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Imparare l’arte. Due musei a confronto tra formazione, metodo e strategia: i casi del MOdE e del MAMBO.
No full textTwo typologies of museum working in the field of education through art to explain how teaching cultural goods it’s a resource for economy of museums and cultural heritage. MOdE and MAMBO are two innovative reality about cultural institute sustainability and accessibility, in a collaborative approach with other territorial enterprises, moving toward the model of an open musem.Two typologies of museum working in the field of education through art to explain how teaching cultural goods it’s a resource for economy of museums and cultural heritage. MOdE and MAMBO are two innovative reality about cultural institute sustainability and accessibility, in a collaborative approach with other territorial enterprises, moving toward the model of an open musem.
Che cosa è e a cosa serve la storia dell’educazione
No full textIl presente contributo intende dare risposta a due domande cruciali: Che cosa è e a cosa serve la storia dell’educazione? Circa la prima domanda, si può rispondere che essa riguarda l’oggetto stesso della Scienza dell’educazione e che, perciò, ha il compito di ricostruire ed interpretare lo sviluppo degli eventi educativi attraverso gli strumenti intellettuali che tale scienza le mette a disposizione. Quanto, poi, alla seconda domanda, si può affermare che la storia dell’educazione è l’esempio più evidente di quanto le discipline scolastiche non abbiano altra funzione che quella di innescare e incoraggiare lo sforzo intellettuale dell’interpretazione dei dati. Al di fuori e al di là di tale sforzo, l’educazione non ha motivo di esistere e non può dare risultati.Il presente contributo intende dare risposta a due domande cruciali: Che cosa è e a cosa serve la storia dell’educazione? Circa la prima domanda, si può rispondere che essa riguarda l’oggetto stesso della Scienza dell’educazione e che, perciò, ha il compito di ricostruire ed interpretare lo sviluppo degli eventi educativi attraverso gli strumenti intellettuali che tale scienza le mette a disposizione. Quanto, poi, alla seconda domanda, si può affermare che la storia dell’educazione è l’esempio più evidente di quanto le discipline scolastiche non abbiano altra funzione che quella di innescare e incoraggiare lo sforzo intellettuale dell’interpretazione dei dati. Al di fuori e al di là di tale sforzo, l’educazione non ha motivo di esistere e non può dare risultati
La formazione, l’incerto e le transizioni educative. Un approccio comprensivo-transazionale all’orientamento
No full textThe paper, in a first part, proposes an analysis of the aporetic relationship between the uncertain and the self-formation, putting forward the hypothesis that it is an unthought of western educational theory, which has attempted to reduce it to only one of its dimensions, opposing two different conceptions of educational transitions and guidance practices. In this sense, in a second part, the paper inquires the double role of the uncertain in the formative processes starting from a comprehensive-transactional epistemological approach, which allows to think the uncertain nature of self-formation as a condition of generation of reflective and unreflective learning, whose reconfiguration engages the organism-environment unit in educational transitions. It follows that, in this perspective, the guidance practices are configured as interventions that accompany the subject to become aware of the inescapable relationship between conformation and transformation.L’articolo propone, in una prima parte, un’analisi del rapporto aporetico tra l’incerto e la formazione, avanzando l’ipotesi che esso sia un impensato della pedagogia teoretica occidentale, che ha tentato di ridurlo a una sola delle sue dimensioni, opponendo due diverse concezioni delle transizioni educative e delle pratiche di orientamento. In questo senso, in una seconda parte, l’articolo propone di accogliere il duplice ruolo dell’incerto nei processi formativi a partire da un approccio epistemologico di tipo comprensivo-transazionale, che consente di pensare la natura incerta della formazione come condizione di generazione di apprendimenti riflessivi e irriflessivi, la cui riconfigurazione impegna l’unità organismo-ambiente nelle transizioni educative. Ne consegue che, in tale prospettiva, le pratiche di orientamento si configurano come interventi che accompagnano il soggetto a divenire consapevole dell’ineludibile relazione tra conformazione e trasformazione
L’educazione alla parità di genere nella formazione dei docenti. L’esperienza del Progetto europeo “Generi alla pari a scuola”
No full textEducation for gender difference in Italian schools is becoming an indispensable goal in recent years. The achievement of gender equality appears to be a priority in all areas of social life, as underlined by the 2030 Agenda for Sustainable Development. In the work of deconstructing stereotypes and educating youth at all forms of difference, schools play a key strategic role. In order to fulfill this important function, teachers need to be aware, reflective and competent: hence the need to provide training courses for teachers at all levels of education, so that they can be prepared to manage the growing complexity and educate the younger generations to the valorization of gender equality. This contribution represents a reflection on the need for teacher training from the perspective of gender equality and an occasion to analyze the training opportunities of a tool, the Charter for Gender Equality, created through the implementation of two European projects.L’educazione alla differenza di genere nella scuola italiana sta divenendo un obiettivo irrinunciabile negli ultimi anni. Il raggiungimento della parità di genere appare prioritario in tutti i settori della vita sociale, come sottolineato dall’Agenda 2030 per lo Sviluppo Sostenibile. Nel lavoro di decostruzione degli stereotipi e di educazione verso ogni forma di differenza, la scuola assume un ruolo strategico di primo piano. Per adempiere a questa importante funzione occorrono docenti consapevoli, riflessivi e competenti: da qui la necessità di prevedere percorsi formativi per i docenti di ogni ordine e grado scolastico, affinché possano essere preparati a gestire la crescente complessità e ad educare le giovani generazioni al riconoscimento della parità tra i generi. Il presente contributo rappresenta una riflessione sulla necessità della formazione dei docenti nell’ottica della parità di genere e un’occasione per analizzare le opportunità formative di uno strumento, la Carta per la Parità di Genere, creato attraverso la realizzazione di due progetti europei
L’ora di lezione: quando le emozioni interrogano l’esistenza
No full textA lesson is not a time marked by the hands of a clock, a Kronos, it is rather a subjective time within which it goes beyond the hypercognitivist pedagogical model and/or that of a school as a "temple of culture”, where the corrective-repressive system denied culture as the “humanization of life”. Every single gesture that manages to move the desire for knowledge in the student, should not be ascribed only to the motivational dimension, which could also be useful for understanding the reason for a certain action, but also to the emotional one, since there can be no teaching without effects education, just as there cannot be a training without the effects of education transmission. The teacher must produce emptiness and therefore eliminate any stereotype to make room for the new, the unexpected, for that emotional intuition that allows you to grasp the meaning both for a higher emotional intelligence, and to go beyond those now consolidated forms of empathic theatricality.La lezione non è un tempo scandito dalle lancette di un orologio, un Kronos, è piuttosto un tempo soggettivo all’interno del quale si oltrepassa il modello pedagogico ipercognitivista e/o quello di una scuola come “tempio della cultura”, dove il sistema correttivo-repressivo negava la cultura come “umanizzazione della vita”. Ogni singolo gesto che riesce a muovere il desiderio di conoscenza nell’allievo, non va ascritto solo alla dimensione motivazionale, che potrebbe anche essere utile a comprendere il perché di una certa azione, ma anche a quella emozionale, poiché non può esserci insegnamento senza effetti educativi, così come non può esistere una formazione priva di effetti di trasmissione dell’istruzione. L’insegnante deve produrre il vuoto e dunque eliminare ogni stereotipo per fare spazio al nuovo, all’inatteso, a quell’intuizione emozionale che consente di cogliere il senso sia per una più alta intelligenza emotiva, sia per andare oltre quelle forme ormai consolidate di teatralità empatica
The bi-objective travelling salesman problem with profits and its connection to computer networks
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Osteoprotegerin: a pancreatic islets dysfunction and vascular injury modulator
No full textBackground. Osteoprotegerin (OPG) is a soluble glycoprotein of the tumor necrosis factor (TNF) receptor superfamily, which was initially identified as a key regulator in bone turnover. It acts as a decoy receptor for the receptor activator of nuclear factor kB ligand (RANKL) and for the TNF-related apoptosis-inducing ligand (TRAIL), counterbalancing their biological effects. OPG is produced by a wide range of tissues, including the cardiovascular system, and its levels are particularly high in aortic and renal arteries. Several studies have clearly demonstrated that the serum levels of OPG are elevated in diabetic and nondiabetic patients affected by cardiovascular diseases, and increased levels of OPG represent a risk factor for cardiovascular mortality, especially in diabetic patients. However, in spite of the reported findings, the physiopathological role of elevated serum levels of OPG in vascular biology and in pancreatic islet function are not well understood. Aim of the study. The aims of our studies were: Study 1. Evaluate the potential role of OPG in the pathogenesis of diabetes associated atherosclerosis. Study 2. Investigate OPG effects on pancreatic islet function and its interaction with local pancreatic renin-angiotensin system (RAS). Materials and Methods. Study 1.A. In vivo study: 80 apoE knockout male mice were further randomized into 4 groups (n=20) and followed for 3 months. One group of non diabetic animals received an intraperitoneal (i.p.) injection of vehicle and served as a control; another group of non-diabetic animals received every 3 weeks an i.p. injection of human recombinant OPG (OPG). The other two groups, rendered diabetic by 5 daily i.p. injections of streptozotocin (55mg/Kg/die), received injections of OPG or an equivalent volume of vehicle. At the end of the study, animals were culled, the blood was collected for biochemical analysis, and the entire aorta was excised out to study the total plaques extent and to evaluate the lesion composition and complexity of the aortic plaques. B. In vitro study: Murine vascular smooth muscle cells (VMSC) were treated with different concentrations of OPG, TGFβ and SB431542 (TGFβ- type 1 receptor inhibitor). Subsequently, cellular proliferation and pro-fibrotic markers gene expression were evaluated at different time points. OPG protein release was measured in growth media (ELISA technique). Study 2. 40 male mice C57Bl/6J, aged 10 weeks, were randomized into 4 groups (n=10) and studied for 3 months. Group 1 received every 3 weeks an i.p. injection of vehicle and served as a control. Group 2 received every 3 weeks an i.p. injection of OPG. Group 3 received the ACE inhibitor ramipril at the dose of 10mg/Kg/die in drinking water in co-treatment with i.p. injections of vehicle. Group 4 received ramipril in co-treatment with i.p. injections of OPG. At the end of the study, animals were culled, the blood was collected for biochemical analysis, and the pancreas was dissected out for subsequent quantitative RT-PCR measurements and immunohistochemical analysis. Results. Study 1.A. At the end of the study, diabetic animals injected with OPG presented a significant increase in total plaques extent, with an increase of smooth muscle cells content in aortic plaques. Moreover OPG treated animals showed an increase in the collagen content in aortic media in respect to control mice. B. OPG promoted VSMC proliferation and pro-fibrotic markers gene expression. TGFβ treatment of VSMC induced a dose-dependent increase of OPG gene and protein expression, that was completed prevented by pre-treatment with the SB431542 inhibitor. Study 2. OPG-treated animals showed increased islet monocyte-macrophage infiltration, fibrosis and apoptosis with reduction of islet function. The remodeling of islet architecture was associated with increased pancreatic expression of components of the RAS, growth factor genes (TGFβ and CTGF) and inflammatory molecules (MCP-1 and VCAM-1). Prevention of these changes with improvement of insulin secretion was observed in ramipril treated animals. Conclusion. Study 1.A-B OPG seems to play an important pathogenetic role in the development and progression of diabetic atherosclerosis. Study 2. Our data suggest that OPG might play an important role in promoting beta cell dysfunction and the upregulation of the local RAS represents one possible mechanism responsible for the OPG-induced beta cell dysfunction.Background. Osteoprotegerin (OPG) is a soluble glycoprotein of the tumor necrosis factor (TNF) receptor superfamily, which was initially identified as a key regulator in bone turnover. It acts as a decoy receptor for the receptor activator of nuclear factor kB ligand (RANKL) and for the TNF-related apoptosis-inducing ligand (TRAIL), counterbalancing their biological effects. OPG is produced by a wide range of tissues, including the cardiovascular system, and its levels are particularly high in aortic and renal arteries. Several studies have clearly demonstrated that the serum levels of OPG are elevated in diabetic and nondiabetic patients affected by cardiovascular diseases, and increased levels of OPG represent a risk factor for cardiovascular mortality, especially in diabetic patients. However, in spite of the reported findings, the physiopathological role of elevated serum levels of OPG in vascular biology and in pancreatic islet function are not well understood. Aim of the study. The aims of our studies were: Study 1. Evaluate the potential role of OPG in the pathogenesis of diabetes associated atherosclerosis. Study 2. Investigate OPG effects on pancreatic islet function and its interaction with local pancreatic renin-angiotensin system (RAS). Materials and Methods. Study 1.A. In vivo study: 80 apoE knockout male mice were further randomized into 4 groups (n=20) and followed for 3 months. One group of non diabetic animals received an intraperitoneal (i.p.) injection of vehicle and served as a control; another group of non-diabetic animals received every 3 weeks an i.p. injection of human recombinant OPG (OPG). The other two groups, rendered diabetic by 5 daily i.p. injections of streptozotocin (55mg/Kg/die), received injections of OPG or an equivalent volume of vehicle. At the end of the study, animals were culled, the blood was collected for biochemical analysis, and the entire aorta was excised out to study the total plaques extent and to evaluate the lesion composition and complexity of the aortic plaques. B. In vitro study: Murine vascular smooth muscle cells (VMSC) were treated with different concentrations of OPG, TGFβ and SB431542 (TGFβ- type 1 receptor inhibitor). Subsequently, cellular proliferation and pro-fibrotic markers gene expression were evaluated at different time points. OPG protein release was measured in growth media (ELISA technique). Study 2. 40 male mice C57Bl/6J, aged 10 weeks, were randomized into 4 groups (n=10) and studied for 3 months. Group 1 received every 3 weeks an i.p. injection of vehicle and served as a control. Group 2 received every 3 weeks an i.p. injection of OPG. Group 3 received the ACE inhibitor ramipril at the dose of 10mg/Kg/die in drinking water in co-treatment with i.p. injections of vehicle. Group 4 received ramipril in co-treatment with i.p. injections of OPG. At the end of the study, animals were culled, the blood was collected for biochemical analysis, and the pancreas was dissected out for subsequent quantitative RT-PCR measurements and immunohistochemical analysis. Results. Study 1.A. At the end of the study, diabetic animals injected with OPG presented a significant increase in total plaques extent, with an increase of smooth muscle cells content in aortic plaques. Moreover OPG treated animals showed an increase in the collagen content in aortic media in respect to control mice. B. OPG promoted VSMC proliferation and pro-fibrotic markers gene expression. TGFβ treatment of VSMC induced a dose-dependent increase of OPG gene and protein expression, that was completed prevented by pre-treatment with the SB431542 inhibitor. Study 2. OPG-treated animals showed increased islet monocyte-macrophage infiltration, fibrosis and apoptosis with reduction of islet function. The remodeling of islet architecture was associated with increased pancreatic expression of components of the RAS, growth factor genes (TGFβ and CTGF) and inflammatory molecules (MCP-1 and VCAM-1). Prevention of these changes with improvement of insulin secretion was observed in ramipril treated animals. Conclusion. Study 1.A-B OPG seems to play an important pathogenetic role in the development and progression of diabetic atherosclerosis. Study 2. Our data suggest that OPG might play an important role in promoting beta cell dysfunction and the upregulation of the local RAS represents one possible mechanism responsible for the OPG-induced beta cell dysfunction