Journal articles on the topic 'Students – Social conditions – Italy'
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D'Arca, Renato. "Social, Cultural and Material Conditions of Students from Developing Countries in Italy." International Migration Review 28, no. 2 (1994): 355. http://dx.doi.org/10.2307/2546737.
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D'Arca, Renato. "Social, Cultural and Material Conditions of Students from Developing Countries in Italy." International Migration Review 28, no. 2 (June 1994): 355–69. http://dx.doi.org/10.1177/019791839402800207.
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Recent immigration to Italy features certain traits, one of which is the high rate of educational attainment by immigrants. According to various evaluations (ISPES, 1990), 59 percent of the immigrant population obtained a high school diploma, while 13.5 percent possessed a university degree. For approximately five years, the CE.R.FE. (Research and Documentation Center) has conducted research on the social, cultural and material conditions of immigrant university students, highlighting the ambiguity of their condition (in addition to their perceptions of themselves) oscillating continuously between the status of student and immigrant. In particular, sample research was conducted 2 on non-EC university students present in Milan, Perugia, Rome, and Bari. The study was able to compare data collected at different times to information in a first study conducted in 1986, 3 and a second completed in 1990. It is interesting to note that these different research periods coincided with intensive legislative action by the government promulgated two laws regulating non-EC immigration, Law No. 943/86 and Law No. 39/90. Increased interest on the part of the government as well as of the public and press toward the immigration problem influenced – even though marginally – the development of the students’ non-EC immigrant perceptions of themselves and their roles.
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Foubert, Petra, Alexander Maes, and Michelle Wilms. "Qualitative employment relationships for Ph.D. students in the EU?" European Labour Law Journal 11, no. 1 (January 21, 2020): 48–65. http://dx.doi.org/10.1177/2031952519900995.
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This contribution intends to shed light on the working conditions of Belgian and Italian Ph.D. students, from the angle of EU law. In Belgium these (mostly young) researchers can be recruited either as ‘Ph.D. fellows’ or ‘teaching assistants’. Ph.D. fellows have a student-like status: they touch a fellowship exempt from personal income tax. However, social contributions are being withheld, for them to enjoy social security benefits and build up pension rights. Teaching assistants have an employee-like position: they receive a salary which is subject to personal income tax as well as to social security contributions. In Italy, Ph.D. students have a standard student-like status, comparable to Belgian Ph.D. fellows. The working hypothesis is that the pressure that (Belgian) universities experience to speed up research efforts (and outcomes) does not necessarily lead to qualitative (employment) relationships but may, instead, create some sort of precarious work. In light of the recent work-life balance Directive, this contribution will illustrate the differences in status with regard to paternity and parental leave.
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Ciliberti, Rosagemma, Francesca Lantieri, Rosario Barranco, Camilla Tettamanti, Alessandro Bonsignore, and Francesco Ventura. "A Survey on Undergraduate Medical Students’ Perception of COVID-19 Vaccination." Vaccines 10, no. 9 (September 3, 2022): 1464. http://dx.doi.org/10.3390/vaccines10091464.
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The objectives of this study were to obtain information on medical students’ attitudes toward COVID-19 vaccination and to identify the main barriers to its acceptance. We conducted an anonymous online survey on a sample of undergraduate medical students from one main Italian University. The questions were aimed at exploring their attitudes toward vaccination to prevent COVID-19, their perceptions of the risk/threat of COVID-19 and the factors associated with their attitudes toward COVID-19 vaccination. A high percentage of students in our sample stated that they had been vaccinated or that they intended to be vaccinated against the COVID-19 coronavirus. A total of 239 questionnaires were analyzed. Age, social, geographic and demographic characteristics, health conditions and interest in vaccination were recorded; 93% of the students declared that they encouraged vaccination and 83% stated that the reason was “Moral responsibility towards the community”. Four students had not yet been vaccinated, mainly because of “Contradictory information on efficacy and safety”. The Likert-type questions revealed high agreement on the importance of vaccination and whether it should be made mandatory (“indispensable tool” and “ethical duty” were cited to explain this position). The results show a high level of acceptance of COVID-19 vaccination among these medical undergraduates who, being halfway through their training and involved in clinical practice, are already in possession of specific scientific knowledge and, to a small extent, come from different areas of Italy.
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Goffe, N., and I. Grishin. "Pandemic COVID-19 and Population Migration: Cases of Italy and Sweden." World Economy and International Relations 65, no. 12 (2021): 118–27. http://dx.doi.org/10.20542/0131-2227-2021-65-12-118-127.
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Having emerged in a global world with its high cross-border population mobility, the COVID‑19 pandemic could not but affect the basic characteristics of this process. Almost everywhere, partial or complete restrictions on movements between countries and within individual nations have been recognized as one of the most effective means of combating the spread of the infection. This resulted in a broad blocking of tourist flows and business trips, as well as in the increased difficulties of students studying abroad and the serious reduction of labour mobility. The problems associated with the need to regulate migration flows in emergency conditions are considered in the article using the example of two – at first glance different, but in fact clearly overlapping – country cases. The selection of Italy and Sweden is not accidental. These nations have demonstrated both similarities and differences in the objective circumstances and subjective factors that determined their chosen strategies to combat the pandemic and the priorities of their migration policies. The deep differences in socio-cultural traditions and the dissimilarity of these strategies between the two countries are reflected, in particular, in the divergent impact of COVID‑19 and its consequences on social cohesion, weakening it in Italy and strengthening it in Sweden. The increased relevance of the problem of migration in the mass consciousness that associated with the coronavirus pandemic is fraught with the emergence and spread of erroneous stereotypes, philistine phobias, and conspiracy theories. This explains the revival of the tendency to strengthen the role of anti-immigrant populist and nationalist parties and movements, which may lead to a corresponding change in the configuration and balance of political forces.
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Crescenza, Giorgio, Massimiliano Fiorucci, Maria Concetta Rossiello, and Lisa Stillo. "Education and the Pandemic: Distance Learning and the School-Family Relationship." Research in Education and Learning Innovation Archives, no. 26 (January 20, 2021): 73. http://dx.doi.org/10.7203/realia.26.18078.
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In this paper we present the preliminary results of a survey administered to Italian stu- dents, teachers and families to detect the conditions prevailing in the education sector in the time of Covid-19. The aims of the study were to analyze teachers’ new citizenship skills and families’ relationship skills in order to create a new school-family agreement that is suitable not only for face-to-face lessons but also for distance learning and that incorporates new participation compe- tences from all those involved. Responses to the questionnaires, created in semi-structured format, were received from 2,000 teachers, families and students from all over Italy. This explorative phase highlighted the profound distance-learning revolution that has been adopted by over 90% of edu- cation systems but that has also created enormous difficulties from the emotional and relational perspectives. Aspects such as personalization and individuality in the learning process have been deferred, especially for those with disabilities. The conclusions intend to open to feasible social- pedagogical projects that respond to educational, digital and social needs drawn from this research, heralding that the pandemic has brought us into a new age of education.
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Pociūtė, Birutė, Laima Bulotaitė, and Jurgita Lazauskaitė-Zabielskė. "Counselling at School: A Comparison of the Work Characteristics of School Counselling Professionals in Four Different Countries." Acta Paedagogica Vilnensia 42 (July 12, 2019): 59–74. http://dx.doi.org/10.15388/actpaed.42.4.
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The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247).In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years.The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.
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Berlanda, Fraizzoli, Cordova, and Pedrazza. "Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?" International Journal of Environmental Research and Public Health 16, no. 22 (November 12, 2019): 4439. http://dx.doi.org/10.3390/ijerph16224439.
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Teaching has been reported to be one of the most stressful occupations, with heavy psychological demands, including the need to develop positive relationships with students and their parents; relationships that, in turn, play a significant role in teachers’ well-being. It follows that the impact of any violence perpetrated by a student or parent against a teacher is particularly significant and represents a major occupational health concern. The present study examines for the first time the influence of the Job Demands-Control-Support Model on violence directed against teachers. Six hundred and eighty-six teachers working in elementary and high schools in north-east Italy completed an online, self-report questionnaire. Our findings reveal the role played by working conditions in determining teachers’ experience of violence: greater job demands are associated with most offense types, whereas the availability of diffused social support at school is associated with lower rates of harassment. Workload should be equally distributed and kept under control, and violence should gain its place in the shared daily monitoring of practices and experiences at school in order to provide a socially supportive work environment for all teachers.
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Pastori, Giulia, Valentina Pagani, Andrea Mangiatordi, and Alessandro Pepe. "Parents’ view on distance learning during lockdown. A national survey." Rivista Italiana di Educazione Familiare 18, no. 1 (June 19, 2021): 61–96. http://dx.doi.org/10.36253/rief-10256.
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During the COVID-19 emergency, between March and May 2020, Italy was in an almost complete lockdown situation and millions of Italian children of all ages, overnight, stopped going to school and started receiving telematic communications from teachers or educators. Lockdown and distance learning had a significant impact on the overall well-being of parents and students and this study represents a contribution to deepen the understanding of parents’ perceptions and observations on it. The study was an exploratory cross-sectional quantitative research project and the data was gathered through a structured computer-assisted web survey, administered right after the total lockdown, between May 19th and June 2nd, reaching out to 6.905 parents of 9.802 primary and secondary school children (5-18 year old children). The data gathered offered a clear picture of the conditions in which distance learning occurred during the months of lockdown and reliably detected an overall stressful situation for many families and many children and adolescents. Results highlight the weaknesses of distance learning, lacking crucial functions that constitutively distinguishes an “in-person” school, of socio-cultural protection, parental support, and social arena.
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Fedotova, N. N. "Structures and Meanings in the Agenda of The Scientific Community: an Overview of the International Conference." Concept: philosophy, religion, culture 5, no. 4 (December 23, 2021): 211–13. http://dx.doi.org/10.24833/2541-8831-2021-4-20-211-213.
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On October 22, 2021, MGIMO University hosted the international scientific conference Risks to the Human Capital of the Scientific Community in the Context of the COVID-19 Pandemic, organized by the Department of Sociology. The agenda of the conference included a wide variety of topics and issues related to self-identification of the scientific community in times of the COVID-19 pandemic. Its relevance and importance of the topic attracted participants from Russia, the Czech Republic, Italy, Belarus, Vietnam, Lebanon, Armenia, Brazil, Austria, China, Finland and Israel making it diverse and international. During the plenary session possibilities and boundaries of the use of the terms capital and risks in the sociological discourse were considered. The participants discussed global dilemmas of the civilization of the future, philosophical education in conditions of social turbulence, psychological factors in inflating risks and social instability as well as the demand for longterm humanistic trends to minimize risks for human academic capital in times of the pandemic. There were three sessions. The first one concentrated on the issue of human academic capital transformation in times of the pandemic. Its focus was on the effects of COVID on the sociological research agenda, new risks for social sciences (such as pseudoscientific arguments) and many others. The second session as devoted to digitalization with its influence, paradoxes, challenges, and risks. The speakers made it clear that digitalization today is not only a new research area, but a factor of producing social knowledge. This idea was illustrated by the analyses of advantages and disadvantages of scientometrics. The third session discussed the risks associated with digitalization of education and overall implications of the pandemic for the learning process. Both explicit and implicit, these implications of distant learning need to be considered. The participants spoke about digital competences and digital capital of university lecturers and professors, students’ academic mobility, etc. The sociological academic community welcome new perspectives and ideas, thus graduate students and masters were invited to participate in the conference together with experts. The conference bridged two main sociological trends: structural knowledge and comprehension. The former studies social institutions and structures and their functioning, while the latter investigates social actions and interactions, coupled with the meanings and intentions behind them. The current situation made it necessary to combine both approaches so that qualitative and quantitative methods would help study social structures, nuanced contexts, and values alike.
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ROZVADOVSKA, TETYANA. "SOCIALLY ORIENTED LEARNING AT HIGHER EDUCATION INSTITUTIONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 77–84. http://dx.doi.org/10.25128/2415-3605.20.2.11.
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The concept of Service-Learning has been presented in the article. The essence and features of Service-learning have been determined. The difference between Service-Learning, volunteering and practice have been indicated. Service- Learning at the university is aimed at solving community problems, but does not involve the acquisition of professional skills and is not a part of the course in the structure of the curriculum. Practice involves the acquisition of professional skills, but is not always aimed at solving community problems. Service-Learning is defined as an educational approach that unionizes the content of academic learning with the solution of real problems of the community. Service-Learning is the delivery of a service to the community within the context of an educational program of study. Typical features of Service - Learning are: Service - meeting of real needs of the community by working together with that community; Learning - implementing in the curriculum of students (students using their academic knowledge in fieldwork for meeting real needs and real problem solving in the community). The article has presented possibilities of introduction of Service-Learning in educational process of university. The stages and cross-cutting processes of development and implementation of a Service-Learning project have been characterized. The content of project activity in the context of Service-Learning have been idefined and detailed: motivation; diagnosis; design and planning; project implementation; closure. The content of cross-cutting processes in the system of Service-Learning has been revealed: reflection; ongoing record, systematization and communication; process evaluation or monitoring. Foreign and domestic practices of Service-Learning in the conditions of universities and non-formal education have been analyzed. The advantages of Service-Learning are determined not only for specialties with a certain social component (social work, educational, pedagogical sciences), but also for other specialties. Opportunities of extrapolation of experience of Service-Learning in universities of Italy, Slovakia, and Malaysia in Ukraine have been identified. Prospects for the transformation of forms and methods of Service-Learning in Ukraine Universities have been determined experimentally. The author investigates feasibility of implementation of Service-Learning in Ukrainian Universities. The feasibility has been defined by means of questionnaires. Survey analysis shows that the vast majority of students are willing to participate in projects or initiatives that address problems and meet community needs. Also, the vast majority of students think that such projects should be implemented in the curriculum.
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Benassi, David, Teresa Bertotti, Annamaria Campanini, and Paolo Rossi. "Social work and social workers in Italy." Trabajo Social Global-Global Social Work 11 (July 22, 2021): 1–29. http://dx.doi.org/10.30827/tsg-gsw.v11.20913.
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The article tackles the characteristics of social work in Italy, focusing on some specific features of this professional domain within the broader frame of the Italian welfare system. Indeed, given the historical roots of Italian welfare regime and the model of governance of policies, social assistance benefits and services are the less developed component of welfare provisions. This is one of the reasons for the late full acknowledgement and regulation of the social worker at the national level. In the first part of the article, we present the development of social work in Italy, with particular attention to the creation of academic courses and the formal regulation as a profession. Then we present the current situation of social work and social workers in Italy, taking into consideration the weakness of social assistance and the effects of the financial crisis. In fact, the crises had an impact on the dimensions and composition of vulnerable population, which is more and more large and fragmented, putting a growing pressure on social workers. At the same time, because fiscal austerity, resources for welfare benefits have been reduced in these years, changing the organizational settings and worsening the working conditions of social workers.
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Maheswari, K., and S. Kalaiselvan. "Socio Economic Conditions of Social Work Students." IOSR Journal of Humanities and Social Science 22, no. 01 (January 2017): 68–71. http://dx.doi.org/10.9790/0837-2201036871.
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Lazauskaitė-Zabielskė, Jurgita, Birutė Pociūtė, and Laima Bulotaitė. "The Role of Self-Efficacy for Satisfaction with Career Counselling and Goal Attainment Among Career Counsellors Working at Schools." Acta Paedagogica Vilnensia 43 (December 20, 2019): 141–55. http://dx.doi.org/10.15388/actpaed.43.10.
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Career counsellors working at schools are expected to promote students’ social, emotional, academic, and career development (Lindwall & Coleman, 2008). Despite the importance of career counselling at school (Anctil, Smith, Schenck, & Dahir, 2012; Osborn & Baggerly, 2004), school counsellors face barriers to implementing career counselling, including limited time because of competing demands, negative perceptions about career counselling from parents, teachers, and administration, and low school counsellor self-efficacy (Sanders, Welfare, & Culver, 2017). Considering the importance of career counselling and challenging working conditions, studies usually focus on individual antecedents of effective career counselling (Sawyer et al., 2013). Existing research reveals that self-efficacious consultants provide higher-quality career consulting services to various groups of employees (Bodenhorn & Skaggs, 2005; Larson & Daniels, 1998), are more satisfied with their job and experience less stress (Lent & Hackett, 1987). According to Larson and Daniels (1998), self-efficacy is the essential factor of successful career counselling. However, existing studies do not disclose the mechanism of why career consultants with higher self-efficacy perform consulting activities better. Therefore, this study is aimed to analyse the role of self-efficacy in the relationship between job resources (opportunity to develop and feedback), satisfaction with career counselling and goal attainment among career counsellors working at schools. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247). In total, 246 school career counsellors from Lithuania, Italy, Ireland, and Greece were surveyed online. Most of the participants (88.6 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counselling varied between 1 and more than 10 years.The results of the study revealed the importance of self-efficacy for satisfaction with career counselling and goal attainment. Self-efficacy moderated the relationship between the opportunity for development and feedback and satisfaction with career counselling, i. e. the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high. Furthermore, the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high. In other words, job resources are more important and better used by those career counsellors who rely on their abilities, can remain calm when facing difficulties in their job and find solutions when confronted with a problem. The limitations of the study together with practical implications are discussed.
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Carrión-Martínez, José Juan, Stefania Ciaccio, María del Mar Fernández-Martínez, Carmen María Hernández-Garre, and María Dolores Pérez-Esteban. "The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors." Social Sciences 10, no. 7 (July 15, 2021): 269. http://dx.doi.org/10.3390/socsci10070269.
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This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.
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Polesel, John, and Mary Leahy. "School tracking and social selection in northern Italy." European Educational Research Journal 18, no. 1 (June 15, 2018): 54–68. http://dx.doi.org/10.1177/1474904118780473.
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The links between tracked secondary schooling and social selection form part of a complex narrative regarding educational inequality in European schools. The relative contribution of family and school to unequal educational outcomes has dominated educational debates across the continent for more than 50 years. This article contributes to this debate by focusing on a sample of students in the final year of schooling in three schools in northern Italy. It asks whether there are social differences in enrolments and aspirations across the three different types of schools. It also considers whether aspirations can be linked to differences in levels of family support or to school-related factors. To examine these links, we consider four main ways of conceptualising aspirations and propose an approach that draws on theories explaining preference formation and choice.
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Frost, Elizabeth, Staffan Höjer, and Annamaria Campanini. "Readiness for practice: social work students' perspectives in England, Italy, and Sweden." European Journal of Social Work 16, no. 3 (July 2013): 327–43. http://dx.doi.org/10.1080/13691457.2012.716397.
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Santagati, Mariagrazia. "Writing Educational Success. The Strategies of Immigrant-Origin Students in Italian Secondary Schools." Social Sciences 10, no. 5 (May 19, 2021): 180. http://dx.doi.org/10.3390/socsci10050180.
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This article provides an insight into ethnic inequalities in education, from the point of view of successful students with an immigrant background. Since the 1990s, educational and migration studies have examined the unexpected pathways of disadvantaged students: researchers tested different hypotheses concerning drivers of success, highlighting social, family, and institutional mechanisms that have reproduced inequalities but also generated new opportunities. The educational success of students with a migrant background, however, is under-investigated in Italy, which represents a relevant context in which to explore the coexistence of persisting educational drawbacks and successful schooling for the children of migrants, born in Italy or abroad. Using data from a qualitative study carried out in northern Italy, the analysis is based on autobiographies written by an heterogenous group of 65 students of immigrant origin attending different types of upper secondary schools. The analysis reveals the presence of different meanings, attitudes, and narratives of success among these students, which vary according to the different cohorts of immigrant-origin students. Each group implements different successful strategies—standing out, working hard, waiting—inspired by individualistic and collective logics, which can imply specific risks for students and different types of impact on equal opportunities and social cohesion. These findings could open new avenues of research and intervention, helping policymakers and practitioners to think and act, given that success is indeed possible for immigrant-origin students.
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Chikina, Tatiana Evgenyevna, and Oxana Gennadievna Kolarkova. "SOCIAL-PEDAGOGICAL CONDITIONS OF FIRST-YEAR STUDENTS’ ADAPTATION." Sovremennye issledovaniya sotsialnykh problem, no. 9 (November 15, 2015): 607. http://dx.doi.org/10.12731/2218-7405-2015-9-47.
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Guo, Jing, Sarah Marshall, Jessica-Leigh Glasser, and Jessica Spillers. "Learning Global Social Conditions: A Broader View for Social Work Students." Social Work Education 35, no. 1 (November 11, 2015): 3–17. http://dx.doi.org/10.1080/02615479.2015.1109072.
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Fiorillo, Damiano. "Workers’ health and social relations in Italy." Journal of Economic Studies 43, no. 5 (October 10, 2016): 835–62. http://dx.doi.org/10.1108/jes-11-2014-0193.
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Purpose The purpose of this paper is to investigate whether social relations are associated with the health of workers. It uses two types of health status measures – self-reported and more objective health – and it considers two types of social relationships: individual social relations, measured through the frequency of meetings with friends; and contextual social relations, the average frequency with which people meet friends at the community level. Design/methodology/approach A probit model is estimated from the worker sample accounting for the possibility of selecting individuals in the labour market (selection equation). Then expanded probit models (including inverse Mills ratio) are used on both self-reported and more objective health measures using new data from an income and living conditions survey carried out in 2006 by the Italian Statistics Office. Robustness checks are employed to deal with possible problems when interpreting the results. Findings The study finds that social relations are correlated with health status of workers with differences among health outcomes. Social relations at the individual level are positively correlated with self-perceived health (SPH), negatively associated with chronic condition (CC) but not related to limitations in daily activities. Contextual social relations are negatively linked with CC and limitations in daily activities but not correlated with SPH. Research limitations/implications Although the results are consistent with the argument that individual and contextual social relations influence workers’ health, the author cannot prove causality. Social implications Improving the health of workers could reduce health inequalities and could increase work performance. The implication at a macro-economic level of an improvement in the health conditions of workers is relevant in Italy, where the level of labour productivity is low compared to the other developed countries (OECD, 2013). Policy makers should consider the benefits, both at social and economic level, of public policies designed to improve the social and physical infrastructure of social relations. Originality/value This paper is the first to relate individual and contextual social relations simultaneously to workers’ health. Moreover, it makes several other contributions to this area: it control for unobserved worker heterogeneity; it uses both subjective self-reported health as well as a more objective measure of health based on CC and limitations in activities of daily living; it adopts a multilevel approach to examine in the same framework the individual and contextual relationship of social relations with individual health status of workers, in so doing, filling a gap in the literature on social capital and public health.
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Riboldi, Ilaria, Chiara Alessandra Capogrosso, Susanna Piacenti, Angela Calabrese, Susanna Lucini Paioni, Francesco Bartoli, Cristina Crocamo, Giuseppe Carrà, Jo Armes, and Cath Taylor. "Mental Health and COVID-19 in University Students: Findings from a Qualitative, Comparative Study in Italy and the UK." International Journal of Environmental Research and Public Health 20, no. 5 (February 24, 2023): 4071. http://dx.doi.org/10.3390/ijerph20054071.
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Introduction: COVID-19 restrictions introduced several changes in university academic and social experience. Self-isolation and online teaching have amplified students’ mental health vulnerability. Thus, we aimed to explore feelings and perspectives about the impact of the pandemic on mental health, comparing students from Italy and the UK. Methods: Data were collected from the qualitative portion of “the CAMPUS study”, longitudinally assessing mental health of students at the University of Milano-Bicocca (Italy) and the University of Surrey (UK). We conducted in-depth interviews and thematically analysed the transcripts. Results: The explanatory model was developed from four themes identified across 33 interviews: anxiety exacerbated by COVID-19; putative mechanisms leading to poor mental health; the most vulnerable subgroups; and coping strategies. Generalised and social anxiety resulted from COVID-19 restrictions by being associated with loneliness, excessive time online, unhealthy management of time and space and poor communication with the university. Freshers, international students, and people on the extremes of the introversion/extroversion spectrum, were identified as vulnerable, while effective coping strategies included taking advantage of free time, connection with family and mental health support. The impact of COVID-19 was mostly related to academic issues by students from Italy, whereas to the drastic loss of social connectedness by the UK sample. Conclusions: Mental health support for students has an essential role, and measures that encourage communication and social connectedness are likely to be beneficial.
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Nikonova, Elina I., Natalia V. Mamitova, Alfiya M. Ishmuradova, Sergey A. Yakovlev, Galina S. Dulina, and Natalya T. Kolesnik. "Management of Students’ Training in Conditions of Social Partnership." International Electronic Journal of Mathematics Education 12, no. 1 (December 21, 2016): 25–34. http://dx.doi.org/10.29333/iejme/595.
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Christensen, Lois McFadyen. "Early Childhood Social Studies Learning for Social Justice." Social Studies Research and Practice 1, no. 2 (July 1, 2006): 262–67. http://dx.doi.org/10.1108/ssrp-02-2006-b0010.
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Early childhood social studies students deserve to learn in a powerful, in-depth fashion about their interests with teachers who facilitate cognitive and affective growth. Humanistic teachers offer democratic learning experiences characterized by exploration and inquiry within a challenging and caring environment. Growth toward acceptance of all types of diversity and every classmate is featured. Through discussion about social studies topics, learners proceed to graphically represent what they learn. This powerful social studies learning is found in Reggio Emilia, Italy. The tenets, strategies, and approaches are easily transferable and modified to create powerful and exemplar early childhood social studies learning for social rights and social justice. Early childhood is the perfect place to set social justice learning in motion.
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Dvoinikova, Elena, Ekaterina Bakshutova, Natalya Beylina, Olga Telnova, and Julia Vasilieva. "Problems of social and psychological adaptation of students in conditions of social deprivation." E3S Web of Conferences 273 (2021): 10027. http://dx.doi.org/10.1051/e3sconf/202127310027.
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The article is devoted to changes in the level of empathy and some structural components of social and psychological adaptation caused by social deprivation in a pandemic, which is the purpose of the work. The paper presents the results of an empirical study conducted in the first semester of the 2020-2021 academic year, when Samara State Technical University students were on distance learning. The sample consisted of 248 first-year students. The basis of the observation is a longitudinal research, during which the communicative activity of students in interaction with the teacher and with each other was recorded. In addition, students solved situational problems containing a description of the conflict, for a way out of which they had to offer solutions: none, one or several. The study confirmed the hypothesis put forward about possible changes in the level of empathy, the ability to solve situational problems and social and psychological adaptation in general among students studying remotely. Isolation in a pandemic is an objective measure for which humanity was not ready.
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Poli, Roberto. "Mastering social foresight – introduction to the special issue." On the Horizon 23, no. 2 (May 11, 2015): 81–84. http://dx.doi.org/10.1108/oth-02-2015-0005.
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Purpose – The purpose of this paper is a presentation of the guiding ideas underlining the master degree course in social foresight recently launched by the University of Trento (Italy). Design/methodology/approach – This paper is a reconstruction of the guiding ideas that have been used for designing the social foresight master degree. Findings – Students are exposed to a mix of contributions from futures studies, the human and social sciences (including psychology of decisions, social change, values and secondary analysis techniques) and mathematics (not only statistics, but also system theory and simulation). Originality/value – A unique look at the ideas behind the master degree course in social foresight at the University of Trento (Italy).
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Azzolini, Davide, Philipp Schnell, and John R. B. Palmer. "Educational Achievement Gaps between Immigrant and Native Students in Two “New” Immigration Countries." ANNALS of the American Academy of Political and Social Science 643, no. 1 (July 12, 2012): 46–77. http://dx.doi.org/10.1177/0002716212441590.
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The authors use 2009 Programme for International Student Assessment (PISA) data to determine how immigrant children in Italy and Spain compare with native students in reading and mathematics skills. Drawing on the vast empirical literature in countries with traditionally high rates of immigration, the authors test the extent to which the most well-established patterns and hypotheses of immigrant/native educational achievement gaps also apply to these comparatively “new” immigration countries. The authors find that both first- and second-generation immigrant students underperform natives in both countries. Although socioeconomic background and language skills contribute to the explanation of achievement gaps, significant differences remain within the countries even after controlling for those variables. While modeling socioeconomic background reduces the observed gaps to a very similar extent in both countries, language spoken at home is more strongly associated with achievement gaps in Italy. School-type differentiation, such as tracking in Italy and school ownership in Spain, do not reduce immigrant/native gaps, although in Italy tracking is strongly associated with immigrant students’ test scores.
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Capasso, Roberto, Maria Clelia Zurlo, and Andrew P. Smith. "Stress in Factory Workers in Italy." Psychology and Developing Societies 30, no. 2 (July 24, 2018): 199–233. http://dx.doi.org/10.1177/0971333618783397.
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The ethnicity and work-related stress model (EWS; Capasso, Zurlo, & Smith, 2018, British Journal of Education, Society & Behavioural Science, 15, 1–20) integrated EWS dimensions in a multidimensional perspective combining demographic (sex, education) and individual characteristics (coping styles, Type A and Type D), cultural dimensions (acculturation strategies, perceived racial discrimination), work characteristics (work demands, work resources, rewards) and appraisals (job stress/satisfaction), in the prediction of psychophysical health conditions in migrant workers. The current research aimed to test the application of the EWS in a sample of Moroccan factory workers and hypothesised significant and specific profiles of associations between individual, ethnic and work characteristics, with psychophysical health outcomes. A questionnaire consisting of five sections measuring sociodemographics and individual differences (coping styles/personality), cultural dimensions (acculturation strategies), work characteristics, appraisals (job satisfaction/stress) and subjectives reports of health was administered to 250 Moroccan factory workers in Italy. Data were analysed using logistic regression to evaluate the independent and combined effects of all dimensions reported on the risk of suffering health problems. Data revealed specific and significant associations of individual characteristics, cultural dimensions and job characteristics with health outcomes. Findings will be useful in defining psychological interventions to promote well-being in specific workplaces supporting the dimensions suggested by the model applied.
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Seppilli, Tullio. "SOCIAL CONDITIONS OF FERTILITY IN A RURAL COMMUNITY IN TRANSITION IN CENTRAL ITALY*." Annals of the New York Academy of Sciences 84, no. 17 (December 15, 2006): 959–62. http://dx.doi.org/10.1111/j.1749-6632.1960.tb39128.x.
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Игошина, Ирина, Irina Igoshina, Владимир Дресвянников, and Vladimir Dryesvyannikov. "Social market preferences of students." Russian Journal of Management 4, no. 3 (November 2, 2016): 393–400. http://dx.doi.org/10.12737/21971.
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Student community has always been looked at as a peculiar social barometer reflecting tendencies of public perception of social and economic reforms. The authors set a goal to study the values of the student community of a regional institution of higher education in modern Russia conditions as a basis for their life strategies. Analytical investigation lies not only in description of structural elements and characteristics of the social object under study, but also in finding out the courses determining its peculiarities and essence. The following sociological methods were used in the investigation: overt observation, content analysis of documents, mass survey, interviewing experts. The investigation of social and market behavior of students as the most dynamic group of the population makes it possible to assess the perception of reforms by the society, and not only in the present, but in the future as well, is practically important and necessary in work on developing social and economic reforms in Russia.
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Armonienė, Jūratė. "THE INFLUENCE OF SOCIAL CONDITIONS AND EDUCATION ON STUDENTS’ HEALTH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (December 5, 2010): 28–34. http://dx.doi.org/10.48127/gu-nse/10.7.28b.
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The paper, based on publications and scientific research of Lithuanian and foreign authors, presents the actual of health status and physical activity of young people. Scientific evidence has become compelling that a sedentary lifestyle carries a risk for the development of coronary artery disease, obesity, hypertension, and other chronic diseases of adulthood. These problems manifest during adulthood, they are lifelong processes with origins in pediatric years. Socialization processes and motivational factors should be emphasized to promote actine lifestyles among the young. The aim of the study to research pupils‘ physical activity and health at V-XI forms of the Basanavičiaus secondary school in Vilnius. The tasks of the study were to investigate the scientific, pedagogical and medical literature on the chosen topic, to examine pupils‘ mental and physical working capacity per day and per week, to evaluate physical activity during leisure time and to find out the causes of the physical passivity. The methods of investigation. The following methods for the accomplishment of the study were used The analysis of the literary sources (pedagogical, sociological, medical). Pedagogical–sociological methods: questionanaire survey, interview, pedagogical experiment. Statistical analysis. Conclusion Mental working capacity is influented by the following factors: the teaching methodsmaterial, process of promotion, the organisation of the pupils daily routine, school anxiety, support within the family, rest, addcharge during the lesson. It was established that different factors influence pupils‘ physical activity. The most important being the school conditions, aims of the activity and value orientations through wich the social system regulates the behaviour of the personality. Pedagogical factors are also very important: daytime table, leisure, business. The task of the school is to organize the learning process: to create a balance between intellectual and physical activities, to create a timetable wich satisfies both the need for exersise and learning. Key words: physical activity, health, social and pedagogical conditions, motivation.
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Lukatska, Ya. "CONDITIONS FOR SOCIAL COMPETENCE FORMATION OF STUDENTS IN HIGHER SCHOOL." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 69 (2020): 10–14. http://dx.doi.org/10.32840/1992-5786.2020.69-3.1.
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Bakhmat, Nataliia. "STUDENTS SOCIAL HEALTH FORMATION IN THE CONDITIONS OF DISTANCE LEARNING." Педагогічні науки: теорія, історія, інноваційні технології 9(103), no. 9(103) (November 30, 2020): 98–109. http://dx.doi.org/10.24139/2312-5993/2020.09/098-109.
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The article analyzes the theoretical aspects of the students’ social health formation in terms of distance learning, substantiates the issues covered in the scientific literature on improving the level of social health of students. It is established that formation of students’ social health in the conditions of distance learning depends on their readiness to fully realize themselves in society, the ability to unleash their potential in all areas of the social environment, the ability to apply modern technologies for learning and the ability to overcome psychological barriers to communication with a teacher, peers and self-organization.
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Ivanov, Vyacheslav A., Julia M. Tsarapkina, Marina R. Zheltukhina, Yuriy P. Nechay, and Fatima K. Urakova. "Social education of students in the conditions of electronic learning." Revista Amazonia Investiga 11, no. 49 (February 11, 2022): 175–81. http://dx.doi.org/10.34069/ai/2022.49.01.19.
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The purpose of the article is to analyze the essence of the process of social education in the process of transforming the ideas of elegiac. Methodology: the article presents analysis of social education at the university. An electronic survey among students made it possible to identify significant elements for social interaction and the student's realization as a qualified specialist in cyberspace. Results: the article reveals the socializing potential of constructive use of electronic, remote, information and communication technologies. Organization of social education process in the context of e-learning contributes to training of specialists who are ready to implement effective interaction in order to achieve personal and professional results.
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Mereu, Alessandra, Arianna Liori, Claudio Dessì, Mariano Girau, Derrick Clifford Mc Gilliard, Alessandra Sotgiu, Roberta Agabio, Paolo Contu, and Claudia Sardu. "Alcohol-Related Behaviour in Freshmen University Students in Sardinia, Italy." International Journal of Environmental Research and Public Health 18, no. 13 (July 5, 2021): 7203. http://dx.doi.org/10.3390/ijerph18137203.
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This study aims to provide a picture of University of Cagliari students’ alcohol-related behaviour and to explore factors associated with it. Data were collected by administering a questionnaire to 992 freshmen university students from different programs consisting of twelve closed questions, including three questions from the Alcohol Use Disorders Identification Test for Consumption (AUDIT-C short form). Three subgroups of alcohol-related behaviour were distinguished (risky drinkers, social drinkers and abstainers). In order to explore factors associated with patterns of alcohol consumption, a multivariate logistic regression was performed. The prevalence of risky drinkers was 35%. A binge-drinking behaviour at least once in the last twelve months was declared by 65% (more widespread in men and in students living away from their parents). Risky consumption is significantly associated with age of onset of alcohol use, living away from parents’ home, drinking outside meals and attending health courses. Regarding the levels of daily alcohol consumption perceived as a health risk, 66% of men and 88% of women indicate values higher than those recommended. The results underline the need for tailored prevention measures. University could be a promising setting to implement actions according to a health promotion perspective, to empower students to control their alcohol consumption.
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Murdock, Karla Klein, Leonardo Carlucci, and Michela Balsamo. "A Cross-Cultural Investigation of Co-Rumination Via Cellphone Among Emerging Adults." Journal of Social and Clinical Psychology 38, no. 8 (October 2019): 671–703. http://dx.doi.org/10.1521/jscp.2019.38.7.671.
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Introduction: This study investigated cellphone-mediated co-rumination and its association with emerging adults' anxiety, depression, and social functioning. Comparisons on the basis of gender and nation of residence (United States vs. Italy) were made, and the co-rumination subcomponent of co-brooding was explored. Method: Participants included 216 undergraduate students recruited in the southeastern United States and 375 students recruited in southern Italy. Results: Co-rumination via cellphone was associated with higher levels of anxiety and depression and lower levels of social self-efficacy in the U.S. sample. Analyses of the co-brooding element of co-rumination via cellphone revealed its robust association with anxiety and depression in the U.S. sample. In contrast, among Italian emerging adults co-rumination via cellphone was not associated with anxiety or depression and it was positively associated with social well-being. Co-brooding via cellphone was not associated with anxiety or depression in the Italy sample. Discussion: Cross-cultural and gender differences in co-rumination via cellphone and psychosocial functioning are discussed.
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Kazepov, Yuri, and Costanzo Ranci. "Is every country fit for social investment? Italy as an adverse case." Journal of European Social Policy 27, no. 1 (November 21, 2016): 90–104. http://dx.doi.org/10.1177/0958928716673314.
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The scientific debate on social investment (SI) is moving from an ideological and normative approach towards a more realistic one. Scholars are paying closer attention to the actual developments in social policy and to the contextual conditions and impacts of SI policies. Considering this, two main issues arise. First, that SI policies are politically feasible and likely to have positive impacts only if specific contextual conditions are met. Second, SI policies were supposed to have a positive impact on both inequalities and economic growth: a strong theoretical assumption that needs to be carefully tested. The Italian case will be used here to illustrate this new perspective and the consequences of the lack of contextual pre-conditions. For this reason, the article is divided into three parts. The first part will present our theoretical argument in the context of the most recent analytical accounts of SI policy in Europe. In particular we will argue that, given the lack of crucial structural pre-conditions, SI policies may have ambiguous and even unexpected negative impacts on both economic growth and equal opportunities. In the second and third parts, we will present empirical evidence of this ambiguity considering childcare and apprenticeship reforms in Italy. More specifically, based on empirical research carried out in Italy, we want to answer two questions: (1) Why is the Italian welfare state so ‘unfriendly’ to SI policies? What are the main factors explaining the limited room for SI policies? (2) When an SI approach is promoted in specific policy areas in Italy, what is its social and economic impact? Do these interventions achieve the positive results to be expected according to the SI approach? Finally, the last part synthesises the main arguments and aims to open a critical discussion on the structural pre-conditions of SI policies and the need for further analysis of the political economy contexts in which SI policy develops.
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Hidayah, Yayuk, Yusuf Faisal Ali, and Anis Suryaningsih. "Pro-Social Behaviour Analysis of Students through Students’ Organizations." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 369. http://dx.doi.org/10.26737/jetl.v5i2.1482.
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<p><span>Student organization as a place to develop the talents of the students in the form of aspirations, ideas, and creativity to provide opportunities for students to be able to nurture their sense of organization. In student organizations, students are met with certain conditions that bring on pro-social attitudes. </span><span>The purpose of this study is to analyze, describe, and assess the pro-social behaviour of students through student organizations. This research is descriptive qualitative research. Collecting data through observation, interviews and documentation. Analysis of the data is done by using the model of Miles and Huberman. This study results that students involved in student organizations have social behaviours such as empathy, social responsibility, and low egocentrism. </span><span>The factors that affect student Pro-social attitudes are the environment, knowledge and personality. Mankind as the main source in the organization should be able to develop individuals with certain criteria. Coaching intensively and encouragement over the ownership of Pro-social attitudes for students are solutions to the emergence of the smart and good citizen.</span></p>
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Jankovic, Slobodan. "Geopolitical thought in the Apennine peninsula: Teachers and students." Medjunarodni problemi 72, no. 1 (2020): 101–25. http://dx.doi.org/10.2298/medjp2001101j.
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Italy is one of the countries that developed a particular geopolitical thought in the first half of the 20th century, and it was abruptly ended with the fall of the fascist regime in Rome. The revival of geopolitics opened the question of the characteristics of this discipline in contemporary Italy. The author asks two research questions: 1) whether there is continuity with the old school, and if yes, in what measure? 2) What were the characteristics of Italian geopolitics in its formative period until 1943? The text has four chapters. The introductory part explains the context in which geopolitical thought in the Apennines arises in interaction with scientific and social-political changes in Europe and globally. The second part follows the roots, evolution, and conclusion of the geopolitical thought until 1943. The third chapter has two parts in which the author depicts the context in which geopolitics emerges again. In this part, the main authors, reviews and web sites are presented and analysed. In the concluding part of the text, the author defines three main lines of geopolitical thought in Italy. He clearly distinguishes between those who have a clear line of continuity with Massi and Roletto - the old school - and those who have adopted different frameworks.
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Chistolini, Sandra. "Citizenship Education and Teacher Training. Research and Practice in Italy." European Journal of Education 2, no. 3 (September 25, 2019): 51. http://dx.doi.org/10.26417/ejed.v2i3.p51-63.
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Since 2008-2009, the discipline "Citizenship and Constitution" was introduced by the Law 169/2008, in all Italian schools. From pre-primary to upper secondary school, the intention has been to promote the formation of social awareness and critical consciousness to educate good citizens. The culture of Citizenship and Constitution has assumed then a permanent, structural character in schools. The concept of citizenship has gone through various definitions, it is prevailing the idea of uniting citizenship with the content of the Constitution, thereby reinvigorating the map of common values. More recent is the concept of active citizenship, interpreted in terms of participation and social and civil action in the local, national and European community. The university curriculum of teacher education contemplates the discipline ‘Intercultural Pedagogy and Citizenship Education’ in order to prepare students to become responsible teachers towards social critical themes such as the question of human rights. This article presents results on the cultural relevance of learning Citizenship values as part of curricula both in school and at University and gives the essential reasons to prepare students to become teachers for a school able to orienting children towards democratic citizenship.Keywords: citizenship education, italian constitution, teacher education, human rights, university curriculum
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Lusardi, Roberto, and Stefano Tomelleri. "Phenomenology of health and social care integration in Italy." Current Sociology 66, no. 7 (November 20, 2017): 1031–48. http://dx.doi.org/10.1177/0011392117737821.
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This article analyses how governance and organisational dynamics produce different forms of health and social care integration. The ethnographic study, carried out in two different Italian organisations, highlighted two forms of integration, which the authors term mechanical and cultural. The first is characterised by the prevalence of codified and hierarchical forms of coordination and the substantial isolation of professional groups, with limited contact opportunities. Under these conditions, integration is mainly achieved in the final product through the independent and uncoordinated delivery of specific social and health services. In the second, codified tools occur alongside informal coordination activities, based on face-to-face interactions and the sharing of knowledge, values and goals. Integration takes place in daily formal and informal interactions and in the development of professional intimacy. The results of the study suggest that public policies need to be clear about the form of integration at which they aim. The mechanical form is appropriate for product integration, while cultural integration is the preferred form for process and professional integration. In the latter case, ICTs are undoubtedly useful but not sufficient. To stimulate informal coordination, mutual trust and professional reciprocity, analogic communicative patterns are needed to allow the symbolic dimension to be expressed.
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Cabiati, Elena, and Emilio José Gómez-Ciriano. "The dialogue between what we are living and what we are teaching and learning during Covid-19 pandemic: Reflections of two social work educators from Italy and Spain." Qualitative Social Work 20, no. 1-2 (March 2021): 273–83. http://dx.doi.org/10.1177/1473325020973292.
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Italy and Spain have been the most-affected countries in the EU by Covid-19 pandemic. Along with the health, social and economic life of the countries, social work and social work education have been turned upside down. In this essay, the authors reflect on the pandemic’s impact on social work education activities through social work students’ lenses. Accompanying Italian and Spanish students in reflecting on what they were living both, personally and as citizens during Covid-19 and witnessing how, paradoxically, the pandemic offered new opportunities to make important discoveries about key social work issues.
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Madrigal, José. "Social impact of community projects in Mediterranean schools of architecture." Facta universitatis - series: Architecture and Civil Engineering 14, no. 1 (2016): 21–46. http://dx.doi.org/10.2298/fuace1601021m.
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Star system architect concept was promoted by the media and the society during the last decades. Image culture helped to it, where the most ?iconic? works and designs were continuously published. So many Universities saw how the number of students of Architecture was growing up and new Schools of Architecture arose. Recent economic crises in Europe and other countries helped to go back to an important question: what is the role of the architect within the society? It was an excellent opportunity to understand the Architectural education as the reflection of the society from a territorial and urban point of view. Community projects developed within the Architecture curricula helped to get a comprehensive high education levels, especially in the final years of the program. Transformative pedagogies applied to urban planning and architectural design courses bring up the social role of the architect to the students. Practical exercises are proposed, where the final result is even positive for an eventual social extrapolation. The paper presents us the community projects experiences related to urban design in two different Mediterranean schools of Architecture, one of them in Italy and the last two ones in Lebanon. In the first case the students were invited to reflect on improving the quality of life of the citizenship and the tourists visiting Liguria region in Italy. Proposals for joining efforts among the several municipalities and developing new territorial models are done. The second case study shows us two initiatives for the students, developing proposals for UNHABITAT program and municipalities in southern Lebanon and a proposal for regenerating river lines in Byblos, within the 100 resilient cities program powered by Rockefeller Foundation. Finally, the paper presents the new project is being developed currently by American University of Cyprus, about Arabahmet and Karamanzade sectors in Nicosia.
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STROFFOLINI, T., F. ROSMINI, L. FERRIGNO, M. FORTINI, R. D'AMELIO, and P. M. MATRICARDI. "Prevalence of Helicobacter pylori infection in a cohort of Italian military students." Epidemiology and Infection 120, no. 2 (March 1998): 151–55. http://dx.doi.org/10.1017/s0950268897008625.
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In 1990, to study regional prevalences and risk factors of Helicobacter pylori infection in healthy young adult males, sera were collected from a nationwide sample of 1659 males (mean age 20·7 years) at introduction into the Air Force School for military students in Caserta, Italy. An enzyme-linked immunosorbent assay was used to detect H. pylori specific immunoglobulin G antibodies. The observed overall seropositivity rate was 17·5% (95% CI 15·7–19·4). Prevalence was higher in southern Italy and in the Italian islands as compared with northern Italy and central Italy (21·3% vs. 9·5%). Multiple logistic regression analysis showed that residence in southern areas and islands was the strongest predictor of the likelihood of H. pylori seropositivity; number of siblings in the household was marginally associated; years of father's schooling was not a significant predictor. H. pylori positive subjects were more likely positive for antibodies to hepatitis A virus infection (anti-HAV) than those H. pylori negative (35·4% vs. 24·9%; Odds Ratio 1·7, 95% CI 1·3–2·2). Adjustment for the confounding effect of sociodemographic variables weakened this association (OR 1·3, 95% CI 1·0–1·7). These findings suggest that differences in environmental conditions rather than in socioeconomic status may have played the major role in the different spread of H. pylori infection across the country.
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Badura, Aleksandra, Karina Melnyk, Katríne Snarska, Eryka Sitko, Anna Szargiej, and Monika Tarkowska. "Social work. Social distance. Mental health. Competency-oriented education workshops conducted online by social work students." Praca Socjalna 36, no. 1 (February 28, 2021): 71–78. http://dx.doi.org/10.5604/01.3001.0014.7776.
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The authors present the On-line on-Soul student education initiative, which was directly stimulated by the change of the form of academic education in the period of increasing COVID-19 threat. The substantive focus of group activity was the opportunity to discuss the consequences of the global state of isolation for the mental health of people and social groups, and to conduct it in the conditions of remote communication. The process, initiated in April 2020, is an example of good practice in education for social work, which – in the changed conditions of new everyday life – develops key professional competences: the ability to cooperate, closeness, openness as well as learning and giving meaning to crisis situations.
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Margalit, Malka, and Ilana Ben-Dov. "Learning Disabilities and Social Environments: Kibbutz versus City Comparisons of Loneliness and Social Competence." International Journal of Behavioral Development 18, no. 3 (September 1995): 519–36. http://dx.doi.org/10.1177/016502549501800308.
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In order to explore aspects of loneliness and social competence of learning disabled students in relation to specific environmental contexts, this study focused on children in two different social systems: a kibbutz and a city. The aim of the study was to investigate the social skills and loneliness patterns among 122 students with learning disabilities (LD) in self-contained special classes within regular school systems (66 kibbutz students; 56 city students) and among 120 nondisabled (nonLD) students within these same environmental conditions (69 kibbutz students; 51 city students). A four-way MANCOVA (LD/nonLD X kibbutz/city X male/female X lower/higher grades, with age as covariate) was performed for self-reported loneliness and empathy, peer-rated sociometric measures, teacher-rated social skills, and classroom adjustment as the dependent measures. LD youngsters were found to be less socially competent and more lonely than their nonLD peers in all social competence areas, and as assessed by three sources of information. When compared with LD city students, LD kibbutz students were evaluated by their teachers as demonstrating fewer maladaptive externalising behaviours, and by their peers as having more friends. Social contexts did not differentiate between the two LD groups' feeling of loneliness or rates of peer acceptance, and it can be concluded that students with LD were found to experience loneliness regardless of gender or environmental conditions.
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Kalinina, Natalia V., Muliat M. Tkhugo, Lyudmila P. Shipovskaya, Svetlana I. Matafonova, Tatyana L. Khudyakova, and Lyubov I. Kazakova. "Social network activity of students in conditions of an epidemiological threat." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 749–57. http://dx.doi.org/10.18844/wjet.v13i4.6262.
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The period of restrictions on social contacts introduced by the governments of different countries increased the time spent by users in social networks. The paper aims to analyze the Internet activity of students in social networks as a way of overcoming interaction difficulties in the context of an epidemiological threat. The research used the observation method and questionnaires to collect data for this research. The sample for the research consisted of 300 students between ages of 18 and 22, who were purposively sampled. Using content analysis and the statistical program for social sciences, the collected data were analyzed. As a result of the study, it was established that the Internet activity of students in social networks in the context of an epidemiological threat and globalization in general, determines the level of development and the content framework of a person's self-attitude. Keywords: activity; epidemiological threat; social network; manifestations of activity; self-attitude
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Ginsborg, Paul. "Die italienische Krise." PROKLA. Zeitschrift für kritische Sozialwissenschaft 25, no. 98 (March 1, 1995): 11–33. http://dx.doi.org/10.32387/prokla.v25i98.967.
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The article discusses the economic, political and cultural factors which led to the transformation among the parties and in the Italian democracy. The sudden outbreak of the crisis in 1992 is described as a conjunction of external and internal crisis factors. International adjustment constraints, economical missmanagement, the inefficiency of the central govemments, social and political movements in Northern and Southern Italy, as well as the resolute action of judges and public prosecutors against the corrupt political elite, finally made the historical break with the traditional conditions in Italian politics possible. But only in Southem Italy the political caesura was accompanied by social transformations. Finally, this continuity of social conditions explains the rise of Berlusconi.
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Padalka, G. M. "Social and educational openness of professional art education: conditions for ensuring." Musical art in the educological discourse, no. 2 (2017): 8–13. http://dx.doi.org/10.28925/2518-766x.20172.813.
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The article reveals the problem of providing social and educational openness of arts education based on the achievement of personal motivation and interaction targeting students in vocational preparation. It is determined pedagogical conditions and methods of encouraging students to self-realisation through their creativity and implementationof integration approaches to acquiring personal and social-oriented experience in personality’s professional activities. One of the possible ways of “combined”, mutual education of personal motivation and professional goalsetting is the method of “professional-problem reflexion”. Obtained effective results encourage students to recognize the contradiction between the learning goal and the real, concrete existence. Effective results obtained encouraging students to realize the contradiction between the goal of training and real, concrete existence. Thus, social and practical openness training of education arises as a pedagogical response to the needs of modern life and means such orientation in professionals’ training, in which in which the identification of the processes of personal self-determination of students and the satisfaction of the needs of sociocultural practice is maximized. The main conditions for the implementation of social and educational openness of education include: - development of special techniques that engage students in active forms of paid professional activity; - strengthening the practical aspect of learning, overcoming isolation academic curriculum; - implementation of learning technologies that could radically free time for students self-study. Overall, the achievement of a balance between spontaneously-personalized forms of acquiring life experience and scientifically-based areas of educational forecasting can actively contribute to the realization of the tasks of personal self-determination of future specialists to meet the needs of socio-cultural practices in in today’s conditions.
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Bernardi, Fabrizio, and Moris Triventi. "Compensatory advantage in educational transitions." Acta Sociologica 63, no. 1 (July 3, 2018): 40–62. http://dx.doi.org/10.1177/0001699318780950.
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In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.