1,721,017 research outputs found
Educare alla bellezza la gioventù. Scuola, beni culturali e costruzione dell'identità nazionale dall'Unità al secondo dopoguerra
No full textAll’indomani dell’unità d’Italia la scuola fu investita del compito di instillare nelle giovani generazioni un nuovo sentimento di cittadinanza, fondato su un profondo amore per la giovane patria, che doveva far leva anche sulle bellezze naturalistiche e storico-artistiche della penisola.
Grazie all’utilizzo di fonti ormai classiche della storia della scuola, come i libri di lettura, i sussidiari per le scuole elementari e i quaderni scolastici, nonché di fonti di particolare rilievo ancora tutte da esplorare, come gli almanacchi scolastici, la presente pubblicazione offre un originale quadro d’insieme sulla rappresentazione dei beni culturali e paesaggistici promossa nella scuola italiana tra il periodo post-unitario e il secondo dopoguerra.
I saggi raccolti in questo volume, curato da Dorena Caroli ed Elisabetta Patrizi, consentono di approfondire in un modo del tutto inedito il tema della formazione del sentimento nazionale e del processo di costruzione dell’identità civile e politica delle nuove generazioni, dimostrando come anche il patrimonio culturale e naturale della penisola fu chiamato a contribuire in modo significativo all’ambizioso progetto del ‘fare gli italiani’, tenacemente perseguito dalla scuola italiana – se pur con modi e forme diversi a seconda delle varie fasi storiche – nel corso del primo secolo di storia unitaria
Introduzione
No full textAll’indomani dell’unità d’Italia la scuola fu investita del compito di instillare nelle giovani generazioni un nuovo sentimento di cittadinanza, fondato su un profondo amore per la giovane patria, che doveva far leva anche sulle bellezze naturalistiche e storico-artistiche della penisola.
Grazie all’utilizzo di fonti ormai classiche della storia della scuola, come i libri di lettura, i sussidiari per le scuole elementari e i quaderni scolastici, nonchédi fonti di particolare rilievo ancora tutte da esplorare, come gli almanacchi scolastici, la presente pubblicazione offre un originale quadro d’insieme sulla
rappresentazione dei beni culturali e paesaggistici promossa nella scuola italiana tra il periodo post-unitario e il secondo dopoguerra.
I saggi raccolti in questo volume, curato da Dorena Caroli ed Elisabetta Patrizi, consentono di approfondire in un modo del tutto inedito il tema della formazione del sentimento nazionale e del processo di costruzione dell’identità civile e politica delle nuove generazioni, dimostrando come anche il patrimonio
culturale e naturale della penisola fu chiamato a contribuire in modo significativo all’ambizioso progetto del ‘fare gli italiani’, tenacemente perseguito dalla scuola italiana – se pur con modi e forme diversi a seconda delle varie fasi storiche – nel corso del primo secolo di storia unitaria
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
La scuola nella prima Repubblica
No full textIl contributo ripercorre la storia della scuola italiana nella seconda metà del ’900 (la cosiddetta “Prima Repubblica”): dal periodo successivo alla fine del fascismo e della II guerra mondiale fino ai primi anni ’90, quando entrano in crisi i partiti tradizionali e si avvia la trasformazione del sistema politico sul quale si basava la giovane democrazia italiana. Esso individua quattro fasi di evoluzione del sistema scolastico, corrispondenti a quattro stagioni politiche: la prima (1946-1957) è caratterizzata dalla defascistizzazione degli ordinamenti, da progetti di lotta all’analfabetismo e di rieducazione etico-civile; la seconda (1958-1968) vede l’impegno per attuare la Costituzione nella scuola declinato in un progetto di riforma organico (con la nascita della scuola media unica e della scuola materna statale); la terza (1969-1979) recepisce molte richieste del ’68 giovanile e studentesco attraverso una serie di riforme democratiche “molecolari” e diffuse, che liberalizzano gli accessi e modificano la cultura educativa degli insegnanti; la quarta inaugura la “via amministrativa” alla riforma (modernizzando la scuola secondaria e cambiando l’ordinamento della scuola elementare) e prelude al declino del sistema scolastico pubblico, causato dalle politiche neoliberiste della “Seconda Repubblica”
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Fatal hepatic decompensation in a bone marrow transplant recipient with HBV-related cirrhosis following lamivudine withdrawal.
No full textLamivudine is a nucleoside analogue with a potent antiviral activity used as prophylaxis against hepatitis B virus reactivation in patients with chronic HBV infection receiving chemotherapy. No standard guidelines exist, however, for the duration of lamivudine treatment. We report a clinical case of a 56-year-old patient with HBeAg-negative cirrhosis who developed a multiple myeloma. He was treated with lamivudine for 1 year while receiving chemotherapy and a subsequent bone marrow transplant. Complete remission from multiple myeloma was achieved. Four months after lamivudine was withdrawn, he experienced HBV reactivation with jaundice, though no YMDD mutations were detected. The patient rapidly developed fatal decompensation with septicemia and renal failure. In conclusion, this case shows that physicians should avoid discontinuing nucleoside therapy in patients with HBV infection who undergo immunosuppression for concomitant neoplastic conditions
School Reforms in Austrian Lombardy From Maria Theresa Until Italian Unification
No full textThis chapter shows the development of the school policy in Lombardy under the Habsburg dominion, from Maria Theresa up to 1859, when Lombardy was annexed by the Kingdom of Sardinia. Recent studies have proved the great results of the elementary school policy: in few decades there was a powerful boost in the opening of elementary schools -also in the Napoleonic age, when Felbiger’s model was still followed. Teacher training,
introduced by Joseph II in Lombardy, was greatly improved in the Restoration age, thanks also to the introduction of Peitl’s textbooks and therefore to the diffusion of Milde’s pedagogy. At the eve of Italian unification in fact Lombardy could boast a capillary widespread network of elementary male and female schools, competent teachers, particularly in cities, and many good female teachers. The picture of the secondary school is much less satisfactory, because the Realschule was introduced late and the Gymnasium and Lyzeum remained grounded on the Jesuit model, which had been abandoned by the innovative Napoleonic lycée instead. Neither could the Thun-Hohenstein’s ginnasio-liceo
meet the needs of a society economically advanced and eager to be modernized. This chapter highlights the historiographical change that occurred in the last decades that allowed to shed new light on the Lombard school in the Restoration age. The political and religious bias against Austria that for a long time affected the research, focussing it on Italian patriotic educationalists, has been abandoned. The investigation of Vienna’s pedagogy and
school policy, and their implementation in Lombardy allows to come to more correct judgements in the history of education
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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