Relevant bibliographies by topics / Seconda opportunità

Academic literature on the topic 'Seconda opportunità'

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

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Journal articles on the topic "Seconda opportunità"

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Nardi, Andrea. "PROGETTARE UN LIBRO DI TESTO DIGITALE TRA CRITICITÀ E OPPORTUNITÀ." Media Education 9, no. 2 (May 4, 2020): 252–74. http://dx.doi.org/10.36253/me-8813.

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In Italia la vigente cornice legislativa prevede nelle scuole la transizione al libro di testo elettronico e individua nei docenti i principali soggetti coinvolti nell’autoproduzione e valutazione di questi materiali didattici digitali. Nel presente studio vengono descritti il design, lo sviluppo e la valutazione di un prototipo di libro di testo digitale, multimediale e interattivo, nel tentativo di indagare le principali criticità poste dalla sua realizzazione, i possibili elementi di innovazione rispetto al tradizionale libro di testo, e fornire delle linee-guida ai docenti sempre più responsabili della scrittura e validazione di queste nuove tipologie di testi. Per valutare l’usabilità cognitivo-didattica del prototipo è stato somministrato un questionario a un panel di esperti. Nella prima parte dell’articolo vengono descritti i risultati della rassegna della letteratura svolta al fine di rintracciare buone regole e principi di design; la seconda parte descrive lo sviluppo del prototipo e la procedura di raccolta e analisi dei dati. I risultati ottenuti vengono successivamente discussi ed infine si cerca di trarre qualche conclusione da quanto emerso. In Italy the current legislative framework foresees the transition to the electronic textbook in schools and identifies teachers as the main subjects involved in the self-production and evaluation of these digital teaching materials. This paper describes the design, development and evaluation of a digital, multimedia and interactive textbook prototype, in an attempt to investigate the main critical issues raised by its implementation and the possible elements of innovation compared to the traditional textbook. In addition, it provides guidelines for teachers who are increasingly responsible for the writing and validation of these new types of texts. To assess the cognitive-didactic usability of the prototype, a questionnaire was given to a panel of experts. The first part of the paper describes the outcomes of the literature review carried out in order to draw effective design principles; the second part illustrates the prototype development and the procedure adopted to collect and analyze data. The results are then discussed and finally some conclusions are drawn.
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Marcocci, Giuseppe. "Tra cristianesimo e Islam: le vite parallele degli schiavi abissini in India (secolo XVI)." SOCIETÀ E STORIA, no. 138 (November 2012): 807–22. http://dx.doi.org/10.3280/ss2012-138007.

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L'articolo prende in esame le storie connesse di due schiavi abissini vissuti nelle regioni dell'India nord-occidentale a cavallo fra il tardo Cinquecento e il primo Seicento. Esso intende riflettere sulle diverse opportunitÀ che si offrivano ai membri di questo specifico gruppo sociale dalla religiositÀ incerta, a seconda che si trovassero a vivere sotto un potere musulmano, o sotto un potere cristiano, con particolare riguardo per l'impero portoghese, dove contro i convertiti era attiva l'Inquisizione. Lo studio ravvicinato di due vite parallele permette di approfondire relazioni e conoscenze che si trovavano alla base degli spostamenti e dei destini degli schiavi abissini.
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Matiello, Suzana Terezinha. "Educare alla vita buona del vangelo negli ambiti della vita sociale. La scuola: laboratorio di cultura e di umanitá." Caminhos de Diálogo 7, no. 10 (August 31, 2019): 6. http://dx.doi.org/10.7213/cd.a7n10p6-20.

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Nella prima parte del lavoro troveranno spazio alcune riflessioni suggerite dallo studio del documento della Conferenza Episcopale Italiana Educare alla vita buona del vangelo. Nella seconda parte si osserverà come la Regola d’oro costituisca una valida opportunità educativa per una civiltà della fraternità e del rispetto reciproco. Si noterà anche secondo il docomento della Commissione Teologica Internazionale, alla ricerca di un’ética universale: nuovo sguardo sulla legge naturale, come uomini di diverse culture e religioni “hanno progressivamente elaborato e sviluppato tradizioni di sapienza nelle quali esprimono e trasmettono la loro visione del mondo, come pure la loro percezione riflessa del posto che l’essere umano occupa nella società e nel cosmo”, Infine nella terza parte verrà riportata un’esperienza di lavoro a livello scolastico condotta con spirito evangelico cercando di mettere in pratica proprio la regola d’oro - la scuola, vero laboratorio di cultura e di umanità.
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Zanini, Andrea. "Formazione professionale e sviluppo: gli esordi dell'istruzione alberghiera in Italia." SOCIETÀ E STORIA, no. 136 (July 2012): 355–86. http://dx.doi.org/10.3280/ss2012-136005.

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Questo articolo traccia l'evoluzione dell'offerta formativa alberghiera in Italia dalle origini alla vigilia della seconda guerra mondiale. Agli inizi del Novecento il settore ricettivo italiano č caratterizzato da una scarsitÀ di forza lavoro che ne limita lo sviluppo. Secondo l'opinione degli albergatori questa situazione č causata dall'assenza di un adeguato sistema formativo. In conseguenza di ciň, dal volgere del secolo in avanti, la SocietÀ italiana degli albergatori (l'associazione degli imprenditori) porta avanti numerosi tentativi per avviare una specifica scuola. Sfortunatamente nessuno di questi riuscirÀ, cosicché la prima scuola per lavoratori d'albergo sarÀ aperta solo nel 1914 dal Touring club italiano. Dopo la prima guerra mondiale le opportunitÀ formative per il personale d'hotel aumentano considerevolmente, grazie anche all'intervento statale mediante specifici enti, come l'Enit o l'Enfala, e per effetto della riforma delle scuole di avviamento professionale. In ogni caso, nonostante le diverse proposte avanzate in questo periodo, l'autore sostiene che lo sforzo di realizzare un moderno sistema formativo per gli addetti al settore ricettivo, come quello svizzero e tedesco, non puň dirsi pienamente riuscito.
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Beltramini, Lucia. "Violenza nelle coppie di adolescenti." Evaluation von Psychotherapieverläufen 12, no. 1 (April 2022): 95–98. http://dx.doi.org/10.30820/1664-9583-2022-1-95.

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La violenza nelle coppie di adolescenti è un fenomeno frequente. Dati di ricerca raccolti prima della pandemia da Covid-19 evidenziano come in almeno una coppia di giovani su dieci le ragazze subiscano forme di violenza psicologica, fisica e sessuale, con esiti importanti sulla loro salute. Tali violenze possono essere esercitate di persona o tramite modalità online; nei periodi di confinamento legati all’emergenza sanitaria questa seconda tipologia di violenza sembra aver visto maggiore diffusione. Raramente ragazze/i vittime di violenza chiedono aiuto per la violenza che subiscono. Durante la pandemia formulare questa richiesta potrebbe essere risultato ancora più complesso a causa della chiusura di scuole e servizi. Tuttavia, quando un adolescente sceglie di raccontare la propria storia, è particolarmente importante che si senta creduta/o, rispettata/o e sostenuta/o, per rendere il momento della condivisione una reale opportunità di crescita personale e di possibile uscita dalla violenza.
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Orientale Caputo, Giustina, Alessio Buonomo, and Giuseppe Gargiulo. "Cosa farò da grande? Progetti, aspirazioni e prospettive degli studenti con background migratorio." MONDI MIGRANTI, no. 3 (December 2021): 157–77. http://dx.doi.org/10.3280/mm2021-003008.

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Figli del paradosso dell'integrazione (Wrench, Rea e Ouali, 1992), per gli studenti con background migratorio la scuola è il principale elemento costitutivo degli oriz-zonti di attesa (Jedlowski, 2017). Nonostante miglioramenti, i dati (MIUR, 2019) indicano che questi studenti hanno maggiori probabilità di fare esperienza del fe-nomeno di tracking. Dall'analisi di focus group condotti in alcune scuole seconda-rie di primo grado a Napoli, si configura la presenza del paradosso delle aspirazioni (Salikutluk, 2013). Se, da un lato, gli approcci dell'ottimismo degli immigrati e delle opportunità bloccate sembrano spiegare alte aspirazioni, dall'altro, adottando la teoria degli altri significativi, insegnanti e gruppo dei pari sembrano giocare un ruo-lo ambiguo. In particolare, parrebbero essere le forme di esclusione più o meno in-tenzionali generate dalle istituzioni scolastiche (Serpieri e Grimaldi, 2013) a riverbe-rare con più forza sulle aspirazioni, prefigurando pericolose profezie che si auto-avverano (Ravecca, 2009).
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North, Brian. "THE CEFR COMPANION VOLUME AND THE ACTION-ORIENTED APPROACH." Italiano LinguaDue 14, no. 2 (January 18, 2023): 1–23. http://dx.doi.org/10.54103/2037-3597/19566.

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This article is organized in two parts: Sections 1-3 concern the CEFR Companion Volume, describing briefly what it is, what it contains, the paradigm shift it seeks to foster, and how it was developed. The second part, sections 4-6, goes into more detail on the action-oriented approach, giving an overview in section 4, an explanation of the crucial concept of the social agent in section 5, and a discussion of the three key aspects of the approach – affordances, agency and collaborative tasks – in section 6. Il QCER Volume complementare e l’approccio orientato all’azione Questo articolo è organizzato in due parti: Le sezioni 1-3 riguardano il Volume Complementar del QCER, descrivendo brevemente che cos’è, cosa contiene, il cambiamento di paradigma che cerca di promuovere e come è stato sviluppato. La seconda parte, le sezioni 4-6, approfondisce l’approccio orientato all’azione, fornendo, nella sezione 4, un quadro di riferimento, nella sezione 5 una spiegazione del cruciale cruciale di agente sociale e, nella sezione 6, una discussione sui tre aspetti chiave dell’approccio: opportunità di azione, apprendimento attivo e task collaborativi.
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Smelser, Neil J., and Traduzione di Ettore Recchi. "RIFLESSIONI SULLA METODOLOGIA DEGLI STUDI COMPARATI." Italian Political Science Review/Rivista Italiana di Scienza Politica 26, no. 1 (April 1996): 3–19. http://dx.doi.org/10.1017/s0048840200024023.

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Sono passati vent'anni da quando pubblicai Comparative Methods in the Social Sciences (Smelser 1976). Il libro riscosse un certo interesse da parte della sociologia e della scienza politica. Tuttavia, dovrei mettere in chiaro che la sua pubblicazione fu in qualche modo singolare. Nella mia carriera non mi sono mai considerato un metodologo, malgrado in alcuni periodi abbia insegnato metodologia. E benché ritenga che il messaggio di quel volume sia congruente con gran parte della mia ricerca sostantiva, avevo scritto ben poco sui metodi di comparazione prima dell'uscita del libro, e niente ho scritto sul tema in seguito. L'invito a tenere una lezione presso l'Istituto Universitario Europeo mi ha offerto una gradita opportunità di passare in rassegna alcuni sviluppi occorsi dopo la seconda metà degli anni Settanta e di elaborare nuove riflessioni su alcune tematiche metodologiche nelle scienze sociali comparatistiche. Queste mie riflessioni si svilupperanno in quattro parti: a) alcune informazioni sui precedenti della stesura del libro e un'analisi retrospettiva dei suoi contenuti e dei suoi scopi intellettuali; b) una rassegna dei contributi alla letteratura sulla metodologia comparatista che sono apparsi in seguito; c) un tentativo di mettere ordine in questa letteratura confusa; d) una breve riconsiderazione finale di un paio di problemi centrali che verranno allo scoperto in questa presentazione.
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De Maria, Francesco. "The role of educational conditions in defining migratory potential: the case of the young people of the Ivory Coast." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 279–96. http://dx.doi.org/10.36253/form-12860.

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The paper is part of the international debate on the theme of human mobility with a transversal and developing educational perspective in the field of Migration Studies. It presents a research work carried out in Ivory Coast on the potential educational dimension of migration related to the search for better living and working opportunities. We discuss the results related to the study of the educational conditions of a potential migrant subjects, considered as variables that affect the conformation of the migration aspiration and allow a better understanding of the situations in which the birth of the desire to leave can occur, regardless of the presence or absence of the ability to migrate. The research followed a qualitative-quantitative approach in line with the methodological framework of Mixed Methods Research, adopting an exploratory-sequential design, arriving at the construction of a transferable model of analysis of the migratory potential which is composed of four main categories: migration project, educational conditions, migratory aspiration and learning potential. The aim of this paper is to present the results to the second category. Il ruolo delle condizioni educative nella definizione del potenziale migratorio: il caso dei giovani della Costa d’Avorio. Il contributo si colloca all’interno del dibattito internazionale sul tema della mobilità umana con una prospettiva educativa trasversale e in divenire nell’ambito dei Migration Studies. Si presenta un lavoro di ricerca realizzato in Costa d’Avorio sulla dimensione formativa potenziale della migrazione legata alla ricerca di migliori opportunità di vita e di lavoro. Nello specifico vengono discussi i risultati relativi allo studio delle condizioni educative di un pubblico potenziale migrante, considerate come variabili che incidono nella conformazione dell’aspirazione migratoria e che permettono una maggiore comprensione delle situazioni in cui può verificarsi la nascita del desiderio di partire, a prescindere dalla presenza o meno della capacità di emigrare. La ricerca ha seguito un approccio quali-quantitativo in linea con l’impianto metodologico dei Mixed Methods Research, adottando un disegno di tipo esplorativo-sequenziale, arrivando alla costruzione di un modello di analisi del potenziale migratorio trasferibile e composto da quattro categorie principali: progetto di migrazione, condizioni educative, aspirazione migratoria e potenziale di conoscenza. Ai fini del presente lavoro, vengono qui presentati i risultati relativi alla seconda delle quattro categorie.
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Danesi, Sandro. "Public administration, European funds and NRRP (National Recovery and Resilience Plan) (Italian PNRR): the system and management of public incentives for the territorial development." Valori e Valutazioni 31 (February 2023): 115–25. http://dx.doi.org/10.48264/vvsiev-20223109.

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The choices of the Public Administration (PA), the needs of the territory, the policies for the local economic development, the use of public funding constitute an inseparable combination aimed at creating development opportunities and therefore also to create work for the collectivity. In the current period characterized by globalization, the competitiveness of a territory can be facilitated by a PA responding to the needs of the time, that is, a real production organization capable of responding concretely, assuming a strategic role in the implementation of the development measures indicated in the economic planning tools and in the management of a large amount of public financial resources. In fact, the NRRP considers as a priority both the modernization of the Public Administration (PA) and the strengthening of the administrative capacity of the public sector, with the goal of engaging and spending the available financial resources with participatory and shared projects where the public-private partnership assumes a strategic role. Le scelte della Pubblica Amministrazione (PA), le necessità del territorio, le politiche per lo sviluppo economico locale, l’impiego dei finanziamenti pubblici costituiscono un connubio inscindibile finalizzato a creare opportunità di sviluppo e quindi di lavoro per la collettività. Nell’attuale periodo caratterizzato dalla globalizzazione, la competitività di un territorio potrà essere agevolata da una PA rispondente alle necessità del tempo, cioè una vera e propria organizzazione produttiva in grado di rispondere concretamente, assumendo un ruolo strategico nell’attuazione delle misure di sviluppo indicate negli strumenti di programmazione economica e nella gestione di un ingente quantità di risorse finanziarie pubbliche. Infatti, il PNRR reputa prioritaria sia la modernizzazione della Pubblica Amministrazione, sia il rafforzamento della capacità amministrativa del settore pubblico, con l’obiettivo di impegnare e spendere le risorse finanziarie disponibili con progetti partecipati e condivisi dove il partenariato pubblico-privato assume un ruolo strategico. È evidente quindi che programmare lo sviluppo dei territori e definire le modalità di utilizzo dei finanziamenti pubblici sia una funzione che coinvolge le Istituzioni pubbliche, a seconda delle rispettive competenze legislative, dal livello europeo rappresentato dall’Unione Europea fino ad arrivare a livello statale, regionale e lo- cale rappresentato dal Comune. È con questo approccio che il paper prova a dare un input centrando l’attenzione sul ruolo strategico delle Istituzioni, sia di livello locale che quelle sovraordinate, sia sulla necessità di conoscere gli strumenti di programmazione economica, al fine di comprendere quali tipologie progettuali mettere in atto utilizzando e ottimizzando i relativi finanziamenti pubblici messi a disposizione.
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Dissertations / Theses on the topic "Seconda opportunità"

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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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Bozzetti, Alessandro <1986&gt. "Seconde generazioni e istruzione universitaria: opportunità e sfide." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/8246/1/Bozzetti_Alessandro_Tesi.pdf.

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Nel contesto italiano si può ormai parlare di una presenza migratoria strutturale, stabile e sviluppatasi su più generazioni, in cui quelle giovani si affacciano visibilmente ai livelli scolastico-educativi più elevati, interessando anche quello universitario. Gli approfondimenti ad oggi condotti sul percorso formativo dei giovani con alle spalle un background migratorio hanno seguito la maturazione demografica della popolazione a cui si riferiscono, non andando oltre il ciclo secondario d’istruzione. Dato che il background socio-economico e il capitale culturale dei genitori o di altri adulti significativi influenzano le scelte formative dei giovani, appare di estremo interesse approfondire il peso che l’origine straniera ha nella decisione di intraprendere un percorso educativo di lungo periodo. Dopo un'approfondita analisi dei dati disponibili a livello nazionale, la ricerca si focalizza nel dettaglio sul caso dell'Università di Bologna: tramite un approccio quanti-qualitativo (survey online e interviste semi-strutturate), l'elaborato qui presentato è mosso da un doppio obiettivo: da un lato ha valenza prettamente esplorativa, andando ad indagare un fenomeno, ad ora, pressoché ignorato, ancorché in continuo aumento; dall’altro si propone di studiare i percorsi biografici ed educativi che hanno portato gli studenti con background migratorio ad accedere agli studi universitari, così da approfondire non solo l’incidenza delle classiche variabili associate in letteratura a percorsi formativi di successo, ma anche quegli aspetti, propri di un’educazione di tipo universitario, che intervengono in un momento successivo. L’individuazione degli aspetti caratterizzati da maggiori criticità, così come una riflessione che possa permettere di fornire, ove possibile, indicazioni concrete in termini di percorsi di socializzazione e integrazione attiva a supporto della pianificazione e della gestione di politiche inclusive, principalmente a livello scolastico-universitario, potrebbero portare a nuove prospettive e a nuovi stimoli nella ricerca sulle seconda generazioni, così da evitare che le barriere già presenti possano trasformarsi in veri e propri vincoli strutturali.
Nowadays Italy has been experiencing a structural, stable and multigenerational migratory presence in which new generations have been increasingly getting access to the highest social and educational levels, including university. The educational choices young people make are either influenced by their social, cultural and economic background and also by their parents or other significant adults’ cultural background. Despite the fact that several researches were made on the presence of second-generation students in primary and secondary school, the state of research about the second generation students enrolled in the Italian University is still very poor: starting from theories such as segmented assimilation and selective acculturation, this research aims to examine the challenges and, simultaneously, the resources faced by young immigrants when they go on to university. After the quantification of the phenomenon at the Italian level, the research focused on the case of the University of Bologna: thanks to the collection of quantitative (online survey) and qualitative (semi-structured interviews) material, the resarch highlights the reasons that led the students to the decision to enroll to university, their results and their short and long-term projects. The ultimate goal is to provide guidance on the implementation of policies at national and educational level, which can concretely promote the full inclusion of second-generation students within the higher education system.
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Andersen, Axel, Emil Hristov, and Hamid Karimi. "Second Life : New opportunity for higher educational institutions." Thesis, Jönköping University, JIBS, Business Administration, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1326.

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Bachelor thesis within Business Administration

Title: Second Life – New opportunity for higher educational institutions

Authors: Axel Andersen, Emil Hristov & Hamid Karimi

Tutor: Olga Sasinovskaya

Date: May, 2008

Subject terms: Second Life, virtual worlds, distance learning, marketing, universities, stu-dents, interactions

Executive summary

Background: Virtual worlds such as Second Life have been used in the corporate world for a few years now. However, it is only recently that higher educational institutions have seen the marketing and educational potential inside this world. Several hundred universities around the world are currently involved in Second Life and a majority of them give fully accredited academic courses inside SL. As traditional distance learning can sometimes be interpreted as low on interactions, SL represents a new means for interactive distance learn-ing.

Purpose: The purpose of this study is to explore if, why and to what extent Second Life can be used as a marketing and pedagogical tool within higher educational institutions.

Method: A mixed qualitative and quantitative method was utilized in this study. For the qualitative side: in-depth interviews with SL teachers from five universities around the world were held and these were complemented by observations at educational institutions inside SL. For the quantitative side: a questionnaire was designed and sent out to 50 SL-students. This primary data have been combined with appropriate secondary data concern-ing distance learning and education within SL.

Theoretical framework: The theoretical framework can be divided into two main sec-tions: a marketing section with primarily service management theories and a pedagogical section where cognitive apprenticeship theory is applied.

Conclusion: Higher educational institutions can use SL to promote their schools to pro-spective students and to other stakeholders such as new teacher recruits. All of the univer-sities that were under our scrutiny felt SL had strengthened their university’s brand. Fur-thermore, SL represents an opportunity for universities that are looking to increase col-laborations with other international universities and who are interested in enhancing the public image of themselves as pioneering and global universities. Therefore, it is highly ad-visable that a university such as JIBS enters SL, if not on pedagogical reasons then on stra-tegic and marketing reasons. In general, a majority of the students interviewed were satis-fied or very satisfied with the quality of the SL-courses they had taken and an overwhelm-ing majority would recommend SL-courses to other students. The empirical findings showed that the most frequent courses taken within SL are design courses, although no limits were perceived to exist of which courses that can be held within SL. A majority of the students also felt SL aided their learning experience. However, due to some of the cur-rent flaws of SL – such as the slow graphics and the high demands of computer hardware – SL should be viewed mainly as a learning tool that complements, rather than substitutes other current educational forms.

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Tebaldini, Sara <1990&gt. "Nuove opportunità per le marche: il second screen e la social TV advertising." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/7848.

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L’obiettivo di ricerca del mio elaborato prende in considerazione il fenomeno del second screen e della social TV, in particolare la ricerca verte nell’analisi della social TV advertising nel contesto pubblicitario italiano. La prima parte è finalizzata allo studio della letteratura sui temi della pubblicità ed i suoi effetti sul consumatore, principalmente su tre aspetti psicologici: cognitivi, conativi ed affettivi. Successivamente si sono presi in considerazione i fenomeni attuali del second e multi screen dei nuovi consumatori digitali con un focus sul fenomeno della social TV e i suoi campi di azione che sono i social network. La seconda parte è dedicata all’analisi empirica dei principali trend della pubblicità prendendo in considerazione delle rilevazioni sugli spot che vanno in onda nelle emittenti televisive italiane, in un determinato lasso di tempo. Lo studio cercherà di dare risposte a come i brand stanno sfruttando questo fenomeno del second screen e della social TV, interrogandosi anche su come basano le loro strategie per far in modo che gli spot da offline passino online restando al passo con i tempi e con consumatori sempre più digital oriented.
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Adam, Janet Elizabeth. "Equal educational opportunity in Scotland's comprehensive secondary schools : a Capabilities Approach." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6770/.

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Despite the laudable inclusive policies in Scotland such as Getting it Right for Every Child and Curriculum for Excellence, it is clear that some young people still do not experience equal access to educational opportunity. With education at its heart, the Capabilities Approach is a theory of social justice that starts with a commitment to the equal dignity of all human beings and focuses on choice or freedom. Offering an alternative means of measuring wellbeing or advantage rather than the traditional measurements such Gross National Product, the Capabilities Approach, particularly Martha Nussbaum’s list of capabilities, is a useful framework to assess how pupils and teachers in Scotland’s schools are faring. Using complementary sociological and philosophical perspectives and a literary thread of fictional characters from texts taught in Scottish schools, this dissertation shows how Scottish educational policies are deeply concerned with social justice and equity. However, there are barriers standing in the way of equal access to educational opportunity for some young people. As well as individual and micro structures addressed by the Capabilities Approach, macro structures in our society also play a role in perpetuating social injustice. A critical sociological perspective enriches the account by considering the economic and political institutions of society: unequal class structures and possession of the various forms of capital; austerity; precarity; the attainment agenda and the deficit ideology. Bourdieu’s notion of the various forms of capital is threaded through the dissertation, highlighting how possession of capital is advantageous to upper and middle class families whereas lack of capital can be disadvantageous to young people from working class and disadvantaged backgrounds. Bourdieu’s theory of habitus illuminates the inherited reproduction of social conditions and how some young people adapt their choices in accordance with what they think is appropriate for them. Oppressive societal structures and lack of agency can influence and disempower young people but there is scant recognition of this in educational policies. Teachers can and do make a difference in young people’s lives and current educational reforms such as Curriculum for Excellence are aimed at achieving better educational outcomes for all children in Scotland. However, teachers too face obstacles in achieving equality of educational opportunity, such as challenges to teacher autonomy, hegemony, crisis discourse and the attainment agenda. I argue that the Capabilities Approach can shed new light on what teachers, school management teams, local authorities and the government need to do in order to work successfully towards educational equality in twenty-first century Scotland.
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Stanley, Christina C. "Back on track| Evaluating the impact of the Opportunity program." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573281.

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Education leaders have turned to alternative schools and classroom settings for help as students continue to fail classes and fall behind in acquiring the required units for graduation. Alternative programs, such as Opportunity Education, help at-risk students make academic progress, recover graduation units, learn appropriate classroom behavior, reintegrate into the comprehensive high school setting, and graduate from a comprehensive high school. The purpose of this study was to evaluate the impact of participation in the Opportunity Program on student academic success. Data included graduation units recovered, graduation requirements met in the comprehensive or alternative setting, attendance rates, and length of time spent in alternative education. Findings indicate that students in the Opportunity program did not recover sufficient graduation units while enrolled but did improve daily school attendance during and after exit from the program. The majority of students enrolled in the Opportunity program did not return to the comprehensive high school setting, sustain academic progress, or graduate on time with their four-year cohort. At-risk factors continued to influence students' academic progress after intervention.

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Gill, Sujata (Sujata Elizabeth) Carleton University Dissertation Sociology and Anthropology. "Opportunity and availability: two more links in Schumann's acculturation model for second language acquisition." Ottawa, 1997.

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Sohul, Munawwar Mahmud. "Spectrum Opportunity Duration Assurance: A Primary-Secondary Cooperation Approach for Spectrum Sharing Systems." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/88018.

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The radio spectrum dependent applications are facing a huge scarcity of the resource. To address this issue, future wireless systems require new wireless network architectures and new approaches to spectrum management. Spectrum sharing has emerged as a promising solution to address the radio frequency (RF) spectrum bottleneck. Although spectrum sharing is intended to provide flexible use of the spectrum, the architecture of the existing approaches, such as TV White Space [1] and Citizen Broadband Radio Services (CBRS) [2], have a relatively fixed sharing framework. This fixed structure limits the applicability of the architecture to other bands where the relationship between various new users and different types of legacy users co-exist. Specifically, an important aspect of sharing that has not been explored enough is the cooperation between the resource owner and the opportunistic user. Also in a shared spectrum system, the users do not have any information about the availability and duration of the available spectrum opportunities. This lack of understanding about the shared spectrum leads the research community to explore a number of core spectrum sharing tasks, such as opportunity detection, dynamic opportunity scheduling, and interference protection for the primary users, etc. This report proposes a Primary-Secondary Cooperation Framework to provide flexibility to all the involved parties in terms of choosing the level of cooperation that allow them to satisfy different objective priorities. The cooperation framework allows exchange of a probabilistic assurance: Spectrum Opportunity Duration Assurance (SODA) between the primary and secondary operations to improve the overall spectrum sharing experience for both the parties. This capability will give the spectrum sharing architectures new flexibility to handle evolutions in technologies, regulations, and the requirements of new bands being transitioned from fixed to share usage. In this dissertation we first look into the regulatory aspect of spectrum sharing. We analyze the Federal Communications Commission's (FCC) initiatives with regards to the commercial use of the 150 MHz spectrum block in the 3.5 GHz band. This analysis results into a Spectrum Access System (SAS) architecture and list of required functionalities. Then we address the nature of primary-secondary cooperation in spectrum sharing and propose to generate probabilistic assurances for spectrum opportunities. We use the generated assurance to observe the impact of cooperation from the perspective of spectrum sharing system management. We propose to incorporate primary user cooperation in the auctioning and resource allocation procedures to manage spectrum opportunities. We also analyze the improvement in spectrum sharing experience from the perspective of the primary and secondary users as a result of cooperation. We propose interference avoidance schemes that involve cooperation to improve the achievable quality of service. Primary-secondary cooperation has the potential to significantly influence the mechanism and outcomes of the spectrum sharing systems. Both the primary and secondary operations can benefit from cooperation in a sharing scenario. Based on the priorities of the primary and secondary operations, the users may decide on the level of cooperation that they are willing to participate. Also access to information about the availability and usability of the spectrum opportunity will result in efficient spectrum opportunity management and improved sharing performance for both the primary and secondary users. Thus offering assurances about the availability and duration of spectrum opportunity through primary-secondary cooperation will significantly improve the overall spectrum sharing experience. The research reported in this dissertation is expected to provide a fundamental analytical framework for characterizing and quantifying the implications of primary-secondary cooperation in a spectrum sharing context. It analyzes the technical challenges in modeling different level of cooperation and their impact on the spectrum sharing experience. We hope that this dissertation will establish the fundamentals of the spectrum sharing to allow the involved parties to participate in sharing mechanisms that is suitable to their objective priorities.
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Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools." Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.

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The aim of this research is to explore the social mechanisms and processes of curriculum change in two secondary schools, an urban secondary modern and a rural high school. The implementation of the Geography for the Young School Leaver Project provided the initial impetus for the research but as the schools' response to innovation was explored, other Projects and school-based initiatives became an integral part of the study. A first assumption was that the teaching in any curriculum area is partly determined by the system characteristics or cultural norms of the school. The thesis examines the negotiations between the innovators and the various reality definers. Value conflicts which surround the idea of educational change are often treated superficially. This research examines some of the conflicts engendered by innovation at a personal and ideological level. The style of the research was in an anthropological and phenomenological mode. An open-ended illuminative stance allowed issues immediate to the life of the schools to be explored. The researcher adopted an observer role. In one school, the GYSL Project was seen as a pathfinder for curriculum development. For some staff in the other school, the Project was perceived as reactionary, resulting in a process/content debate becoming the central issue. The research indicated that while senior management within a school can encourage curricular initiatives and provide a supportive framework, micro-politics and above all the personal philosophy and values of teachers, are the major determinants of a school's response to change in the curriculum.
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Holguin, Catalina. "Secondary schools as social capital builders : opportunity structures and response strategies in four cases in Spain." Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/612/.

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In 2006 Spain undertook a programme of building social capital as a means of bolstering social cohesion, trust, democratic values and mutual tolerance in the country. The thesis analyses the attempt by the Spanish government, starting in 2006, to build social capital and the role assigned to Spanish secondary schools. The thesis looks at the formulation of the policy and its subsequent transposing into regional legislation and implementation at the grassroots level. The empirical analysis assesses the policy’s implementation in four secondary schools in two regions-- Aragon and Castile Leon --immediately after the relevant legislation was put into place. Focus of the investigation is on the role that the regions and schools have played in the operationalisation of the national strategy. The thesis hypothesises that in the Spanish case: if the government can provide a well formulated and structured social capital building strategy, then secondary schools will be in a position to operate as effective social capital builders. The “dependent” variable in the thesis is defined as the secondary schools’ capacity to implement the national strategy that is based on six policy pillars. Thus, the basic unit of analysis in the thesis is the individual school and its capacity to carry out the functions stipulated in the national and regional legislation. The “independent” variables represent the components of the institutional and operational context. The study has found differences in the approach adopted by the two regions in the transfer of the national policy to the regional level indicating that it takes time for lower level institutions to fully put into place national policies. Accordingly, changes need to be made in the operationalisation of the six policy pillars as well as in encouraging the schools to become more pro-active in their implementation.
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Books on the topic "Seconda opportunità"

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Valentina, Cardinali, Lucidi Marcella, Fondazione Farefuturo, and Italianieuropei (Foundation), eds. Le nuove politiche per l'immigrazione: Sfide e opportunità : atti della seconda edizione dei Dialoghi asolani, Asolo, 16-17 ottobre 2009. Venezia: Marsilio, 2010.

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Cipriani, Alberto, ed. Partecipazione creativa dei lavoratori nella 'fabbrica intelligente'. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-716-0.

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Come potrà configurarsi il lavoro in futuro? Quali nuove realtà e valori emergeranno in seguito alle trasformazioni della Quarta Rivoluzione industriale? Quanto la partecipazione dei lavoratori risulterà decisiva per il successo delle organizzazioni? Il libro propone esperienze concrete di partecipazione ‘creativa’ di lavoratori e manager all’interno di aziende impegnate a sviluppare un’organizzazione intelligente. Nella prima parte del libro parlano operai, impiegati o dirigenti che possono avere anche ruoli negoziali in ordine alla contrattazione sindacale, ma che sono soprattutto impegnati affinché tutto funzioni, offrendo opportunità in grado di rigenerare i processi e valorizzare i lavoratori. Nella seconda parte sono contenute riflessioni e proposte su come le esperienze di partecipazione possono sollecitare il mondo accademico, le relazioni sindacali, le politiche e il sistema legislativo ad approfondire e tener conto dei nuovi bisogni del lavoro, al fine di costruire un circolo virtuoso che supporti imprese e lavoratori, direzione e partecipazione nelle sfide complesse poste dall’innovazione e dal mondo competitivo della produzione.
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Samuel, Coleman James. Equality of educational opportunity. Salem, N.H: Ayer Co., 1988.

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Dunn, Walter S. Second front now, 1943: An opportunity delayed. Tuscaloosa: University of Alabama Press, 2009.

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Carlson, Samuel. Secondary education in India: Universalizing opportunity. New Delhi: The World Bank, 2010.

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Carlson, Samuel. Secondary education in India: Universalizing opportunity. New Delhi: The World Bank, 2010.

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Educational Resources Information Center (U.S.), ed. Course taking in high school: Is opportunity equal? [Philadelphia, PA: Mid-Atlantic Regional Educational Laboratory, 1998.

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Office, Great Britain Scottish. Higher still: Opportunity for all. Edinburgh: The Office, 1994.

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Wolf, Patrick J. Evaluation of the DC Opportunity Scholarship Program: Second year report on participation. Washington, D.C.]: Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, U.S. Department of Education, 2006.

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Terry, Ilott, ed. The second bounce of the ball: Turning risk into opportunity. London: Phoenix, 2008.

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Book chapters on the topic "Seconda opportunità"

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Bustin, Richard. "Mentoring as a professional development opportunity." In Mentoring Geography Teachers in the Secondary School, 75–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003157120-8.

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Blossfeld, Pia Nicoletta. "Expansion of the Transition to Upper Secondary School and Its Consequences for Inequality of Educational Opportunities in East and West Germany." In Changes in Inequality of Educational Opportunity, 45–94. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22522-3_4.

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Menon, Radhika. "On the Margins of ‘Opportunity’: Urbanisation and Education in Delhi’s Metropolitan Fringe." In Second International Handbook of Urban Education, 445–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_25.

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Gallagher, H. Colin, and Nourollah Zarrinabadi. "The Opportunity to Communicate: A Social Network Approach to L2 WTC and Classroom-Based Research." In Second Language Learning and Teaching, 199–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67634-6_10.

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Philpott, Chris, Ruth Wright, Keith Evans, and Sally Zimmermann. "Addressing individual needs and equality of opportunity in music education." In Learning to Teach Music in the Secondary School, 173–93. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-13.

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Chachkin, Norman J. "Testing in Elementary and Secondary Schools: Can Misuse Be Avoided?" In Test Policy and the Politics of Opportunity Allocation: The Workplace and the Law, 163–87. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2502-1_8.

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Benasso, Sebastiano, Ruggero Cefalo, and Jenni Tikkanen. "Landscapes of Lifelong Learning Policies Across Europe: Conceptual Lenses." In Landscapes of Lifelong Learning Policies across Europe, 19–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96454-2_2.

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AbstractThe chapter provides an overview of the main theoretical perspective applied in the analysis of the case studies presented in second part of the book. The frameworks of life course research, Cultural Political Economy, and governance are thus reconstructed considering their integration with the opportunity structures perspective. Specifically, the notions of discursive and institutional opportunity structure are questioned, introducing the third dimension of relational opportunity structure.
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Sun, Xiangxia, Tengyi Zhang, and Danny H. K. Tsang. "Secondary User Selection in Cooperative Sensing Scheduling: A Spectrum Opportunity-Energy Tradeoff View." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 400–410. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30493-4_39.

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Reimers, Fernando M. "Learning from a Pandemic. The Impact of COVID-19 on Education Around the World." In Primary and Secondary Education During Covid-19, 1–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_1.

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AbstractThis introductory chapter sets the stage for the book, explaining the goals, methods, and significance of the comparative study. The chapter situates the theoretical significance of the study with respect to research on education and inequality, and argues that the rare, rapid, and massive change in the social context of schools caused by the pandemic provides a singular opportunity to study the relative autonomy of educational institutions from larger social structures implicated in the reproduction of inequality. The chapter provides a conceptual educational model to examine the impact of COVID-19 on educational opportunity. The chapter describes the evolution of the COVID-19 pandemic and how it resulted into school closures and in the rapid deployment of strategies of remote education. It examines available evidence on the duration of school closures, the implementation of remote education strategies, and known results in student access, engagement, learning, and well-being.
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Demain, Arnold L. "Microbial Secondary Metabolism: A New Theoretical Frontier for Academia, a New Opportunity for Industry." In Ciba Foundation Symposium 171 - Secondary Metabolites: their Function and Evolution, 3–23. Chichester, UK: John Wiley & Sons, Ltd., 2007. http://dx.doi.org/10.1002/9780470514344.ch2.

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Conference papers on the topic "Seconda opportunità"

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Vidale, Enrico, Riccardo Da Re, Marko Lovric, Giulia Corradini, and Davide Pettenella. "International trade of the NWFP: any opportunity for the Italian forest sector?" In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-ev-int.

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Rixon, Pierce M., and Michael C. Heimlich. "Quantifying secondary spectrum Whitespace Opportunity Distributions." In 2017 13th International Wireless Communications and Mobile Computing Conference (IWCMC). IEEE, 2017. http://dx.doi.org/10.1109/iwcmc.2017.7986360.

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Marin-Sánchez, Maria del Mar. "Tax credit in European Cooperatives. A second opportunity?" In 1st International Conference on Business Management. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/icbm.2015.1360.

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Fouad, Mohamed Mostafa M., Mostafa-Sami M. Mostafa, and Ahmed Reda Dawood. "SOPK: Second Opportunity Pairwise Key Scheme for Topology Control Protocols." In 2012 3rd International Conference on Intelligent Systems, Modelling and Simulation (ISMS). IEEE, 2012. http://dx.doi.org/10.1109/isms.2012.39.

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Burrage, Derek, Joel Wesson, David Wang, James Garrison, Nicole Quindara, George Ganoe, and Stephen Katzberg. "Airborne Observation of ocean surface roughness variations using a combination of microwave radiometer and reflectometer systems - The second Virginia offshore (Virgo II) experiment." In 2012 Workshop on Reflectometry Using GNSS and Other Signals of Opportunity (GNSS+R). IEEE, 2012. http://dx.doi.org/10.1109/gnssr.2012.6408260.

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Santana, Pedro C., Celso U. Juarez, and Martha A. Magana. "Augmented Education: An Opportunity for Digital Inclusion on Mexican Secondary Schools." In 2013 Mexican International Conference on Computer Science (ENC). IEEE, 2013. http://dx.doi.org/10.1109/enc.2013.16.

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Zhou, Liang, Jussi Kerttula, Nicolas Malm, Yihenew Beyene, Kalle Ruttik, Olav Tirkkonen, and Riku Jantti. "Creating secondary spectrum usage opportunity for D2D communication with interference cancellation." In 2015 IEEE International Symposium on Dynamic Spectrum Access Networks (DySPAN). IEEE, 2015. http://dx.doi.org/10.1109/dyspan.2015.7343914.

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Romano, Raoul, and Danilo Marandola. "Forest policy in Italy: a niche theme or a real opportunity for an integrated development of the Country? Weaknesses, opportunities and tools at the threshold of the 2014-2020 programming period." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-rr-pol.

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Yang, Wenjing, and Canqun Yang. "Exploiting Energy Saving Opportunity of Barrier Operation in MPI Programs." In 2008 Second Asia International Conference on Modelling & Simulation (AMS). IEEE, 2008. http://dx.doi.org/10.1109/ams.2008.80.

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Burnstein, D. "“Boyd V. Deaver - Litigation Strategies” videodisc: an opportunity to improve curriculum and prototype expert systems." In the second international conference. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/74014.74041.

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Reports on the topic "Seconda opportunità"

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Wankhade, Kavita, and Geetika Anand. JNNURM: An Opportunity for Sustainable Urbanisation (Secondary Review Analysis). Indian Institute for Human Settlements, 2012. http://dx.doi.org/10.24943/iihswps03.2012.

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Halligan, Eve A., and Jason L. Dornbush. High Altitude Ballooning: An Opportunity to take STEM Education Higher in the Secondary Classroom. Ames (Iowa): Iowa State University. Library. Digital Press, January 2011. http://dx.doi.org/10.31274/ahac.8135.

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GONCHAROVA, OKSANA. Electronic methodical manual «Methodological guidelines for the implementation of practical classes in the discipline "Environmental law" for students of the specialty 40.02.02 "Law enforcement" of secondary vocational education institutions». SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0442.18052021.

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Guidelines for the implementation of practical classes in the discipline " Environmental Law "are intended for students of the specialty 40.02.02" Law enforcement " of secondary vocational education institutions. The purpose of the guidelines is to provide a clear organization of practical classes in the discipline, to create an opportunity for students who were absent from the practical lesson to independently perform the work, to issue a report and to protect the work in a timely manner.
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GONCHAROVA, OKSANA. ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS". SIB-Expertise, July 2021. http://dx.doi.org/10.12731/er0475.12072021.

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ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. The purpose of the guidelines is to ensure a clear organization of laboratory classes in the discipline, to create an opportunity for students who were absent from the laboratory class to independently perform the work, issue a report and protect the work in a timely manner.
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GONCHAROVA, OKSANA. electronic methodological guide "Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" for students of the specialty 20.02.02 "Emergency protection" of secondary vocational education institutions". SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0462.02062021.

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Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" ARE INTENDED FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. THE PURPOSE OF THE GUIDELINES IS TO PROVIDE A CLEAR ORGANIZATION OF PRACTICAL CLASSES IN THE DISCIPLINE, TO CREATE AN OPPORTUNITY FOR STUDENTS WHO WERE ABSENT FROM THE PRACTICAL LESSON TO INDEPENDENTLY PERFORM THE WORK, TO ISSUE A REPORT AND TO PROTECT THE WORK IN A TIMELY MANNER.
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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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Shannon, Caitlin S., and Beverly Winikoff. Misoprostol: An emerging technology for women's health—Report of a seminar. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1002.

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On May 7–8, 2001, the Population Council and the Center for Reproductive Health Research & Policy of the University of California, San Francisco, convened a technical seminar in New York City on the use of misoprostol for women’s health indications. The seminar was designed to provide a forum for researchers, providers, women’s health advocates, and educators to exchange information with the goal of advancing the potential of misoprostol to improve women’s health. Participants discussed the state of the art in research, examined current clinical use of misoprostol, and created strategies for the future. The first day focused on scientific and clinical aspects of misoprostol use. The second day’s discussion centered on the future of misoprostol for women’s health, including identifying priorities for research and the role of provider groups and women’s health and advocacy organizations in helping to ensure misoprostol’s continued, appropriate use. At the end of each session, the group had an opportunity to share ideas and discuss unanswered questions. This report covers the key issues raised by each speaker and highlights general areas of discussion among participants.
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McDannell, K. T., N. Pinet, and D. R. Issler. Exhuming the Canadian Shield: preliminary interpretations from low-temperature thermochronology and significance for the sedimentary succession of the Hudson Bay Basin. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/326100.

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The geological history of the Canadian Shield is difficult to constrain because the sedimentary record is missing in those areas where Precambrian basement is exposed at the surface. This study presents preliminary results and interpretations of new apatite fission-track (AFT) analyses to elucidate the low-temperature (&amp;lt;120°C) history across Canada. The AFT modelling of samples from Southampton Island, in Nunavut, indicates that maximum temperatures varied between 62°C and 93°C during the Phanerozoic. Maximum burial occurred in the Devonian, but a second phase of Mesozoic burial is proposed, especially in the case for the sample recovered closest to the northern island-bounding normal faults. The AFT modelling of a sample from northern Ontario indicates that a maximum burial temperature of approximately 75°C was reached during the Late Devonian. Overall, these results demonstrate that the Hudson Bay sedimentary succession is the remnant of a more extensive and thicker sedimentary cover than is preserved. This study also provides the opportunity to discuss innovative methodology and modelling approaches for low-temperature thermochronology.
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Quak, Evert-jan. Guidance Note on Supporting a Demographic Transition in SSA. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.053.

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This guidance note is about how donors, can support a demographic transition in sub- Saharan Africa. The demographic transition is the evolution from high to low mortality and fertility rates, with associated changes in age structures. Countries in sub-Saharan Africa are on a trajectory of rapid population growth. Mortality rates have been declining for some time while fertility rates started to fall later and at a slower pace, resulting in high population growth. It is estimated that the population of sub-Saharan Africa will double between 2020 and 2050 to 2.5 billion. This guidance note refers to support from donors to governments in partner countries in two ways. First, support to adapt to the implications of rapid population growth. Second, support to accelerate the demographic transition. Countries in sub- Saharan Africa need to be prepared for population growth and, importantly, also for a unique “window of opportunity” that occurs when fertility rates fall consistently and at a high pace during the demographic transition. With the right investments, these countries could generate economic opportunities for growth, which in the literature is called the “demographic dividend”.
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Ravillard, Pauline, J. Enrique Chueca, Mariana Weiss, and Michelle Carvalho Metanias Hallack. Implications of the Energy Transition on Employment: Today’s Results, Tomorrow’s Needs. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003765.

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As countries progress in their energy transitions, new investments have the potential to create employment. This is crucial, as countries enter their post-pandemic recovery phase. An opportunity also arises to close the gender gap in the energy sector. However, how much will need to be invested, how many jobs will be created, and for whom, remain empirical questions. Little is also known about the needs of each country and their sectors in terms of future skills and training. The present work sheds light on these questions by carrying out a harmonized firm-level survey on employment in Chile, Uruguay, and Bolivia. Findings are manifold. First, firms in emerging sectors such as energy efficiency, electric mobility, battery, storage, hydrogen, and demand management, create more direct jobs than generation firms, including renewables. Second, these firms also have the potential to create employment that is local, permanent, and direct. Finally, they can contribute to closing the gender gap. However, this employment creation will not come on its own and will not be equal between countries. It will require improving the workforces qualifications and considering each countrys labor market and market structures specificities.
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