1,721,139 research outputs found
Fuzzy models for the evaluation of the didactics in the university
No full textIn this paper we consider some mathematical models for the evaluation of the Didactics in the University. We show that fuzzy decision models can be very useful to have some indications on the coherence of the Didactics with the objectives proposed. Moreover we analyze the present “evaluation model” used in the Italian universities and we prove that the lack of some fundamental elements does not allow this model is adequate to have correct evaluations
Logica Fuzzy e Integrazione Scolastica
No full textSi mostra come la logica fuzzy può essere uno strumento adeguato per affrontare
problemi complessi in campo sociale, come quello dell’integrazione scolastica degli alunni
stranieri. Si presenta lo studio di un caso in cui, in base ad una indagine svolta con interviste ad
insegnanti, vengono elaborati i pesi fuzzy degli obiettivi particolari e delle variabili che
rappresentano il fenomeno
A statistical survey on the multi-ethnic school in Abruzzo, a region in central Italy: perspectives on intercultural approach to integration
No full textThe paper addresses the issue of integration of "new generation" in the multi-ethnic school and society and focuses
on the possibility of counseling and guidance to promote intercultural integration. This issue is addressed in the
context of empirical research conducted on a sample of 1314 preadolescents, both Italian and immigrants who attend
schools in Abruzzo, a region of central Italy. Abruzzo has experienced a recent sharp intensification of migration,
with a transformation of social and demographic bases of the population. For the analysis of data has been used
multivariate statistics. In particular, the following variables were considered: the national origin (Italians, Foreigners
and Children of mixed couplet), gender, educational level of the family, the help received in the study at home and,
with regard to foreigners, the time of stay in Italy and the macro of origin
Statistical and mathematical models for the analysis of educational processes in the intercultural school
No full textLately sociology of education has had to deal with complex challenges and the rise of new social phenomenon: the impact of
migration processes and global fluxes in the different contexts of instruction, the strategies for social inclusion, the demand of
citizenship expressed by the “new generations”.
Citizenship is in the current context multiform meaning on the social and individual and is tied both to the matter of the
formation of the citizen in the rights and duties, and on the matter of the right to education and of recognizing the full dignity of
everyone, the right of difference and diversity. The essential knot of citizenship is given by “equal opportunities”.
The contribution suggest the results of a research carried out - with the administration of a questionnaire - to Italian
preadolescents and foreigners attending secondary schools of first degree in the Abruzzo Region (Italy). Different aspects
concerning scholastic success, creation of social relations and building of citizenship and living together were taken into
consideration.
The data obtained from the answers to the questionnaire are analyzed with the tools of the multivariate statistics in order to have
information on the latent sociological trends of the multi-cultural society in Italy
Multi-etnic society and cross-cultural perspectives in the school
No full textThe aim of this study is to focus the attention on a specific dimension of scholastic experience of the new generation of
immigrants, that is to say that of school as a place where it is possible to build cross-cultural relations, to promote cross-cultural
dialogue, and images of the world concerning the creation of living together citizenship in a plural society are learnt, that is of a
citizenship that respects the differences and at the same time is based on respect of common values and fundamental human
rights. The choice to focus on this topic, that is the one of cross-cultural education, is an answer to the need to develop an aspect
of the scholastic experience of the new generation of immigrants less studied compared to the dimension of the school as a place
of cognitive learning and scholastic success, but today it appears to be particularly significant. Indeed, western societies are
undergoing significant changes, these are due to globalisation processes and to international migrations. Such societies are
characterized by the multiethnic aspect and are shaped by conflicting forces between the recognition of the differences on one
hand and the creation of social integration on the other (Featherstone, 1996; Bauman, 1998; 1999; 2000; Besozzi, 1999; Cesareo,
2000; 2001; Ambrosini, 2008; Ambrosini and Abbatecola, 2009). In such a scenario, the school is characterized in an increasing
way for a plural experience and for the existence in the class of a variety of languages, different cultural perspectives and
different scholastic levels. This means that school is at the centre of the issue of the quality of the future living together in a
multiethnic society, because it creates a key institution for the promotion of social cohesion, as well as for the acquisition of the
necessary competence for the social and economic integration of tomorrow’s citizens
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