1,721,025 research outputs found
Social media as taste re-mediators: emerging patterns of food taste on TripAdvisor
No full textThe current contribution provides insight into the transformations occurring in food taste and in gastronomy standards, where social media contributes to assess eating out in situations of mobility. The coalition between food and new media has brought about new priorities and standards in taste, relying less on proper gastronomic expertise than on media dynamics and ‘metamorphic’ claims of social distinction in these times of cultural omnivorousness. On this basis, the paper looks into emerging taste patterns, outlined by the widespread practice of sharing restaurant reviews on travel social media. It addresses both eating out and social media as an open set of social practices that, though highly dynamic and internally differentiated, speak for collective and socially organized patterns of behaviors, so as to become entry points to grasp broader social dynamics dwelling in connectivity, gastronomy, food consumption. To this aim, the study analyses TripAdvisor’s reviews of the restaurants in the Italian region Aosta Valley in a time span of 25 months. The analysis highlights the process of food taste “re-mediation” played by social media and the emergence of a culinary capital based on plastic habitus and a plural socialization to food that ranges from TV foodtainment to digital narratives, to new patterns of aware eating
A tool of analysis for investigating cultures in an inter-cultural and trans-cultural perspective: towards a reflexive sociology of culture
No full textSocial Capital as a resource for Intercultural Competence: bridging sociality as a pivotal lever to social cohesion. A panel study
No full textImpact of mobility on competence development within EU international lifelong learning programs
No full textThis article presents a study on the development of intercultural competences in students studying abroad involved in international education, namely two LLP Intensive Programs (IPs). The data show the extent to which, according to EAHE priorities, an educational model based on mobility abroad may foster the acquisition of competences fitting for a global society. The starting point is a longitudinal study conducted over a six-year time-span on 196 students who attended two consecutive 2 consecutive lifelong learning Intensive Programs including eleven Universities from eight European Countries.
Such longitudinal study, based on self-evaluative questionnaires submitted to the participants at the end of each edition, by using multivariate analyses (i.e., Explorative and Confirmative Factorial Analysis, as well as Structural Equation Models) worked out a pattern of indicators that measure the dimensions involved in learning, describing competence as a holistic, multidimensional, developmental process associated with mobility abroad and personal growth
Esplorazione dei paradigmi latenti di interculturalità in Valle d'Aosta tramite modelli con equazioni strutturali
No full textL’impatto della mobilità sullo sviluppo di competenza interculturale nei programmi internazionali di Lifelong Learning. Uno studio longitudinale
No full textThis article presents a study on the development of intercultural competences in students involved in international education, namely two LLP Intensive Programs (IPs). The data show the extent to which, according to EAHE priorities, an educational model based on mobility abroad may foster the acquisition of competences fitting for a global society. The starting point is a longitudinal study conducted over a six-year time-span on 196 students, attending two consecutive lifelong learning Intensive Programs involving eleven Universities from eight European Countries. The two IPs set up an innovative interdisciplinary learning model aimed at developing intercultural competences in undergraduate students attending different degree courses. The longitudinal study, based on self-evaluative questionnaires submitted to the participants at the end of each edition, worked out a pattern of indicators that measure the dimensions involved in learning, describing intercultural competence as a holistic, multidimensional, developmental process associated with mobility abroad and personal growth. The emerging
factorial pattern shows the social infrastructure of mobile students’ intellectual development, and intercultural competence as a process of competence gaining about contexts, in which mobility, engendering a bridging social background, works as a crucial external factor influencing the process of competence development. Mobility doesn’t act directly and alone, but it is connected with the appreciation of Web 2.0 as a learning tool and the relevance attributed to informal and experiential learning.Questo articolo presenta uno studio sullo sviluppo di competenza interculturale in studenti di diverse nazionalità coinvolti in due programmi intensivi (IP) promossi dalla commissione europea per l’educazione e la formazione nell’ambito del Programma LLP e basati sulla mobilità studentesca. I dati raccolti mostrano fino a che punto un modello educativo internazionale fondato sulla mobilità all’estero possa favorire lo sviluppo di competenze interculturali e globali. L’analisi parte da uno studio longitudinale condotto per sei anni su 196 studenti che in questo arco di tempo si sono avvicendati partecipando a due IP consecutivi che hanno coinvolto undici Università di otto Paesi europei. I due IP miravano a sviluppare competenze interculturali in studenti universitari iscritti a diversi corsi di laurea in ciascuna delle università partner. Lo studio, basato su questionari di auto-valutazione somministrati ai partecipanti al termine di ogni edizione annuale di ciascun IP, ha prodotto una struttura di indicatori che misurano le dimensioni coinvolte nello sviluppo di competenza interculturale, descrivendola come un processo multidimensionale, evolutivo, olistico associato all’esperienza concreta di mobilità all’estero. La struttura fattoriale emergente dall’analisi mostra l’infra-struttura sociale dello sviluppo intellettuale degli studenti in mobilità, e la competenza interculturale come un processo di acquisizione di consapevolezza sui contesti che si accompagna allo sviluppo di una sociabilità inclusiva. La mobilità, tuttavia, non agisce direttamente sulla competenza, ma si combina con una serie di fattori legati alla valorizzazione del Web 2.0 come strumento educativo e alla rilevanza attribuita alla dimensione informale ed esperienziale dell’apprendiment
An intercultural approach to the hidden paradigms of culture. The elaboration of a model of socio-cultural analysis applied to the context of the Valle d’Aosta region
No full textThis article presents an analysis conducted from an intercultural perspective of the processes of cultural change, taking place within a specific regional context. The analysis is based on the elaboration of a structural model (LISREL) which starts, through an explorative factorial analysis, from the existing orientation of values expressed in terms of agreement, preferences and aspirations, under the guidelines of Hofstede’s interculture model. The structural model, creating dimensional indexes of culture with a good likelihood level, allows to reach hidden paradigms of the culture that lie behind the declared values and influence those of the future
WebGIS per la ricostruzione storica dei paesaggi urbani
No full textIl saggio, dopo aver sviluppato il tema inerente la cartografia storica su Roma, espone i risultati di una lunga ricerca, coordinata da Paolo Micalizzi, finalizzata alla realizzazione e messa in rete di un sofisticato sistema informativo geografico sul centro storico di Roma, denominato Descriptio Romae WebGIS.The essay, having developed the theme concerning the historical maps of Rome, expounds the results of an extensive research, coordinated by Paolo Micalizzi, aimed at the creation and networking of a sophisticated geographic information system on the historic center of Rome, called Descriptio Romae WebGIS
Mobilité et compétence interculturelle dans les programmes internationaux d’apprentissage tout au long de la vie : une étude longitudinale
No full textUne étude longitudinale sur le développement de la compétence interculturelle chez des étudiants de deux programmes intensifs, proposés dans la cadre du Programme d’éducation et de formation tout au long de la vie Erasmus, est ici présentée. Le modèle éducatif, fondé sur la mobilité internationale et sur un projet visant l’acquisition de compétences sociales et de communication spécifiques, favorisait l’acquisition de la compétence interculturelle et globale. L’étude a été menée pendant six ans sur 196 étudiants participant pendant cette période à deux programmes intensifs consécutifs. Onze universités, de huit pays européens, y participaient. L’objectif était le développement de compétences interculturelles chez des étudiants de diverses formations supérieures dans les universités partenaires. L’analyse d’un questionnaire d’auto-évaluation a fourni une structure factorielle décrivant le caractère multidimensionnel et holistique de la compétence interculturelle, et son lien étroit avec l’expérience à l’international. Le modèle factoriel révèle que l’infrastructure sociale de la compétence interculturelle est un processus de sensibilisation au contexte et de développement d’une sociabilité inclusive. La mobilité n’agit pas directement sur la compétence, mais vient s’associer à des facteurs tels que l’utilisation du Web 2.0 comme outil didactique, et l’apprentissage par la pratique et collaboratif. Cela renvoie à la valorisation des apprentissages informels pour le développement de compétences clés, comme prévu dans l’ECVET
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