational inputs and outputs among regions, as can be noticed by analysing the allocation of public budgets to the regions and their students' (average) performance in national and international test scores. A general institutional change is ongoing in Italy, that is, the decentralisation of competencies from the State to the regions (federalism). Some insights are necessary about the efficiency of public spending on education in a comparative perspective across regions. To estimate efficiency scores, a nonparametric technique called data envelopment analysis was used. The unit of analysis comprises the 18 Italian regions, with the focus on the lower secondary education. Then, a second-stage Tobit regression was used to detect the factors affecting efficiency. The results corroborate the difference between the North and South of Italy (the regions in the North outperform their counterparts in the South). When looking at the regional socioeconomic context, gross domestic product per capita appears as the key determinant of efficiency. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Cluster analysis and the classification tree technique are applied to investigate the relationship between the individual characteristics of Italian temporary help agency (THA) workers and their probability of achieving a temporary job. The application aims to show some advantages of these techniques with respect to traditional econometric tools. Sketches of the most common profiles among Italian THA workers are obtained as a result. Besides the typical THA worker pointed out by previous studies (young male workers, with a medium–high level of education, living in the Northern regions), two new profiles have been identified: the first comprising male manual workers with previous job experience, whose average age is over 30 and whose educational level is low; the second comprising young female workers with a medium–high level of education, working in the service sector or in the public sector. The results are compared with the more usual logit analysis and show their robustness. [ABSTRACT FROM AUTHOR]

Background: Children who develop Acute Kidney Injury may start renal replacement therapy (RRT) in Paediatric or Neonatal Intensive Care Units (hereafter PICU or NICU); RRT can be delivered either by paediatric dialysis nurses or by critical care nurses. In both case, nurses devoted to this task must have a high level of competence in providing care to children receiving haemodialytic treatment in a specific technological environment. Aim: The objective of this research was to investigate which models have been adopted to organize nursing care in RRT management in different Italian PICU and NICU, and to explore the training of ICU nurses on the management of RRT. Methods: A multi‐centre survey was conducted through an online questionnaire directed to the Italian PICU and NICU nurse coordinators. Results: A total of 15 Intensive Care Units (12 PICU and 3 NICU) in 12 hospitals were involved. The mean nurse/patient ratio in these units is 1:3. In 72.7% of critical care units, dialysis treatment is delivered by critical care nurses belonging to the unit itself, while in 27.3% of units paediatric dialysis nurses are in charge of dialysis treatment in collaboration with critical care nurses. In 25% of surveyed units there is some structured form of collaboration between Paediatric Dialysis nurses and critical care nurses. However, 75% of units did not respond to this specific question. The different units adopt various forms of RRT training for nursing staff. Conclusion: The scenario resulting from this analysis showed how in our sample of Italian hospitals there is no standard practice for RRT nursing management. In addition, although various forms of training for nursing staff exist, a proper educational programme and/or a standardized specific training about RRT management for nursing staff is not in place in the surveyed hospitals. Relevance to clinical practice: The lack of standardized protocols or guidelines for RRT delivery to critically ill children can compromise their safety. The structuring of these protocols and the production of best clinical practice guidelines would allow standardization of the nursing management of the RRT and of the corresponding training. This may help to provide the proper care and to guarantee the patients' safety. [ABSTRACT FROM AUTHOR]

In recent years there has been a growing interest in medical and particularly neurological education and how this should be related to the needs for patient care. To evaluate neurological training in Italy, we conducted a survey of the residency programmes aimed at different aspects of training. The survey was conducted in the 38 neurological Italian teaching hospitals and 27 of these answered. Six of the 27 centres organized all of the scheduled teaching courses. The quality of courses was considered ‘not sufficient’ in 11 schools and ‘good’ in 12. Seminars were regularly performed in 18 centres but in 60% of these the number was <1 per week. Questionnaires to evaluate the quality of teaching were lacking in all centres. Regarding the procedures performed by each resident there was a large variation between the different schools. A regular rotation of each resident in the neurophysiology services was performed in 14 schools. Ward and out patient activity varied widely and details are given. We conclude that there is marked heterogeneity in training programmes between different centres. Some important activities such as seminars and rotation in neurophysiology are performed poorly. [ABSTRACT FROM AUTHOR]

This article examines differences in home computer and internet access among Italian households between 2005 and 2016. The results indicate that while computer and internet penetration has increased across all educational levels and geographical areas, digital inequalities related to education still persist and are substantial, especially in the South. Additionally, the findings suggest that the digital gap at the bottom of the education distribution is widening over time. Access among households whose reference person has primary education or less lags behind that of households with lower secondary education. Policy measures to promote and support the adoption of digital technologies among the most educationally disadvantaged households may need to be strengthened. [ABSTRACT FROM AUTHOR]

The problem of measuring the intergenerational transmission of inequality and its implications for social welfare is studied. A possible decomposition of relevant factors-namely, educational attainments and other factors-is proposed and applied to three individual data sets regarding Germany, Italy, and the United States. The main result is that educational attainment is responsible for almost half of observed immobility The possibility that increasing equality of opportunity in entering the educational system may result in less inequality in income distribution is considered. [ABSTRACT FROM AUTHOR]

This article shows that a shift towards a more centralized school system can benefit countries that are characterized by poor levels of human capital and large regional disparities in education. In 1911, Italy moved from a fully decentralized primary school system towards centralization through the Daneo‐Credaro Reform. The design of the Reform allows us to compare treated municipalities with those that retained school autonomy. Our quasi‐experiment, based on propensity score matching (PSM), shows that centralization substantially increased the pace of human capital accumulation. Treated municipalities were characterized by a 0.43 percentage‐point premium on the average annual growth of literacy between 1911 and 1921. We discuss some of the channels through which the new legislation affected primary schooling and literacy, with important implications for long‐term economic growth. [ABSTRACT FROM AUTHOR]

In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicate that the Italian teachers had a high level of commitment to inclusive education. Approximately 90% of the respondents agreed that students with special educational needs should be educated in mainstream classrooms, and only 7% felt that they should be transferred to special education classrooms instead. To improve the quality of inclusive education, the teachers most frequently mentioned the need for more in‐service training, smaller class sizes, and additional help from support teachers and therapists in the classroom. [ABSTRACT FROM AUTHOR]

We discuss the issue of how schools should be financed, concentrating on the role of private funding and public funding via subnational governments as accountability mechanisms in the provision of educational services. The historical evolution of school regulation in Italy and Spain has created differences in the percentage of pupils who attend private schools, the percentage of private school funding coming from public and private sources and the percentage of public school funding that comes from central or local government sources. We take advantage of these institutional diversities rooted in history to estimate the disciplining role of these different sources of funding in the context of an educational production function using Programme for International Student Assessment (PISA) data. Our results provide support to both accountability mechanisms and point to the presence of an important interplay between them. [ABSTRACT FROM AUTHOR]

In recent years, the brain drain issue has gained such momentum that it has become necessary to adopt tools and methods to take a picture of a phenomenon that is, by its very nature, dynamic and changeable (Portes, ; Meyer, ; Ackers, 2005 Scott, ). This particular study focuses on clarifying the reasons why Italian scientists choose to look elsewhere for the best place to conduct their scientific research, and in what way their scientific experience abroad shapes the image of the Italian scientific system. A first exploratory analysis involving 83 in-depth interviews with Italian scientists (mathematicians, engineers and physicists) working in Europe was conducted based on qualitative and quantitative analytical methods, and the content emerging from these interviews was used for a systematic mapping of the situation that provided the foundations for our preparation of a second tool - a questionnaire - that was subsequently used to conduct a much more broad-based survey that involved 602 respondents. While our findings add complexity to existing theories on the brain drain and brain circulation, they also confirm the potential of highly skilled migration to improve the national development of Italian academic system. [ABSTRACT FROM AUTHOR]

Introduction: Cesarean delivery rates are rising due to multiple factors, including less use of operative vaginal delivery and vaginal birth after cesarean delivery, which often reflect local obstetric practices. Objectives of the study were to analyze the relations between cesarean delivery, these practices, and perinatal outcomes.Material and Methods: We included all deliveries in the 72 hospitals of Lombardia, a region in northern Italy, during the year 2013. The delivery certificate was used as data source. Pearson's correlation coefficient and logistic regression were used for statistical analysis.Results: We included 87 896 deliveries. The number of deliveries per hospital ranged from 140 to 6123. The rate of cesarean delivery was 28.3% (range 9.9-86.4%), operative vaginal delivery 4.7% (range 0.2-10.0%), and vaginal birth after cesarean 17.3% (range 0-79.2%). We found a significant inverse correlation between rates of overall cesarean delivery and operative vaginal delivery (r = -0.25, p = 0.04). The correlation between rate of overall cesarean delivery and vaginal birth after cesarean was also inverse and significant (r = -0.57, p < 0.001). There was no association between overall cesarean delivery rate and the rates of Apgar score at 5 min <7 in term and late preterm neonates (r = -0.92, p = 0.46) and of perinatal mortality (r = -0.19, p = 0.13), respectively. The associations were independent of hospital volume of activity.Conclusions: An obstetric practice that encourages vaginal instrumental delivery in delayed second stage of labor or vaginal birth after previous cesarean delivery, could reduce the rising cesarean delivery rate. This will require a change in obstetric culture, continuing education of healthcare providers, and leadership. [ABSTRACT FROM AUTHOR]

Extended contact has demonstrated its effectiveness in promoting more positive intergroup attitudes among children in previous experimental research. The current project evaluates the use of extended contact interventions involving story-telling in two novel school settings: the United States ( N = 213) and Italy ( N = 222) among children aged 5-12 years. Findings indicate support for the effectiveness of the interventions in these two locations among younger minority and majority children but call into question the durability of positive outcomes. Applications and implications are discussed. [ABSTRACT FROM AUTHOR]

Context: In recent years, the continuous improvements in molecular biology techniques have made it possible to detect carriers for several genetic conditions, including cystic fibrosis (CF). In some countries, CF carrier screening is offered to increasing subset of the general population. Offering of carrier screening at a population level should not be decided by local health authorities only, without consulting citizens' preferences. One way to involve citizens in the decision process might be to a Citizens' jury, a method of deliberative democracy. Objective: The object of the study is to produce a recommendation statement about CF carrier screening using a Citizens' jury. As this is a new method in the field, the study also provided the opportunity to evaluate its effectiveness. Design: The project is designed and managed by an executive committee. The whole process is superintended by a multidisciplinary scientific committee. The 16 members of the jury attend a 1 day meeting, assisted by a non‐medical and unbiased facilitator. Informative material was prepared and distributed 15 days before the jury meeting; during the meeting, experts and witnesses interact directly with all the jurors through questions and answers. Results: All except one member of the jury felt positively about the Health Service actively providing population carrier screening for CF. The final statement was available to public, clinicians, researchers and decision‐makers. Discussion: In general, a Citizens' jury is a feasible method for involving citizens in public health decision‐making process and in particular for obtaining a community view about CF carrier screening. [ABSTRACT FROM AUTHOR]

Background The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. Aims The predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed. Sample One hundred and nine Italian children participated in this study. Measures Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first-grade orthographic competence was assessed via a dictation task. Results Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first- and second-grade written narrative competence via a mediational effect of orthographic competence. Conclusion The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy. [ABSTRACT FROM AUTHOR]

Intermittent catheterisation (IC) is considered the gold standard for bladder dysfunction‐related voiding problems following spinal cord injury (SCI). Despite this, up to 50% of individuals were no longer using IC 5 years after discharge from the rehabilitation centre. Hence, we initiated the IC Education Programme to offer standardized IC training and improve adherence. The programme was a European initiative undertaken by eight rehabilitation centres in Norway, France and Italy. The aim of this study is to evaluate the effectiveness of the IC Education Programme. The control group comprised individuals with SCI discharged from one of the participating rehabilitation centres using IC up to 1 year before the Education Programme was initiated. A questionnaire was sent by post to this group before the IC Education Programme started. The second group comprised individuals who had participated in and been discharged using the IC Education Programme; they received the questionnaire up to 1 year after programme initiation. Anonymous responses from the two groups were compared to assess outcomes such as ongoing use of IC, satisfaction with training and attitude towards bladder issues. Three hundred sixteen responses (from 500 questionnaires sent) were received from the control group (63%) and 84 (of 142) from the IC Education Programme group (59%). The IC Education Programme significantly increased the percentage of individuals still using IC during the first year at home (99 vs. 83% for the Education Programme and control groups, respectively; p < 0·05) and improved satisfaction with training in IC. Individuals who had participated in the IC Education Programme were also significantly less bothered by bladder issues than the control group (overall SF‐Qualiveen index 1·58 vs. 1·76, respectively; p = 0·032). The IC Education Programme improved the standard of care following SCI as it enabled more individuals to continue with IC up to 1 year after discharge, and improved training satisfaction. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate whether the saliency effect for word beginnings reported in children with dyslexia (Marshall & Van der Lely, 2009) can be found also in typically developing children. Thirty-four typically developing Italian children aged 8-10 years completed two specifically designed tasks: a production task and a perception task. Both tasks used nonwords containing clusters consisting of plosive plus liquid (e.g. pl). Clusters could be either in a stressed or in an unstressed syllable and could be either in initial position (first syllable) or in medial position (second syllable). In the production task, children were asked to repeat the nonwords. In the perception task, the children were asked to discriminate between two nonwords differing in one phoneme belonging to a cluster by reporting whether two repetitions were the same or different. Results from the production task showed that children are more accurate in repeating stressed than unstressed syllables, but there was no difference with respect to position of the cluster. Results from the perception task showed that children performed more accurately when discriminating word initial contrasts than when discriminating word medial contrasts, especially if the cluster was unstressed. Implications of this finding for clinical assessments are discussed. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article presents abstracts on intellectual disabilities research topics appearing on posters, including teacher education programmes for inclusive education in Poland, inclusive education in 20th century Italy, and handwriting in children and adults with Down syndrome.

As a result of the growing presence of foreign immigrants settling in Italy, recent years have seen a significant increase in the number of mixed unions. However, little research has been carried out on the subject in this country, in part due to insufficient availability of suitable data. The aim of this study is to investigate the 'market' of formal and informal mixed unions and to understand whether ethnic origin contributes a new element to the marriage/union market, and to verify the applicability of the 'exchange theory' to the Italian context. We analyzed a particular segment of the marriage market - mixed parental couples included in the 2005 Sample Surveys of Births. The results showed a clear gender divide in the ethnic preferences of Italian spouses, a high rate of previous marital experience for both Italian and foreign people in mixed pairings, and a high frequency of unmarried and casual mixed relationships. Compared with endogamous couples, the foreign male or female spouse/partner in mixed couples is young and more educated relative to the Italian partner, but is less present in the work market and, when employed, often occupies a less well-qualified position. The 'informal union market' works in very similar ways to the 'marriage market'; the slight attenuation of relationships observed in the former being attributable to the lesser degree of security guaranteed by an unofficial union. Therefore, the mechanism of mate selection implies that foreigners' appreciated qualities such as youth and high education may be offered in exchange for economic security, upward socio-economic mobility and access to the social network of the native partner: this is a variant of the exchange theory that was found to apply well to transnational marriages/unions in Italy. [ABSTRACT FROM AUTHOR]

This article focuses on the idea of domestic education in sixteenth- and seventeenth-century Italy. Drawing on the cross-reading of a selection of two different sets of printed sources - pedagogical tracts, and art tracts which largely intersected with Catholic aims of religious reform and the creation of a confessional state and society - the article discusses the educational value that was attributed to the home environment, in its private, public and political dimensions, and the relevance which was attached to domestic visual and material culture and to the senses as learning tools to be used by children of different gender, age and class. Debates about education uncover less-known aspects of domesticity while suggesting the possibility to explore the continuities that might have existed between pre-modern notions of education and modern ones. [ABSTRACT FROM AUTHOR]

Background. A sequential analysis of classroom discourse is needed to investigate the conditions under which the triadic initiation-response-feedback (IRF) pattern may host different teaching orientations. Aim. The purpose of the study is twofold: first, to describe the characteristics of classroom discourse and, second, to identify and explore the different interactive sequences that can be captured with a sequential statistical analysis. Method. Twelve whole-class activities were video recorded in three Italian primary schools. We observed classroom interaction as it occurs naturally on an everyday basis. In total, we collected 587 min of video recordings. Subsequently, 828 triadic IRF patterns were extracted from this material and analysed with the programme Generalized Sequential Query (GSEQ). Results. The results indicate that classroom discourse may unfold in different ways. In particular, we identified and described four types of sequences. Dialogic sequences were triggered by authentic questions, and continued through further relaunches. Monologic sequences were directed to fulfil the teachers' pre-determined didactic purposes. Co-constructive sequences fostered deduction, reasoning, and thinking. Scaffolding sequences helped and sustained children with difficulties. Conclusions. The application of sequential analyses allowed us to show that interactive sequences may account for a variety of meanings, thus making a significant contribution to the literature and research practice in classroom discourse. [ABSTRACT FROM AUTHOR]

This article evaluates the impact of competition on the performance of Italian schools. The study is based on policy experiments developed in 2000 by the Lombardy Regional government which introduced a voucher plan to encourage families to enrol their children in private schools. After this intervention, many other Regions launched similar policies. Despite the high political attention to this theme in Italy, there is almost no economic research on the possible role of such policies in fostering competition, and on the effects of competition on schools' outputs. As there are not data collected by the Italian authorities for the purpose, the article uses the OECD-PISA 2006 dataset with some additional administrative information. The empirical analysis shows that while some indicators of school competition have been found significant in - positively - affecting schools' performances (in terms of student achievement), there is not strong evidence that voucher policies implemented in the Lombardy Region did improve school competition. [ABSTRACT FROM AUTHOR]

In Italy, according to the International Study on Asthma and Allergies in Childhood study, the prevalence of current asthma, allergic rhinoconjunctivitis, and atopic eczema in 2006 was 7.9%, 6.5%, and 10.1% among children aged 6-7 and 8.4%, 15.5%, and 7.75% among children aged 13-14 yr. University education in this field is provided by the Postgraduate Schools of Pediatrics and those of Allergology and Clinical Immunology, as well as several annual Master courses. The Italian Society of Pediatric Allergology and Immunology (SIAIP) was founded in 1996 and counts about 1000 members. SIAIP promotes evidence-based management of allergic children and disseminates information to patients and their families through a quite innovative website and the National Journal 'Rivista Italiana di Allergologia Pediatrica'. In the last decade, four major regional, inter-regional, and national web-based networks have been created to link pediatric allergy centers and to share their clinical protocols and epidemiologic data. In addition, National Registers of Primary Immune-deficiencies and on Pediatric HIV link all clinical excellence centers. Research projects in the field of pediatric allergy and immunology are founded by the Italian Ministry of Education, University and Research (MIUR) and by the National Research Council (CNR), but the overall investments in this research area are quite low. Only a handful Italian excellence centers participate in European Projects on Pediatric Allergy and Immunology within the 7th Framework Program. The European Academy of Allergy and Clinical Immunology currently hosts two Italians in its Executive Committee (EC) and one in the EC of the Pediatric Section; moreover, major European Academy of Allergy and Clinical Immunology meetings and courses in the area of pediatrics (e.g., PAAM, Venice, 2009) have been held in Italy in the last 3 yr. Italian hallmarks in the management of allergic diseases in childhood are a quite alive and spread interest in Molecular Allergology and a remarkable predominance of sublingual (SLIT) compared to the subcutaneous (SCIT) immunotherapy. [ABSTRACT FROM AUTHOR]

Aim: This study documented: (i) the curriculum in special care dentistry in the Italian dental schools, as perceived by Deans and by students, (ii) the rate of satisfaction of dental students with their curricular education in special care dentistry, (iii) the attitude of the dental students towards special care dentistry and towards the ‘Special Smiles’ programme. Methods: The quality and amount of didactic and clinical training delivered by each dental school for subjects with intellectual disability (ID), the interest of students towards this health field and the ‘Special Smiles’ programme were collected. Self-administered surveys were sent to the Dean and to all the final year students of all dental schools in 20 Italian Universities. Results: Only four Deans of the 20 dental schools answered the survey, stating to provide didactic and clinical education in special care dentistry. A 51% of student response rate was obtained. Dental students reported to spend about 4% of didactic and 5% of clinical training in the dental care for ID subjects. Most students (83%) rated the training they had received on the topic to be poor. Over 50% of students expressed interest in working in dental offices specifically dedicated to ID patients and 25% of students wished to become Special Smiles volunteers. Conclusions: Although the paucity of didactic and clinical training in dental care for ID patients, this survey demonstrated a high level of student’s interest in learning more about treating these subjects. The current results could suggest to revise the curricular standards of dental schools, by promoting ID-oriented education programmes. [ABSTRACT FROM AUTHOR]

The article presents a commentary on the University of Mantua. The author renders his views on the historical background of the mentioned university which was a Jesuit institution. He also comments on the construction of the university and its focus on the study and teaching of philosophy, science, and mathematics. He also comments on the abolishment of the said university.

Background: Young people, and students in particular, generally have a positive attitude to xenotransplantation. We reported previously that university students attending their first year approved of the idea of transplanting animal organs into humans. The aim of this study was to evaluate the impact of a 3-yr course at various faculties on the university students’ understanding of and attitude to xenotransplantation. Methods: University students in their fourth year at five different faculties of Padua University (Italy), who had previously been surveyed in exactly the same way 3 yr earlier, were re-administered an anonymous 19-item questionnaire on their attitude to xenotransplantation. Results: A total of 453 students completed the fourth year questionnaire (84 males, 369 females; mean age 24.6 yr, range 21–36 yr). Students were attending courses in Medicine (22.1%), Veterinary Science (16.5%), Agriculture (10.4%), Educational Sciences (22.1%) and Psychology (28.9%). In their fourth year, 85% of the students knew that animal organs could, at some stage, be transplanted into humans, 81.5% approved of this idea and 84% would accept an animal organ to save their life if necessary (these percentages were 88%, 78% and 76%, respectively 3 yr earlier). A significantly larger proportion of the students who approved of xenotransplantation were attending science courses rather than art courses, while no differences emerged as regards gender. Those who refused xenotransplantation justified their position mainly on ethical-moral (41.7%) and immunological (35.7%) grounds. Conclusion: As in their first year, so too in their fourth, University students were well informed about the feasibility of transplanting animal organs into human beings and those attending science courses were more likely to accept this idea than art students. Approval of xenotransplantation was much the same among fourth year males and females, whereas in the first year, male students had approved more than female students. [ABSTRACT FROM AUTHOR]

Objective: To establish whether maternal perception of a child's body weight (BW) and food intake is related to the level of maternal education.Study Design: Height and BW of 569 mother/child couples were measured, and mothers received a questionnaire regarding their perception of their own weight and their child's BW and food intake.Results: Twenty-nine percent of mothers and 35% of children were overweight or obese. Only 10% of the mothers underestimated their own weight, while 37% overestimated it. In contrast, 28% of mothers underestimated their child's BW, while 9% overestimated it. Higher maternal instruction level was significantly associated to a lower weight class in both mothers and children, and to a correct perception of the child's weight. Fifty-seven per cent of the mothers who perceived their child to be overweight or obese were not concerned. Forty-four per cent of the mothers with overweight or obese children believed that their child was eating correctly.Conclusions: A better understanding of how mothers perceive the problem of excess weight in their children is relevant to the success of preventive interventions in childhood obesity. [ABSTRACT FROM AUTHOR]

Presents the author's recollections studying and working towards becoming a biochemist of the department of medical biochemistry and biology of the University of Bari in Italy. Educational background; Career development in biochemistry; Inspirational figures; Working affiliations; Biochemistry topics studied including amino acids and the mitochondria.

Examines the gap between the supply of and demand for labor with different levels of education in Italy. Reason for unemployment among secondary and university graduates; How the changes in the structure of employment affected the educational standards of the labor force and the supply of labor at various levels of qualification.

Focuses on environmental education in Italy as of December 1991. Development of environmental education; Contradictions on the increasing attention to environmental problems; Environmental education in the Italian Curriculum; Initiatives undertaken about the environment and environmental education; Establishment of the Environment and School Initiatives research program.

The article offers comments and criticism related to the acquisition of the propositional logic and the formal operational schemata in the secondary schools. The comments served as a basis on the discussion of propositional logic especially the "postulatory–deductive," by Lawson, Karplus and Adi. Lawson's study on Italian stamps was based on the on a study by Johnson–Laird's British stamps. Lawson's proposal on Italian as compared to that of the British stamps do not have its specific postulates however, it was conceived to get an idea from the British postulate.