Relevant bibliographies by topics / Seconda chance

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Seconda chance'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Seconda chance"

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Muzzarelli, Maria Giuseppina. "Una seconda chance per le persone e per le cose. I pegni consegnati ai Monti di Pietà alla fine del Medioevo: casi." Anuario de Estudios Medievales 52, no. 1 (July 29, 2022): 235–51. http://dx.doi.org/10.3989/aem.2022.52.1.09.

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Il Monte di Pietà, banca pubblica cittadina in funzione in Italia a partire dal 1462, realizzava i principi cardine dell’economia circolare: rendere i prodotti quanto più possibile duraturi ed efficienti e conseguentemente ridurre i rifiuti valorizzando anche beni apparentemente non più fruibili che possono invece essere considerati ancora impiegabili. Il Monte accoglieva pegni (frequentemente capi di abbigliamento) dai “poveri meno poveri” e in cambio accordava un piccolo credito. Ciò dava ai clienti dei Monti e agli oggetti consegnati in pegno una seconda chance ed evitava che chi si trovava in difficoltà precipitasse in un irrimediabile stato di povertà.
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Sullivan, Steven F. "Giving a Second Chance to Second Chances." National Teaching & Learning Forum 25, no. 6 (October 2016): 1–5. http://dx.doi.org/10.1002/ntlf.30084.

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Pearson, Jill. "Women's Promotion Chances: “Double Jeopardy” or “Second Chance”?" Academy of Management Proceedings 2016, no. 1 (January 2016): 15768. http://dx.doi.org/10.5465/ambpp.2016.15768abstract.

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Zhao, Richard. "Second Chances: Why Michigan Should Categorically Prohibit the Sentence of Juvenile Life Without Parole." University of Michigan Journal of Law Reform, no. 55.3 (2022): 691. http://dx.doi.org/10.36646/mjlr.55.3.second.

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The United States is the only country in the world that sentences children to die in prison. This practice, known as juvenile life without parole (JLWOP), is condemned by the United Nations Convention on the Rights of the Child. Yet twenty-five states still permit the sentence, and Michigan houses one of the nation’s largest JLWOP populations. Despite the U.S. Supreme Court’s ban on some forms of JLWOP, more must be done to further limit the use of this sentence. The current JLWOP sentencing scheme is untenable, imposes a significant financial burden on taxpayers, and perpetuates racial inequality. This Note explores these reasons for eliminating the practice and ultimately urges Michigan to follow other states in enacting a categorical ban on JLWOP, either through judicial decision or legislative action.
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Vasileios, Gougas, and Malinova Lucia. "Teaching Loops At Second Chance Schools (SCS) Using Microworlds." American Journal of Social Science and Education Innovations 02, no. 10 (October 23, 2020): 103–9. http://dx.doi.org/10.37547/tajssei/volume02issue10-16.

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Computing Grammar is a basic part of the Second Chance School degree course. It provides agilities in order to improve the student’s position in the digital world. The degree course is open for all at Second Chance Schools. The teacher according to the students’ needs and beliefs provides the guidelines to be followed. They can be updated from time to time. Teaching loops is elementary in the algorithm theory. In High Schools loops and algorithms are the main field at computing lessons. The usage of Microworlds software is up to the teacher in recent years. This phenomenon is very rare at Second Chance schools and this is the first time that it is implemented. Using a poll, students’ beliefs and views were stored and analyzed by the usage of statistical software in order to extract the results. Family situation, work and age constitute a strong factor of the student’s agilities. Sex does not make any difference, fact that is confirmed by other researches.
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Murray, JaneAnne, Sean Hecker, Michael Skocpol, and Marissa Elkins. "Second Look = Second Chance." Federal Sentencing Reporter 33, no. 5 (June 1, 2021): 341–50. http://dx.doi.org/10.1525/fsr.2021.33.5.341.

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Giles, Judy. "Second Chance, Second Self?" Gender and Education 2, no. 3 (January 1990): 357–61. http://dx.doi.org/10.1080/0954025900020310.

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Farmer, Paul. "Second chance." Nursing Standard 17, no. 5 (October 16, 2002): 24. http://dx.doi.org/10.7748/ns.17.5.24.s41.

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Cox, Gary. "Second chance." Philosophers' Magazine, no. 49 (2010): 104–5. http://dx.doi.org/10.5840/tpm201049112.

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Check, Erika. "Second chance." Nature Medicine 13, no. 7 (June 29, 2007): 770–71. http://dx.doi.org/10.1038/nm0707-770.

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Dissertations / Theses on the topic "Seconda chance"

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TREVISANELLO, FEDERICA. "Una seconda "chance" in età adulta. Prospettive formative ed esistenziali tra lifelong learning e cura di sé." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14339.

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This study concerns the strategy of lifelong and life wide learning as a form of "taking care of oneself". I assume, as Beck and Bauman say, that nowadays we live in a "risk society" and in a "liquid" society. In this context, the world has become more complex and the future more unpredictable in comparison with only few decades ago. The former collective agents (workers, women, social movements in general) seem to have vanished and the prospect of a public solution to the problems posed by the new/post modernity is very slim. It is the individual who has to undertake responsibility for his/her own future. There are at least two ways of considering lifelong learning: the first focuses on personal ability to purchase the skills, the competences, the capabilities required by the market, and become a "lifelong learner" in order to continuously respond to market-place challenges and remain employable. Somehow the person has always got to learn and can never consider himself/herself a complete professional, citizen, individual but is obliged to follow adaptive strategies just to stay afloat. The second way tries to see the "positive" side of an epoch of uncertainty: if social roles and status have become less solid, it should be possible, in adult life, to have the opportunity to seek for an autonomous form of satisfactory life, where lifelong learning links with experience and original, personal ways of elaborating experience. In this perspective, lifelong learning is a construct that has to give account of the situated, historical, economical, political role that education experiences play at the individual level but also in the individual's social context. I investigate the link between "necessity and possibility" in the process of "Bildung" of subjectivities. There are social, structural and cultural bonds that strongly condition access to education and to the opportunity to find one's place into society and there must be some possibility to overcome those bonds. What are the resources that individuals can count on to express their aptitudes and yearnings? What is the role of gender differences in such a need? I can say that lifelong learning may be only one of many different strategies to respond to deep and latent needs concerning identity, membership, self-planning, gender. As no dominion disposals are given without some resistance disposals, I look at experiences of existential re-definition that take place through a fracture, a crisis, a withdrawal, and lead to a new equilibrium, where the people experiencing them look for a "second chance" in their lives. I de-construct the idea of "second chance" pointing up notions of falling, risk, gain and loss, crisis and opportunity, freedom of choice. Also, the courage to look for something considered "second best" - or the courage to quit aiming for a first place in a competitive and individualistic society is to be valued. In the concept of "second chance" there is a redeeming dimension: the idea that learning throughout one's life does not mean to accumulate knowledge, skills, competencies in a linear and adaptive process, but - on the contrary - can be an evolutionary process similar to that found in nature, expressed by the concept of "exaptation". By the term "exaptation" I refer to the ability of individuals to learn, develop and self construct using in a creative form what they already possess. Maybe this is a particular kind of wisdom. It is also necessary to re-think the role of education in individual life stories, the different weight and the different meaning that people give to it depending on the moments in which they come into contact with educational systems. The role of those responsible for educational processes must also change: there is a need for a more circular way of defining educational requirements and knowledge. And so, the research, moving from a critical theory of society and from a Foucoultian perspective (with regards to the categories of power, resistance and freedom), makes use of the method devised in Italy by Riccardo Massa and by the Clinic of Education, because it allows investigation of the latent and hidden dimensions of everyday actions and beliefs while simultaneously constructing new forms of knowledge and self-knowledge. The research participants are individuals who have decided to give themselves a "second chance": they are adult students in Bicocca and many of them have abandoned previous studies, some have changed their lifestyles and have experienced a personal crisis. In this research, narrative and auto/biographical pedagogy play a substantial role: this approach, as a matter of fact, in the last fifteen years has gained full recognition in many context (Denzin & Lincoln; West; Josso; Ferrarotti; Pineau; Demetrio; Formenti; Gonzàlez Monteagudo, etc) and has proved to be a powerful research method in its own right for understanding subjectivity and making subjective experiences more visible and intelligible. Above all, this approach, with the aim of critiquing hierarchical models, has important implications for the change of roles. It is a way of acquiring knowledge and a social action, that promotes self-directed learning and the appropriation of one's own education. For these reasons I selected a small group of adults (aged 34 and up) who have decided to give themselves a "second chance", taking possession of their own lives, and by so doing taking care of themselves. I investigated together with these people their life history and the roots of the "turning point". To carry out this research I used face-to-face instruments, such as open and in-depth interviews, into a clinic perspective. The Clinic of Education as a method that brings to light the hidden dimensions of actions and decisions, in other words the symbolic, cognitive, emotional and procedural latencies related to education, is the theoretical frame in which the research is inscribed.
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COTZA, VALERIA. "Il paradosso dell'inclusione. Uno studio di caso nel campo delle scuole popolari e della seconda opportunità." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2023. https://hdl.handle.net/10281/404415.

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La ricerca si inserisce nel framework teorico della Social Justice Education di declinazione più critica e radicale e si apre con un’analisi della letteratura sul fenomeno della dispersione scolastica e su quello delle scuole popolari e della seconda opportunità, considerate in virtù delle loro caratteristiche un baluardo nella lotta contro il disagio giovanile, l’emarginazione sociale e il rischio educativo. La parte empirica è dedicata a una ricerca di natura qualitativa imperniata su un intervento di contrasto alla dispersione scolastica nel campo delle scuole popolari e della seconda opportunità: nell’a.s. 2020/2021 è stato infatti portato avanti uno studio di caso avente per oggetto la Scuola Popolare “Antonia Vita” di Monza, una scuola che offre ai giovani d’età compresa tra i 13 e i 16 anni in condizione di svantaggio o rischio educativo un percorso educativo e didattico alternativo rispetto a quello del sistema-scuola tradizionale. Il principale obiettivo dello studio è quello di penetrare il modello pedagogico della Scuola Popolare, avviando una prima riflessione sul concetto stesso di “dispersione” e inoltre sul modello pedagogico del sistema d’istruzione nel suo complesso. A tal fine, lo studio di caso ha previsto due fasi distinte ma complementari: una prima fase prettamente conoscitiva, volta a esplorare le rappresentazioni e le percezioni di una pluralità di soggetti e stakeholder intorno ad alcune dimensioni della scuola e del lavoro educativo e didattico, facendo ricorso alla metodologia di ricerca e analisi della Grounded Theory costruttivista; e una seconda fase di Ricerca-Azione, volta a indagare le strategie di mediazione didattica che si attivano tra adulto esperto e studenti e nell’interazione tra pari. Nel primo caso sono state condotte 20 osservazioni partecipanti e 40 interviste non direttive e semi-strutturate; nel secondo caso è stato realizzato un Laboratorio di Robotica Educativa con gli studenti, che ha utilizzato come mediatore didattico Coderbot. I risultati arrivano innanzitutto a delineare il modello della Scuola Popolare, caratterizzato da un forte presidio educativo, da maggiore flessibilità, dinamicità e sostegno rispetto alla scuola tradizionale, dall’individualizzazione dei percorsi di apprendimento degli studenti e dal basso rapporto numerico che sussiste tra educatore/insegnante e alunni, che permette di seguire da vicino il singolo studente senza “lasciarlo perdere”. La Scuola presenta quindi molteplici diversità strutturali rispetto al sistema scolastico tradizionale, prima fra tutte la centralità accordata alla figura dell’educatore, che svolge un ruolo portante su più livelli. I risultati invitano allora a una riflessione sulle fragilità del sistema pubblico d’istruzione, da cui emergono specialmente alcuni bisogni formativi, in particolare per quanto riguarda la sfera socio-educativa. Inoltre, vengono discusse le strategie di mediazione didattica messe in pratica durante la fase di peer tutoring del Laboratorio e viene avanzata un’ipotesi circa l’efficacia di questa metodologia in contesti di forte deprivazione socio-linguistica. In linea con quanto esposto nella parte teorica e nelle domande di ricerca, i risultati delineano una prima decostruzione e ri-semantizzazione del concetto di “dispersione” alla luce di quello di “funzionamento”, proprio del modello bio-psico-sociale. La Scuola si configura inoltre quale esempio paradossale di inclusione: emerge infatti l’idea che per perseguire l’obiettivo di una maggiore equità e giustizia in ambito scolastico ci sia talvolta bisogno di prospettare percorsi alternativi e altamente individualizzati, che contrastino con un percorso canonico al quale sono legati vissuti di esclusione e difficoltà.
The research is part of the most critical and radical interpretation of the theoretical framework of Social Justice Education and starts with an analysis of the literature on the phenomenon of school drop-out and on that of the popular and second-chance schools, considered by virtue of their characteristics a bulwark in the fight against youth discomfort, social marginalisation and educational risk. The empirical part is dedicated to qualitative research centred on an intervention to combat school drop-out in the field of popular and second-chance schools: a case study was carried out in the school year 2020/2021 on the “Antonia Vita” Popular School in Monza, a school that offers young people aged between 13 and 16 in conditions of disadvantage or educational risk an alternative educational and didactic pathway to that of the traditional school system. The main objective of the study is to analyse the pedagogical model of the Popular School, initiating a first reflection on the concept of “drop-out” and also on the pedagogical model of the education system as a whole. To this end, the case study envisaged two distinct but complementary phases: a first, purely cognitive phase, aimed at exploring the representations and perceptions of a plurality of subjects and stakeholders regarding certain dimensions of the school and of educational and didactic work, resorting to the research and analytical methodology of the constructivist Grounded Theory; and a second phase of Research-Action, aimed at investigating the didactic mediation strategies that are activated between expert adults and students and in peer interaction. In the first case, 20 participant observations and 40 non-directive and semi-structured interviews were conducted; in the second case, an Educational Robotics Laboratory was carried out with the students, using Coderbot as a didactic mediator. First of all, the results show that the Popular School model is characterised by strong educational supervision, greater flexibility, dynamism and support than the traditional school, the individualisation of the students’ learning paths and the low numerical ratio between educator/teacher and pupils. This makes it possible to follow the individual student closely without “letting him or her get lost”. The school thus presents many structural differences with respect to the traditional school system, especially regarding the prominent position of the educator, who plays a supporting role on several levels. The results then invite reflection on the fragilities of the public education system, from which training needs emerge, particularly in the socio-educational sphere. Furthermore, the didactic mediation strategies put into practice during the peer tutoring phase of the Laboratory are discussed and a hypothesis is put forward regarding the effectiveness of this methodology in contexts of strong socio-linguistic deprivation. In line with the theoretical part and the research questions, the results outline an initial deconstruction and re-semantisation of the concept of “drop-out” in the light of that of “functioning”, proper to the bio-psycho-social model. The school is also configured as a paradoxical example of inclusion: in fact, the idea emerges that in order to pursue the objective of greater equity and justice in the school environment, there is sometimes a need to envisage alternative and highly individualised paths, which contrast with a canonical path to which experiences of exclusion and difficulty are linked.
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Beattie, Jessica Kathrine. "Second Life, Second Chance." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011809/.

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This is a collection of two stories, one fiction and one non-fiction, in communication with one another. Both stories explore how trauma can transform a life. In "Tabula Rasa," Mena is unable to recall her past after being beaten and left for dead. She must choose whether to uncover her past or forget it and move forward with her life. Set in a town run by witches, Mena learns that both choices are dangerous. In "Eternal Second," the narrator recounts the aftermath of her husband's suicide. She explores how trauma invades all aspects of her life. In both stories, women must navigate a new life created by the destruction of the old one.
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Martínez, Palomino Juan Agustín, Pachas Flor de Maria Guadalupe Ortiz, Cáceres Jhonny Daniel Salvatierra, and Gonzales Arturo Rodolfo Sánchez. "Second Chance." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652846.

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Second Chance nace como una idea de negocio alternativo al comercio de prendas de vestir basado en un enfoque sostenible ofreciendo una segunda oportunidad a las prendas de vestir en buen estado y desarrollar así un mercado de comercio en línea altamente rentable. Se identificaron dos problemáticas, en primer lugar, personas que poseen gran cantidad de prendas en desuso, las cuales se encuentran en buen estado y desearían poder deshacerse de ellas a cambio de un ingreso monetario, en segundo lugar, personal que estarían dispuestas a comprar prendas de segunda mano de calidad a bajo precio y en buen estado ya que no cuentan con efectivo suficiente para adquirir las prendas nuevas, es así que Second Chance desarrolla una plataforma web con la finalidad de dar atención a estos problemas identificados proveyendo un espacio practico y seguro. Los clientes potenciales de la compañía pertenecen a un sector socioeconómico B y C con estilo de vida moderno y progresista. El mercado al cual se enfoca el negocio es uno existente, sin embargo, la propuesta de valor del proyecto espera promover la moda sostenible como alternativa de consumo. Para ello Second Chance cuenta con un equipo altamente calificado para desempeñarse en cada una de las unidades administrativas. Se proyecta generar un alto índice de rentabilidad al finalizar el quinto año de operaciones, así también, luego de analizar dos escenarios, optimista y pesimista, se obtiene resultados positivos de alta rentabilidad y alta probabilidad de viabilidad para el proyecto.
Second Chance was born as an alternative business idea to the clothing trade based on a sustainable approach, giving second chance to clothing in good condition and developing a highly profitable online trading market. Two problems were identified, the first one, people who have a large number of obsolete garments, which are in good condition and they wish they could get rid of them at the change of a monetary income, the second one, there are people who would be willing to buy garments second-hand quality at a low price and in good condition since they do not have enough cash to purchase the new garments, so Second Chance develops a web platform in order to address these identified problems, demonstrating a practical and safe space to buy. The company's potential customers affected are a socio-economic sector B and C with a modern and progressive lifestyle. The market to which the business focuses is an existing one, however, the value proposition of the project hopes to promote sustainable fashion as an alternative for consumption. For this Second Chance has a highly qualified team to perform in each of the administrative units. It is projected to generate a high profitability index at the end of the fifth year of operations, as well as, after analyzing two scenarios, optimistic and pessimistic, positive results of high profitability and high probability of viability for the project are obtained.
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Cleary, Naomi. "Second chances." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1327350409.

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Heiden, Elishia. "Somebody Else’s Second Chance." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699902/.

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Charles Baxter, in his essay “Dysfunctional Narratives: or: ‘Mistakes Were Made,’” implies that all trauma narrative is synonymous with “dysfunctional narrative,” or narrative that leaves all characters unaccountable. He writes: “In such fiction, people and events are often accused of turning the protagonist into the kind of person the protagonist is, usually an unhappy person. That’s the whole story. When blame has been assigned, the story is over.” For Baxter, trauma narrative lets everyone “off the hook,” so to speak. He would say that we write about our bitter lemonade to make excuses for our poor choices, and “audiences of fellow victims” read our tales, because their lemonade and their choices carry equal bitterness, and they require equal excuses. While trauma narrative can soothe us, as can other narrative genres, we should not dismiss trauma fiction because of a sweeping generalization. Trauma fiction also allows us to explore the missing parts of our autobiographical narratives and to explore the effects of trauma—two endeavors not fully possible without fiction. As explained in more detail later, the human mind requires narrative to formulate an identity. Trauma disrupts this process, because “trauma does not lie in the possession of the individual, to be recounted at will, but rather acts as a haunting or possessive influence which not only insistently and intrusively returns but is, moreover, experienced for the first time only in its belated repetition.” Because literature can speak what “theory cannot say,” we need fiction to speak in otherwise silent spaces. Fiction allows us to express, analyze, and comprehend what we could not otherwise.
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Peat, Maggie. "Second fiddle or second chance? : the significance of grandfatherhood." Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422539.

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Fitzgerald, Sharon. "Adults studying for matric : a second chance." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/17278.

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This study focuses on a group of African adult students who were registered at St. Anthony's Adult Education Centre on the East Rand in order to complete the secondary education they did not complete at school. It investigates why adult students perceive education, and the matric examination in particular, to be of importance. To this end, an empirical survey was carried out to approach an understanding of the views and perceptions adult students had of themselves and what they were doing and why the empirical survey looks at the question of matric "from below" so to speak, through the eyes of the adult students. In the belief that education is about people and their needs, it is hoped that the empirical survey will bring us closer to the adult students involved. However, to examine the views and perceptions of the adult students in isolation would deny them the contextual richness that gives them life. For this reason, the empirical survey is preceded by a theoretical discourse which offers three perspectives or ways of understanding the education system for Africans: education as a means towards social advancement; education as the reproduction of cultural capital and education as social reproduction. It is hoped that these diverse explanations may not only give insight into the views and experiences of the adult students who took part in the empirical survey, but also offer contrasting thoughts on the role of the education system and the matric examination in particular. Indeed, in the light of the question asked by the title, it is hoped that the contrasting perspectives will contribute to an understanding of the nature of the "second chance" adult students believe they have by studying towards matric.
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Simpson, Zoe May. "The return of teen mothers to the formal school system : redeeming the second chance to complete secondary education." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14998/.

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Countries across the world attend to the phenomenon of teen motherhood in varying ways and from varying points of emphases. My research focused on teen motherhood in the Jamaican context, where teen pregnancy is perceived to be a social problem. In 1978, the Jamaican Government initiated the Women's Centre Programme for Adolescent Mothers. The Programme intervention seeks to provide continued education for teen mothers during their pregnancy, and to return them to the formal school system, subsequent to the birth of their babies. Previous research found that a significant number of teen mothers in Jamaica do not complete their secondary education after their return to school. My research contended that, with the high cost of executing the Programme, and with the benefits to be derived from secondary education, every effort should be made to ensure that the teen mothers complete their secondary education. My research therefore sought to identify the factors that facilitate or frustrate the completion of secondary education for teen mothers who enroll in the Programme and return to the formal school system. My research found that completion was facilitated by: preparation to return to school, internal fortitude, post-placement monitoring, familial support, as well as institutional support. Completion was frustrated by: inadequate preparation to return to school, insufficient post-placement monitoring, inadequate coping skills, little or no familial support, financial constraints, domestic challenges, and a second pregnancy. My research also found a disparity between the 'pre-placement' and 'post-placement' components of the intervention. In a timely way, my research will help to meet national and international objectives: in particular, the Millennium Development Goals; Vision 2030 Jamaica. My research amplifies the voice of teen mothers in Jamaica; it provides a platform from which teen mothers may tell their own stories; it should reconfigure the national posture toward teen mothers. The findings of my research should: offer helpful insights into the experiences of teen mothers who are returned to school; add to the body of knowledge surrounding teen motherhood; and provoke further study into the phenomenon, not just in Jamaica but also in the Caribbean at large.
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Ross, Sharon M. "Youth transitions : re-entry into second chance education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1891.

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The issue of school non-completion continues to be a matter of concern for policy makers and educators in Australia today. Despite the efforts of governments and school systems to make education more responsive to the needs and interests of young people, recent findings testify to a persistent number of early school leavers who were not fully engaged in learning or work. Though numerically small, they are considered to be a socially significant group who face potential risks of long-term unemployment and poverty because of their lack of educational attainment. There is evidence to suggest that young people who are unable to fit in with the traditional school environment and are alienated from schooling for various reasons are able to effectively re-engage with learning through second chance education in Technical and Further Education (TAFE) colleges. This is based mainly on research undertaken in New South Wales, Victoria and South Australia. This portfolio explored the educational experiences of a small group of school non-completers, aged 15 years to 19 years, in Western Australia, with a specific focus on two crucial stages of their transition; their premature exit from school and their re-engagement through second chance programmes in the TAFE environment. The portfolio developed a set of recommendations that spells out in a coherent way, what might be done, to make the transition out of school and the re-entry into TAFE an informed and empowering experience for young people. In order to achieve this, the portfolio first examined the wider literature on the socio- economic, cultural and technological changes at the global level that constitute the terrain through which young people navigate their transitions. This provided the basis for a closer scrutiny of global impacts on local settings and their influence on young people's decisions about leaving and returning to education. More specifically, the vast body of literature on early school leaving and the small but significant studies on re-entry through second chance education were examined in order to provide a deep understanding of the context in which second chance education operates. The conceptual framework that underpinned the portfolio drew on the notions of resistance and voiced research to critique existing explanations of early school leaving. Through the concept of agency, the potential of young people to actively shape their educational transitions amidst enabling and constraining structural forces was also explored. The inquiry section of the portfolio consisted of a series of inter-related, small -scale investigations aimed to identify the potential factors impacting on students' decisions to leave and the efficacy of TAFE in facilitating the re-engagement of early school leavers. A set of principles and guidelines are provided to advance and sustain policy and practice for second chance education. Practical strategies for teaching and learning are provided, along with inclusive practices and support mechanisms for students and staff conducive to the development of a more effective approach to improving the quality of young people's educational transitional experiences.
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Books on the topic "Seconda chance"

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Milaneschi, Francesca. La seconda chance: Bilinguismo e auto-traduzione nell'opera di Samuel Beckett. Roma: Aracne, 2013.

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Émilie, Rofas, ed. Seconde chance. Paris: Éd. France loisirs, 2006.

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Banks, Maya. Seconde chance. Paris: Milady romance, 2014.

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Second chance. New York, N.Y: Plume, 2008.

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Steel, Danielle. Second chance. New York: Delacorte Press, 2004.

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Holland, Henry. Second chance. [S.l.]: H. Holland, 1988.

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Jackson, Kate. Second chance. Leicester: Linford, 2012.

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Jane, Green. Second chance. New York: Viking, 2007.

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Steel, Danielle. Second chance. London: BCA, 2004.

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Second chance. [Bath]: BBC Audiobooks, 2007.

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Book chapters on the topic "Seconda chance"

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Goode, James F. "Second Chance." In The United States and Iran, 125–37. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25596-2_10.

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Grobman, Steve, and Allison Cerra. "No Second Chance." In The Second Economy, 59–75. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2229-4_4.

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O’Connor, Jocelyn. "Second Chance Motherhood." In Motherhood, Mental Illness and Recovery, 155–59. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-01318-3_16.

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Rosengarten, Ruth. "Album." In Second Chance, 93–110. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.06.

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Rosengarten, Ruth. "Hair." In Second Chance, 23–46. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.02.

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Rosengarten, Ruth. "Time." In Second Chance, 181–92. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.11.

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Rosengarten, Ruth. "Afterword." In Second Chance, 254–57. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.17.

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Rosengarten, Ruth. "Unforgotten." In Second Chance, 165–80. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.10.

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Rosengarten, Ruth. "Situating." In Second Chance, 1–22. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.01.

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Rosengarten, Ruth. "Hair." In Second Chance, 243–53. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.16.

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Conference papers on the topic "Seconda chance"

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Rula, John P., Zachary S. Bischof, and Fabian E. Bustamante. "Second Chance." In SIGCOMM '15: ACM SIGCOMM 2015 Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787394.2787400.

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Marziliano, Pasquale A., Antonella Veltri, Giuliano Menguzzato, Gaetano Pellicone, and Vittoria Coletta. "A comparative study between “default method” and “stock change method” of Good Practice Guidance for Land Use, Land-Use Change and Forestry (IPCC, 2003) to evaluate carbon stock changes in forest." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-pam-com.

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Maetzke, Federico Guglielmo, Sebastiano Cullotta, Marcello Miozzo, Luciano Saporito, Sebastiano Sferlazza, and Donato Salvatore La Mela Veca. "Climate change resilience of Mediterranean forests." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-fgm-res.

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romano, severino, luigi fanelli, mauro viccaro, francesco di napoli, and mario cozzi. "Climate change and the sink function of forest." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/cis-sr-cam.

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Portoghesi, Luigi. "Forest and global change: will silviculture still have a role?" In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-lp-bos.

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Back, Philipp. "Real-World Reinforcement Learning: Observations from Two Successful Cases." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.20.

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Abstract:
Reinforcement Learning (RL) is a machine learning technique that enables artificial agents to learn optimal strategies for sequential decision-making problems. RL has achieved superhuman performance in artificial domains, yet real-world applications remain rare. We explore the drivers of successful RL adoption for solving practical business problems. We rely on publicly available secondary data on two cases: data center cooling at Google and trade order execution at JPMorgan. We perform thematic analysis using a pre-defined coding framework based on the known challenges to real-world RL by DulacArnold, Mankowitz, & Hester (2019). First, we find that RL works best when the problem dynamics can be simulated. Second, the ability to encode the desired agent behavior as a reward function is critical. Third, safety constraints are often necessary in the context of trial-and-error learning. Our work is amongst the first in Information Systems to discuss the practical business value of the emerging AI subfield of RL.
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Dickerson, Bob, Chrystopher L. Nehaniv, and Paul Wernick. "Plus ca change...but what changes and what stays the same?" In Second International IEEE Workshop on Software Evolvability. IEEE, 2006. http://dx.doi.org/10.1109/software-evolvability.2006.5.

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Mariotti, Barbara, Alberto Maltoni, and Andrea Tani. "Forest nursery stock production and new chances resulting from the “Target Plant Concept”." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-bm-pro.

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Ramayanam, S., and J. Puchalski. "Lymphomatous Pleural Effusion and Second Chances." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a5858.

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Dani, Andrea, and Federico Preti. "Slope stability temporal changes due to timber harvesting." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-ad-evo.

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Reports on the topic "Seconda chance"

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Maggio, Marco Di, Ankit Kalda, and Vincent Yao. Second Chance: Life without Student Debt. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25810.

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Welters, Linda, Elizabeth Beasley, Nicole Dee-Collins, Sallie Gilcrease, and Catherine Lukens. Second Chances for Paisley Shawls. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1929.

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Vignoli, Daniele. Fertility change in Egypt: from second to third birth. Rostock: Max Planck Institute for Demographic Research, April 2006. http://dx.doi.org/10.4054/mpidr-wp-2006-011.

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Salvanes, Kjell G., Richard Blundell, and Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, August 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.

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Prasad, Rajiv, and Lai-Yung Leung. Potential Impacts of Accelerated Climate Change: Second Annual Report of Work. Office of Scientific and Technical Information (OSTI), July 2019. http://dx.doi.org/10.2172/1593340.

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Galal, Khaled, Thomas White, and Adam Hand. Second Phase Study of Change in In-Service Asphalt (Vol 1of2). West Lafayette, IN: Purdue University, 2000. http://dx.doi.org/10.5703/1288284313309.

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Galal, Khaled, Thomas White, and Adam Hand. Second Phase Study of Change in In-Service Asphalt (Vol 1of2). West Lafayette, IN: Purdue University, 2000. http://dx.doi.org/10.5703/1288284313310.

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Farkac, Ailene. The Media?s Presentation of The Second Chance Act: Funding for Reentry Following Prison. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.108.

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Jiang, Xuan, Kelly Chen, Zeynep Hansen, and Scott Lowe. A Second Chance at Success? Effects of College Grade Forgiveness Policies on Student Outcomes. Cambridge, MA: National Bureau of Economic Research, November 2021. http://dx.doi.org/10.3386/w29493.

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Song, Xiaofei. Search for Second Generation Leptoquarks in the dimuon channel. Office of Scientific and Technical Information (OSTI), August 2005. http://dx.doi.org/10.2172/1415852.

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