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Progettazione inclusiva di contesti scolastici e di un curricolo inclusivo secondo l’approccio dell’Universal Design for Learning
Get PDFProgettazione inclusiva di contesti scolastici e di un curricolo inclusivo secondo
l’approccio dell’Universal Design for Learning
L’educazione Inclusiva è un modello teorico di riferimento in materia di istruzione e
educazione, che ha come obiettivo quello di rispondere alle diversità dei bisogni dei
singoli studenti con dei sistemi scolastici capaci di accogliere tutti e tutte e di articolarsi
in maniera flessibile in relazione alle esigenze di ciascuno. La Didattica Inclusiva nasce
da questa prospettiva, essa risiede nella comprensione, valorizzazione e nella
celebrazione delle differenze individuali e dove grazie all’approccio socio-ecologico e
multisistemico permette di ripensare la disabilità attraverso le modalità secondo le quali
la persona interagisce con l’ambiente, al modo in cui il contesto è progettato, in cui
vengono organizzati e progettati i percorsi educativi e formativi e alle modalità in cui i
suoi attori si interfacciano con le persone con disabilità. In particolare, l’approccio
dell’Universal Design for Learning (CAST 1995; 2008; 2011; 2018; Savia 2016) come
modello per una didattica inclusiva, prevede la creazione di un curricolo flessibile e
inclusivo per soddisfare la variabilità individuale e della diversità (adatto a rispondere
alle esigenze di tutti) attraverso una progettazione e una pianificazione di attività
educative e di apprendimento ampie e flessibili, rivolte a tutti e a tutte ognuno con le
proprie caratteristiche. Il presente contributo presenta un disegno di ricerca empirica
quali-quantitativo che ha l’obiettivo di progettare e sperimentare un curricolo inclusivo
attraverso la prospettiva dell’Universal Design for Learning, che tiene conto delle
differenze degli alunni e delle alunne, compresi gli alunni con disabilità.
La ricerca, parte dall’analisi della letteratura italiana e straniera di ricerche in contesti
dove l’approccio UDL è stato sperimentato, individuando quattro dimensioni che
saranno indagate: benessere, partecipazione, motivazione, aumento dei livelli di
apprendimento. Attraverso l’approccio della ricerca-azione si progetterà un curricolo
inclusivo, flessibile e accessibile attraverso le cinque dimensioni che lo compongono
(Savia, 2016): obiettivi, metodologie, materiali, spazi e valutazione; in due contesti
scolastici territoriali differenti di scuola primaria.
La presente ricerca vuole essere un contributo nell’ambito dell’educazione e della
didattica inclusiva; grazie all’applicazione e ala sperimentazione del modello
dell’Universal Design for Learning con l’obiettivo di accrescere le dimensioni sopra
descritte, emerse dall’analisi della letteratura, che caratterizzano i processi di
inclusione. Inoltre, vuole sottolineare come l’applicazione di questo modello di didattica
inclusiva, sia una possibile e reale risposta alla complessità delle classi odierne, e ai
processi di inclusione necessari nella realtà scolastica e educativa
La differenziazione e il raggruppamento degli episodi di assistenza domiciliare integrata
Get PDFLa costruzione di raggruppamenti significativi di episodi di cura dell'Assistenza Domiciliare Integrata (costruiti secondo variabili socio-demografiche, clinico-assistenziali oppure organizzative e di servizio) che siano omogenei al proprio interno e differenziati tra loro rappresenta un passo fondamentale per la lettura della complessità dell'ADI, superando la considerazione dei valori medi come espressivi dell'assistenza prestata
The evaluation of the effects of ESG scores on financial markets
Get PDFWe aim to explore the interplay between ESG scores and assets characteristics, specifically focusing on volatility. We classify stocks on the basis of both high/low ESG and high/low ESG momentum and we evaluate ESG effects by measuring the distance between the 2 group distributions. The analysis of stocks within the STOXX Europe 600 Index from 2017 to 2022 suggests that companies with higher ESG tend to exhibit lower volatility. However, we haven’t observed a similar trend when examining ESG momentum. Furthermore, our findings enable us to highlight and compare the effects associated with the COVID pandemic and the conflict in Ukraine
Deliverable 3.2 0FLW interventions
Get PDFThe CHORIZO project aims to improve the understanding of the impact of social norms on behaviours related to food waste generation. This document starts from the list of actions against Food Loss and Waste (FLW) collected within the CHORIZO project (Deliverable 1.2). It establishes the foundation for the conceptualization of interventions in relation to social norms and 'what-if' scenarios with a perspective of modelling effective 0FLW interventions.
This work emphasises the importance of targeted and customised interventions that include considerations on specific context-related social norms. A pivotal aspect in behavioural change interventions involves recognizing diverse social roles and settings. Here, we define the concept of social roles as expected behavioural patterns in specific contexts, exploring potential conflicts within or between these roles. In the context of the six Case Studies of the CHORIZO project, this work explores the relevant social norms within and beyond each setting, their targets groups and networks of influence. Furthermore, this report introduces potential 'what-if' scenarios emerging in the Case Studies, highlighting possible awareness-raising interventions, economic incentives and 'nudging' strategies related to social norms for 0FLW interventions. The importance of the co-design process is highlighted for the definition of possible settings (e.g., in-home settings, out-of-home settings and alternative settings) for the modelling of interventions, basing this segmentation on the similarities with the case studies in which to model interventions.
In summary, this work presents a new conceptualization for behavioural interventions in FLW reduction, integrating the identification and exploitation of social norms and social roles in the settings of their influence. This report serves as a basis for upcoming modelling activities, paving the way for a deeper understanding of how social norms influence food waste generation or reduction within the CHORIZO project
DOMES - Architectural Technology Transfer on the Silk Road: Iranian Double-Shell Domes and the West: 14th to 20th 2023-2026 - Application for MSCA Global Fellowship 2023
Get PDFThis document is the original application for the MSCA Global Fellowship 2023–2026, shared as an example to help researchers understand the structure, tone, and level of detail expected in European research proposals. It is intended as a learning resource to support the preparation of high-quality applications that advance Europe’s scientific and societal objectives
Data – Validation of the vertebral superficial strains in a finite element model of a human spine segment
No full textVertebral fractures cannot currently be predicted accurately in clinics, where the adopted scores have limitations in identifying subjects at risk. In this context, CT-based finite element (FE) models might improve fracture risk prediction. Many proposed FE models consider single vertebrae only, thereby neglecting the role of the intervertebral discs in load transmission and distribution across vertebrae. Multi-vertebrae models would allow the inclusion of more physiological boundary conditions in the simulation thanks to the discs' inclusion. Nevertheless, while CT allows material properties to be assigned to the vertebrae according to the Hounsfield Units, no information about the discs' mechanical properties is provided. Hence, the aim of this study was to validate against experimental data a CT-based multi-vertebrae FE model where linear isotropic material properties were assigned to the discs. The CT-based FE model of a multi-vertebrae specimen was built, where Young’s modulus populations values in the literature range were assigned to the discs. Boundary conditions were assigned coherently with experiments performed on the specimen and the computational strains on the vertebrae surface compared to the experimental strains coming from digital image correlation measurements. The strains on the vertebral surface increased following the increase of the discs' Young’s modulus, with no changes in their local distributions. Although Young’s modulus values around 25-30 MPa yielded comparable orders of magnitude between numerical and experimental strains, strains local distribution differed substantially. In conclusion, subject-specific discs’ material properties should be included in CT-based multi-vertebrae FE models in order to achieve acceptable accuracy in fracture risk assessment.
In particular, the dataset contains experimental data obtained using the digital image correlation technique, referred to by the acronym DIC, and the results of finite element model simulations, whose values are given under the acronym FEM, in terms of displacement vectors in the three Cartesian directions (X,Y,Z) and maximum and minimum principal strains. Moreover, the locations (X,Y,Z) of the comparison points on the vertebral surfaces are reported. Also, the identification number (ID) of the comparison points is reported, in this way using the connectivity lists, also reported, it is possible to graphically visualize the data
REMODEL. WP3. User And System Interface. T3_8. Teaching By Demonstration Of Skills For New Assembly References And Tasks. Robot programming by demonstration. v0
No full textThis dataset was generated in the framework of the Horizon 2020 project REMODEL. The dataset is related to enhancing existing Programming by Demonstration approaches with an additional input channel, the hand stiffness, that the operator continuously modulates during the demonstration, estimated from the forearm surface electromyography and translated into a request for a higher or lower accuracy level. It includes experimental data collected with sEMG sensors and robot intrinsic sensors during two experimental sessions in which human subjects have led a robotic arm to perform specific tasks. The data are presented in the publication:
L. Biagiotti, R. Meattini, D. Chiaravalli, G. Palli and C. Melchiorri, "Robot Programming by Demonstration: Trajectory Learning Enhanced by sEMG-Based User Hand Stiffness Estimation," in IEEE Transactions on Robotics, vol. 39, no. 4, pp. 3259-3278, Aug. 2023, doi: 10.1109/TRO.2023.3258669
Gli Indicatori dell'Assistenza Domiciliare Integrata
Get PDFIl contributo illustra un sistema per la valutazione dell'assistenza domiciliare integrata composto da indicatori di copertura della popolazione, di equità di accesso, di fattori produttivi impiegati in un sistema di assistenza domiciliare.
Con riferimento all'episodio di cura si illustrano invece indicatori di processo, di risultato generico e specifico per i gruppi di patologie.
Si conclude illustrando gli indicatori di soddisfazione dell'assistito e della famiglia con lo strumento dei PROMs e PREMS e ipotizzando un modello di rappresentazione e valutazione dell'episodio di cur
School Quality Beyond Test Scores: the Role of Schools in Shaping Educational Outcomes
Get PDFI study how schools impact student performance and educational attainment throughout secondary education, and show that school quality cannot be easily captured by any type of rankings because students with differing characteristics and abilities benefit from different school inputs. To do so, I estimate a dynamic structural model of cognitive skills accumulation and schooling decision using rich administrative data from middle schools in Barcelona. I then simulate the outcomes that each student would have achieved in every school in the sample. Notably, the school environment has a crucial impact on the educational attainment of students from less advantaged family background and low-ability students who are at greater risk of leaving school. Moreover, the schools that would yield the highest final test scores for these students – provided they do not drop out – are not the ones that would maximize their likelihood of graduating and enrolling in further education. The results suggest that evaluating and comparing schools using only standardized assessments is insufficient for serving the needs of disadvantaged students, who require schools that enhance educational attainment rather than just test scores
Sulle fonti di ispirazione del giurista tra politica e diritto. Incursioni in narrazioni “altre”
Get PDF[On the Sources of Inspiration of the Jurist between Politics and Law. Insights in “other” narratives] The paper focuses on the wide range of sources of inspiration underlying the work of the jurist between politics and law. Starting from the relevant role played by literature within the legal dimension, which has been put in light by the so-called orientation Law and Literature, the analysis deals with the reference to “other” narratives through some examples related to the modernity as well as to the recent and contemporary scenario. Concerning the first one, the ambiguity of Hobbes’ legal-political perspective paradigmatically emerges in order to understand the implementation of the modern political-legal model. In the same way, the current scenario is deepened both in light of some obscure or contradictory aspects of the National Socialism and of some aspects concerning the “case Dugin” closely connected to the conflict Russia-Ukraina. In conclusion, the contribution focuses on the modern conceptual architecture of the political-legal sphere: moving from the relevant role played by “other” narratives, it allows the rethinking of some fundamental legal categories dating back to the origins of modernity