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IN VETRINA

Anicia 2016 Euro 26,00
S. Nirchi - S. Capogna
Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in ambito educativo
isbn13 : 9788867092727
RAPPORTI, RIFLESSIONI, PRESENTAZIONI
 
 
 
Education and training systems vs undeclared work and shadow economy, challenge accepted.
di Gabriella Gliozzi , pubblicato il 2017-01-01
Deciding to work illegally today, regardless of whether it's the only choice or a personal choice, it means condemn oneself and become trapped in an enclosed scheme, which hinders progress and personal development. But the black economy has a strong impact on the lives of others: the community and the State in fact are suffering the effects of the shadow economy and undeclared work, which slow the development and economic growth. The shadow economy and the undeclared work touch the economic relations in production systems and the balance between demand and supply of labor. In this way there is a disadvantage both from the side of the workers, who are then forced to give up the rights, protections and income, and the companies, because they must face up a type of unfair competition that primes a series of chain reactions and producing social dumping and threatens the sustainability of national financial systems. Instead the development of culture of legality and knowledge and personal skills could save us from the abyss of the shadow economy. Indeed a well-trained and aware citizen of its own shares represents the true potential of a nation as well as the opportunity for himself to have a chance to join into the regular market.

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Teaching history, educating to memory. June 2, 1946. The Republic of the italian women and men arises.
di Carlo Felice Casula , pubblicato il 2016-10-30
70 years ago, on the 2nd of June 1946, the Italian Republic raised with an institutional referendum. Moreover, a constituent assembly was elected to write the Constitution of a new democratic and social State, not more mono-gender and mono-class. The Constitution was approved on the December 1947 and became law on the 1st of January 1948, after an intense but collaborative debate between the antifascists parties. Keeping in consideration the recent facts of the referendum of the 4th December 2016 on the constitutional reform, occurred in a climate of contrast, the author examines the extraordinary participation of the italian men and women, for the first time called to vote, after the epochal tragedy of the second world war. The author makes also an in-depth reconstruction of the modern and advanced contents of the Constitution, which establishes the co-presence and the interrelation among civil, politic and social rights. The figure of the historian avoids the stereotypes and the general interpretative categories, for the inescapable analysis of differences and contexts. However, in order to understand the present of the past, it should be useful to return to the foundative moment of our democratic institutions.

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Gender Differences, education system
di Silvia Fornari , pubblicato il 2016-10-30
The Italian educational system since the seventies became a women's world, both for the massive presence of girls in all levels of schooling, both for a teaching staff composed mainly of women, so that in some scope men have become one real “rarity”. The feminine school and university education invites us to think about the consequences of the logic of gender culture. And it is in this perspective that we can highlight the inadequacy of the training of future teachers, who for different reasons continues to play both occupational segregation, given the absence of men in education, for both the maternal love rhetoric seconds where you become teachers and educators as a professional vocation. In this context it is clear that the school and not only continues to transfer, through the study of the humanities the idea of a world by men and women remains the task of dealing scope of care and of life from birth to death. A content taken and shared by all, men and women, who continue to perpetrate it without questioning it, as they are the same women communicate it, so now consider it a given indisputable, which is part of the “natural” way of thinking of the people.
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Digital competences: important element of effective teaching
di Stefania Nirchi e Stefania Capogna , pubblicato il 2016-10-30
This paper would to analyze the role of digital competences in educational sistem to identify  lights and shadows. continua...
Quality Management in education system
di Stefania Nirchi , pubblicato il 2016-10-30
In this paper we are trying to find an answer to the following questions: why the topic of quality was introduced with increasing force in the education system? Which are the reasons that allowed the transition of the quality concept from the economics and social organization language to pedagogic language? Which are the problems that the quality application shows?
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Identity, interculture and survival. Rereading Charles Taylor’s socio historical paths of continuity and break with tradition, in light of Europe’s dark night
di Rita Minello , pubblicato il 2016-07-30
Charles Taylor’s intercultural theories, characterized by socio historical paths of continuity and break with tradition, by acknowledgement of identity and interculture, as well as by needs of differentiation, survival of identity meaning and cultural transposition, have largely inspired the educational model of intercultural inclusion of Canada. In a historical moment marked by the extremist dynamics of “terror against terror”, which must be  followed by efficient educational actions, it is useful to come to terms with Taylor’s theories, which determine a partial correction to the pathways of the most spread educational models of intercultural integration and pedagogy, especially with regard to the topics of identity and value restructuring, both individual and collective, in response to the emergent disaggregating forces of contemporary civilization.
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Encounter and Dialogical Learning. A Relational Pedagogy Path
di Rosati Agnese , pubblicato il 2016-07-30
People build themselves in their life, in relationships, in inputs and in requests they get.
Everyone’s life is marked by encounters, stories and experiences shared through emotions and languages, signs and phenomena that require sensitivity and communicative and relational skills to be got. These skills are the basis of dialogic intelligence (Rossi, 2005, 2015; Gómez, Alonso 2014) that enables people to read words, feelings and non-verbal languages.  
Narration, dialogue spaces, listening exercises and reflexive silence build the different phases  of an active critical methodology through that people explore personal worlds (inner and others’ worlds) and collective landscapes. Actions and thoughts make sense in these contexts of life, otherness paths (a topic debated by relational pedagogy), that engage the single person and the whole community, are taking shape to involve the School and the civil society.  

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Schools innovation and leadership
di Roberto Melchiori e Francesco Maria Melchiori , pubblicato il 2016-04-30
A profound change is needed in Education as response to demands set by 21st century competences. Due to these modifications, new opportunities arise for remodeling pedagogy too, for instance providing new ways of considering learning, i. e. the acquisition of new kinds of literacy, namely cross-cultural, ecological and IT literacy. At a theoretical level, these demands require a shift from focusing on engagement in school to engagement in learning.
Therefore, this paper describes the core design principles that underlies the school innovation and we outlines the two things that we recommend are measured when assessing school effects and supporting their improvement: leadership practices and student outcomes. School principals are responsible for their own institute, but no assessment framework or evaluation system can measure all the actions actually realized. An innovative idea about schooling must consider that school evaluation has to be measured through: (1) the actions taken by principals in order to achieve higher success rate in their school and (2) the degree to which a school has effect on outcome improvements of the students. Consequently, it is possible to denote these two aspects as “educational practice” and “learning outcomes”. These categories encompass the actions of principals and the most important results of school tasks.
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The self-evaluation of school: input and process variables of teachers
di Daniela Simeone , pubblicato il 2016-04-30
This article intends to analyze the self-evaluation of school taking into account the input and process variables of teachers.

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Informing and training for workplace safety. The centuries-old Italian experience
di Fiorenza Misale , pubblicato il 2016-01-30
The dramatic chain died at work inevitably leads to a deep reflection and attracts more and more to the inevitable acceptance of responsibility and the necessary commitment and constructive synergy between the various actors in the world to launch a widespread information activities, that combined with education and prevention will help to grow the culture of safety in the workplace.For almost a hundred years, from the 1898 Act to the legislation of the fifties, the attention to safety on the job is very poor. Increased attention and sensitivity is however in the years of reconstruction and economic miracle and even more in the season of the movements. In the last two decades the national legislation conforms with EU directives confronting solid experience in other countries, primarily Germany, of worker participation in the enterprise security management. Work accidents are a "social evil" should not be considered as events in their own right, but as a direct consequence of an ingrained habit is little compared to the Italian and circumvention of rules, is a major cultural delay in transposing training as an essential tool for the prevention of accidents. Businesses and workers need to be prepared and informed is not enough unfortunately, but fundamental, the promulgation of laws and regulations, as well as actions may not be sufficient control and supervision on safety in the workplace, to reduce the high number of accidents and "white deaths". With the new Safety Law (Legislative Decree 81 of 2008) completes the complex and difficult process that led to the reorganization and reform of legislation on protection of health and safety at work this was a piece of legislation called for by time, as it was definitely a necessary reorganization of the various rules relating to the protection of safety and health at the workplace. The purpose of the reform was to redesign the matter of health and safety at work in Italy framing the rules so far contained in multiple sources have occurred, seamlessly, over almost sixty years with a view to system, as well as update the same taking into account the experience acquired in their application of the most recent developments in work organization.

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Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. A. Cocozza, Univ. Roma Tre
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
qtimes
Prof. A. Cocozza, Univ. Roma Tre
Prof. Carlo Felice Casula - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof.ssa Rita Minello - Univ. Niccolò Cusano
Prof.ssa Agnese Rosati - Univ. di Perugia
Prof.ssa Angela Piu - Università della Valle d'Aosta
Prof. A. Cocozza Univ. Roma Tre
Prof.ssa Stefania Capogna - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof. Andrea Gentile- Univ Marconi
Prof. Mario Pireddu - Univ. Roma Tre
Prof. R. Melchiori - Università Telematica “Niccolò Cusano”
Prof. Fernando Lezcano Barbero- Universidad de Burgos - España
Prof. Agustin Escolano Benito-Universidad de Vallladolid,España
Prof. C. Piu, Università della Calabria
Giancarlo Cerini
Benedetta Cosmi
Prof.ssa A.L. Fazzari Univ. “Tor Vergata” Roma.
Prof.ssa T. Serra - Univ. La Sapienza di Roma
Prof.ssa A. Poggiani Univ. La Sapienza di Roma
Prof. G. Domenici - Univ. Roma Tre
Prof.ssa M. L. Boninelli - Univ.di Venezia
Prof. F. Bocci - Univ. Roma Tre
Prof. D. Falcone - Università di Cassino


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