Academic literature on the topic 'Degree Discipline: Italian'
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Journal articles on the topic "Degree Discipline: Italian"
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Scalfi, Luca, Furio Brighenti, Nino Carlo Battistini, Alessandra Bordoni, Alessandro Casini, Salvatore Ciappellano, Daniele Del Rio, Francesca Scazzina, Fabio Galvano, and Nicolò Merendino. "University Education in Human Nutrition: The Italian Experience—A Position Paper of the Italian Society of Human Nutrition." Journal of Biomedical Education 2015 (August 5, 2015): 1–8. http://dx.doi.org/10.1155/2015/143083.
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As a broad range of professionals in clinical and nonclinical settings requires some expertise in human nutrition, the university system must offer academic courses tailored to these different specific needs. In the Italian university system there is still uncertainty with regard to the learning objectives regarding human nutrition. In the ministerial decrees defining the criteria for establishing university courses, the indications about education in human nutrition are rather inconsistent, sometimes detailed, but often just mentioned or even only implied. Education in human nutrition requires both an appropriate duration (number of university credits included in the degree format for different disciplines) and course units that are designed in order to achieve specific expertise. The university system should appropriately design and distinguish the nutritional competencies of the different types of graduates. Physiology and biochemistry are the academic disciplines mostly involved in teaching fundamentals of human nutrition, while the discipline sciences of applied nutrition and dietetics more strictly focuses on applied nutrition and clinical nutrition. Other academic disciplines that may contribute to education in human nutrition, depending on the type of degree, are internal medicine (and its subspecialties), hygiene, endocrinology, food technologies, food chemistry, commodity science, and so forth.
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Scafarto, Vincenzo, and Panagiotis Dimitropoulos. "Human capital and financial performance in professional football: the role of governance mechanisms." Corporate Governance: The International Journal of Business in Society 18, no. 2 (April 3, 2018): 289–316. http://dx.doi.org/10.1108/cg-05-2017-0096.
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Purpose The main purpose of this paper is to examine the relationship between human capital investments and financial performance in the professional football industry. The authors examine this association by controlling for internal (club-level) mechanisms of governance. Specifically, as they deal with a context of highly concentrated ownership and familial control of football clubs, they posit that the degree of family board representation and a dual leadership structure exert a moderating effect on the decision to spend on playing talent. Design/methodology/approach The empirical analysis employs a fixed-effect econometric model on a panel data set of 16 Italian football clubs that spans a nine-year time period ending up with 144 firm-year observations. Findings The main novel finding of this investigation is that clubs with CEO duality and a high degree of family board representation manage to profit from investments in player contracts as opposed to clubs which lack these governance mechanisms. Research limitations/implications A clear implication is that the presence of corporate governance mechanisms at club level may be value-enhancing. In terms of policy direction, the finding makes the case that regulatory bodies should consider the imposition of governance mechanisms at club level as a means to promote actual financial discipline and a further ally to current regulations that are restricted to monitoring processes tied to accounting data. Originality/value This study attempts to explain the financial outcomes of player investments by combining insights from the mainstream governance and family business literature. Prior works in the field are restricted to testing the direct relation between player investments and performance, but fail to consider the potential moderators of this association.
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Ramakrishnan, J., G. Ravi Sankar, and K. Thavamani. "Literature of Aesthetic Plastic Surgery: A Bibliometric Study." Asian Journal of Information Science and Technology 12, no. 1 (April 26, 2022): 8–17. http://dx.doi.org/10.51983/ajist-2022.12.1.3030.
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This paper contributes the literature examine inside the discipline of Aesthetic Plastic Surgery. The bibliographic database specifically MEDLINE which covered in the Pub Med had been used in this look at. The literature included for the duration i.e. from the year 2001 to 2020 became considered. A total of 15711 records of literature were observed in the field of Aesthetic Plastic Surgery. In the year 2020 was covered the maximum publication of records (11.7%) and the other years were showed that every year the records of Aesthetic Plastic Surgery were increased compared to the previous year’s except the year 2018. A total of 10607 records were journal articles. A total of 15233 data were in English language forming 96.96% of the total followed by; Chinese (126 records), German (124 records), French (122 records), Turkish (17 records), Italian (15 records), etc. Only three journals are needed to supply one-third of the journal articles for zone-1. In the journal analysis “Aesthetic plastic surgery” contributed 2307 journal articles in the first position and followed by Plastic and reconstructive surgery (911) and The Journal of craniofacial surgery (698) in the second and third position respectively. The United States covered 14 core journals out of 29 core journals. 32.03% of citations listed with the term ‘Aesthetic Plastic Surgery’ in the MEDLINE database for the period of this study have more than five authors. A total of 90.5% of papers are written by means of multi-authors and the average degree of collaboration is arrived at 0.91.
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Yang, Yeqiu, and Luca Guerrini. "Environmental (Art) Design VS Interior and Spatial Design: A dialogue between Chinese and Italian design disciplines." E3S Web of Conferences 179 (2020): 01008. http://dx.doi.org/10.1051/e3sconf/202017901008.
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The relationship between China and Italy has ever been stronger for academic exchanges to flourish. Vital exchange of teachers and students among design universities has soared to paramount levels. With this, beginning in 2007, both Chinese and Italian higher education institutions have established the ‘double master’s degree programs in design’, with the corresponding degrees being ‘environmental (art) design’ and ‘interior and spatial design’ respectively. Meanwhile, there are great strides, followed by demands to strengthen the understanding of the respective cultures, language, and methods of both design institutions. This article aims to assist and facilitate a dialogue of understanding between the two design cultures by analyzing the current status and the evolution of their disciplines in both nations. This research may provide a common basis for the innovation in the field in both countries and contributing useful theoretical notions for the education of design.
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D'Agostino, Lorenzo, and Daniela Santus. "Teaching geography and blended learning: interdisciplinary and new learning possibilities." AIMS Geosciences 8, no. 2 (2022): 266–76. http://dx.doi.org/10.3934/geosci.2022016.
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<abstract> <p>The pandemic due to Covid-19 ushered Italian universities into the world of digital education, with geography being one of the disciplines that derived multiple benefits from a worldwide, technological transition. Our contribution focuses on the Turin experience of Cultural Geography teaching for the degree-courses of Languages and Cultures for Tourism (Undergraduate course) and of International Communication for Tourism (Master's degree-course). It highlights how the combined use of Moodle, WebEx, Google Earth, and Instagram stimulated an interest in a traditionally neglected subject, but also offers food for thought on the use of the same technologies in teaching Italian language, through geography, in US universities.</p> </abstract>
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Laviosa, Flavia, Alfredo Baldi, Jim Carter, and Diego Bonelli. "International students at the Centro Sperimentale di Cinematografia in Rome: 1935–2020: A history to be written." Journal of Italian Cinema & Media Studies 9, no. 2 (March 1, 2021): 175–209. http://dx.doi.org/10.1386/jicms_00061_1.
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The Centro Sperimentale di Cinematografia (CSC), founded in Rome in 1935, has come to signify Italian cinema education in acting, directing, photography, set design, costume design, screenwriting, sound production, editing, production and film animation (since 1983). The CSC has historically admitted a significant number of international students (more than 13 per cent) in the past 85 years. This collaborative article introduces the first comprehensive list of international students in three CSC disciplines: directing, photography and set design. It begins with historical and artistic perspectives addressing the ideal of diversity, the internationalization of culture and the sociopolitical context of studying cinema in Rome. This article also includes graphs and statistics that give a clear sense of the broad geographical representation of foreigners who studied at the CSC. A comprehensive list of their names, nationalities, specializations and year of their degrees is organized in two formats: one by geography and one by chronology. The aim of this article is also to set new research goals so as to broaden our understanding of whether and how the CSC’s Italian cinematic education impacted world cinema.
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Westra, Haijo. "University of Calgary." Florilegium 20, no. 1 (January 2003): 56–58. http://dx.doi.org/10.3138/flor.20.014.
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Medieval Studies at the University of Calgary is a field spread out over several faculties, specifically Humanities, Social Sciences, Arts, and Communication and Culture. There is one multidisciplinary program that draws on courses offered by most of these faculties, a Minor in Medieval, Renaissance and Reformation Studies, with an anchor course in Humanities. Since students do not have to declare a Minor, enrolments are modest. There is no interdisciplinary M.A., but efforts are under way to fit such a program into a generic interdisciplinary M.A.. There are, however, significant opportunities for studying the medieval period and for writing an Honours, M.A. and (the odd) Ph.D. thesis within the traditional disciplines. Moreover, several graduates, especially from History and English, have pursued advanced degrees in Canada (Toronto), the U.S. (Notre Dame, Santa Barbara) and Britain (Oxford). Precisely because it is not a regular discipline, Medieval Studies has not been affected by systemic cutbacks. In addition to the specialists on hand, there have been recent appointments in this area in several departments, but that departmental presence and strength usually depends on just one person. Outside this structure, there is a flourishing Philology Research Group with an impressive range of activities. It was initiated by Ken Brown (French, Italian and Spanish Languages) four years ago and has been successful in attracting funding from the Faculty of Humanities, the university, and SSHRC. Its focus has been on textual editing, including text-encoding, palaeography, codicology and printing, with scholars from the U.S., Europe and Australia teaching workshops in their specialties. The Group has a community outreach program involving high school students, funded by the Delmas Foundation, and publishes its own series of occasional papers. Most recently, a beginning has been made in establishing a Medieval and Renaissance Cultural Studies Research Group with gender as its focus.
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Errico, Elena, and Elisa Ballestrazzi. "When the speaker is a great performer." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, no. 2 (December 8, 2014): 365–81. http://dx.doi.org/10.1075/resla.27.2.06err.
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This article analyzes an interpreter-mediated speech event from Spanish into Italian. In the case study, the interactional dominance of the main speaker and his communicative style repeatedly challenge the participatory status and the face of the interpreter, who is constantly coping with the speaker’s attempts to involve her in the interaction as an entertainment resource. Although the communicative setting — a book presentation — is typical of conference interpreting events, this encounter was structured unconventionally as an informal story-telling session interspersed with several ad-libs and impromptu conversation exchanges with other participants, all interpreted in the short consecutive mode. The high degree of interactivity that emerged among the participants suggested the adoption of a qualitative multidisciplinary approach which, in addition to conference interpreting research, also draws on dialogue and media interpreting, as well as sister disciplines such as social psychology and conversation analysis in intercultural settings.
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Artuso, Caterina, Paola Palladino, Perla Valentini, and Carmen Belacchi. "Definitional Skills as a Bridge towards School Achievement." Sustainability 14, no. 1 (December 28, 2021): 286. http://dx.doi.org/10.3390/su14010286.
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The general aim of the current study was to investigate the role of definitional skills in promoting primary school achievement (third- to fifth graders) and how school learning may shape definitional skills. Marks from four school subjects, linguistic (Italian and English) and scientific (Math and Science) were collected as well as scores in a Definitional Task. These two domains were chosen as they clearly entail the two different definition types, that is, lexicographic and scientific. Results indicated that scientific school subject marks are more predictive of definitional skills than linguistic school marks are. The opposite direction (i.e., how definitional skills are predictive of school achievement) appears less clear. In sum, the results, although preliminary, suggest that definitional skills represent a bridge towards school achievement as they promote good marks in all disciplines. Moreover, definitional skills are predicted from levels of competence acquired especially in scientific school subjects that request a higher degree of formal/organized learning. It is then of primary importance to promote interaction–integration between these two kinds of concepts via formal schooling.
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Ishag, Adil. "Some Empirical Perspectives on Foreign Language Learning in Sudan." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 137. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.137.
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This study attempted to provide a general view of the situation and perspective on foreign language learning and teaching at the tertiary level in Sudan, with special focus on English and German. It further explored motivation and reasons for majoring in English and German among Sudanese students and the level of satisfaction in studying theses languages as major disciplines. Additionally, students’ knowledge of foreign languages and their preferences for learning certain foreign languages have been reported. In order to achieve the objective of this study, a questionnaire was administered to a sample composed of 148 students majoring in English and 73 Students majoring in German, at the University of Khartoum. The obtained results revealed that Sudanese students in both departments were highly satisfied in majoring in English and German, however students were majoring in English mostly due to personal interest, while there were more students majoring in German due to entry requirement than those in the English department. Furthermore, students have shown varying degrees of interest in learning other languages such as Chinese, Spanish, French and Italian. Finally, based on the findings of the study, a number of proposals have been made, which might contribute to the improvement of foreign language learning and teaching in Sudan.
Book chapters on the topic "Degree Discipline: Italian"
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Sisti, Flora. "Quale scelta per una politica linguistica universitaria multilingue?" In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/037.
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The language policy of the University of Urbino, a mid-sized Italian university with a large number of Erasmus exchange participation and a good degree of internationalization, includes CLIL-based courses to its students as well as to international students. The policy of providing disciplines taught in Italian and in foreign languages, and the choice of alternating modules of Italian and foreign language teaching within the same course, supports multilingualism without penalizing the Italian language, thereby also promoting foreign language learning within the university. This study reports the results of a questionnaire distributed to students and teaching staff regarding a project, Didattica in lingua straniera – CLIL@uniurb, which includes also data related to students who took advantage of study abroad opportunities over the years.
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Mollica, Marcello, and Giovanna Costanzo. "The Good Teacher in the Good School." In Case Study Methodology in Higher Education, 280–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch013.
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The two authors of this chapter work at the Department of Ancient and Modern Civilization of the University of Messina and both have been appointed by their Department to teach two modules (Fundamentals of Cultural Anthropology and Philosophical Anthropology) of 6 CFUs (European credit transfer system credits) each for the FIT program. Both gave their lectures in the second semester of 2018 to approximately 850 future teachers. Their modules are part of phase one of the three we have mentioned above, that is, preparation for the degree that allows access to teaching. This involves the collection of 24 CFUs which are to be collected in the anthropological and psycho-pedagogic disciplines. Based on fieldwork and participant observation, which lasted three months and until December 2018, this chapter suggests a view to understanding the new Italian educational system through what we have first seen from within our own classrooms, and later through what we will see following the teachers in their own classrooms in September (classrooms and teachers which we have already identified).
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Willetts, David. "Where: Globalization." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0020.
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‘High, high above the North Pole, on the first day of 1969, two professors of English Literature approached each other at a combined velocity of 1200 miles per hour.’ That vivid opening to David Lodge’s Changing Places captures how globalization has reached the modern university. We saw in Chapter Four that only 28 per cent of British academics are defined as ‘sedentary’ having never worked abroad. 50 per cent have worked abroad for up to two years. The rest have migrated, moving away for more than two years or coming back after such a long stay abroad. We have fewer sedentary academics than any comparable country, apart from Canada which has an open border with the US. Thirty-six per cent of German researchers are sedentary—and 52 per cent of Italians. Half of research papers by British academics are now co-authored with someone overseas and they are more likely to be cited. David Lodge’s two professors were travelling back to the future: in the Middle Ages Europe’s universities formed a highly integrated international system. The structure of the medieval disciplines was the same across Europe and so were the key texts. There was a common language of scholarship—Latin. Degrees were recognized across Christendom, entitling a teacher to teach anywhere (the ‘Licentiate ubique docendi’). Scholars and students such as Thomas Aquinas or Erasmus moved between Rome, Paris, and Cologne. Now Europe’s Bologna and Erasmus programmes are gradually re-creating levels of integration which our universities achieved in the Middle Ages: we must hope that Brexit does not cut Britain off from this. The Bologna process is not an EU programme: it is an intergovernmental declaration agreed in 1999 which sets a common structure of university study to make it easy for students to move between European countries. Heavily influenced by the English model, it specifies that a Bachelor’s degree takes 3–4 years, a Master’s degree 1–2 years, and a doctorate 3–4 years. Erasmus, by contrast, is the EU programme for promoting student and academic exchanges. It has proved particularly fruitful: over a million babies have now been born to students who met a partner from a different EU country as a result of the Erasmus programme.