50 research outputs found
Increased maternal serum activin A but not follistatin levels in pregnant women with hypertensive disorders
No full text
Erice 2018 Charter on the role of the National Health Service in the prevention of doping
No full textThe Erice 2018 Charter was unanimously approved at the conclusion of the 53rd Residential Course of the International School of Epidemiology and Preventive Medicine “Adapted Physical Activity in Sport, Wellness and Fitness; the role of the Departments of Prevention and of the National Health Service in doping prevention and health promotion”, held on 15-19 May 2018 in Erice, Italy, at the “Ettore Majorana” Foundation and Centre for Scientific Culture, and promoted by the Study Group on “Movement Sciences for Health” of the Italian Society of Hygiene, Preventive Medicine and Public Health.
The event was part of a larger project supported by the Ministry of Health aimed at preventing doping in the general population involved in sport and physical activities. After an intense discussion the participants focused on ten statements involving the following critical issues: responsibility, priority, message, alphabetization, networks and alliances, school promoting health, player and opportunities, competences, know-how, programming
and acting.
These statements provide hints to approach doping within a public health frame and summarize the role of the Departments of Prevention and NHS in promoting and coordinating preventive actions with other institutions and stakeholders. Doping represents a complex phenomenon related to cultural, social, economic and legal issues. In addition to regulatory or repressive actions, education to health and legality is proposed as the fundamental strategy to contrast doping by promoting healthy lifestyles, based on scientific knowledge and respect for legality
Reading Democracy and Education in the Context of World War I
No full textIn this historical study, the author offers a reading of Dewey’s Democracy and Education in the context of the two other books Dewey published the year before, German Philosophy and Politics and his coauthored Schools of To-morrow. Having published three books in two years, Democracy and Education arrived at the end of one of Dewey’s most prolific periods. Through these three texts, Dewey offered a pointed critique of authoritarian German politics, philosophy, and schooling and crafted an innovative pedagogy grounded in progressive democratic ideals as contrast. Using Germany as a clear and present foil, Dewey clarified his ideas on American democratic and pedagogical ideals in the context of World War I
THE PARADOX OF RACE AND CULTURE IN DEWEY'S<i>DEMOCRACY AND EDUCATION</i>
No full textDemocracy and Educationwas Dewey's magnum opus on education, the work in which he pulled together decades of research and thinking on schooling in a democratic society. It was also the work in which Dewey explicitly and implicitly affirmed his theories on race and cultural development. In this intellectual history, the author argues thatDemocracy and Educationrepresented a transition in Dewey's thinking on race and culture, away from his previous concerns with psychological-sociological stage theory toward his expanded focus on cultural pluralism as an essential component of democratic life. As a result, Dewey presented a contradictory perspective on race and culture that both depicted nonwhite societies as previous steps in the universal stages of development, but also valued racial and cultural diversity as necessary elements of his theory of cultural pluralism. The juxtaposition of Dewey's pre-1916 concern with genetic stage theories and his post-1916 concern for cultural pluralism created a paradox in his views on race and culture, one with which educators are still struggling today.</jats:p
Was John Dewey Ethnocentric?
No full text In this historical study, the author explores the early racial and cultural views of John Dewey. The author argues that, during his years at the University of Chicago, when he wrote the majority of his works on education, Dewey considered American non-White minorities to be biologically equal to Whites but socially deficient. In particular, Dewey subscribed to two 19th-century conceptual frameworks that almost inevitably led him to such a conclusion: linear historicism and genetic psychology, which both relegated non-Western societies to the status of prior steps toward the developed status represented by the industrialized West. However, working within these broad ethnocentric conceptual frameworks, Dewey forged important new positions on the social-scientific issues of latent biological potentials and the doctrine of the inheritance of acquired characteristics (i.e., neo-Lamarckianism). </jats:p
Aiutiamoli a casa loro? Uno slogan superficiale e fallace
No full textThe article points out the discrepancy between perceptions and reality of immigration and asylum, with a focus on Italy.
Then, it treats the relation between migrations and development, criticizing the idea that financial aid to development of sending countries could replace the acceptance of asylum seekers in receiving countries.
In order to deepen this point, in the second part the article focuses on the case of Iraqi Kurdistan, presenting the main results of a study visit in this region
