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Geographical Indications Under the Gender Lens, Is Here a Barbecue Effect? Italy: A Case Study on Consumers
No full textL’objectif de l’étude est de vérifier s’il y a une aptitude de genre à l’interprétation des symboles qui certifient les indications géographiques. Dans le contexte sociopolitique italien, les institutions compétentes érigent les indications géographiques en tant qu’emblème de la qualité alimentaire. Étant donné que les femmes sont toujours celles responsables de la gestion des repas au sein des ménages, qui mieux qu’elles devraient connaître ces symboles? L’étude propose une analyse quantitative de donnée recueilles par questionnaire entre 2023 et 2024. L’échantillon compte 562 personnes et les résultats principaux sont les suivants: les femmes font plus appel que les hommes à la notion de provenance pour définir la qualité d’un produit pourtant elles ne connaissant pas plus que les hommes les symboles des AOP et IGP. Au contraire, ce sont les hommes qui connaissent mieux le symbole AOP alors que l’IGP est très peu connu par la population. L’article analyse cette apparente contradiction.The aim of the study is to verify whether there is a gendered aptitude for the interpretation of the symbols that certify geographical indications. In the Italian socio-political context, the competent institutions establish geographical indications as an emblem of food quality. Given that women are still the ones responsible for managing meals within households, who better than them should know these symbols? The study proposes a quantitative analysis of data collected by questionnaire between 2023 and 2024. The sample includes 562 people and the main results are as follows: women use the notion of provenance more than men to define the quality of a product, yet they do not know the symbols of PDO and PGI any more than men. On the contrary, it is men who are more familiar with the PDO symbol, while the PGI is very little known by the population. The article analyzes this apparent contradiction
Successful rearing of a young Egyptian Vulture Neophron percnopterus by a single male after the death of his mate
No full textThe Egyptian Vulture Neophron percnopterus is critically endangered in Italy, with only 11-14 pairs censused in recent years, most of them in Sicily. Urgent conservation actions are therefore needed to prevent any mortality and increase the productivity of each pair. Here we present a case of supplementary feeding carried out in Sicily to sustain a breeding adult male Egyptian Vulture that lost his mate after hatching on May 19, 2023. The single male took advantage of the supplementary feeding right from the beginning and raised a chick until it fledged on July 26. He also formed a pair with a new adult female that was attracted by the food we provided. The new female showed aggressive behaviour towards the young immediately after fledging. However, five days after fledgling, the young was observed flying alongside the adults, suggesting that the breeding was successful
A Portrait Bust of Julia Mamaea from the Pantanello of Hadrian’s Villa?
No full textIl contributo esamina la notizia del ritrovamento di un «busto di Giulia Soemia» nell’ambito delle indagini settecentesche condotte da Francesco Antonio Lolli al Pantanello di Villa Adriana (Tivoli), proponendone l’identificazione con un ritratto di Giulia Mamea oggi a Potsdam, presso lo Schloss Sanssouci. L’analisi congiunta delle fonti antiquarie e delle vicende collezionistiche consente di ricostruire il passaggio dell’opera dalle raccolte del cardinale Polignac a quelle brandeburghesi di Federico II di Prussia, individuandone con buona probabilità la provenienza tiburtina. Il riconoscimento aggiunge un tassello significativo alla sequenza dei ritratti imperiali della Villa e illumina il ruolo della dinastia severiana nella frequentazione del complesso ancora nel III secolo inoltrato.This paper examines the reported discovery of a «bust of Julia Soaemias» during the eighteenth-century excavations conducted by Francesco Antonio Lolli in the Pantanello area of Hadrian’s Villa (Tivoli), proposing its identification with a portrait of Julia Mamaea now in Potsdam, at Schloss Sanssouci. A combined analysis of antiquarian sources and collecting history makes it possible to reconstruct the sculpture’s transfer from Cardinal Polignac’s collection to the Brandenburg holdings of Frederick II of Prussia, offering substantial evidence for its Tiburtine provenance. The identification adds a significant piece to the sequence of imperial portraits from the Villa and illuminates the role of the Severan dynasty in the continued use of the complex well into the third century
Il ruolo critico del pensiero matematico nel problema dell\u27autofondazione della ragione
No full textThe critical role of mathematical thought in the problem of self-foundation of reasoning
In this work we analize the role of mathematical thought in the critical analisis of the self-foundation of reasoning via the presentation of a number of results and problems of mathematical character. For instance, the path from Particular to Universal, the principle of the excluded middle, the impossibility of a choice and the fallacy of evidence. The investigation is performed through the esplicit description of examples taken from mathematical practice to support our conclusions.In questo lavoro analizziamo quale ruolo possa avere il pensiero matematico nella critica dell\u27autofondazione della ragione attraverso la presentazione di una serie di risultati e problemi di carattere matematico. Ad esempio, il passaggio dal Particolare all\u27Universale, il Tutto e la Parte, la negazione del principio del terzo escluso e l\u27impossibilità di una scelta, la fallacia dell\u27evidenza. L\u27analisi è condotta attraverso la descrizione esplicita di esempi tratti dalla prassi matematica che supportano le nostre conclusioni.i
Bringing Italian Literature to Chinese Audiences: An Analysis of Elena Ferrante’s Neapolitan Novels on CCTV-10
No full textIn recent years, Elena Ferrante has gained significant popularity in the People’s Republic of China, where her Neapolitan Novels resonate with Chinese readers for their deep exploration of intimate relationships, female friendship, identity, and the challenges of growing up in a rapidly changing environment. Reinforcing images of “Italianness” and fostering intercultural dialogue, Ferrante’s novels continue to inspire book clubs, literary discussions, and cultural analyses, including on TV. On March 9, 2023, the Neapolitan Novels were featured on China Central Television (CCTV) in Reading (Dushu 读书), a program of CCTV-10, the channel dedicated to science and education. Building on previous studies on the Chinese circulation and reception of the tetralogy, this paper adopts a qualitative, discourse-oriented approach to examine its TV-mediated interpretation. The analysis begins by exploring Ferrante’s transnational reach and the Chinese dissemination of the Neapolitan Novels, and then outlines the role of cultural and educational programs on Chinese television before turning to the case study of Reading’s episode on Ferrante. The exploration focuses on how the show presents the novels through an emotionally resonant lens, framing female friendship as a universally accessible and morally instructive theme. Particular attention is given to the visual and narrative strategies used to integrate Ferrante’s tetralogy into China’s cultural discourse. Through this case study, the paper aims to offer a deeper understanding of the popularization of the Neapolitan Novels in China, while contributing to broader debates on the role of national media in shaping the cultural positioning of foreign literature
RAGIONARE “A FUMETTI”: DAI CONCETTI SCIENTIFICI AI RACCONTI E VICEVERSA
No full textThinking in comics: from scientific concepts to stories (and vice versa)
The paper deals with a particular form of mediation: that between scientific discourse, tending towards abstractness and generality, and narrative thought, anchored to the experience of objects, people and events in concrete situations, ordered according to a temporal succession. The learning of technical-specialist terminologies is addressed, especially in L1, also from a cognitive perspective. After a summary of the notion of mediation, as it has evolved in theoretical reflection at a European level, paragraph 2 recalls the projects that, in recent years, have practiced innovative scientific communication, conveying the explanatory models of different disciplines with the medium of comics. Paragraph 3, starting from the analysis of some limits of previous initiatives, discusses the difficulties inherent in this mediation and formulates the hypothesis according to which a further didactic potential is expressed in involving the learner as a mediator, therefore co-constructor of meanings. Finally, paragraphs 4 and 5 are dedicated to an experimental task carried out at Sapienza University of Rome, in which 144 respondents measured themselves against this methodological hypothesis. The implicit thread is Thesis XII, which provides the theoretical framework within which to place technical-specialist terminologies as one of the most challenging points in the development of individual vocabulary.Il contributo tratta una particolare forma di mediazione: quella tra discorso scientifico, tendente all’astrattezza e alla generalità, e pensiero narrativo, ancorato all’esperibilità di oggetti, persone ed eventi in situazioni concrete, ordinate secondo una successione temporale. Si affronta così l’apprendimento delle terminologie tecnico-specialistiche, soprattutto in L1, in una prospettiva anche cognitiva. Dopo un riepilogo della nozione di mediazione, così come si è evoluta nella riflessione teorica di ambito europeo, il paragrafo 2 richiama i progetti che, in anni recenti, hanno praticato una comunicazione scientifica innovativa, veicolando i modelli esplicativi di diverse discipline con il medium del fumetto. Il paragrafo 3, partendo dall’analisi di alcuni limiti delle iniziative pregresse, discute le difficoltà insite in questo lavoro di mediazione e formula l’ipotesi secondo cui un ulteriore potenziale didattico si esprima nel coinvolgere l’apprendente in qualità di mediatore, quindi co-costruttore di significati. Infine, i paragrafi 4 e 5 sono dedicati a un’esercitazione svolta a Sapienza Università di Roma, nella quale 144 rispondenti si sono misurati con tale ipotesi metodologica. Il filo conduttore implicito è la Tesi XII, che fornisce la cornice teorica entro cui collocare le terminologie tecnico-specialistiche come uno dei punti più sfidanti del percorso di sviluppo del vocabolario individuale.
Thinking in comics: from scientific concepts to stories (and vice versa)
The paper deals with a particular form of mediation: that between scientific discourse, tending towards abstractness and generality, and narrative thought, anchored to the experience of objects, people and events in concrete situations, ordered according to a temporal succession. The learning of technical-specialist terminologies is addressed, especially in L1, also from a cognitive perspective. After a summary of the notion of mediation, as it has evolved in theoretical reflection at a European level, paragraph 2 recalls the projects that, in recent years, have practiced innovative scientific communication, conveying the explanatory models of different disciplines with the medium of comics. Paragraph 3, starting from the analysis of some limits of previous initiatives, discusses the difficulties inherent in this mediation and formulates the hypothesis according to which a further didactic potential is expressed in involving the learner as a mediator, therefore co-constructor of meanings. Finally, paragraphs 4 and 5 are dedicated to an experimental task carried out at Sapienza University of Rome, in which 144 respondents measured themselves against this methodological hypothesis. The implicit thread is Thesis XII, which provides the theoretical framework within which to place technical-specialist terminologies as one of the most challenging points in the development of individual vocabulary
STANDARD PER LA MEDIAZIONE LINGUISTICA. VERSO UN APPROCCIO MULTIMODALE ALLE PRATICHE DI VALUTAZIONE LINGUISTICA
No full textStandards for language mediation. Towards a multimodal approach to language assessment practices
Despite its acknowledged relevance, mediation has long been neglected in the field of language assessment. The introduction of the Learning-Oriented Assessment (LOA) framework (Purpura, Turner, 2018), now applied to L2 Italian within the Scenario-Based Assessment model (Purpura, 2021), marks a significant and innovative shift. This approach incorporates mediation into multimodal processes, leveraging both technological resources and the interactional dynamics of communication. The present study explores these developments by proposing a classification of mediation activities and strategies, and by hypothesizing their alignment with the descriptors outlined in the Common European Framework of Reference for Languages. Companion Volume (CoE, 2020; British Council, UKALTA, EALTA, ALTE, 2022).Nonostante la sua riconosciuta rilevanza, la mediazione è stata a lungo trascurata nell’ambito della valutazione linguistica. L’introduzione del modello del Learning-Oriented Assessment (LOA) (Purpura, Turner, 2018), attualmente applicato anche all’italiano L2 nel contesto dello Scenario-Based Assessment (Purpura, 2021), rappresenta un cambiamento significativo e innovativo. Questo approccio integra la mediazione all\u27interno di processi multimodali, facendo leva sia sulle risorse tecnologiche sia sulle dinamiche comunicative interazionali. Il presente studio analizza tali sviluppi proponendo una classificazione delle attività e delle strategie di mediazione, e ipotizzandone l’allineamento con i descrittori delineati nel Quadro Comune Europeo per le Lngue.Volume Complementare (CoE, 2020; British Council, UKALTA, EALTA, ALTE, 2022).
Standards for language mediation. Towards a multimodal approach to language assessment practices
Despite its acknowledged relevance, mediation has long been neglected in the field of language assessment. The introduction of the Learning-Oriented Assessment (LOA) framework (Purpura, Turner, 2018), now applied to L2 Italian within the Scenario-Based Assessment model (Purpura, 2021), marks a significant and innovative shift. This approach incorporates mediation into multimodal processes, leveraging both technological resources and the interactional dynamics of communication. The present study explores these developments by proposing a classification of mediation activities and strategies, and by hypothesizing their alignment with the descriptors outlined in the Common European Framework of Reference for Languages. Companion Volume (CoE, 2020; British Council, UKALTA, EALTA, ALTE, 2022)
L’ITALIANO EXTRAMURALE IN SVEZIA: UN’INDAGINE RETROSPETTIVA SULLE ATTIVITÀ LINGUISTICHE PRATICATE NEI PRIMI ANNI 2000
No full textQuesto studio retrospettivo esamina l’apprendimento extramurale tra apprendenti di italiano LS in Svezia nei primi anni 2000 confrontandolo con quello del francese e spagnolo. Lo studio comprende anche un confronto tra scuola secondaria di secondo grado e università. Nel 2004, 317 rispondenti (italiano = 109; francese = 79; spagnolo = 129) hanno compilato un questionario su motivazioni, competenza percepita e attività extramurali. Indici compositi per lettura, ascolto, TV/film, esercizi linguistici, internet, chat/videogiochi, email/lettere, ospiti/contatti sociali sono stati analizzati con test non parametrici e correlazioni. Gli studenti universitari hanno riportato un’attività extramurale sostanzialmente più alta rispetto ai liceali; l’uso di internet e i contatti sociali sono risultati le attività più frequenti, mentre gli esercizi linguistici extra erano rari. La motivazione è risultata determinante: i motivi professionali hanno mostrato i valori più elevati di attività extramurale, seguiti da motivazioni personali e di piacere; l’obbligo è risultato associato ai livelli più bassi. Per lingua, a livello secondario gli apprendenti di francese mostravano livelli di attività superiori all’italiano; le differenze tra gruppi diminuivano in larga misura all’università. La competenza percepita correlava positivamente con i livelli di attività in tutti i gruppi (più forte per l’italiano, r = .62). I risultati evidenziano la centralità di motivazione e contesto nell’apprendimento extramurale e forniscono una base di riferimento per un follow-up longitudinale nell’attuale contesto caratterizzato da una forte presenza digitale.
The extramural activities of Italian as a second language in Sweden: a retrospective survey of language activities practised in the early 2000s
This retrospective study examines extramural language learning among learners of Italian LS in Sweden in the early 2000s, comparing patterns with French and Spanish and across upper-secondary and university levels. In 2004, 317 respondents (Italian = 109; French = 79; Spanish = 129) completed a survey on motivations, perceived proficiency, and out-of-class practices. Composite indices for reading, listening, TV/film, language exercises, internet, chat/games, email/letters, guests/social contacts were analyzed using non-parametric and correlations. University students reported substantially higher extramural activity than upper-secondary students; internet use and social contacts were the most frequent activities, while extra language exercises were rare. Motivation mattered and professional motives showed the highest values for extramural language activity, followed by personal and enjoyment; obligation was related to the lowest level of extramural language activity. Between languages, secondary-level French learners displayed higher activity levels than Italian; group differences largely vanished at university. Perceived proficiency correlated positively with activity levels in all groups (strongest for Italian, r=.62). Findings highlight the centrality of motivation and context in extramural language learning and provide a baseline for a longitudinal follow-up in today’s more digitally dominant environment
LO STUDIO DELLA LINGUA ITALIANA IN FRANCIA TRA SOCIETÀ CIVILE, UNIVERSITÀ, VOCI DEL PRESENTE E DEL PASSATO
No full textIl presente studio si propone di analizzare l’evoluzione del ruolo della lingua italiana in Francia, con particolare attenzione al legame tra fenomeni migratori e diffusione dell’italiano come lingua di studio. Dopo un breve profilo storico dell’emigrazione italiana in Francia neglu ultimi decenni segue una parte in cui si analizzano le principali motivazioni che spingono oggi diverse categorie di apprendenti – di età, provenienza e formazione differenti – ad avvicinarsi alla lingua italiana e come tali motivazioni si inseriscano in un più ampio contesto storico, culturale e identitario. Nella terza parte, per comprendere come l’italiano in Francia sia passato da lingua di marginalità a lingua di prestigio e di valore identitario, si conduce una analisi dell’opera Les Ritals di François Cavanna, quale rappresentazione letteraria dell’esperienza migratoria. Il testo di Cavanna consente di comprendere le difficoltà, le paure e le strategie linguistiche degli emigranti di ieri e di interpretare meglio le motivazioni e le rappresentazioni che animano oggi lo studio e l’insegnamento della lingua italiana oltreconfine.
The study of the italian language in France between civil society, universities, voices of the present and the past
This study aims to analyse the evolution of the role of the Italian language in France, with particular attention to the link between migration and the spread of Italian as a language of study. After a brief historical overview of Italian emigration to France in recent decades, the study analyses the main reasons that today drive different categories of learners – of different ages, backgrounds and educational levels – to learn Italian, and how these reasons fit into a broader historical, cultural and identity context. In the third part, in order to understand how Italian in France has gone from being a marginal language to a language of prestige and identity, an analysis is conducted of François Cavanna\u27s work Les Ritals, as a literary representation of the migratory experience. Cavanna\u27s text allows us to understand the difficulties, fears and linguistic strategies of yesterday\u27s emigrants and to better interpret the motivations and representations that animate the study and teaching of the Italian language across the border today
INTEGRARE IL PROMPT ENGINEERING TRA LE ABILITÀ TRASVERSALI PER L’EDUCAZIONE LINGUISTICA: UNO STUDIO DI CASO
No full textL’integrazione dell’Intelligenza Artificiale Generativa (GAI), e in particolare dei Modelli Linguistici di Grandi Dimensioni (LLM), nell’ambito dell’educazione linguistica non dovrebbe essere limitata a un uso puramente strumentale delle tecnologie basate sull’IA. Al contrario, essa richiede lo sviluppo di competenze comunicative, metacognitive e trasversali (soft skills) al fine di favorire una collaborazione dinamica e sinergica tra esseri umani e intelligenza artificiale. Da questa prospettiva, il presente articolo presenta i risultati di uno studio sperimentale condotto in un contesto di scuola superiore, finalizzato a esplorare le interazioni tra un gruppo di studenti e ChatGPT durante attività progettate per potenziare le competenze di scrittura accademica. La ricerca si concentra sull’analisi delle strategie di prompt adottate dai partecipanti per guidare le loro interazioni con il modello linguistico, indagando in che modo le variazioni nella formulazione e nel raffinamento iterativo dei prompt possano influenzare la qualità del feedback fornito da ChatGPT. Sulla base di tale analisi, lo studio propone un modello operativo di competenze trasversali e digitali — tra cui mediazione, pensiero critico e problem solving — che studenti e docenti dovrebbero sviluppare per promuovere un uso efficace e responsabile degli LLM nell’insegnamento e apprendimento linguistico.
Integrating prompt engineering into the transversal skills for language education: a case study
The implementation of Generative Artificial Intelligence (GAI), and particularly of Large Language Models (LLM), into the field of language education should not be limited to a purely instrumental use of AI-based technologies. Conversely, it requires the development of communicative, metacognitive and soft skills in order to foster a dynamic and synergistic human-AI collaboration. From this perspective, this paper presents the results of an experimental study conducted in a high school context and aimed at exploring the interactions between a group of students and ChatGPT during activities designed to enhance academic writing skills. The research focuses on the analysis of the prompt strategies adopted by participants to guide their interactions with the linguistic model by investigating how variations in the formulation and iterative refinment of prompts can influence the quality of ChatGPT’s feedback. Building on this analysis, the study proposes an operational model of transversal and digital competences, including mediation, critical thinking and problem solving skills, that learners and educators should develop to promote an effective and responsible use of LLMs for language teaching and learning.Integrating prompt engineering into the transversal skills for language education: a case study
The implementation of Generative Artificial Intelligence (GAI), and particularly of Large Language Models (LLM), into the field of language education should not be limited to a purely instrumental use of AI-based technologies. Conversely, it requires the development of communicative, metacognitive and soft skills in order to foster a dynamic and synergistic human-AI collaboration. From this perspective, this paper presents the results of an experimental study conducted in a high school context and aimed at exploring the interactions between a group of students and ChatGPT during activities designed to enhance academic writing skills. The research focuses on the analysis of the prompt strategies adopted by participants to guide their interactions with the linguistic model by investigating how variations in the formulation and iterative refinment of prompts can influence the quality of ChatGPT’s feedback. Building on this analysis, the study proposes an operational model of transversal and digital competences, including mediation, critical thinking and problem solving skills, that learners and educators should develop to promote an effective and responsible use of LLMs for language teaching and learning