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A Randomized Controlled Field Trial: A Gamified Training Course on Workplace Health and Safety Prevention for Middle School Students – "Let\u27s Play 81!"
No full textIntroduction
Injury prevention and the promotion of health in the workplace are priority objectives starting from school age. Early and effective training can help develop a safety culture in future workers. However, traditional methods often fail to engage students. Gamification, the integration of game elements into educational contexts, has emerged as a promising strategy to increase engagement, improve learning, and enhance working memory [1-5].
Objectives
To evaluate the effectiveness of the gamified training course "Let\u27s Play 81!" (“Giochiamo a 81!”) in promoting and improving knowledge of workplace health and safety, in reference to the contents of Italian Legislative Decree 81/2008 [6], among middle school students.
Methods
A teaching kit was created, consisting of a box (30×20×10 cm) containing an operational manual and the materials necessary for three different types of games: a role-playing game ("81 si gira!"), a board game ("Riduci il premio") and a card game ("Mettici la mano") [7]. The games were designed to reinforce the key concepts of Legislative Decree 81/2008, with particular attention to the duties and responsibilities of key figures in prevention (company owner, safety executive, operator in charge, Prevention and Protection Service Manager, security officer, inspector, occupational health physician, workers’ safety representative and a simple worker).
The study was conducted following CONSORT guidelines [8]. The study was set in third-year classes from three middle schools of Rome. A 15-question quiz was administered to both the intervention group (IG) and the control group (CG) at the beginning (T0) and at the end of the training day (T1). "Score81" was calculated (range 0–15), based on the number of correct answers of the quiz. The quiz, validated in a previous study with an adult population (Cronbach’s α > 0.70), required one correct answer among four alternatives, including the "don’t know" option.
The intervention included a 1-hour lecture, with materials (slides and theoretical content) available in the manual included in the kit, followed by 2.5 hours of playful-formative activities with the three games. Students were divided into groups of 7–9 participants, with about 40 minutes dedicated to each game. The activities were led by graduates in Prevention Techniques, specializing in Occupational Medicine, competent doctors, and university professors.
The project received ethical approval from the Universitas Mercatorum Ethics Committee on March 13, 2025.
Qualitative variables were described using absolute frequencies and percentages, while quantitative ones were described using means and standard deviation (SD). The comparison between IG and CG was performed using chi-square test for qualitative variables and independent t-test or Mann-Whitney test in the case of non-normality. The pre-post Score81 change was analyzed with paired t-tests or the equivalent non-parametric test. Normality was checked using skewness and kurtosis coefficients and the Kolmogorov-Smirnov test. The level of statistical significance was set at p<0.05.
Results
Ten classes (n = 226 students) were invited to participate (100% response rate). On the day of the intervention, 36 students were absent, resulting in 190 students participating (mean age 13.08 ± 0.36 years; 49.5% female), evenly distributed between the intervention (IG: n = 97) and the control groups (CG: n = 93). Three students from the CG were excluded from the analysis due to missing the T1 questionnaire. The groups were comparable for age, gender, and school of origin (p > 0.05).
Based on the sample size obtained of both groups, it was possible to define the hypothesis of being able to observe a mean difference in the Score81 between CG and IG at time T1 of at least 3.96, with 80% power and a 95% level of significance, assuming SD=2.
At the start of the study (T0), there were no significant differences in the Score81 between the groups (IG: 4.87 ± 2.41; CG: 4.69 ± 2.14; p=0.597). By the end (T1), the IG showed a significant increase in the mean score (9.30 ± 2.89), while the CG maintained values similar to T0 (4.60 ± 2.41) (Table1). The difference within groups was highly significant (p<0.001) only in the IG.
When analyzing the change (Δ=post-pre) within the groups, the IG showed an average increase of Δ=+4.43 points (SD=2.98; p<0.001), whereas the CG showed no significant change (Δ=+0.09 points; SD=1.68; p=0.617).
Conclusions
The gamified training course "Let\u27s Play 81!" proved effective in significantly improving knowledge of workplace health and safety among middle school students. Students in the intervention group achieved a significant average increase in Score81 of more than 4 points, while no changes were observed in the control group.
The teaching kit "Let\u27s Play 81!" was found to be easy to manage and use by trainers. The manual allows for the independent delivery of the theoretical lesson by teachers and trainers. The integration of theoretical content and gamified activities represents a replicable and sustainable strategy to promote a prevention culture among young people.
Despite encouraging results, the study has limitations. Group assignment at the class level may have introduced selection bias, and the sample was limited to Roman schools, affecting generalizability. The absence of long-term follow-up prevented assessment of knowledge retention over time.
The project is currently being extended to high school students to evaluate effectiveness in older age groups and broader educational contexts.
 
Investigating the post-COVID-19 Spike in Bronchiolitis Emergency Admission among Infants: A Cohort Study from Northern Italy
No full textIntroduction. Bronchiolitis is the leading cause of Emergency Room (ER) visits and hospitalizations in infants, primarily due to Respiratory Syncytial Virus (RSV) infection [1,2]. The COVID-19 pandemic, along with the associated non-pharmaceutical interventions, led to a marked decline in bronchiolitis cases during the 2020–2021 season [3]. However, in 2021, a resurgence of RSV resulted in a double increase in bronchiolitis-related hospital admissions in several countries [4]. In Italy, data on bronchiolitis trends after COVID-19 remain limited. A multicentre study from 27 hospitals in Lombardy [5] and a single-centre study from Genoa [6] both suggest increased hospitalizations and ER visits in recent seasons but relaying on data limits a comprehensive national understanding.
Objectives. This study aims to analyse the impact of the COVID-19 pandemic on bronchiolitis-related Emergency Room (ER) visits in infants aged 0–6 months in Lombardy, Italy. It also explores potential factors underlying any observed changes, including shifts in population demographics, variations in disease severity, alterations in age distribution, and the effects of COVID-19 on infant susceptibility.
Methods. We used linked administrative data on healthcare utilization covering the entire population of residents in Lombardy. Two distinct cohorts were analysed: a paediatric cohort of one million births for descriptive trend analyses to assess the indirect effects of COVID-19, and a maternal-paediatric cohort for hypothesis-driven analyses on the potential direct effects. We calculated incidence rates (IRs) of bronchiolitis-related ER visits between 2012 and 2023, using hospital admissions as a proxy for more severe disease. Due to the lack of swab testing in newborns, we used maternal COVID-19 vaccination as a proxy to investigate direct effects. Multivariable-adjusted logistic regression was employed to assess the association between COVID-19 vaccination before or during pregnancy and bronchiolitis-related ER visits in the first six months of life. To evaluate whether any observed associations could be explained by underlying family-level factors, we applied a negative control design, comparing ER visit rates in older siblings born to mothers who were later vaccinated with those born to mothers who remained unvaccinated.
Results. Bronchiolitis incidence rates (IRs) showed a marked shift after 2020, with rates dropping to near zero in 2020–2021, then doubling in 2021–2023 compared to pre-pandemic levels, increasing from 2 to ≥4 per 100 person-time, as shown in Figure 1. In exploring potential explanations for this change, we ruled out shifts in population demographics, disease severity (hospital admissions remained consistently at half the IR of ER visits, as illustrated in Figure 1), and age distribution at the time of visits. Maternal COVID-19 vaccination before or during pregnancy was associated with a reduced risk of bronchiolitis-related ER visits in infants (adjusted OR = 0.59 [95% CI: 0.50–0.69]). The negative control analysis suggested that this association is unlikely to be fully explained by family-level confounding, as no similar association was observed in older siblings (adjusted OR = 1.50 [0.93–2.47]).
Conclusions. Consistent with previous studies, our findings confirm the absence of bronchiolitis ER visits during the first COVID-19 lockdown and highlight the subsequent rise in cases during 2021–2023. The protective role of maternal COVID-19 vaccination on infant bronchiolitis strongly suggests that (pre- or post-natal) SARS-CoV-2 infection contributes to explaining the large increase in incidence post-pandemic
Ideological evolution and feminist writing in the Tsunamis (Mexico and Spain)
No full textEn el año 2018, la autora mexicana Gabriela Jáuregui coordinó un conjunto de ensayos bajo el título de Tsunami, en el que participaron voces fundamentales de las letras mexicanas como Yásnaya Elena A. Gil, Margo Glantz, Cristina Rivera Garza, Vivian Abenshushan o Verónica Gerber Bicecci. Un año después, Marta Sanz coordinó la versión española de este Tsunami, con la participación de autoras como Cristina Fallarás, Sara Mesa, Cristina Morales o Laura Freixas. En este texto nos preguntaremos cuáles son los caminos de ida y vuelta de los feminismos entre España y México. Haremos hincapié en la importancia fundamental que han tenido los feminismos latinoamericanos en la configuración del panorama feminista español y ahondaremos en la idea de que la lucha feminista no puede considerarse solo a nivel nacional, sino que hay un flujo de olas, un devenir ideológico sin el cual no habría sido posible alcanzar la lucha articulada que venimos presenciando en los últimos años.In 2018, Mexican author Gabriela Jáuregui coordinated a book under the title Tsunami, with the participation of fundamental voices of Mexican letters such as Yásnaya Elena A. Gil, Margo Glantz, Cristina Rivera Garza, Vivian Abenshushan or Verónica Gerber Bicecci. A year later, Marta Sanz coordinated the Spanish version of this Tsunami, with the participation of authors such as Cristina Fallarás, Sara Mesa, Cristina Morales or Laura Freixas. In this text we will ask ourselves which are the influences of feminisms between Spain and Mexico. We will emphasize the fundamental importance that Latin American feminisms have had in the configuration of the Spanish feminist panorama and we will delve into the idea that the feminist struggle cannot be considered only at a national level, but that there is a flow of waves, an ideological evolution without which it would not have been possible to achieve the articulated struggle that we have been witnessing in recent years.En el año 2018, la autora mexicana Gabriela Jáuregui coordinó un conjunto de ensayos bajo el título de Tsunami, en el que participaron voces fundamentales de las letras mexicanas como Yásnaya Elena A. Gil, Margo Glantz, Cristina Rivera Garza, Vivian Abenshushan o Verónica Gerber Bicecci. Un año después, Marta Sanz coordinó la versión española de este Tsunami, con la participación de autoras como Cristina Fallarás, Sara Mesa, Cristina Morales o Laura Freixas. En este texto nos preguntaremos cuáles son los caminos de ida y vuelta de los feminismos entre España y México. Haremos hincapié en la importancia fundamental que han tenido los feminismos latinoamericanos en la configuración del panorama feminista español y ahondaremos en la idea de que la lucha feminista no puede considerarse solo a nivel nacional, sino que hay un flujo de olas, un devenir ideológico sin el cual no habría sido posible alcanzar la lucha articulada que venimos presenciando en los últimos años
Langston Hughes “Home”
No full textLangston Hughes “Home”
Traduzione e cura di Pietro Deandrea
(Università degli Studi di Torino)Langston Hughes “Home”
Traduzione e cura di Pietro Deandrea
(Università degli Studi di Torino
The Subjective Narrativisation of fait-divers. From Carrère to Luzzatto
No full textNel L’Adversaire (2000), Emmanuel Carrère ricostruisce la storia del pluriomicida Jean-Claude Romand inserendosi nella narrazione come personaggio che racconta, esplora e cerca di comprendere la vicenda, questionando sulle proprie sensazioni e sul proprio coinvolgimento empatico. Si tratta di un’operazione narrativa a lungo meditata, pensata come reazione alla scelta stilistica di Truman Capote in In Cold Blood (1966) e interpretabile come gesto attraverso cui problematizzare la cronaca e reagire all’angoscia di derealizzazione che attanaglia tanta letteratura contemporanea (Donnarumma 2014). A più di venti anni di distanza, il racconto soggettivo proposto da Carrère è diventato maniera, definendo un vero e proprio topos della non-fiction ipercontemporanea, esplicitamente replicato da El impostor (2014) di Javier Cercas e da Max Fox o le relazioni pericolose (2019) di Sergio Luzzatto. Attraverso l’analisi dei testi, il presente contributo intende ricostruire come le strategie narrative esemplificate in L’Adversaire finiscano per costituire un repertorio di tecniche che Cercas cerca ancora di discutere e a cui Luzzatto attinge quasi automaticamente, rivendicando un’ideale e rischiosa autonomia estetica. In L\u27Adversaire (2000), Emmanuel Carrère reconstructs the story of the murderer Jean-Claude Romand, inserting himself into the narrative as a character who explores and seeks to understand the events, questioning his own feelings and empathetic involvement. This is a long-contemplated narrative operation, conceived as a reaction to Truman Capote\u27s stylistic choice in In Cold Blood (1966) and interpreted as an act that problematizes reportage and responds to the anxiety of derealisation of contemporary literature (Donnarumma: 2014). More than twenty years later, the subjective account proposed by Carrère has become a mannerism, defining a true topos of contemporary non-fiction. This approach is explicitly replicated in El impostor (2014) by Javier Cercas and in Max Fox o le relazioni pericolose (2019) by Sergio Luzzatto. Through textual analysis, this contribution aims to reconstruct how the narrative strategies exemplified in L\u27Adversaire end up constituting a repertoire of techniques that Cercas still tries to discuss, and from which Luzzatto draws almost automatically, asserting an ideal and risky aesthetic autonomy
L’identità sdoppiata nel repertorio tematico di Pier Paolo Pasolini: dalla poesia in friulano fino alla Divina Mimesis e a Petrolio
No full textAll’interno del repertorio di Pier Paolo Pasolini il campo tematico dell’identità sdoppiata (Fusillo, 1998) risulta centrale. In tale prospettiva, il presente contributo si pone l’obiettivo di indagare alcuni temi parenti come quello di Narciso e del doppio in Poesie a Casarsa, La meglio gioventù, Dal diario, Venti pagine di diario, L’Usignolo della Chiesa Cattolica, La Divina Mimesis e Petrolio. Ciò che si vuole mettere in evidenza è, soprattutto, che i rispecchiamenti dei testi degli anni Quaranta e Cinquanta, sono orientati alla descrizione del processo di conoscenza del sé e delle consapevolezze maturate rispetto al rapporto con la madre e al proprio orientamento sessuale, mentre le duplicazioni rappresentate nelle ultime due opere rispondono alle istanze conoscitive e creative maturate da Pasolini nel corso degli anni Sessanta e Settanta ed esprimono, quindi, una riflessione ulteriore intorno al sé, alle relazioni che intesse e anche all’evoluzione in atto nella realtà storico-sociale. Within Pier Paolo Pasolini\u27s repertoire, the thematic field of doubled identity (Fusillo, 1998) is central. In this perspective, this paper aims to analyze some related themes such as that of Narcissus and the double in Poesie a Casarsa, La meglio gioventù, Dal diario, Venti pagine di diario, L\u27Usignolo della Chiesa Cattolica, La Divina Mimesis and Petrolio. The investigation involves analyzing the reflections in the texts from the 1940s and 1950s, which aim to describe the process of self-knowledge, and the duplications found in the last two works, which respond to the cognitive and creative concerns developed by Pasolini in the 1960s and 1970s, expressing a deeper reflection on the self, its relationships, and the evolution of socio-historical reality.
 
From Sources to Repertoires: Graecisms in Gabriele D\u27Annunzio\u27s Poetic Work
No full textFor a long time, Dance Studies has focused on the analysis of choreographic manifestations primarily through historical and documentary methodologies, limiting its research horizon to what is considered the ‘repertoire’. The term itself is commonly associated with a museum-like and conservative meaning, whereas in its very root, ‘reperio’, emerges the dynamic nature of discovery and a prolific inclination towards innovation. In dance, the repertoire consists of those scenic forms (from Ballet d\u27action to 19th century Romantic ballet to 20th century neoclassical and modernist forms) that have been formalized through techniques, styles, and notation systems. In recent years, new generations of artists have embarked on a path of rediscovery of these works, highlighting their cultural components, their gestural forms and their historical value, not with reconstructive or modernising purposes, but to delve into the nature of bodies as repositories of iconographic schêmata and cultural inheritances transmitted across the ages. These bodies are thus an archive, a place of “sedimentation of traces” (Giannasca 342). In this paper, we explore the relationship between dance and repertoire through selected case studies from recent Italian productions: Salvo Lombardo\u27s Excelsior and Collettivo Cinetico\u27s Sylphidarium, observing more broadly how the repertoire is an organism in the making, useful for processes of rewriting and memory.Gli Studi di danza per un lungo periodo si sono concentrati sull’analisi delle manifestazioni coreiche attraverso metodologie quasi eminentemente storiche e documentali, limitando il proprio orizzonte di ricerca a quello che viene considerato come il ‘repertorio’. Il termine stesso è comunemente associato ad una accezione museale e conservativa mentre nella sua stessa radice, ‘reperio’, emerge la natura dinamica della scoperta e una prolifica inclinazione all’innovazione. Il repertorio nella danza è costituito da quell’insieme di forme sceniche (dal Ballet d’action al balletto romantico ottocentesco, fino alle forme neoclassiche e moderniste del Novecento) che sono state formalizzate attraverso tecniche, stili, notazioni. In anni recenti le nuove generazioni di artisti hanno intrapreso un percorso di riscoperta di queste opere, evidenziandone le componenti culturali, le forme gestuali e il loro valore storico non per finalità ricostruttive né modernizzanti, ma per approfondire la natura dei corpi come depositari di schêmata iconografici ed eredità culturali che si trasmettono attraverso le epoche. Sono quindi un archivio, luogo di “sedimentazione di tracce” (Giannasca 342). Nel presente intervento si vuole approfondire il rapporto tra danza e repertorio attraverso alcuni casi studio della recente produzione italiana: l’Excelsior di Salvo Lombardo e Sylphidarium di Collettivo Cinetico, osservando in modo più ampio come il repertorio sia un organismo in divenire, utile ai processi di riscrittura e di memoria
RACCONTARE L’ALTRO, ASCOLTARE L’ALTRO E SCOPRIRE SÉ STESSI
No full textAll’insegna del neoplurilinguismo, in questo articolo si presenta una attività didattica in cui, con un approccio multimediale e multimodale, apprendenti di italiano L2 di livello B2+/C1 e di varie nazionalità sono chiamati a lavorare su pluralità di testi tratti da viarie fonti al fine di condurre una riflessione sulla propria e altra cultura, attraverso l’osservazione, l’analisi l’identificazione e il confronto di fenomeni culturali vicini o distanti dalla propria cultura. L’attiva didattica si propone come principale obiettivo quello di portare gli studenti a riflettere sull’importanza del saper costruire spiegazioni sui fenomeni culturali che riguardano la propria e l’altra cultura e ad aprirsi al punto di vista che gli altri hanno della nostra realtà, sviluppando una capacità critica di fronte a stereotipi e pregiudizi. In particolar modo, ci si è incentrati con un nuovo sguardo sulla questione dei neo-italiani, di coloro che spesso, pur nati in Italia, non ottengono la cittadinanza e su tutto ciò che per loro comporta il sentirsi diversi nella società italiana attuale.
Telling the other, listening to the other and discovering oneself
Under the banner of neoplurilinguism, this article presents a didactic activity in which, using a multimedia and multi-modal approach, learners of Italian L2 at level B2+/C1 and of various nationalities are called upon to work on a variety of texts taken from various sources in order to conduct a reflection on their own and other cultures, through observation, analysis, identification and comparison of cultural phenomena close to or distant from their own culture. The main objective of active teaching is to induce students to reflect on the importance of being able to construct explanations of cultural phenomena relating to their own and other cultures and to be open to the point of view that others have of our reality, developing a critical capacity in the face of stereotypes and prejudices. In particular, there was a new focus on the issue of neo-Italians, of those who, although born in Italy, often do not obtain citizenship and on everything that feeling different in today’s Italian society entails for them
“QUANDO PARLO ITALIANO SENTO DI ESSERE ABBRACCIATO SPESSO” – “WHEN I SPEAK ITALIAN, I FEEL LIKE I’M BEING HUGGED”. A JOURNEY ACROSS LOTE MOTIVATION AND PERSISTENCE
No full textThis paper explores the language learning history and motivational dynamics of Gholam Najafi Fusaro, who came to Italy as an unaccompanied minor in 2006 and has spent eighteen years in Venice, where he attended school and university. Research on motivation and persistence has been mainly conducted in EFL/ESL contexts. Far fewer studies investigate these topics in LOTE contexts and in respect to first generation multilingual teenagers with a migration journey. For this reason, this study uses Participative Narrative Inquiry to capture the complexities of the lived experience of Gholam. Data were generated through in depth biographical semi-structured interviews, one written reflection and several informal conversations between the authors. The corpus was then analyzed for content using thematic analysis and jointly interpreted by both authors. Findings highlight the need to understand the interplay of the personal and socio-contextual factors, as well as the changes that occur over time in weaving an identity which Gholam himself feels is marked by language achievement and academic success. Relevant implications for teaching are drawn to understand the role of teacher-student rapport and of the language learning experience to foster a more elaborate vision and persistence and to contribute to the transformation of motivation across time.
“Quando parlo italiano sento di essere abbracciato spesso”. Un viaggio attraverso LOTE motivazione e persistenza
Questo articolo esplora la storia dell’apprendimento linguistico e le dinamiche motivazionali di Gholam Najafi Fusaro, che è arrivato in Italia come minore straniero non accompagnato nel 2006 e ha trascorso diciotto anni a Venezia, dove ha frequentato la scuola e poi l’università. La ricerca sulla motivazione all’apprendimento di lingue addizionali è condotta principalmente nell’ambito dell’inglese come seconda lingua o lingua straniera. Gli studi che indagano motivazione e perseveranza in contesti di lingue diverse dall’inglese (LOTE) e in relazione ad adolescenti multilingue di prima generazione con un viaggio migratorio sono molto rari. Per tale motivo, questo studio utilizza il metodo della Participative Narrative Inquiry per catturare la complessità dell’esperienza di apprendimento vissuta da Gholam. I dati sono stati generati tramite interviste biografiche semi-strutturate, una riflessione scritta e diverse conversazioni informali tra gli autori. Il corpus è stato quindi analizzato seguendo i criteri dell’analisi tematica ed è stato oggetto di interpretazione congiunta da parte dei due autori. I risultati evidenziano la necessità di comprendere l’interazione dei fattori personali e socio-contestuali, nonché i cambiamenti della motivazione che si sono verificati nel tempo e che hanno concorso a formare un’identità che Gholam stesso ritiene segnata da successo linguistico ed accademico. Le conclusioni mettono in rilievo alcune implicazioni per l’insegnamento, come il ruolo della relazione insegnante-studente e dell’esperienza di apprendimento della lingua al fine di promuovere una visione più elaborata, la perseveranza e lo sviluppo della motivazione.
 
LE RELAZIONI AL CENTRO NEGLI AMBIENTI DIDATTICI DIGITALI
No full textUn sintetico excursus della presenza delle tecnologie nella didattica delle lingue straniere apre la riflessione sul fatto che nessuna tecnologia funziona di per sé se il docente non pone una solida pedagogia alla base. Il contributo si propone di argomentare come il focus non sia il mezzo, ma sono le relazioni fra i soggetti dello scenario formativo. Ci si sofferma sul fatto che, in particolare per l’insegnante di una lingua straniera, adottare strumenti comunicativi digitali significa saper gestire queste relazioni affinché la comunicazione che si genera porti ad apprendimento linguistico, pragmatico e interculturale. Si illustra infine una metodologia in via di sperimentazione – videoshadowing – che esemplifica come la capacità di curare le relazioni sia la premessa per l’efficacia dell’ambiente didattico e come essa sia necessaria alla luce sia della didattica comunicativa delle lingue, sia delle teorie situazionali e di language socialization.
Relationships at the centre in digital learning environments
A concise excursus of the presence of technologies in foreign language teaching opens the reflection on the fact that no technology works in itself if the teacher does not place a solid pedagogy at the base. The contribution aims to argue how the focus is not the medium, but the relationships between the subjects of the learning scenario. We focus on the fact that, in particular for the teacher of a foreign language, adopting digital communication tools means knowing how to manage these relationships so that the communication that is generated leads to linguistic, pragmatic and intercultural learning. Finally, a methodology currently being tested is illustrated – videoshadowing – which exemplifies how the ability to nurture relationships is the premise for the effectiveness of the teaching environment and how it is necessary in light of both communicative language teaching and situational theories and of language socialization