Articoli di riviste sul tema "Council of Pisa (1134)"

Abstract This paper analyzes canon 3 of the council of Pisa of 1135, with which the trade in persons is prohibited, pointing out that this prohibition must be considered valid also for the sale of inhabitants of Corsica, be they men or women. After having drawn up a general overview of the council, it will focus on the text of the third canon to understand the reasons that led the council fathers to deal with the subject of slavery, firmly defending the Corsican population, considered as a “minority” victim of a political and economic system. As we will try to show, the text of this canon is a unicum of its kind and is fully inserted within the panorama of the Church’s teaching on the subject of slavery, adding a new piece to the mosaic of what was already known about the work of the ecclesiastical institution on this subject.

The last two decades have seen the growing use of assessment in the shaping of educational policy in relation to languages. The clearest examples of this in Europe and beyond are the Common European Framework of Reference for Languages (CEFR: Council of Europe, 2001) and the OECD PISA program for testing reading skills of 15 year olds in OECD member countries. What are the positive and negative impacts of such developments? What social, political and cultural values do such assessments embody? The paper examines these issues by considering the impact of PISA testing in Austria, and demonstrates how its results are interpreted within prevailing discourses on immigration and education within Austrian society. It further compares the values implicit in the PISA assessments with those implicit in the CEFR, and argues that both assessment schemes are directed at the furthering of the process of globalization.

The 13th Italian Information Retrieval Workshop is the thirteenth edition of the annual conference of the Italian information retrieval and recommender systems communities. The two days of the conference gathered interesting studies and research work on a wide range of topics on information retrieval, recommender systems, and natural language processing, such as Search and Ranking, Recommendation, Content Analysis, and Classification, Artificial Intelligence, NLP, Semantics, and Dialog, Domain-Specific Applications, Human Factors and Interfaces, and Evaluation. It was hosted by the National Research Council (CNR) of Italy and the University of Pisa in a conference facility in Pisa, Italy. Date : 8--9 June 2023. Website : http://iir2023.isti.cnr.it/.

Of all the divisions and crises that the Catholic church endured in its first fifteen hundred years of existence, none was so destructive as the Great Schism (1378–1417). For forty years learned theologians and doctors of canon law argued over whether the pontiff residing in Rome or in Avignon was the true pope. The effects of the schism upon the highly organized administration of the church were disastrous, as were its effects upon society in general. Countless clerics fought over claims to benefices with appointees from the other obedience; the revenues of the church, quite impressive in the mid-fourteenth century, shrank precipitously; and opportunistic rulers especially in Italy did not hesitate to wage private wars under the banner of one or the other papacy, or to prey upon the actual holdings of the church.

The article presents an analysis of conceptual apparatus formation of science competency and a role in this process of PISA international study of education quality. The components and aspects of science competency are considered, presented in educational documents of the European Union and the Organisation for Economic Co-operation and Development. It is revealed that recommendations of the European Council and reference frameworks of the European Commission “Key competences for lifelong learning” distinguish such components of science competency as knowledge, skills and attitudes. It is noted that the Organisation for Economic Co-operation and Development framework documents for PISA international study of education quality formulates an equivalent concept of “science literacy”, consisting of a number of aspects – contexts, competencies, knowledge and attitudes. Changes in determination of science literacy in PISA study for the period 2000–2022 and characteristics of its aspects are analyzed. Significant attention is paid to specifics of PISA terminology, its complexity and versatility. Ukrainian definitions of science competency in national normative educational documents and concepts are investigated. It is determined that they are largely focused on foreign recommendations and framework documents of international research, and also distinguish certain components of competency – basic knowledge, skills and attitudes. The author emphasized the need to further borrowing by national education system of world experience in the field of competency approach implementation, in connection with transition of basic school to study by new educational standards on competent basis.

The Trending topic in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) have become a new standard for mathematics learning. One of the objectives of the study from TIMSS and PISA is to know the students' abilities in reasoning, identifying, and understanding, and using the basic mathematics needed in daily life. Or in other words, students must have mathematical literacy. The concept of mathematical literacy is intended the ability of individuals to formulate, use, and interpret mathematics in various contexts. This includes mathematical reasoning and using mathematical concepts, procedures, facts, and equipment to describe, explain, and predict phenomena or events (OECD, 2013). Indonesia has participated in TIMSS and PISA studies several times, from the TIMSS and PISA study results, it shows that students have not been able to develop optimally about their thinking abilities in mathematics schools and are still low in ability (1) to understand complex information, (2) theory , analysis and problem solving, (3) using tools, procedures and problem solving and (4) conducting investigations. In 2014, the National Council of Teachers of Mathematics (NCTM) stated that learning mathematics today is still too formal, lacks connection with the meaning, understanding, and application of mathematical concepts, and fails to give sufficient attention to the ability of reasoning and solving problem. These results indicate that there needs to be a change in curriculum orientation, which is not to burden students with content but prioritize the aspects of essential abilities needed by all citizens to participate in developing their country in the 21st century. Therefore it is necessary to develop a mathematics curriculum that enhances students' abilities in reasoning and problem solving in order to improve the quality of mathematics for students knowledge and skill in this global era.

In many countries, including the UK, the potential of international student achievement surveys such as TIMSS and PISA is being subverted by political and media fixation on the resulting league tables. These prompt not just well-founded efforts to learn from others’ success but also ill-founded assertions about educational cause and effect, inappropriate transplanting of the policies to which success is attributed, and even the reconfiguring of entire national curricula to respond less to national culture, values and needs than to the dubious claims of ‘international benchmarking’ and ‘world class’ educational standards – the latter equated with test scores in a limited spectrum of human learning. Informing such responses are the attractively simple nostrums of high profile and highly selective literature reviews that massage policymakers’ urge for the quick fix by playing down the complex interplay of culture and schooling and ignoring the kinds of evidence that can provide a truer and more nuanced picture of education systems in action. Using a typology developed by the US National Research Council, the paper critiques three recent and influential examples of this paradigm before illustrating an alternative approach. This draws on the author’s comparative studies of culture and pedagogy to show how explicating the principles that underpin observed classroom practice, rather than copying national policies, can lead to genuine transformation of the quality and outcomes of student learning. The paper ends by contending that PISA panic and the supremacist mindset it feeds have dangerously distorted the debate about what a ‘world class’ education should entail. With PISA 2012 now in progress, policymakers are urged to redress the balance.

I have been working in evaluation throughout my entire professional life, both theoretically and in practice. My PhD in Political Science had a specific focus on evaluation. I have worked in a range of evaluation roles including project manager, assessor and head of evaluation departments at authorities such as the Swedish National Agency for Education, the Swedish Higher Education Authority, the Swedish Research Council and the Swedish Agency for Development Evaluation. I have also been part of the European Commission's working groups for planning evaluations and been president and board member of the Swedish Evaluation Society. In this reflection, I mainly focus on the case of PISA, but I also provide an example from the area of higher education.

This research describes how high school students can develop the skills to justify their decisions by completing research tasks. According to the results of the international PISA exam for several years, 15-year-old schoolchildren in Kazakhstan have low skills in analysis, synthesis and assessment according to Bloom's taxonomy. Based on this, ways were sought to develop the high skills of students of Nazarbayev Intellectual School in Aktobe. The study was carried out for one year. One of the reasons for choosing this topic is that it allows students to apply the principle of analysis in advanced mathematics classes by conducting research, deepening their knowledge and establishing interdisciplinary connections with physics. The purpose of the study is to develop the communication skills of students, teach them to solve text problems in mathematics, use knowledge in real life effectively. Methods used in the study are collection of quantitative data through questionnaires, collection of qualitative data from students' communication through observation of the lesson. First of all, the results of the international PISA study and the results of CITO monitoring were studied. At the same time, according to the results of the CITO monitoring the skills of knowledge, understanding and application showed 100% each, a comparative analysis showed 82%, synthesis skills 67%, skills assessment 48%. The survey was conducted on the Microsoft Forms platform. A total of 62 students took part. CLIL technologies, Problem-Based Learning, and the LearningApps platform were used. The results of the study were presented at the school pedagogical council.

Journal of Agricultural Studies would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JAS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issueReviewers for Volume 6, Number 1 Gerardo Ojeda, Universidad Nacional de Colombia, ColombiaLuisa Pozzo, "Institute of Agricultural Biology and Biotechnology (IBBA) of Pisa, National Research Council", ItalySahar Bahmani, University of Wisconsin at Parkside, USASelmi Houc, University of Jandouba, TunisiaZakaria Fouad Abdallah, National Research Centre, EgyptZhao Chen, Clemson University, US Richard Williams,EditorJournal of Agricultural Studies-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesPhone: 1-702-953-1852 ext.521Fax: 1-702-420-2900Email: jas@macrothink.orgURL: http://jas.macrothink.org

Reading literacy in PISA 2018 – psychological insight and interpretation of the results of Slovene students The paper presents an interweaving and analysis of the already published results of the PISA 2018 reading literacy study with our own secondary analysis of the relations between certain factors and achievement in reading literacy in more than 6,000 Slovenian students. The content of the article is divided into three parts. In the first part, we highlight the general achievement in reading literacy amongst Slovenian 15-year-olds in terms of the efforts of the school system (Ministry of Education, Science and Sport) and the National Education Institute Slovenia for the development of this literacy in the last two decades. We also highlight some systemic changes for enhancing the development of reading literacy (e.g., Council Recommendation on Key Competences for Lifelong Learning; the National Strategy for the Development of Reading Literacy for the period 2019-2030). In the second part of the article, we try to explain the substantial differences in reading achievement and motivation in Slovenian students with regard to gender. Using a biopsychosocial model (Halpern, 2012) and research pointing to the origins of gender differences, we point to some critical areas in the development of reading literacy and to possible ways to reduce these differences. Finally, we emphasize some characteristics of a stimulating learning environment in the Slovenian language course for the development of reading literacy, as perceived by students (teacher enthusiasm, perceived learning and emotional support of teachers and providing feedback to students) and compare them with the perceived learning environment of students in other OECD countries. We draw attention to caution in the interpretation of the results, especially in the (direct and causal) relationships between some teacher characteristics and students’ individual variables - reading motivation and achievement in reading literacy. Keywords: reading literacy, Slovenian students, gender differences, reading motivation, stimulating learning environment

If ‘the later conciliar controversy’ may be regarded as having come to an end by the middle of the fifteenth century, the years considered here may perhaps be seen as the period of the last controversy of quite that kind. It is true that words like ‘first’ and ‘last’ are always hazardous in historical discourse, and perhaps nowhere more so than in the history of ideas. Clearly the argument about the place of general councils in the polity of the Church had not completely died away in the second half of the fifteenth century; nor did it come to a sudden end in 1518 (specified here as the year which saw the Concordat of 1516 reluctantly accepted by the University of Paris and also the publication of John Mair’s Commentary on St Matthew’s Gospel, with its strenuous assertion of conciliarist principles). Twenty years more were to pass before the posthumous publication of the longest single work generated by the entire conciliar controversy, Domenico Giacobazzi’s De concilio. And seven years later it was, of course, a council of the Church that faced the challenge of what had, from small beginnings within the period examined here, become a schism more fundamental and far-reaching than that which had precipitated the original conciliar movement. Even at Trent, moreover, there were those who were prepared to speak up for ‘conciliarist’ principles and policies. Yet it still seems true to say that the years of the Council (or what purported to be the Council) of Pisa and Milan, and of the Fifth Council of the Lateran, saw the last significant and direct confrontation between conciliarism and papalism as those positions had developed in the ecclesiology and ecclesiastical politics of the period inaugurated by the Great Schism. No doubt this last act was an anticlimax, a controversy over the dubious claims of a conciliabulum which was at least politically used if not originally inspired by purely political motives. In the history of ideas, however, and perhaps especially in the history of political ideas, the debate is not so easily dismissed.

Fifteenth-century Italy witnessed the marked expansion of the patron's role in the composition and performance of music. Despite the concern and resources that Renaissance princes and ecclesiastics devoted to their musical institutions, however, instances of actual collaboration between patrons and composers are quite rare. This essay considers just such an instance, Matteo da Perugia's Ave sancta mundi / Agnus Dei. A careful examination of this early 15th-century Eucharistic motet reveals that the composer's patron, the cardinal and friar Peter of Candia, likely played a crucial role in selecting the motet text, and was very possibly its author. Read within the context of the enduring and influential works of St. Bonaventure and other Franciscan luminaries, Ave sancta mundi appears to be not simply a general statement of Eucharistic theology, but rather an articulation of Franciscan piety. The most likely impetus for such an articulation was Peter's election to the papacy in 1409 at the Council of Pisa. As heard at the council, not only would the motet have alluded to Peter's status as a prominent member of the Friars Minor, it would have functioned as a forceful plea for ecclesiastical unity in the face of the Great Schism. Matteo's setting employs several musical strategies, including genre blending and chromaticism, which inflect Peter's text in such a way as to amplify these associations. Through a variety of literary allusions and musical processes, then, patron and composer joined in the creative process, fashioning a work that spoke to Peter's deeply held Franciscan beliefs and the aspirations of his fledgling papacy.

The ltalian law n. 215 of 2012 introduces important changes to the TUEL, «Law on local government», with the objective of strengthening the existing promotion of equal opportunities, supporting the local authorities and ensuring the presence of both genders within elected assemblies. The research proposes a method of comparative anal ysis to observe and control the effects produced by the new electoral instruments adopted for the election of municipal councils with at least 5000 inhabitants. The local elections of May 2013 is the first empirical demonstration of the effects of this law, which introduces the institution of dual gender preference for the selection of represen tatives and a minimum electoral rate for both genders needed to form the list of the parties. The comparative analysis is carried out considering the Tuscany Region, referring to the three towns of Siena, Pisa and Massa where the population had to renew their represen tative council adopting the new electoral law. The data analysis is performed in each mu nicipality about the election of 2013 and the previous one. The aim of the study is to check empirically the effects produced by the new law, based on three aspects closely linked to the evolution of parity democracy: the increase of women in the elective councils, the in fiuence on the characteristics of the offer of each political party and the infiuence on the voters' choices, as well as on the political culture of the government system.

IntroductionGirl child, early and forced marriage (CEFM) persists in South Asia, with long-term consequences for girls. CARE’s Tipping Point Initiative (TPI) addresses the causes of CEFM by challenging repressive gender norms and inequalities. The TPI engages different participant groups on programmatic topics and supports community dialogue to build girls’ agency, shift inequitable power relations, and change community norms sustaining CEFM.Methods/analysisThe Nepal TPI impact evaluation has an integrated, mixed-methods design. The quantitative evaluation is a three-arm, cluster randomised controlled trial (control; Tipping Point Programme (TPP); TPP+ with emphasised social norms change). Fifty-four clusters of ~200 households were selected from two districts (27:27) with probability proportional to size and randomised. A household census ascertained eligible study participants, including unmarried girls and boys 12–16 years (1242:1242) and women and men 25+ years (270:270). Baseline participation was 1134 girls, 1154 boys, 270 women and 270 men. Questionnaires covered agency; social networks/norms; and discrimination/violence. Thirty in-depth interviews, 8 key-informant interviews and 32 focus group discussions were held across eight TPP/TPP+ clusters. Guides covered gender roles/aspirations; marriage decisions; girls’ safety/mobility; collective action; perceived shifts in child marriage; and norms about girls. Monitoring involves qualitative interviews, focus groups and session/event observations over two visits. Qualitative analyses follow a modified grounded theory approach. Quantitative analyses apply intention to treat, regression-based difference-in-difference strategies to assess impacts on primary (married, marriage hazard) and secondary outcomes, targeted endline tracing and regression-based methods to address potential selection bias.Ethics/disseminationThe Nepal Social Welfare Council approved CARE Nepal to operate in the study districts. Emory (IRB00109419) and the Nepal Health Research Council (161–2019) approved the study. We follow UNICEF and CARE guidelines for ethical research involving children and gender-based violence. Study materials are here or available on request. We will share findings through clinicaltrials.gov, CARE reports/briefs and publications.Trial registration numberNCT04015856.

SummaryAims - To present the results of an epidemiologic research about psychotropic drug use inSardinia. Methods - Cross-sectional study on a sample of 1040 subjects randomly selected from registers. Setting - Community survey on three areas of Sardinia region. Evaluation: interviews carried out byphysicians by means of Italian version of the Composite International Diagnostic Interview Simplified.Drug consumption was evaluated concerning last week before the interview. Main Outcome Measures: point prevalence. Results - The rate of adults of the general population that consumed benzodiazepines was 10.1%, antidepressants 4.2%, 14.7% of the sample was using psychotropic drugs. 60% of subjects with diagnosis of ICD-10 Depressive Episod did not have the right pharmacologic treatment. A relevant proportion of subjects without lifetime psychiatric diagnosis (anxiety and/or depression) used antidepressants (0.8%). The pharmacologic therapies were managed by psychiatrics in 44.2% of cases, antidepressants were managed by general practitioners in 31.8% of subjects. Conclusions - The research underlines an increase of meet needs in subjects affected by depressive episodes against a previous Sardinian survey carried out over ten years ago. This change is parallel to a more frequent management of therapies by general practitioners. Their role seems to become more relevant in treating depressive illness.Declaration of InterestMauro Giovanni Carta has received grants and research support from Regione Autonoma della Sardegna, Council of the European Union, European Union DGXII, GlaxoSmithKline, Pfizer, Lundbeck, Pharmacia, Recordati. Maria Carolina Hardoy has received grants and research support from University of Pisa, GlaxoSmithKline, Pfizer, Farmades. Bernardo Carpiniello has received grants and research support from GlaxoSmithKline, Pfizer, Recordati, Janssen Cilag, EliLilly, Astra Zeneca.

In two conferences, separated by the space of only a few months, in September 1966 and March 1967, Giovanni Polvani—at the time president of theDomus Galilaeana—and the council of theDomus, attempted a series of operations, all ambitious and difficult. The first, and to some extent the simplest, was to gather round theDomusall those who were working in a professional role or as amateurs on the history of science. Also invited were scholars who had become involved in the discipline through the territorial or thematic nature of their particular interests (as was the case with Luigi Firpo, Cesare Vasoli and others), or who had some special relation to the history of science of a more, so to speak, extrinsic kind, people such as archivists, librarians, and so on. Secondly, the organizers wished—and here was where the difficulties began—to start up a discussion (not limited to mere theory) on what people understood the history of science to be, what its relationship was with the history of technology, of philosophy, and with cultural history in general. As hinted above, the discussion was not meant to be on abstract theoretical terms, since it was designed to serve as a premise for an even more complex project, that is to set up a centre for the training of future historians of science. As often happens, in the heat of discussing the concrete problems which were the subject of the first meeting at Pisa (the sources of the history of science, limited to Italy, and only to the fourteenth to sixteenth centuries), there emerged difficulties, various orientations, evaluations and declarations, which were both meaningful and enlightening.

Philibert de Naillac belonged to the nobility of Berri. He entered the military-religious order of the Hospital and by 1374 held the Commandery of Lureil in the Priory of Auvergne; in 1390 he became Prior of Aquitaine and was due to travel to Rhodes. Apparently in 1395 he again left for Rhodes where, probably on 6 May 1396, he was elected Master. Soon after he led a Hospitaller contingent into the Black Sea and up the Danube to Nikopolis to join a crusade which on 25 September 1396 was defeated by the Turks; Naillac escaped, rescuing Sigismund of Hungary from captivity or death. Subsequently the Hospitallers defended Constantinople and the Morea against the Turks, built the large “Naillac” tower in Rhodes harbour, and in 1406/1407 constructed a castle at Bodrum on the Anatolian mainland opposite Kos. Meanwhile the Hospital’s holy warfare at sea included the semi-piratical corso. Naillac’s administrative tasks and visitations were extensive in both East and West. The Hospital's manpower and money reaching Rhodes were seriously reduced by defections provoked by the papal schism, and in 1409 the Master travelled to Pisa where a council elected a new pope with Naillac guarding the conclave. He continued to work for a settlement and in 1417 he again guarded the conclave at Constance where the schism was largely ended. The schism within the Hospital itself was also slowly eliminated. In 1420 Naillac returned to Rhodes where he held a chapter general which passed important legislation. He died in 1421 after a lengthy rule which, not without some dubious aspects, did much to preserve the Hospitaller order.

The article features the results of a survey on the challenges and needs of the Ukrainian teachers in the implementation of distance education in the conditions of quarantine caused by the COVID-19 pandemic. The survey was carried out by the Comparative Studies Department for Information and Education Innovations of the Institute of Information Technologies and Learning Tools of the NAES of Ukraine in 2020. The study is based on the 607 responses of educators from all-over Ukraine to the online questionnaire conducted between March 27 and April 4, 2020. The content of the questionnaire covered the following topics: educational qualification of teachers, number of screen hours, problems with the access to necessary information, access to the Internet, digital tools that teachers use for distance learning, teachers’ needs in the professional development regarding the use of ICT. The obtained answers allowed providing recommendations for public education authorities, decision makers, institutions of secondary, higher and postgraduate education on the improvement of teachers’ digital competence, organization of online communication and Internet access on the workplace to digital tools for distance education. The recommendations are based on the responses of the international educational community and organizations (OECD, PISA, UNESCO, and Council of Europe) to COVID-19, in comparison with the Ukrainian realities reflected in the online survey. The novelty of the study presented in the article lies in the fact that it gives a response to the needs that Ukrainian teachers identified in the first weeks of the quarantine. It can be used to achieve long-term practical results in providing support for schools, teachers, school administrators and students in the organization of distance learning as well as in overcoming barriers to teachers' access to information on the use of digital distance learning tools.

Prostate-specific antigen (PSA) is the serum biomarker most widely used in prostate diseases. Since there is significant variation in PSA results among non-equimolar assays, the 90:10 ratio of complexed PSA to free PSA (the Stanford standard) was proposed as standardization; this became the basis for the PSA mass standards WHO 96/670 for tPSA and 96/668 for fPSA. Nevertheless, recent publications underlined the lack of interchangeability between different commercial assays, all claimed to be equimolar and calibrated to the WHO standard. Importantly, the WHO calibration yields about 16–20% lower PSA results. Manufacturers that have chosen to calibrate existing assays to the mass value of WHO 96/760 have introduced a significant negative bias compared to the Hybritech assay calibration; this bias is transferred to clinical evaluation if the cutoff of 4 ng/mL, clinically validated for the Hybritech assay, is maintained with the WHO calibration. Beckman Coulter recently provided the option of calibrating the Access Hybritech PSA and free PSA assays to the WHO standard introducing a different clinical cutoff. Using two different reagent lots, we tested about 200 routine patients for tPSA and fPSA with both calibrations; we also calculated the f/tPSA ratio with both calibrated methods. Moreover, we verified the analytical sensitivity and inter- and intra-assay variability. In accordance with the claim of the manufacturer, the results obtained with the WHO calibration showed a negative bias of about 25% and, as expected, no significant difference was found for % f/tPSA. The same bias was found when retesting samples of the External Quality Assessment Scheme of the Institute of Clinical Physiology of the National Research Council in Pisa. Based on this experience we decided for the moment to keep the Hybritech calibration, in order to avoid cutoff changes during patient follow-up. Moreover, we have started to provide information to clinicians aimed at the alignment of our results with the WHO standardization.

This article addresses historical circumstances under which the negotiations on the church union between Byzantium and Latin West started in the fifteenth century. The author finds the origins of the process in a letter from the Hungarian King Sigismund of Luxembourg to the Byzantine Emperor Manuel II Palaiologos. According to the most recent scholarship, it appeared in the first half of 1412. Taking the analysis of the source into account, it has been concluded that the King’s initiative, which called the Eastern Emperor to take joint action against the Turks in addition to the idea of the union of churches, was not the result of the Byzantine Empire’s appeal for help. Although Byzantium was experiencing an acute crisis in relations with the Ottomans at that time, the author of the article proves that the goal of the eastern ruler was an agreement with one of the representatives of the Ottoman dynasty. The obstacle to the agreement was the conflict between King Sigismund and Venice. The researcher assigns a special place in the said conflict to the Pope elected at the Council of Pisa, following which Sigismund got chances for the imperial crown. In this regard the participation of Byzantium in the relations of the “Pisan” Antipope John XXIII with Venice and the Hungarian King has been revealed. The author has determined the time and method of introducing the idea of the church union into the diplomatic process and has come to the conclusion that it became possible in result of the temporary coincidence of the interests of the Pope and the Emperor in the unfolding conflict. From the analysis of the international situation and actions of Byzantine diplomacy there are reasons to suppose that Byzantium viewed the union as the form to declare neutrality and the instrument of mediation in relations with Western states. It was the way to prevent their military intervention in the situation in the East and, in result, the condition for the survival of the Empire on the principles of peaceful coexistence with the Turks.

Abstract The design, implementation and evaluation of the initial and continuous training programs for teaching staff are based on the competence approach model, as a way of defining and recognizing training results. Competences are defined as integrative sets of knowledge, skills, motivations and attitudes that mediate professional behaviour and guarantee expert action in specific fields and contexts of activity for the teaching profession. The main fields in which the competences corresponding to the teaching profession are defined and according to which the continuous training programs are designed, realized and evaluated, are: the specialty field, corresponding to the educational disciplines and the teaching position held by the teaching staff; the field of pedagogy and educational psychology; the field of didactics/specialized didactics; the field of educational management and school legislation; the field of information and communication techniques applied in teaching and learning processes, in institutional management and data management. The competence system on which this methodology is based takes over and adapts to the specifics of the teaching profession and to the requirements of Romanian pre-university education the categories and levels of competence with which the European Qualifications Framework and the National Qualifications Framework in higher education operate. The system operates with two fundamental categories of competences: professional competences: cognitive competences; functional-action skills; and transversal skills: role skills; to which the intercultural and interrelationship competence is added, the competence meant to ensure well-being and the competence to support the environment, according to what is stated by the OECD in the PISA Global Competence Framework, The European Sustainability Competence Framework, The Council of Europe Reference Framework of Competences for Democratic Cultures. The pedagogic practice internship involves a set of activities of observation, analysis and support of lessons, all under the guidance of a pedagogic practice mentor. The research method used was the survey, the questionnaire instrument being used in order to interview the students of the “Lucian Blaga” University of Sibiu, Faculty of Letters and Arts and Faculty of Social and Human Sciences.

I am very pleased to introduce this special issue of the Open Obesity Journal, dedicated to the Italy-Mexico Joint Research Programme on obesity, overweight and their determinants in children. Italy and Mexico have a long and successful tradition of scientific and technological cooperation, reflected in a wide range of agreements, scholarships and joint researches that take place every year. The current research is focused on understanding factors which are related to the onset of an epidemic of obesity and overweight in children, which is taking place all over the world but tends to assume sensitive dimensions in Latin- America and specifically in Mexico. The research project has been approved within the framework of the Executive Programme for 2011-2013 of the Agreement of Cultural, Scientific and Technological Cooperation between Italy and Mexico, signed in 1997 by the General Directorate for Cultural Cooperation of the Italian Ministry of Foreign Affairs (MAE) and the General Direction for the Technical and Scientific Cooperation of the Secretariat for Foreign Relationships of the National Council of Science and Technology (Dirección General de Cooperación Técnica y Científica de la Secretaría de Relaciones Exteriores y del Consejo Nacional de Ciencia y Tecnología (CONACYT)). The Italian Ministry of Foreign Affairs is financing the project for the whole period 2011-2013, given the high scientific level of the institutions and researchers involved as well as the impact that it can have in developing common research protocols and build a shared data exchange infrastructure as basis for fostering future joint research. The goal of the project, led by a team lead by Prof. Francesco Giunta of the University of Pisa, Prof. Dario Gregori of the University of Padova and Dr.Javier Dibildox of the University of San Luis Potosí, is indeed to create a network of collaboration within the institutions of the two countries to promote the development of a common model for investigating determinants of obesity in the two countries. However, given the tight relationships existing across the entire Latin-America, models and actions foreseen in the program must be taken also as a proof-of-concept for the involvement of other countries in the Region. In this sense, the exchange of ideas and researchers across the entire Latin-America, from Chile to Argentina and Brazil, will help developing and laying the foundations for a lasting collaborative relationship and eventually lead to the implementation of an evidence-based shared vision on nutritional, educational and in general public health policies to be implemented. This goal is fully consistent with the spirit of the Agreement between Italy and Mexico as well as the efforts of Global Public Health, which recognizes the global dimension of the obesity epidemic in children, fostering transnational, shared discussions and open research on it. The Embassy of Italy has been supporting the project since it was conceived and officially kicked-off the initiative at the Monterrey Paediatric Conference in 2011. I congratulate again the Open Obesity Journal for dedicating this issue to the cooperation between Italy and Mexico in such a delicate field as children’s health and look forward to celebrating the completion of the project in 2013.

BackgroundRheumatoid arthritis (RA) is associated with reduced bone mineral density and increased fracture risk. Bone sparing properties are reported for biological (b) disease-modifying antirheumatic drugs (DMARDs) (1), but previous studies have not found bDMARDs to reduce fracture risk [2]. Knowledge is sparce regarding fracture risk in individuals with RA using different types of DMARDs compared to the general population.ObjectivesTo investigate the effect of RA on fracture risk, and examine if bDMARD treatment influences this association.MethodsThe Trøndelag Health Study (HUNT) is a population-based longitudinal study in central Norway. We included all participants who had attended at least one of the latest three HUNT surveys, using the first participation as baseline. RA status was obtained by linkage to the patient records at the regional hospital using International Classification of Disease codes (ICD9 and 10) for Major Osteoporotic Fractures (MOF), as well as further validation of medical records regarding date of RA diagnosis and use of DMARDs (divided into the following groups: never DMARDs, conventional synthetic(cs) DMARDs only, or ever bDMARDs). All RA diagnoses were validated according to American College of Rheumatology/ European League Against Rheumatism criteria[3]. RA status was registered at baseline and updated if RA was diagnosed later. Participants were followed until the first MOF, death, emigration, or end of follow-up on 21.10.2021. Cox regression was used to estimate hazard ratios (HR) for MOF in RA participants in general and by treatment group, compared to the people without RA. Confounders were identified using directed acyclic graphs (DAGs) and included sex, age at inclusion and smoking status at baseline.ResultsIn total, 96,354 participants were included, 1,033 with RA (mean age 55.5 years, 65.8% women) and 95,321without RA (mean age 46.3 years, 53.0% women). Overall, 401 participants were diagnosed with RA before inclusion in HUNT and 632 during follow-up.Table 1.RA independent of treatment was associated with almost 50% increased risk of MOF compared to non-RA (HR 1.44). By treatment group, never DMARDs had highest risk of MOF, followed by csDMARDs. Treatment with bDMARDs was not associated with MOF. Incidence rates (IR) per 1000 person-years were higher in RA overall and in all DMARD treatment groups compared to non-RA.ParticipantsMOFUnadjustedAdjustednnIR95% CIHRHR95 % CINon-RA95,32110,5037.06.9-7.2RA independent of treatment1,03322118.015.8-20.52.351.441.25-1.65RA treatment groupNever DMARDs571733.420.7-53.74.422.051.28-3.31csDMARDs only72717520.517.7-23.82.681.501.29-1.75Ever bDMARDs230278.86.0-12.81.131.030.70-1.50Adjusted for age at inclusion, sex, and smoking status at baseline. CI: confidence interval. DMARDs group missing for 19 RA participants including 2 individuals with a MOF.ConclusionRA was associated with MOF. However, in RA individuals treated with bDMARDs, an association with MOF was not seen. This is an encouraging result and might be of importance when evaluation future treatment regiments in this patient group.References[1]Chen J-F, Hsu C-Y, Yu S-F, Ko C-H, Chiu W-C, Lai H-M, et al. The impact of long-term biologics/target therapy on bone mineral density in rheumatoid arthritis: a propensity score-matched analysis. Rheumatology. 2020;59(9):2471-80.[2]Shao F, Li HC, Wang MJ, Cui CM. Impact of biologic disease-modifying antirheumatic drugs on fracture risk in patients with rheumatoid arthritis: a systematic review and meta-analysis. Eur Rev Med Pharmacol Sci. 2021;25(9):3416-24.[3]Videm V, Thomas R, Brown MA, Hoff M. Self-reported diagnosis of rheumatoid arthritis or ankylosing spondylitis has low accuracy: Data from the Nord-Trøndelag Health Study. J Rheumatol. 2017;44(8):1134-41.AcknowledgementsThe Trøndelag Health Study (HUNT) is a collaboration between HUNT Research Centre (Faculty of Medicine and Health Sciences, NTNU - Norwegian University of Science and Technology), Trøndelag County Council, Central Norway Regional Health Authority, and the Norwegian Institute of Public Health.We want to thank clinicians and other employees at Nord-Trøndelag Hospital Trust for their support and for contributing to data collection.Disclosure of InterestsIngebjørg Tronstad: None declared, Mari Hoff: None declared, Julie Horn: None declared, Sigrid Anna Vikjord: None declared, Vibeke Videm: None declared, Tom Nilsen: None declared, Arnulf Langhammer Speakers bureau: Paid as speaker by AstraZeneca, Boehringer Ingelheim, Glaxo-Smith-Klein, Consultant of: Paid consultant for Boehringer Ingelheim and AstraZeneca.

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). 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BackgroundThe experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end of-life care staff development programmes are widely uncharted.AimTo investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes.DesignScoping review.Data sourcesPublished literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking.ResultsThe review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development.ConclusionAesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.References. 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Esta contribuição tem como objetivo apresentar um estudo comparativo acerca do ensino de inglês como língua estrangeira nas escolas públicas brasileiras e chilenas. Elegemos o Chile para este estudo porque o país atingiu os melhores índices do PISA (Programa Internacional de Avaliação de Estudantes) em 2014 em relação aos demais países da América Latina. Para atingir nosso objetivo, foram pesquisados dados bibliográficos quantitativos relativos à avaliação do ensino nestes países, bem como pesquisas, artigos científicos e websites que nos permitiram compará-los em relação ao sistema educacional e ao ensino de inglês. Entre as fontes consultadas destacamos a obra O Ensino de Inglês na Educação Pública Brasileira (British Council, 2015) e a sessão plenária “Vinte anos de desenvolvimento curricular no Chile”, proferida por Max Moder no II Forum de Língua Inglesa, evento promovido pelo Conselho Britânico em 2016 e disponível online. A discussão dos dados coletados revela que há necessidade de mudanças no sistema educacional de ambos os países e apontam que o Brasil precisa/deve aumentar a quantidade das aulas de LE e melhorar sua qualidade, incentivando os alunos e, os motivando a se interessar pela disciplina.

<p>In 1989 the first bases of what is now a strong and consolidated Spanish-Italian scientific relationship in Seismology and in Volcano-Seismology were established. The first stage took place at the University of Catania, in the former Department of Earth Sciences, placed in the old Science Faculty, when a pre-doctoral student from the University of Granada, Cartuja Observatory (now called Andalusian Institute of Geophysics), arrived to complete his formation in seismology. During this stage, in addition to the training process, new contacts with researchers and mainly with pre-doctoral students of the former International Institute of Volcanology of the Italian National Research Council (IIV-CNR) were stablished. These contacts have endured, grown and created a strong international scientific network with consolidated and credible research production. In a short time new working groups were integrated such as the Osservatorio Vesuviano in Naples or the Department of Physics of the University of Salerno from the Italian side, and the Department of Applied Physics of the University of Almería or the Volcanology Department of the Spanish Research Council (CSIC) in Spain. At the present this non-official (but very active) network comprises many Italian Research Centers belonging to the National Institute of Geophysics and Volcanology (INGV) such as Catania, Naples, Rome, Palermo, Pisa or Bologna; Italian Universities as Salerno, Naples, L’Aquila or Calabrian, several Spanish Universities such as Granada, Almería, Jaen, Complutense, Cádiz or La Laguna, but also from other countries such as USA, Russia, Ireland, Portugal, México, Argentina, Germany, France, Norway or UK among others. This collaboration includes a continuous pre-doctoral students training protocols in which the exchange of fellows among the different institutions is fluent. [...]</p>

Abstract Background In‐hospital cardiac arrest (IHCA) is a major public health problem with significant mortality. Rapid cardiopulmonary resuscitation and early defibrillation is extremely connected to patient outcome. In this study, we aimed to assess the effects of a basic life support and defibrillation course in improving knowledge in IHCA management. Methods We performed a prospective observational study recruiting healthcare personnel working at Azienda Ospedaliero Universitaria Pisana, Pisa, Italy. Study consisted in the administration of two questionnaires before and after BLS-D course. The course was structured as an informative meeting and it was held according to European Resuscitation Council guidelines. Results 78 participants completed pre- and post-course questionnaires. Only 31.9% of the participants had taken part in a BLS-D before our study. After the course, we found a significative increase in the percentage of participants that evaluated their skills adequate in IHCA management (17.9% vs 42.3%; p < 0.01) and in the correct use of defibrillator (38.8% vs 67.9% p < 0.001). However, 51.3% of respondents still consider their preparation not entirely appropriate after the course. Even more, we observed a significant increase in the number of corrected responses after the course, especially about sequence performed in case of absent vital sign, CPR maneuvers and use of defibrillator. Conclusions The training course resulted in significant increase in the level of knowledge about the general management of IHCA in hospital staff. Therefore, a simple intervention such as an informative meetings improved significantly the knowledge about IHCA and, consequently, can lead to a reduction of morbidity and mortality.

Introduction: Exaggerated blood pressure (BP) responses during exercise are associated with increased risk of clinical cardiovascular outcomes. Partial sleep deprivation (PSD), defined as ≤6 hours of sleep, can increase 24-hour ambulatory BP but the effects on exercise BP have not been studied. We hypothesized that acute PSD would augment the exercise BP response to constant load exercise (below and above estimated lactate threshold) and during a 20-min time trial. Methods: Fourteen, healthy adults (22 ± 3 years; 9 males; VO2peak: 43.2 ± 9.5 ml/kg/min [25.3-60.9]) completed a randomized crossover trial where they slept normally (normal sleep-wake schedule for each participant), or sleep was partially deprived (early awakening, 40% of normal sleep duration). Prior to the testing visits, participants completed two familiarization visits under normal sleep conditions. Each participant completed a 12-minute warm (6-minutes below estimated lactate threshold [moderate intensity; 65 ± 24 W] and 6-minutes above estimated lactate threshold but below respiratory compensation point [heavy intensity; 147 ± 60 W]) followed by a time-trial where they were asked to cycle as far as possible in 20 minutes. BP was assessed at rest (BpTRU, Medical Devices) and on the cycle ergometer every 2 minutes during the warmup and 20-minute time-trial (Tango M2, SunTech Medical). Sleep timing and duration was assessed daily for 1-week prior to each testing visit using self-report and an accelerometer worn on the non-dominate wrist (wGT3X-BT, ActiGraph). Results: Resting systolic ( P=0.08) and diastolic BP ( P=0.06) tended to be higher following PSD (normal sleep: 105 ± 8/62 ± 8 mmHg vs. PSD: 107 ± 6/64 ± 7 mmHg). PSD did not alter VO2 during the moderate- (normal sleep: 1291 ± 394 ml/min vs. PSD: 1258 ± 364 ml/min) and heavy-intensity (normal sleep: 1903 ± 758 ml/min vs. PSD: 1893 ± 724 ml/min) warmup or 20-minute time-trial (normal sleep: 2713 ± 1120 ml/min vs. PSD: 2669 ± 1134 ml/min) or distance covered (normal sleep: 10.16 ± 2.024 km vs. PSD: 10.08 ± 2.145 km) and power output (normal sleep: 175 ± 79 W vs. PSD: 173 ± 79 W) during the 20-min time-trial (all P>0.27). Systolic (normal sleep: 140 ± 17 mmHg vs. PSD: 136 ± 11 mmHg, P=0.14) and diastolic (normal sleep: 67 ± 11 mmHg vs. PSD: 69 ± 8 mmHg, P=0.44) BP did not differ during the moderate-intensity warmup following PSD. However, systolic BP was lower during the heavy-intensity warmup (normal sleep: 165 ± 25 mmHg vs. PSD: 155 ± 22 mmHg, P=0.008) and 20-minute time-trial (normal sleep: 174 ± 20 mmHg vs. PSD: 165 ± 25 mmHg, P=0.05) following PSD. No differences were observed in diastolic BP (all P>0.57). Heart rate during the moderate-intensity warmup (normal sleep: 110 ± 11 bpm vs. PSD: 110 ± 10 bpm), heavy-intensity warmup (normal sleep: 137 ± 14 bpm vs. PSD: 136 ± 14 bpm), and time-trial (normal sleep: 171 ± 16 bpm vs. PSD: 169 ± 19 bpm) did not differ between conditions (all P>0.39). Conclusion: In contrast to our hypothesis, these preliminary findings suggest that a single night of PSD results in lower systolic BP responses during heavy-intensity, but not moderate-intensity, cycling exercise. This research was supported by a Natural Science and Engineering Research Council (NSERC) of Canada Discovery Grant (P.J.M). This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.