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This study presents the preliminary findings of the first round of implementation of a case study included in the Horizon 2020 project SMOOTH. The project's main objective is to introduce and study the emergent paradigm of the educational commons as an alternative system of values and actions for promoting intercultural and intergenerational dialogue and establishing spaces of democratic citizenship that support the development of local communities. Our case study adopts this paradigm with insights derived from the field of media education. Hence, our research questions were as follows: (a) How do young people collectively experience and build the educational commons? (b) How do participants (youth and adults) in educational commons experience peer governance and how do they handle and resolve conflicts? (c) How does the co-creation of a photo-blog as a shared space of work help young people discover and develop a "civic intentionality" in the (digital) public sphere? (d) What are the effects of applying a commons' logic to address inequalities and achieve social inclusion of young people from vulnerable social groups? Fieldwork, framed in an ethnographic and action-research approach, was developed by examining the three dimensions of the notion of educational commons (commoners, commoning practices, and community). Although data collection and analysis are still in progress, our preliminary results allow us to draw some initial reflections on what worked well in the first round and what could hinder the achievement of the project's objectives. We also propose hypotheses for re-designing the second round to overcome the weaknesses that emerged during the first experimental phase and foster its strengths.

The mass diffusion of the web in the early 1990s, and the web 2.0 a decade later, has undoubtedly allowed a more democratic access to information and knowledge, and served as a catalyst for sociability and participation as it offers the possibility of cultivating spaces for discussion and sharing with a potentially infinite number of people. Since then, innumerable forms of grassroot online engagement have grown in the most diverse fields, from leisure, to politics, to civicism making concrete the possibility of a new digital public sphere (Marinelli and Cioni 2014, Bartoletti and Faccioli 2013, Dahlgren 2009). This socio- communicative ferment, which Jenkins (1992) describes with the controversial notion of “participatory culture”, has been questioned with the advent of the platform society (van Dijck, Poell, and de Waal, 2018). In this context, media education, understood as an educational practice aimed at developing critical thinking and creativity, faces new challenges to (re)assert its “civic intentionality” (Mihailidis 2019). In this contribution we aim to argue that, however fundamental, the traditional media education goal of developing critical thinking today risks exacerbating, especially among the youngest, a "civic gap" between being critical and feeling a "call to action" in one's everyday life. In an attempt to reinvigorate the civic intentionality of media education, some empirical evidence from two European projects will be presented and discussed in which Jenkins’ notion of "participatory culture" is curved in the direction of this civic intentionality and tested for the development of the the “engaged citizen” (Mihailidis and Thevenin, 2013). Through the development of media education competencies which bring together the more traditional dimensions of critical analysis and creativity with the civic dimension proposed by Mihailidis (2019), we will analyse and evaluate some of the audiovisual content produced for the social communication campaigns created within the projects as well as the participatory processes put in place to implement them. We will also show how the acquisition of such competencies through specific training activities was crucial for the young people involved to develop a set of transversal key skills to play an active role in the construction of a more democratic, pluralistic, and inclusive society.

A seguito della crisi socio-economica scoppiata sul finire del XX secolo e dei crescenti tassi di esclusione sociale, diseguaglianza e degrado ambientale, è cresciuta in modo significativo l’attenzione per forme alternative di azione sociale fondate sulla nozione di beni comuni, intesi sia come commons, ovvero un insieme di risorse materiali e immateriali, sia come common, ovvero il modello di governance di queste risorse, co-gestite secondo criteri di partecipazione, creatività collettiva, uguaglianza e reciprocità. Questo volume nasce dall’esigenza di ripensare l’educazione come common(s) e di riflettere sull’importanza di sperimentare e valutare le dinamiche attraverso le quali l’educazione può contrastare le disuguaglianze, innescare un cambiamento e sostenerlo nel tempo, al fine di creare contesti più inclusivi nei quali i giovani, soprattutto quelli più vulnerabili, possano esprimere al meglio le loro potenzialità. Per quanto siano infatti sempre più frequenti le pratiche educative fondate su approcci partecipativi come la “comunità educante”, non risultano sufficientemente analizzate le dinamiche che le generano, le percezioni e le visioni che le alimentano, i modi in cui si configurano, l’impatto che producono su coloro che ne sono i protagonisti, ma anche e soprattutto sulla comunità più estesa. In particolare, si presentano i primi risultati della ricerca condotta nell’ambito del progetto europeo Horizon 2020 SMOOTH, nel corso della quale la nozione di educational commons, declinata in un’ottica di media education, è stata esplorata innanzitutto a livello teorico-concettuale e delle politiche sociali e educative. A livello empirico è stato ricostruito prima il punto vista del macro-contesto (in particolare quello dei policymaker che operano in ambito educativo) e successivamente le dinamiche del micro-contesto di uno dei due casi di studio condotti in Italia. As a result of the socio-economic crisis that erupted at the end of the 20th century and the increasing rates of social exclusion, inequality and environmental degradation, attention has increased significantly to alternative forms of social action based on the notion of common goods, understood both as commons, that is a set of tangible and intangible resources, and as common, that is, the governance model of these resources, co-managed according to criteria of participation, collective creativity, equality and reciprocity. This volume arises from the need to rethink education as common(s) and to reflect on the importance of experimenting and evaluating the dynamics through which education can counteract inequalities, trigger change and sustain it over time, in order to create more inclusive contexts in which young people, especially the most vulnerable, can best express their potential. Although educational practices based on participatory approaches such as the "educating community" are increasingly frequent, the dynamics that generate them, the perceptions and visions that feed them, and the ways in which they are configured, are not sufficiently analyzed, the impact they have on those who are the protagonists, but also and above all on the wider community. In particular, the first results of the research carried out in the framework of the European project Horizon 2020 SMOOTH are presented, during which the notion of educational commons, expressed in a media education perspective, has been explored first of all at the level of concepts and social and educational policies. At the empirical level, we have first reconstructed the point of view of the macro-context (in particular, that of policymakers working in the educational field) and then the dynamics of the micro-context of one of the two case studies conducted in Italy.

Il volume si colloca nell’attuale dibattito sociologico sulle “seconde generazioni”. Questo concetto presenta problemi definitori che rievocano questioni più profonde legate alla doppia appartenenza culturale di questi giovani. Il volume si articola in due parti. Nella prima sono approfonditi aspetti teorici ed empirici relativi ai giovani di “seconda generazione” e ai loro percorsi di costruzione identitaria e di partecipazione politica, fortemente segnati dalla mancanza di riconoscimento come cittadini, dalle discriminazioni subite e dai sentimenti di esclusione provati. Nella seconda parte viene effettuata un’analisi quali- quantitativa (con il supporto del software T-Lab) di un corpus estratto da quarantadue interviste in profondità a giovani di seconda generazione con età compresa tra i 18 e i 30 anni e residenti in sette città italiane Palermo, Cagliari, Roma, Bologna, Milano, Torino e Padova), effettuate nell’ambito del progetto europeo “Oltre. Contronarrazioni dai margini al centro”. This book takes its place in the current sociological debate on "second generations". This concept presents definitional problems that evoke deeper issues linked to the dual cultural belonging of these young people. The book is divided into two parts. The first examines theoretical and empirical aspects relating to "second-generation" young people and their pathways to identity construction and political participation, which are strongly marked by their lack of recognition as citizens, the discrimination they suffer and the feelings of exclusion they experience. In the second part, a qualitative-quantitative analysis is carried out (with the support of the T-Lab software) of a corpus extracted from forty-two in-depth interviews with second-generation young people aged between 18 and 30 and living in seven Italian cities (Palermo, Cagliari, Rome, Bologna, Milan, Turin and Padua), carried out within the framework of the European project "Beyond. Counter-narratives from the margins to the centre".

In a point process spatio-temporal framework, we consider the problem of features detection in the presence of clutters. We extend the methodology of Byers and Raftery (1998) to the spatio-temporal context by considering the properties of the K-th nearest-neighbour distances. We make use of the spatio-temporal distance based on the Euclidean norm where the temporal term is properly weighted. We show the form of the probability distributions of such K-th nearest-neighbour distance. A mixture distribution, whose parameters are estimated with an EM algorithm, is used to classify points into clutters or features. We assess the performance of the proposed approach with a simulation study, together with an application to earthquakes.

Due to the complexity of the generator process of seismic events, we study under several aspects the interaction structure between earthquake events using recently developed spatio-temporal statistical techniques and models. Using these advanced statistical tools, we aim to characterise the global and local scale cluster behaviour of the Easter Sicily seismicity considering the catalogue data since 2006, when the Italian National Seismic Network was upgraded and earthquake location was sensibly improved. Firstly, we characterise the global complex spatiotemporal interaction structure with the space-time ETAS model where background seismicity is estimated non-parametrically, while triggered seismicity is estimated by MLE. After identifying seismic sequences by a clustering technique, we characterise their spatial and spatio-temporal interaction structures using other advanced point process models. For the characterisation of the spatial interactions, a version of hybrid of Gibbs point process models is proposed as method to describe the multiscale interaction structure of several seismic sequences accounting for both the attractive and repulsive nature of data. Furthermore, we consider log-Gaussian Cox processes (LGCP), that are relatively tractable class of empirical models for describing spatio-temporal correlated phenomena. Several parametric formulation of spatio-temporal LGCP are estimated, by the minimum contrast procedure, assuming both separable and non-separable parametric specification of the correlation function of the underlying Gaussian Random Field.

Nowadays in the seismic and geological fields, large and complex data sets are available. This information is a valuable source that can be used for improving the seismic hazard assessment of a given region. In particular, the integration of geologic variables into point process models to study seismic pattern is an open research field that has not been fully explored. In this work, we present several open-access datasets (the catalogue of the earthquakes, geological information such as faults, plate boundary and the presence of volcanoes) that are properly treated to describe the seismicity of events occurred in Greece between 2005 and 2014. We use these datasets to fit an advanced spatial point process model for the description of interaction among the points in thepresence of larger-scale inhomogeneity

The detection of clustering structure in a point pattern is one of themain focuses of attention in spatiotemporal data mining. Indeed, statistical tools for clustering detection and identification of individual events belonging to clusters are welcome in epidemiology and seismology. Local second-order characteristics provide information on how an event relates to nearby events. In this work, we extend local indicators of spatial association (known as LISA functions) to the spatiotemporal context (which will be then called LISTA functions). These functions are then used to build local tests of clustering to analyse differences in local spatiotemporal structures.We present a simulation study to assess the performance of the testing procedure, and we apply this methodology to earthquake data.

For the description of the seismicity of an area, the comparison between local features of background and induced events could be a new perspective of research. In spatio-temporal point process, local second-order statistics provide information on the relationships of each event and its nearby events. In this paper, we use a test based on local indicators of spatio-temporal association (LISTA functions) for identifying different local structures comparing the two previous sets of events. We present a simulation study on the test and show the main results of the application on Greece earthquake data.

This work presents an application of spatio-temporal log-Gaussian Cox processes for the description of earthquake events. To explain the overall spatial trend, spatial geological information in the study area such as faults and volcanoes are introduced in the model. Moreover, an anisotropic specification of the covariance matrix of the Gaussian process is used to improve the explanation of the phenomenon. We apply and compare different models to explain the seismic events occurred in Alaska over the last decades.

This paper focuses on interval estimation in logistic regression models fitted through the Firth penalized log-likelihood. In this context, many authors have claimed superiority of the Likelihood ratio statistic with respect to the (wrong) Wald statistic via simulation evidence. We re-assess such findings by detailing the inferential tools also including in the comparisons the (right) Wald statistic and other statistics neglected in previous literature. In particular, we assess performances of the CIs estimators by simulation and compare them in a real data set. Differently from previous findings, the Likelihood ratio statistic does not appear to be the best inferential device in Firth penalized logistic regression.

Sulla distanza sociale a Palermo. ll volume esplora le declinazioni della distanza sociale - oggettiva, soggettiva e, all'interno di quest'ultima, percepita, agita e subita - nel Mezzogiorno d'Italia. In particolare, vengono presentati e analizzati i risultati dell'indagine nazionale sul tema della distanza sociale, condotta nelle città di Bari, Reggio Calabria, Messina e Palermo. I contributi di analisi raccolti in questo volume mettono in evidenza le specificità del contesto territoriale, socio-economico e politico delle aree urbane meridionali e la loro influenza sulle diverse componenti della distanza sociale.