323,653 research outputs found
The World According to De Finetti
No full textBruno de Finetti is one of the founding fathers of the subjectivist school of probability, where probabilities are interpreted as rational degrees of belief. His work on the relation between the theorems of probability and rationality is among the corner stones of modern subjective probability theory. De Finetti maintained that rationality requires that degrees of belief be coherent, and he argued that the whole of probability theory could be derived from these coherence conditions. De Finetti’s interpretation of probability has been highly influential in science. This paper focuses on the application of this interpretation to quantum mechanics. We argue that de Finetti held that the coherence conditions of degrees of belief in events depend on their verifiability. Accordingly, the standard coherence conditions of degrees of belief that are familiar from the literature on subjective probability only apply to degrees of belief in events which could (in principle) be jointly verified; and the coherence conditions of degrees of belief in events that cannot be jointly verified are weaker. While the most obvious explanation of de Finetti’s verificationism is the influence of positivism, we argue that it could be motivated by the radical subjectivist and instrumental nature of probability in his interpretation; for as it turns out, in this interpretation it is difficult to make sense of the idea of coherent degrees of belief in, and accordingly probabilities of unverifiable events. We then consider the application of this interpretation to quantum mechanics, concentrating on the Einstein-Podolsky-Rosen experiment and Bell’s theorem
Sguardi adolescenti sulla povertà educativa minorile. Un’esperienza di Student Voice Research
No full textNel 2014 Save the Children Italia ha definito la povertà educativa minorile come “privazione da parte dei bambini e degli adolescenti della possibilità di apprendere, sperimentare, sviluppare e far fiorire liberamente capacità, talenti e aspirazioni”. Negli anni il costrutto è stato dettagliato, spostando progressivamente il focus dalla privazione al potenziale apprendimento, anche in dimensioni non cognitive. Sono stati parallelamente proposti indici per la misurazione del fenomeno. Ma che cos’è per gli adolescenti la povertà educativa? Gli indicatori selezionati nel tempo misurano dimensioni avvertite come prioritarie dai minori? Un’esperienza di ricerca ispirata al movimento Student Voice ha raccolto, nei mesi di aprile e maggio 2021, le voci di 121 adolescenti di Fiorenzuola d’Arda (PC). Senza pretese di rappresentatività e di esaustività, l’articolo introduce all’evoluzione del costrutto di povertà educativa e poi esplora immagini, vissuti e significati a esso attribuiti da ragazzi e ragazze, nonché le direzioni di senso suggerite dal loro “sguardo adolescente” ai fini di prevenire e contrastare il fenomeno nelle sue molteplici dimensioni.In 2014 Save the Children Italia defined child educational poverty as the depriving of children of all ages of the possibility to learn, experiment with, develop and give free rein to their abilities, talents and aspirations. The construct has been detailed over the years, progressively shifting the focus from deprivation to potential learning, even in non-cognitive dimensions. At the same time, indices have been proposed to measure the phenomenon. But what is educational poverty for adolescents? Do the indicators selected over time measure dimensions perceived as a priority by minors? A research experience inspired by the Student Voice movement collected the voices of 121 adolescents from Fiorenzuola d’Arda (PC) in April and May 2021. Without pretending to be representative and exhaustive, the article introduces the evolution of the educational poverty construct, then explores images, experiences and meanings attributed to it by boys and girls, as well as directions of meaning suggested by their “adolescent gaze” in order to prevent and counteract the phenomenon in its multiple dimensions
Sguardi internazionali sulla povertà educativa
No full textIl presente articolo esplora la multifattorialità del fenomeno dell’educational poverty fondandosi su una revisione della letteratura effettuata in database generalisti e socio-psico-pedagogici e sul dialogo con esperti internazionali. Cosa si intende con educational poverty? Ci sono nessi con il recente costrutto italiano di povertà educativa? Dapprincipio si rileva che il sintagma “educational poverty” sia perlopiù traducibile con “povertà di istruzione” e successivamente si riflette sui contesti ove ricorre e sulle componenti semantiche. Senza pretese di esaustività, sono presentati scenari in
cui si fa uso del costrutto, soffermandosi sulle aree di senso che ampliano gli orizzonti oltre la mera povertà di istruzione e sulle direzioni per prevenire e contrastare il fenomeno correlato.International Views on Educational Poverty. This paper explores the multifactorial nature of the educational poverty phenomenon founding on a literature review carried out in generalist and socio-psycho-pedagogical databases and on dialogues with international experts. What is meant by educational poverty? Are there links with the recent Italian construct of povertà educativa? Initially, it is noted that the phrase “educational poverty” usually corresponds to the Italian “povertà di istruzione” and subsequently one reflects on the contexts where it occurs and on its semantic components. Without claiming to be exhaustive, the author presents scenarios in which the construct is used, focusing on the areas of meaning that broaden the horizons beyond the mere “povertà di istruzione” and on directions to prevent and fight the related phenomenon
Ulisse Adorni Between Literature, Theater and Film Making. The Media Education Experience of an Elementary School Teacher in Italy’s 1970s
No full textRecensione a: D. Felini (a cura di), Letture di pedagogia. Un percorso antologico, Roma, Carocci, 2022
No full textLa povertà educativa. Origini, dimensioni, prospettive
No full textA distanza di quasi dieci anni dalla definizione del sintagma povertà educativa da parte di Save the Children Italia, si avverte la necessità di una riflessione pedagogica accurata sulla nozione, che sia in grado di rintracciarne la genesi e di documentarne la progressiva evoluzione, ma soprattutto di discuterne gli aspetti ancora trascurati e di indicarne eventuali sviluppi futuri. Questo volume risponde a questo intento con precisione e puntualità, segnalandosi, tra i non numerosi studi sull’argomento, per l’acribia dell’analisi storica e l’esaustività della ricognizione bibliografica, per l’inedito tentativo di stabilire gli addentellati internazionali della nozione di povertà educativa, per l’efficace affrontamento di certi snodi di confine con le scienze economiche e sociali e, non da ultimo, per la sua capacità di problematizzare le questioni educative in gioco additando ulteriori prospettive per la ricerca (dalla Prefazione di Daniele Bruzzone)
From genes and mechanisms to molecular-targeted therapies: The long climb to the cure of cerebral cavernous malformation (CCM) disease
No full textCerebral cavernous malformation (CCM) is a rare cerebrovascular disorder of genetic origin consisting of closely clustered, abnormally dilated and leaky capillaries (CCM lesions), which occur predominantly in the central nervous system. CCM lesions can be single or multiple and may result in severe clinical symptoms, including focal neurological deficits, seizures, and intracerebral hemorrhage. Early human genetic studies demonstrated that CCM disease is linked to three chromosomal loci and can be inherited as autosomal dominant condition with incomplete penetrance and highly variable expressivity, eventually leading to the identification of three disease genes, CCM1/KRIT1, CCM2, and CCM3/PDCD10, which encode for structurally unrelated intracellular proteins that lack catalytic domains. Biochemical, molecular, and cellular studies then showed that these proteins are involved in endothelial cell-cell junction and blood–brain barrier stability maintenance through the regulation of major cellular structures and mechanisms, including endothelial cell-cell and cell-matrix adhesion, actin cytoskeleton dynamics, autophagy, and endothelial-to-mesenchymal transition, suggesting that they act as pleiotropic regulators of cellular homeostasis, and opening novel therapeutic perspectives. Indeed, accumulated evidence in cellular and animal models has eventually revealed that the emerged pleiotropic functions of CCM proteins are mainly due to their ability to modulate redox-sensitive pathways and mechanisms involved in adaptive responses to oxidative stress and inflammation, thus contributing to the preservation of cellular homeostasis and stress defenses. In this introductory review, we present a general overview of 20 years of amazing progress in the identification of genetic culprits and molecular mechanisms underlying CCM disease pathogenesis, and the development of targeted therapeutic strategies
Povertà educativa, un costrutto con radici lontane. L’esperienza di don Bosco tra vecchie e nuove povertà
No full textRiflettendo a partire dalla definizione di povertà
educativa proposta da Save the Children Italia nel
2014, l'articolo si sofferma sull’esperienza di don
Giovanni Bosco, precursore nella prevenzione e nel
contrasto di molteplici forme di povertà, materiali
e immateriali. Nel contesto dei mutamenti socioeconomici ottocenteschi, il prete piemontese intuì
che si rendeva necessario agire sul fronte
dell'educazione. L’articolo mette in luce come don
Bosco, partendo dalla personale esperienza di
deprivazione, si sia impegnato per un’educazione
ricca e una solida comunità educante. La sua
proposta di educazione integrale è correlata alla
formazione professionale e all’accompagnamento
nel mondo del lavoro e si rileva come sia ancora
efficace per far germinare risorse individuali anche
minime.Reflecting on the definition of educational poverty
proposed by Save the Children Italy in 2014, the
article focuses on the experience of Don Giovanni
Bosco, a forerunner in the prevention and fight
against multiple forms of material and immaterial
poverty. In the context of the nineteenth century’s
socio-economic changes, the Piedmontese priest
sensed that it was necessary to act on the
educational front. The article highlights how Don
Bosco, starting from his personal experience of
deprivation, committed to ensuring a rich
education and a solid educational community. His
proposal for integral education is connected to
professional training and integration in the
workplace and it is noted how still is effective in
germinating even minimal individual resources
On the existence of the true value of a probability. Part I: Determinism versus aleatorism
No full textObjetivist models are based on the deterministic hypothesis that postulates the existence of probability, which is cognoscible only in an asymptotic manner. On the other hand, subjectivist models consider the aleatoristic hypothesis according to which there is no truth about probability. However, both hypotheses may only be compared through stochastic models, which are not strictly falsifiable. Therefore, neither the hypothesis stating the existence of a true value regarding the probability of occurrence of an event nor de Finetti´s postulate which sustains that “probability does not exist” are strictly verifiable.
Esami di maturità
No full textScheda audiovisivo "Esami di maturità", tratto da una commedia in tre atti di Ladislao Fodor, regia di Mario Landi, 1954
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