1,720,973 research outputs found
Transizione e impatto di un modello di scuola sperimentale all’interno del contesto istituzionale
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What do you think about INSTALL?
No full textNowadays, in European universities we are witnessing a growing phenomenon
of non- traditional students / disadvantaged, groups at risk of drop-out and low
academic achievement. In order to respond to this phenomenon, beginning in
October of 2011, was funded by the European Community the INSTALL project
(Innovative Solutions To Acquire Learning to Learn), of which the leader is the
SInaPSI Federico II University Centre of Naples and the Prof. Maria Francesca
Freda is the scientific coordinator, in collaboration with the NUIM University of
Ireland, the University of Seville of Spain, the NSPSPA of Romania. Install proposed
a group formative training (Narrative Mediation path) conducted by a psychologist,
Narrative Group trainer (NGT), to support the process of mentalization, intended
as reflexive competence, using different narrative codes: Metaphoric, Iconography,
Written and Bodily. The training aims to promote reflexive competence of Learning
to Learn fostering a functional adaptation to the university context. At the end
of the meetings, were made ten in depth narrative interviews aimed to explore,
from the words of the participants: the constraints and resources of INSTALL
training; methodological aspects facilitating the reflective process; the implications
in terms of academic performance at the end of the training. In addition, they
were asked to narrate an incident of academic life, following the path in which
they believe they have used new strategies, expression of a functional positioning
in the university. The analysis of the interviews with IPA method, shows some
NGT functions that, implemented, can support students in reflexive process and
to develop functional competences to academic goals
HLADR5 and C4BQO high frequency and anti-nuclear antibodies positivity in patients with 21 hydroxylase deficiency from Campania region.
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
HLADR5 and C4BQO high frequency and anti-nuclear antibodies positivity in patients with 21 hydroxylase deficiency from Campania region.
No full textHeight and weight of nursery and primary school population from Torre del Greco, a Campania town, Italy
No full textRacconti di un’esperienza trasformativa all’università nell’ambito di un progetto europeo
No full textAd oggi nelle università europee si assiste ad un fenomeno, sempre più crescente, di studenti non traditional/disadvantaged, categorie esposte al rischio di drop-out universitario e basso rendimento accademico. Al fine di rispondere a tale fenomeno, a partire dall’ottobre del 2011, è stato finanziato dalla Comunità Europea il progetto INSTALL (Innovative Solutions To Acquire Learning to Learn) di cui il Centro di Ateneo Sinapsi dell’Università Federico II di Napoli è capofila, in collaborazione con la NUIM University dell'Irlanda, l'Universidad de Seville della Spagna, la NSPSPA della Romania. INSTALL realizza un percorso formativo di gruppo (Narrative Mediation Path) a supporto del processo di mentalizzazione inteso come competenza riflessiva (Fonagy & Target, 1997; Allen & Fonagy, 2008), utilizzando diversi dispositivi narrativi: Metaforico, Iconografico, Scritto e Corporeo (Hermans, 2001). Il percorso intende promuovere la competenza riflessiva dell’imparare ad imparare favorendo un adattamento funzionale al contesto universitario. Al termine degli incontri di gruppo sono state condotte alcune interviste narrative in profondità, volte ad esplorare, a partire dalle parole degli stessi studenti partecipanti, vulnus e risorse del percorso, aspetti metodologici che hanno facilitato il processo riflessivo, ricadute in termini di performance accademica. Inoltre, è stato chiesto agli studenti di narrare un episodio legato alla vita accademica in cui ritengono di avere utilizzato nuove strategie, espressione di un posizionamento più funzionale al contesto, a seguito del percorso formativo. Dall’analisi tematica delle interviste, emergono alcuni aspetti metodologici salienti relativi alle funzioni del gruppo, quali la condivisione, il contenimento, il rispecchiamento, che sembrerebbero aver favorito gli studenti nella competenza a mentalizzare e ad elaborare strategie più efficaci agli scopi accademici
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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