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La media education come nuova forma di cittadinanza nella società della conoscenza
No full textNel titolo della tesi è insito un elemento di innovazione rispetto al recente passato di ricerca in ambito media educativo, nell’intenzione di considerare la media education non solo come ambito di ricerca e intervento educativo, bensì come nuovo modo di abitare consapevolmente la società della conoscenza. Una società in cui il termine “educare” viene sempre più a coincidere con il termine “media educare” e la figura dell’educatore con quella del media educator.
La media education, al tempo della modernità, assume un carattere di imprescindibilità.
L’istituzione scolastica, nella presa d’atto dell’attuale fase di crisi, deve riuscire a costruire relazioni significative fra le generazioni, non perdendo mai di vista il suo potere di emancipazione sociale e culturale dei soggetti. È necessario, a tal proposito, accogliere le sfide del moderno nel tentativo di ridurre almeno le varie tipologie di “gap” mediali intergenerazionali.
Il caso di studio è rappresentato il Progetto On Air, finanziato dalla Commissione Europea nell’ambito del Lifelong Learning Programme come sotto-programma del Comenius. I partner coinvolti: Italia, Belgio, Romania, Bulgaria, Lituania, Polonia.
Gli obiettivi principali della ricerca On Air sono stati, tra gli altri, indagare la trasversalità di utilizzo dei media parte dei giovani e degli insegnanti; esplorare la dimensione emozionale e motivazionale, legata all’utilizzo dei media, che ne determina il legame affettivo; osservare il livello di competenza tecnologica riscontrabile all’interno delle abilità conoscenze e atteggiamenti sociali dei più giovani; ricercare strategie formative nuove, che forniscano strumenti di orientamento alla complessità socioculturale, tenendo conto dei nuovi contenuti prodotti dall’avvento dei new media e dall’incrocio di essi con i vecchi media.
Particolare attenzione è stata posta, all’interno dell’elaborato, sull’approfondimento delle differenti definizioni e declinazioni del concetto di competenza, dal punto di vista della letteratura scientifica e dell’evoluzione istituzionale, e del concetto di cittadinanza, evidenziandone le congruenze e le caratteristiche che lo associano fortemente all’idea di media education.
Si può ipotizzare in tale quadro concettuale che la fiducia riposta nella comunicazione, soprattutto nella sua capacità di elevare il soggetto in termini di crescita culturale, sia stata eccessiva? Come mai davanti all’incremento delle tecnologie e all’evoluzione dei contenuti di comunicazione la scuola sembra un essere sempre un passo indietro?
E per quanto concerne la cittadinanza digitale, è possibile che si tratti più di una proiezione dell’adulto piuttosto che di una reale acquisizione da parte delle giovani generazioni, certamente partecipative “on line”, ma caratterizzate da un non proporzionale livello di partecipazione sociale, politica, culturale “off line”?
Si tratta di interrogativi di fondamentale importanza, ai quali, come studiosi ed educatori, saremo inevitabilmente chiamati a rispondere nell’immediato futuro
Philosophy as Transformation of the Self in Foucault and Murdoch
No full textUnlike ancient philosophy, for which both ethical reflection and practice were fundamental, for much of modern philosophy "ethics" is a (merely scholarly) sub-discipline. Foucault and Murdoch were two very different twentieth century philosophers who believed philosophy must be reclaimed as self transformation, and drew upon ancient philosophy in their own reconstructions, not as emulation, but as important sources of reflection, and of elaboration of "techniques of the self". The thesis explores their work on this
I Sistemi di Romanizzazione del Cinese Mandarino nei Secoli XVI-XVIII
No full textThe history of the Romanization systems created by European missionaries in late-Ming and early-Qing's China to transcribe the Chinese pronunciation of their time is long and complex. Far from being simply composed by a series of cognate systems, it reflects the complexity of the multilinguistic environment in which were settled down the earliest Catholic missions in China. Also, from the observation of the various methods of Romanization, it is possible to appreciate the different degrees of linguistic sensibility of the many people directly involved in the invention, use or, sometimes, also in the "oblivion" of this or that method. After the arrival of the first European missionaries in the Philippines and Macao, different methods of transcription for the pronunciation of Chinese dialects have been developed and employed. Following the random romanizations used by different missionaries in their earliest accounts, as well as the massive use of a Portuguese-italian transcription made by Ruggieri-Ricci and their early confreres, the first (successful) attempt to impose a real standard for the Romanization of Mandarin based on Portuguese pronunciation was made by Ricci and Cattaneo in the early 1600’s, followed by a second experiment (failed) by Trigault in 1626, who tried to propose his own upgrade to the previous system. In the early 1650’s, other Jesuits of the Padroado employed systems descendant from that one of Ricci-Cattaneo. Martino Martini first used a Romanization system based on Portuguese, according to which he compiled the earliest known grammar of Mandarin, through which the rescued Ricci-Cattaneo system spread among the Company and the Intellectuals of Europe. Afterwards, and apparently very abruptly, Martini decided to move permanently to a slight different system, actually more suitable to Spanish speakers, which reached a very wide audience through his historical and geographical works. In the same period, Boym employed a personal variant of the Ricci-Cattaneo Portuguese transcription, but his customization had only a small diffusion thanks to the extracts of his writings inserted by Kircher in his own works. Then it was the turn of a brand-new French standard of Romanization, first systematically employed by Bouvet, followed by Le Comte and other French-speaking missionaries and scholars. At the same time, Spanish-speaking missionaries strengthened the Spanish system of Romanization, especially through the linguistic works of Varo and the treatises by Navarrete. Some of the Italian-speaking missionaries of Propaganda, mainly active at the beginning of 1700, re-evaluated the role of Italian orthography in Romanizing Mandarin, even if it never achieved a wide-spread position among the other strands. After all, also some intellectuals and scholars like Mentzel, Muller, Hyde, Liebniz, Bayer, etc., who engaged themselves in the study of Mandarin from the second half of XVII century up to the whole XVIII century, also made experiments in developing their own systems, based on German or even English orthography.
The huge amount of data concerning the Romanization of Chinese at its early stages can be arranged in several kinds of comparative charts and tables, to build up a general comparative framework which can be used as a friendly reference to investigate any kind of romanized material of that period
Biblioteche scomparse. Le librerie claustrali della Congregazione di san Girolamo degli Eremiti del beato Pietro da Pisa. Ricostruzione storico-bibliografica
No full textLa ricerca ripercorre le vicende delle 28 biblioteche dell'Ordine degli Eremiti del beato Pietro da Pisa restituite dal censimento della Congregazione dell'Indice dei libri proibiti di fine Cinquecento. Ricostruendone la storia dalle prime attestazioni (XV secolo) fino alle soppressioni ottocentesche (napoleoniche e post-unitarie) lo studio consente di definire il profilo culturale di questa famiglia claustrale e, attraverso il recupero degli esemplari sopravvissuti, lascia emergere dall’indistinta massa dei "fondi delle soppresse corporazioni religiose" - presenti nelle odierne istituzioni pubbliche - la fisionomia e l’identità di nuclei provenienti dai chiostri degli Eremiti
I PRESUPPOSTI TEORETICI E ANTROPOLOGICI DEL PENSIERO GIURIDICO E POLITICO DI FRANCISCO SUÁREZ
No full textLa tesi analizza la genesi del pensiero politico e giuridico di Francisco Suarez a partire dal problema di ordine che sfida il pensiero cattolico all'alba della modernità, e dunque dalla necessità di rifondare l'intelligibilità dell'essere in un serrato confronto con il cristianesimo riformato e con le posizioni antimetafisiche del nominalismo. In questa luce è possibile comprendere le derive razionalistiche e volontaristiche proprie della riflessione giuridica e politica del teologo gesuita
The Social Adjustment In Preschool Age. The Role Of Socio-Emotional Competence And Teacher-Child Relationship Quality On Peer Acceptance
No full textLittle attention has been given to the processes by which the qualities of the teacher–child relationship (e.g., close, dependent, or conflictive) and children’s social behavior are related to young children’s social adjustment in early childhood (Palermo et al., 2007).
The present dissertation, divided in three studies, investigated the direct and indirect contribution of children’s individual characteristics, quality of teacher-child relationships, and social behavior in an integrated model of peer acceptance. Study 1 aims at evaluating the internal consistency and the factorial validity of the full Student Teacher Relationship Scale (STRS) and Social Competence and Behavior Evaluation scale (SCBE-30) that represent two instruments widely used in international research to measure the teachers’ perception of their relationships with each child and of children’s social competent/incompetent behaviors. To date, no study has examined the factorial validity of the scales, using both Exploratory Factorial Analysis (EFA) and Confirmatory Factorial Analysis (CFA) in Italian children aged from 3 to 6 years.
Using the results of study 1, study 2 aims at examining the relations between the quality of teacher-child relationship, children’s social-emotional behavior and peer acceptance (likability) in a sample of Italian preschool-aged children. Contrary to other studies, we used multiple informants (teachers, children themselves, and peers) and multiple methods (interviews with children, sociometric testing, and assessment scales).
Study 3 aims at analyzing the relations between the quality of teacher-child relationship, children’s social-emotional behavior (anxiety-withdrawal, anger-aggression, and social competence), and peer likability in a longitudinal perspective. Less attention is given to the relation between withdrawal behavior and school adjustment over time. Given the small sample size, our hypotheses regarding the relation between anxiety-withdrawal and peer likability was somewhat exploratory.Our findings revealed that the modified three-factor versions of the STRS and SCBE-30 scales can be considered valid instruments for examining the quality of teacher-child relationships and children’s social behavior. The original structures of the STRS scale with three correlated factors (conflict, closeness, and dependency) and of SCBE-30 scale with three correlated factors (social competence, anger-aggression, and anxiety-withdrawal) were replicated.In line with other international research, the current work confirmed the processes by which the quality of teacher-child relationship (positive versus negative) may predict children’s social behavior and peer likeability. The positive emotional connection between teachers and children promoted children’s competent social behavior, and in turn, social competent behavior resulted as the only behavior related to peer acceptance. The results of the longitudinal study showed that socially competent behavior play an important role over time. The greater social competence displayed by children during time 1 and their progress during time 2, the more acceptable were they by their classmates. An important result regarded the effect of aggressive behavior on peer likeability. In our sample, aggressive behavior showed a long term effect on peer acceptance. Moreover, our results demonstrated that anxiety-withdrawal behavior was not related to peer likeability over time. In conclusion, the present dissertation suggests the importance of giving systematic attention to the study of teacher-child relationship and of children’s social behavior, beginning with the first years of kindergarten, through instruments widely used in international research. In addition, this present work demonstrated that children who showed close, warm interaction with teachers and cooperative play with peers, tended to be more accepted by other children, while aggressive or withdrawn children , tended to have negative relationships with teachers and to engage in disruptive play with peers. Children who are able to navigate the preschool environment effectively may benefit from these early social experiences as they enter primary school. Conversely, the transition to primary school may be more critical for anxious-withdrawn, or angry-aggressive children, who meet with difficulty in the preschool/kindergarten’s social arena
L'immagine come fattore competitivo. Geografia, turismo e brand territoriali
No full textLo spazio turistico è soprattutto immagine: immagine che si fanno i turisti e che danno gli organizzatori di vacanze (Miossec, 1977). L’immagine però è fluida e non esiste solo quella turistica. L’obiettivo di questa tesi è identificare come l’immagine e il branding territoriale rientrino tra gli elementi della competitività di una destinazione, non solo a livello turistico, e come possano far parte degli studi geografici e della pianificazione territoriale. I casi studio relativi all’Italia e al Brasile, affrontati nell’ultimo capitolo, rielaborano alcuni dati e offrono alcuni spunti per riflettere sul tipo di immagini percepite e veicolate in paesi a diverso grado di sviluppo economico, le implicazioni a livello di sviluppo territoriale e turistico. L’obiettivo è proporre soluzioni che tengano in considerazione non soltanto la competitività economica ma anche la formazione continua di identità, la cooperazione e le reti turistiche, lo sviluppo sostenibile e politiche che integrino strategie di innovazione e conservazione
MODELLING AND SIMULATION OF LIQUID ROCKET ENGINE IGNITION TRANSIENTS
No full textEuropean Space Agency (ESA
