1,721,067 research outputs found
La valutazione di impatto delle nuove politiche di sicurezza urbana. Lezioni e limiti dal caso italiano
No full textEsiste un sostanziale consenso nella comunità scientifica sulla necessità di stabilire se e in quale misura le nuove politiche di sicurezza urbana siano efficaci nel raggiungere i loro obiettivi, in particolare nel ridurre il crimine. Al fine di ricavare alcune lezioni dalla valutazione di queste nuove politiche e comprenderne i limiti, il presente studio illustra e discute i risultati di una ricerca quantitativa basata su un approccio quasi-sperimentale,
con l’obiettivo di fornire una stima dell’effetto causale su varie tipologie di reati di una politica di sicurezza urbana basata sui cosiddetti ‘patti per la sicurezza’, sviluppata in Italia a partire dal 2007
Cosa funziona? L’approccio controfattuale per la valutazione di impatto delle politiche di sicurezza
No full textNo sales after midnight: evaluating the impact of a business curfew on drug-related crime in San Francisco’s tenderloin
No full textBusiness curfews are emerging as regulatory policy instruments to reduce crime in high-risk areas, yet rigorous evaluations remain limited. This study examines San Francisco’s Tenderloin Retail Hours Restriction Pilot, which required select businesses to close from 12:00 a.m. to 5:00 a.m. starting July 2024. Using a customized Bayesian Structural Time Series model, we estimate a 56% reduction (95% credible interval: −72% to −27%) in drug-related incidents during curfew hours over nine months, with no evidence of spatial displacement to nearby areas or temporal displacement within the Tenderloin Public Safety Area. Results hold under Causal-ARIMA sensitivity tests. Findings suggest curfews may reduce opportunities for street-level drug activity, but potential economic costs and questions about long-term sustainability underscore the need for careful policy design
Gender, education and employment : an international comparison of school-to-work transitions
No full textWho cares for the children? Family social position and childcare arrangements in Italy, 2002-2012
No full textThis chapter provides an analysis of how parents’ social position affects the use of childcare below 24 months of age in Italy. Beyond looking at the overall relationship between family social position and childcare arrangements, we also investigate how it has changed over time and across different regions. We thus inspect changes in social inequalities in access to formal childcare in a period of rapid expansion in supply. Also, geographical differences in formal childcare provision in Italy are large, and socio-economic gaps in the use of infant care may vary within the Italian territory. Our analyses produces several observations: first, the prevalent form of childcare in Italy for children less than three years old is still parental care, although the use of formal childcare for very young Italian children has doubled from 2002 to 2012. Also, there has been less reliance on informal care over years. Second, over the period studied, we observed a strong association between parents’ social position and the dominant childcare arrangements: highly educated mothers and fathers in upper level jobs are more likely to rely on external childcare, and, in particular, to use formal care. However, the gap in reliance on parental care between families of higher and lower socio-economic position has shrunk over time, because the latter group is also opting increasingly for external childcare in comparison to the past. Still, a growth in the use of formal childcare over the years was particularly strong among more advantaged families, and this has led to increasing socio-economic differences in participation in the formal infant care. Third, over the whole period, formal childcare has been more widespread in the North-Centre than in the South. However, whereas socio-economic differences in the use of formal childcare have remained quite stable over time in the South, they grew substantially in the North-Centre. Finally, we found that both mother’s education and father’s occupation play a role in explaining socio-economic differences, although mother’s education appears to be more relevant
Gender differences at labor market entry : the effect of changing educational pathways and institutional structures
No full textThis chapter provides the theoretical framework for a cross-national comparative project on gender differences and inequalities at labor market entry. Women’s relative gains in educational attainment and the expansion of the service sector would suggest that gender inequalities in occupational returns are diminishing or even reversing. By assessing gender differences at labor market entry, we are able to look at a phase of the life course in which women’s family roles are still of minor importance. Distinguishing between horizontal segregation and inequalities in vertical outcomes, we discuss theoretical perspectives on gender differences in the first job. In addition, we include a discussion on how institutional features on the country level may contribute to a gender gap at labor market entry. Finally, we outline the analytical strategy for an international comparison based on 13 in-depth quantitatively oriented case studies contributed by a network of scholars contributing analyses of countries with different institutional, socioeconomic, and cultural settings
Gender Differences at Labor Market Entry in Switzerland
No full textWhereas women have caught up with men in terms of educational attainment in Switzerland, occupational segregation and labor market disadvantages still persist. It has been argued that the gender wage gap may be caused by the sex typing of occupations. Using recent data from the Swiss youth panel survey TREE, this chapter investigats in greater depth the coupling of horizontal and vertical segregation at labor market entry and the role of education in producing gender segregation. Special attention was given to the distinction between upper secondary (mainly vocational) education and higher education
The North-South Divide in School Grading Standards: New Evidence from National Assessments of the Italian Student Population
No full textEven if marks are crucial for students’ educational careers and school-related decisions and although grading standards are a relevant topic in public debate about Italian education, in our country this research topic has not attracted much attention. In this article we investigate heterogeneity across Italian macro-regions in grading standards (degree of strictness in attributing marks by teachers) and in the coherence between teachers’ marks and students’ test scores. We use data from INVALSI-SNV on the whole student population in the 5th, 6th and 10th grade in 2011/12, with relevant information on two subjects (Italian and mathematics). We detect that Southern regions are characterized by what seems higher generosity in grading students, who display lower performance in the INVALSI assessment compared to their counterparts with the same marks and socio-demographic profile. Moreover, this generosity in attributing marks seems stronger for higher marks (9 and 10) and in mathematics, especially in lower secondary schools and lyceums. At the same time, our analysis underlines that the North-South divide is crucial but provides only a partial view of the phenomenon: indeed, we find striking differences in grading standards among Italian provinces even within macro-regions. We discuss the main implications of such geographical heterogeneity for the Italian educational system
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