188,227 research outputs found
Active Audiences
No full textThe concept of the active audience has been one of the most fruitful and provocative ones in the field of media literacy as it has brought media educators to seriously question the traditional ways of defining both their students’ involvement with the media and the effects they supposedly produce on them
Media Literacy in Italy
No full textIn Italy, the media literacy (ML) movement has a long grassroots tradition. Main actors are from civil society (academics, associations, church communities, teachers, media professionals, educators), with some growing support from local and national institutions. While digital literacy has stably entered the school system through funds, projects, and teaching resources aimed at improving students' digital skills, only recently has a more sociocultural view of digital technologies developed, thanks also to the National Plan for Digital School issued by the Ministry of Education in 2015. For the future, more commitment to developing the following three important directions is needed: conducting evaluative research on ML in order to have more evidence‐based knowledge of its impact on educational contexts, both formal and nonformal; enhancing training and producing quality resources for teachers and educators alike; fostering more coordination and networking among the various stakeholders involved in the field
Uso di personal computer nella gestione di un Servizio di Nutrizione Parenterale Totale
No full textABSTRACT
C. Gabbianelli, G. Cappello, M. De Pinto, P. Sinatti, M. Chiaretti, A. Arullani -The use of a personal
computer in the management of a TPN unit
The Authors, after explaining the different organization and management problems connected with
Total Parenteral Nutrion (TPN) treatment, involving different surgical and medical departments, stress
on the importance of the use of a personal computer, introduced by them two years ago in the TPN and
EN unit, of the IInd Surgical Clinic of University of Rome, as it makes procedures shorter, as well as mo-
re efficient and functional.
Chir. Gastroent., 23: 103, 198
Critical Theory Applied to Media Literacy
No full textTraditionally, one of the fundamental objectives of media literacy (ML) has been the development of the ability to exercise critical thinking about the media, unmask their “naturalness,” and bring to surface their ideologies and values. However, when we move from the abstract level of critical theory to the messy and complex practices enacted in educational contexts, this broad political goal, along with its claim about the “liberating” and “empowering” effect of the critical mind, is flawed with limitations and contradictions. Although the need remains—and is as urgent and vital as ever—to develop critical skills and attitudes, it is also necessary to graft critical theory onto the learning processes activated in practice. As a result of this, ML can be redefined as a form of praxis whereby theory and practice nurture each other in dialectical ways and contribute together to the construction of active citizenship
Félix Cappello, S. J., Praxis processualis, 1940
No full textT. P. Félix Cappello, S. J., Praxis processualis, 1940. In: Revue des Sciences Religieuses, tome 22, fascicule 1-2, 1948. p. 190
Félix Cappello, S. J., Praxis processualis, 1940
No full textT. P. Félix Cappello, S. J., Praxis processualis, 1940. In: Revue des Sciences Religieuses, tome 22, fascicule 1-2, 1948. p. 190
Luchino Visconti
No full textStudio filologico del disadattamento operato da Luchino Visconti, in limine mortis, nei confronti del romanzo "L'innocente" di Gabriele D'Annunzi
Cyberbullying & Company. From Myths to Empirical Evidence
No full textCyberbullying and other online risks have been given lately growing attention by popular media, policy makers, academics, parents and educators. Beyond any deterministic views of technology and its impact on individuals (particularly children) as well as beyond the mythological views and moral panic that often dominate public discourses about children and digital technologies, this chapter argues for a more evidence-based and multidimensional/contextual approach that locates cyberbullying within the complex network of children’s online activities, socio-demographic variables, parental, peer’s and teachers’ mediation, ICT country-specific regulation, educational systems, etc. Drawing from the findings of the EU Kids Online survey1, it also argues that online benefits are inevitably connected to risks, and concludes that, although cyberbullying is a rather residual phenomenon compared to face-to-face bullying or to other online risks, it still deserves close attention in terms of research and policy intervention as its rates are growing and its impact on young people (especially smaller children) is heavier and more persistent
- …
