Littérature scientifique sur le sujet « Giochi open-ended »

The aim of this qualitative study was to gain an understanding of the meaning that community psychiatric nurses impart to their everyday interactions with patients in depot neuroleptic treatment situations. Nine experienced community psychiatric nurses were interviewed using semistructured, open-ended questions. Data analysis was by the phenomenological descriptive method according to Giorgi. Four themes were identified, highlighting aspects of the moral meaning of treating patients with depot neuroleptics: (1) ‘benevolent justification’ occurs when nurses perceive that the patient’s welfare is at stake; (2) ‘inability to advocate the patients’ best interest’ occurs when nurses feel they are at a disadvantage; (3) ‘accommodative interactions’ occur when nurses are able to respond to a patient’s expressed needs; and (4) ‘acceptable advocacy’ occurs when physicians are sensitive to nurses’ suggestions on patients’ treatment. The findings indicate that treatment care planning involving both patients and nurses is essential to enhance patients’ autonomy, which is a precondition for satisfactory interactions. This phenomenological study describes the meaning that nurses give to administering depot neuroleptic injections to patients in the context of community psychiatric clinics. The phenomenon of concern was identified as the moral aspect in the interactions with individual patients in the treatment situation.

The University of Dallas Rome program, in the face of growing health and safety concerns, suspended its operations due to the accelerating COVID-19 pandemic in March of 2020. This brief article reflects on actions taken in the days and weeks leading up to the suspension of all activities and closes with a series of lessons learned and reflection questions. While universities and their study abroad programs are still responding to COVID-19 challenges, institutional leaders can learn a great deal from the experience and in preparation for future challenges. This article's reflections and open-ended questions seek to promote greater discussion and planning for those future challenges. Abstract in Italian Il programma di Roma dell'Università di Dallas, di fronte alle crescenti preoccupazioni per la salute e la sicurezza, ha sospeso le sue operazioni a causa dell'accelerazione della pandemia di COVID-19 nel marzo del 2020. Questo breve articolo riflette sulle azioni intraprese nei giorni e nelle settimane precedenti alla sospensione di tutte le attività e si chiude con una serie di lezioni apprese e domande di riflessione. Mentre le università e i loro programmi di studio all'estero stanno ancora rispondendo alle sfide del COVID-19, i leader istituzionali possono imparare molto da questa esperienza in preparazione delle sfide future. Le riflessioni e le domande aperte di questo articolo cercano di promuovere una maggiore discussione e pianificazione per queste sfide future.

This qualitative research, a reflective phenomenological study explored the demographic profile and the open-ended questions of the participants such as life fulfillment as a retired educator in terms of confidence, spirit, and sadness; participating in any organizations; and their life situation now. This study used convenience sampling, which is a type of non-probability sampling with Giorgi method to analyzed the gathered data. The study concludes that the majority of the participants are 65 years old and with 25-30 years of teaching experience; the self-motivation is practiced by the participants in order to acquire self-confidence; employees who are self-motivated are those who are driven by their own interests and goals, which leads to self-assurance; the participants maintain an optimistic attitude regardless of their circumstances. The participants continue to have faith in themselves, are contented with what they have, and are linked to everyone; the participants stated that they don’t have time for grief, although sadness does strike them from time to time. Sadness is an emotional state characterized by or accompanied by feelings of loss, despair, helplessness, and disappointment; the participants were enthusiastic about joining any group where they might continue to share their newly acquired knowledge and expertise and the participants are enjoying being with their grandchildren and gardening are two examples of their new duties. Retired educators’ most common story involves living with their families.

Diabetes is a chronic, complex disease involving numerous pathophysiological features. There is a paucity of studies relating to psychological factors. The available research is not conclusive and in addition is largely quantitative in nature. The aim of this investigation was to gain an understanding of the life-world of people with diabetes and to acquire insight into the demanding aspects of their lives. The research procedure involved interviewing subjects who suffer from diabetes. A pilot study was conducted in order to test a number of open-ended questions. On the basis of these results, a set of semi-structured questions was formulated for the main study. The main study involved interviews with 13 subjects aged between 20 and 45 years who belonged to a diabetic organization and who volunteered for the investigation. The interviews were recorded on audiotape and later transcribed. Five of the protocols obtained were analyzed according to the method outlined by Giorgi and they produced an encompassing description of the life-world of a diabetic. The themes which emerged included the appearance of the first symptoms and their effect on people with diabetes, the impact of the diagnosis, the emerging pattern of the life-world of people with diabetes and the prospects for the future. The phenomenological approach proved valuable in highlighting many aspects of diabetes. Recommendations are made which may be of benefit to people with diabetes and their families.

La mia ricerca è il risultato di un percorso interdisciplinare fra design, antropologia e pedagogia, allo scopo di verificare il contributo del design nel processo di educazione interculturale, parte della più ampia educazione alla cittadinanza. Per verificarne il contributo, ho costruito un caso-studio esplorativo con un metodo pedagogico di riferimento (il Reggio- Emilia approach) e rivolto a uno specifico target di riferimento (la scuola dell’infanzia, 3-6 anni). La struttura della tesi è suddivisa in tre parti consecutive, che muovono dal generale al particolare: - MACRO: gli scenari di riferimento e quelli possibili, verso i quali tendere; - MESO: il tema della sostenibilità e della sua educazione, una riflessione sul design in rapporto al tema interculturale e pedagogico, un’analisi qualitativa dei casi-studio di riferimento; - MICRO: la costruzione del caso-studio esplorativo, la metodologia applicata, la verifica sul campo, gli esiti e le conclusioni. La mia ricerca, di natura progettuale, è stata condotta attraverso un processo design-driven, che mi ha portata prima a progettare e in seguito a verificare delle attività di apprendimento specifiche sul tema della diversità culturale, attraverso giochi appositamente progettati. Le conclusioni riportano le risposte relative alla domanda di ricerca iniziale, basate sull’interpretazione dei dati emersi, unitamente a una riflessione sulle possibili direzioni di lavoro ancora da percorrere per contribuire all’ampio e variegato tema dell’educazione interculturale. In linea con la natura del caso-studio esplorativo, la mia tesi rappresenta prima di tutto un preludio per futuri progetti di ricerca e per fare questo, ho cercato di trasmettere, in maniera più ampia e completa possibile, quelle informazioni e riflessioni che sono state alla base del mio percorso di ricerca, così da dotare i potenziali follow-up di tutto il materiale necessario a una profonda comprensione dell’ambito da me indagato. ---ENG---- My research is the result of an interdisciplinary approach which combines anthropological and pedagogical theories. The goal is to understand the design contribution to the field of intercultural education, which is part of the wider education to citizenship. In order to achieve this goal, my research has been conducted following a design-driven exploratory case based on the Reggio Emilia approach (children aged 3 to 6 years). The thesis is divided into three main parts, from a general to a particular analysis: - MACRO: the contemporary scenarios and the forthcoming ones; - MESO: sustainability and education to sustainability; intercultural design and design for children; qualitative analysis of case studies; - MICRO: exploratory case-study process, methodology, feedback, results and conclusions. My research is practice-oriented and design- driven, aimed to design intercultural activities for children. Based on data analysis, the final chapter reports the main answers to the fundamental question of the research "Can design contribute to the intercultural innovation- based education?"; furthermore, it reflects on how design can contribute to intercultural education in other ways. This thesis is a case study whose main aim is to open up new avenues for future research. Here, a considerable amount of extra material is provided with the hope that follow-up projects can benefit from my contribution to this research area.