bluuebunny/crossref_metadata_2025_split huggingface dataset:
“Words in orbit”. The talk show and the debate as methodologies for teaching and learning science
Authors: Virano Monica 
Published: May 2022

This article aims to present a media educational experiment entitled "Words in orbit". The project, which came across the pandemic crisis, aims to foster the acquisition, by pupils actively involved, of specific knowledge in the astronomical field using the talk show as a methodology capable of stimulating an active construction - and love - of knowledge, and a genuine motivation to learn. The talk show, which is a format rooted in the logic of debate, has the necessary characteristics to promote in a fun and innovative way the argumentative and thinking skills, resorting to the use of the dynamics of role-playing and the implementation of discourse and discussion on educational and cultural themes.

“Parole in orbita”. Il talk show ed il debate come metodologie per l’insegnamento e l’apprendimento delle scienze.
All’interno del presente articolo si intende presentare una sperimentazione media educativa dal titolo “Parole in orbita”. Il progetto, imbattutosi nella crisi pandemica, ha lo scopo di favorire l’acquisizione, da parte degli alunni attivamente coinvolti, di conoscenze specifiche in ambito astronomico, attraverso l’utilizzo del talk show come metodologia capace di stimolare la costruzione attiva del sapere, l’amore per la conoscenza ed una genuina motivazione all’apprendimento. Il talk show, essendo un format che affonda le radici all’interno della logica del debate, possiede le caratteristiche necessarie a promuovere in modo divertente ed innovativo la capacità di argomentazione e riflessione attraverso il ricorso alla dinamica del gioco di ruolo e l’implementazione di discorsi e discussioni a tema didattico e culturale.
Teachers with disabilities: a systematic review of the international literature
Authors: Bellacicco Rosa , Ianes Dario , Macchia Vanessa 
Published: May 2022

Despite an increasingly heterogeneous student population, the teaching staff is still characterized by a high level of homogeneity and the under-representation of teachers with disabilities. Research on the issue is also quite limited. To fill this knowledge gap, in this article we present a systematic review conducted by selecting primary studies published between 1990 and 2018 investigating the experiences of teachers with disabilities. The 32 included studies were evaluated in terms of methodological rigor and analyzed through thematic analysis, from which 9 categories emerged. The latter highlight the full potential of these teachers, both in terms of teaching effectiveness and greater understanding of special needs in the classroom, but at the same time they underline the complexity of their careers in learning settings, still partly permeated by ableism and discriminatory practices.

Insegnanti con disabilità e DSA: una revisione sistematica della letteratura internazionale.
Pur a fronte di una popolazione studentesca sempre più eterogenea, il corpo docente è ancora caratterizzato da una forte omogeneità e dalla sottorappresentazione di insegnanti con disabilità/DSA. Anche la ricerca sul tema è assai limitata. Per colmare questo gap conoscitivo, in questo articolo presentiamo una systematic review, condotta selezionando gli studi primari pubblicati tra il 1990 e il 2018 sulle esperienze di docenti con disabilità/DSA. I 32 studi inclusi sono stati valutati dal punto di vista del rigore metodologico e analizzati mediante un’analisi tematica, da cui sono emerse 9 categorie. Queste ultime mettono in luce tutto il potenziale di questi insegnanti, sia sul fronte dell’efficacia didattica che della maggiore comprensione dei bisogni speciali in classe, ma allo stesso tempo sottolineano la complessità delle loro carriere in setting di apprendimento ancora in parte permeati da una cultura abilista e da pratiche discriminatorie.
Prevent and counter bullying and cyberbullying through the SEP device: sensitize, educate, protect. Results of an investigation
Authors: Perla Loredana , Amati Ilenia , Palermo Rosa 
Published: May 2022

This paper focuses on an investigation into the complex phenomenology of bullying and cyberbullying behaviour, focusing actions of contrast and treatment within a preventive perspective of inclusive education capable of designing multi-level strategies. The paper presents the results of a collaborative research-training project with a network of Apulian secondary schools and the consequent design of the educational device for the prevention and treatment of the phenomenon (the SEP device: sensitise, educate, protect) useful for dealing with the phenomena from a pedagogical point of view. The device allows to develop an observational and receptive posture concerning the behavioural prodromes and to accept the complexity of the phenomena adopting multiple-levels educational choices.

Prevenire e contrastare bullismo e cyberbullismo attraverso il dispositivo SEP: sensibilizzare, educare, proteggere. Risultanze di un’indagine.
Il presente contributo mette a tema un’indagine sulla complessa fenomenologia dei comportamenti di bullismo e cyberbullismo, focalizzando le azioni di contrasto e di cura entro una prospettiva preventiva di didattica dell’inclusione in grado di progettare strategie a più livelli. Nel contributo si presentano le risultanze di una ricerca-formazione collaborativa avviata con una rete di scuole secondarie di I e II grado pugliesi e la conseguente progettazione del dispositivo di educazione alla prevenzione e cura del fenomeno (il dispositivo SEP: sensibilizzare, educare, proteggere) utile a fronteggiare i fenomeni in chiave pedagogica. Il dispositivo consente di assumere una postura osservativa e ricettiva dei prodromi comportamentali e di accogliere la complessità dei fenomeni adottando scelte educative a più livelli articolate in un approccio adattivo inclusivo costruito sul contesto e rivolto all’intero gruppo e non solo alla diade bullo-vittima.
These are articulated in an inclusive adaptive approach built on the context and aimed at the entire group and not just on the bully-victim dyad. The concept of inclusion, indeed, is closely linked to education to “active citizenship”, understood as responsible participation in building a civil society and requires action that involves the entire school community and families.
Towards shared meanings. The co-construction of the educational pact as an inclusive process: a field experience
Authors: Salerno Vincenzo , Pegorin Stefano 
Published: May 2022

Produced by the intervention of the social service, by decree of a court, entry into a residential community for minors is a traumatic event in the life of a boy. The community itself is a pre-established system, made up of rules and spaces, established times and activities, and of intense relationships with professionals. None of this is the result of a decision, of a participation, of a subjectification on the part, first of all, of the subject of education who is the boy himself. The institutional task risks being limited to protection rather than triggering a path of inclusion and development: paradoxically, the time and space of socio-educational intervention can become an experience of deeper exclusion and stagnation. What educational conditions, therefore, can initiate and help processes of effective inclusion? The article proposes a specific pedagogical tool, the educational pact as an educational experience of subjectivation and inclusion of the child.

Verso significati condivisi. La co-costruzione del patto educativo come processo inclusivo: una esperienza di campo.
Prodotto dall’intervento del servizio sociale, per decreto di un tribunale, l’ingresso in una comunità residenziale per minori è un evento traumatico nella vita di un ragazzo – inteso come segmento sociale costituito da maschi di età 11–21. La comunità stessa è un sistema precostituito, fatta di regole e spazi, tempi e attività stabilite, e di rapporti intensi con professionisti. Niente di tutto questo è l’esito di una decisione, di una partecipazione, di una soggettivazione da parte, innanzitutto, del soggetto dell’educazione che è il ragazzo stesso. Il compito istituzionale rischia di limitarsi alla protezione piuttosto che innescare un percorso di inclusione e di sviluppo: paradossalmente il tempo e lo spazio dell’intervento socio-educativo possono diventare un’esperienza di più profonda esclusione e stagnazione. Quali condizioni educative dunque possono avviare e aiutare processi di effettiva inclusione? L’articolo propone uno strumento pedagogico specifico, il patto educativo come esperienza educativa di soggettivazione e inclusione del ragazzo.
Learning mathematics with tools: the mediation role of the teacher
Authors: Mariotti Maria Alessandra , Maffia Andrea 
Published: May 2022

Recognizing the relevance of the construction of knowledge by the learners, a complex educational problem concerns the movement from individual activities towards sharing and institutionalizing mathematical knowledge. Teacher’s role is crucial: how to manage the movement from a task to the evoked mathematics? We face this problem in the specific case of tasks involving digital tools; we focus our attention on the actions performed by teachers while orchestrating collective discussion, on the effects of such actions on the evolution of mathematical meaning discussed, and on the sharing of those meanings between the students. A single case study exemplifies the presented theoretical framework to show how, through the chosen lenses, we can evidence teacher’s actions during the collective discussion.

Apprendere la matematica con gli strumenti: il ruolo di mediazione dell’insegnante.
In una prospettiva didattica che privilegia il momento costruttivo di un sapere da parte dell’allievo, un problema didattico molto complesso riguarda il passaggio dalle attività individuali alla condivisione e alla istituzionalizzazione di un sapere matematico. Il ruolo dell’insegnante è cruciale: come gestire il passaggio dalla esecuzione di un compito alla Matematica che tale attività evoca? Affrontiamo questo problema nel caso particolare di compiti che richiedono l’uso di strumenti tecnologici, focalizzando la nostra attenzione sulle azioni che l’insegnante compie nell’orchestrare la discussione collettiva e sull’effetto che queste possono avere sia sull’evoluzione dei significati matematici oggetto della discussione, sia sulla condivisione di tali significati tra gli studenti. Lo studio di un singolo caso esemplifica il quadro teorico e mostra come, attraverso le lenti di analisi scelte, si possa mettere in evidenza l’agito dell’insegnante nella discussione.
Parallelisms, synergies and contradictions in the relationship between Special Education, Gifted Education and Inclusive Education
Authors: Dell'Anna Silvia , Marsili Francesco 
Published: May 2022

Special Education and Gifted Education are two theoretical and research areas that have developed in parallel: the former dealing primarily with pupils with disabilities and other special educational needs, the latter with a small percentage of high-ability students. Although Gifted Education can be considered as part of the broader field of Special Education, it is a separated branch in terms of both methods and aims. Nevertheless, the two areas share the dominant debate about school inclusion, as a common direction in contemporary education. With reference to national and international research, the article contains a parallel reflection on historical, normative, theoretical and operative aspects of Special and Gifted Education, with the aim of identifying the critical issues concerning both fields as well as their possible developments in relation to Inclusive Education.

Parallelismi, sinergie e contraddizioni nel rapporto tra Special Education, Gifted Education e Inclusive Education
La Pedagogia Speciale e la Gifted Education sono due settori che si sono sviluppati parallelamente: il primo occupandosi principalmente dei soggetti con disabilità e altri bisogni educativi speciali, il secondo di un’esigua percentuale di studenti con capacità elevate. Sebbene la Gifted Education possa essere considerata una branca della più ampia Special Education, essa si configura come autonoma sia per metodi che per scopi ma non del tutto avulsa dal dibattito dominante verso cui tendono tutte le istanze educative contemporanee: l’educazione inclusiva. Il contributo affronta dal punto di vista della ricerca nazionale e internazionale l’intersecarsi di questioni storiche, normative, teoriche e operative tra Pedagogia Speciale e Gifted Education allo scopo di individuare i nodi critici e i percorsi possibili per una confluenza nell’ambito dell’Inclusive Education.
Educational ecosystems: a research model applied in four Italian territories of the Tuscany Region
Authors: Del Gobbo Giovanna , Federighi Paolo , De Maria Francesco , Frison Daniela , Galeotti Glenda , Iossa Silvia , Pasquali Giorgia , Spennato Beatrice 
Published: May 2022

The article presents the OLESchool research, which conducted a feasibility study aimed at the definition of an integrated learning ecosystem model in which the school system becomes the focus of an open learning environment. The research considered the criticalities, priorities and limitations related to the pandemic event, highlighting the resources and opportunities generated, and aimed to identify those success factors and criteria for building prototypes and hypotheses of expected results to be implemented at a subsequent stage. The research adopted a collaborative approach starting with the stakeholder engagement process. The research team applied a methodological design inspired by the Grounded Theory paradigm, studying the phenomenon holistically from different points of view with qualitative-quantitative parallel research phases and triangulation between researchers, theories, data and tools. The contribution presents the results, distinguished between output and outcome of the research.

Ecosistemi educativi: un modello di ricerca applicato in quattro territori della Toscana.
Il contributo presenta la ricerca OLESchool che ha visto la realizzazione di uno studio di fattibilità volto alla definizione di un modello di ecosistema formativo integrato dove il sistema scolastico diventa fulcro di un ambiente di apprendimento aperto. Sono state tenute in considerazione criticità, priorità e vincoli relativi all’evento pandemico, facendo emergere le risorse e le opportunità scaturite e puntando all’individuazione di quei fattori di successo e criteri di costruzione di prototipi e ipotesi di risultati attesi da implementare in una fase successiva. La ricerca ha seguito un approccio di tipo collaborativo a partire dal processo di stakeholder engagement. È stato adottato un disegno metodologico ispirato al paradigma della Grounded Theory, studiando il fenomeno in modo olistico da punti di vista differenti, con fasi di ricerca parallele quali-quantitative e trasversali di triangolazione tra ricercatori, teorie, dati e strumenti. Nel contributo sono presentati i risultati distinti tra output e outcome della ricerca.
A criança com transtorno do espectro Autista e covid-19: uma revisão sistemática
Authors: Cardoso Daisy Carla Montanha Cordeiro , Liporaci Gabriela Franco dos Santos , Rocha Aila Narene Dahwache Criado Rocha 
Published: May 2022

Introdução: A notícia do Coronavírus, foi recebida pelo mundo de forma trágica e foi classificada pela Organização Mundial da Saúde como emergência internacional de saúde pública. O cenário da COVID-19 estabeleceu problemas para crianças com TEA e suas famílias, além de todas as dificuldades, houve a necessidade de adaptação e reorganização da rotina. Objetivo: Identificar como é a rotina das crianças com TEA e suas famílias, durante a pandemia. Método: Realizadas pesquisas nas bases de dados Eric, Google Acadêmico, Lilacs, Sage, Scielo e Scopus. Como critérios de inclusão, utilizamos publicações do período de 2019 a 2021, que constassem no assunto, título, resumo ou palavras-chave, todos os descritores: “autismo”, “autista”, “COVID-19”, “pandemia”, “tea”, “família” e “criança”, ou pesquisas na educação em tempos de COVID-19, conectados pelo operador booleano AND escrito em letras maiúsculas. Resultados: a sobrecarga das mães, já que estas são as responsáveis fundamentais em administrar as atividades com a orientação dos profissionais; A criança com TEA necessita de cuidado e de pessoas dando apoio; teve impacto no contexto social e escolar. Conclusão: a COVID-19 trouxe desafios para crianças com TEA e seus responsáveis. Os dados encontrados apontam que por ainda ser um assunto recente, muitos estudos estão por vir, tornando-se escassos textos sobre o tema. É preciso investigar o impacto da pandemia e o isolamento social (através de diversas maneiras junto com as disposições de cada país em relação as crianças com TEA e suas famílias.
The Principle of "Non-Refoulement" and its Evolution in the Jurisprudence of the European Court of Human Rights
Authors: Furramani Emanuela , Bushati Rrezart 
Published: May 2022

The principle of non-refoulement provided for by Article 33 of the Geneva Convention constitutes a principle of international law with a significant role in the protection of human rights. This principle has been confirmed by the European Court of Human Rights, which has affirmed the state's responsibility for returning an asylum-seeker to a country where he risks being subjected to inhuman and degrading treatment or torture, in breach of Article 3 of the European Convention on Human Rights. Considering this reasoning, in the case of Hirsi Jamaa and others v. Italy, the European Court of Human Rights found the Italian State responsible for violating Article 4 of Protocol No. 4 for the collective refoulement of migrants without a procedure for assessing their individual situation in a state where they could face inhuman and degrading treatment, as well as for violating Article 13 of the European Convention on Human Rights, as the applicants had been denied the opportunity to appeal before the expulsion measure was carried out. Recently, the European Court of Human Rights' orientation has changed since, in the case of N.D. and N.T. v. Spain, the Court excluded the violation of both Article 4 of the 4th Protocol and Article 13 of the European Convention on Human Rights, stating that the collective rejections were due to the “applicants' own conduct”. This decision entails many perplexities regarding the protection of human rights.

Received: 24 January 2022 / Accepted: 19 March 2022 / Published: 5 May 2022
Socio-Emotional Leadership Style as Implementation of Situational Leadership Communication in the Face of Radical Change
Authors: Mulyana Ahmad , Ridaryanthi Melly , Faridah Siti , Umarella Farid H. , Endri Endri 
Published: May 2022

Leadership communication style plays an important role in managing an organization during the Covid-19 pandemic. The study investigated the leadership style applied in the event organizer industry to survive adversity during a pandemic situation. A qualitative approach is used in case studies of two event organizers in two big cities in Indonesia, namely PT Ikons Karya Kreasi, Jakarta, and CV Trigger EO, ​​Medan. In-depth interviews were conducted as a data collection technique for each level of the company's top management and employees. The results showed that the situational leadership style applied in the two organizations differed according to the context and culture of the organization. The most important competence of the two lies in a leadership style that displays socio-emotional skills, is ready to face stress and adapt to changes in socio-cultural life quickly, and dares to take decisions to maintain the continuity of the company organizing business events.

Received: 21 December 2021 / Accepted: 4 April 2022 / Published: 5 May 2022
Translation Techniques Used in Assassin Creed: Renaissance Novel
Authors: Arbain . , Nababan Mangatur Rudolf , Santosa Riyadi , Wiratno Tri 
Published: May 2022

Several studies have been done on the technique of translating novel speech acts. However, impositive speech act translation research is still limited. Speakers perform impositive speech acts to burden their speech partners. Thus, the translator must comprehend the context. This study aimed to determine the translator's translation technique for adjusting target language meaning to the context. The data used in this study was gathered from the original English novel and compared to the same story in Indonesian. The researcher used the Forum Group Discussion with three translation professionals (FGD) to validate the data. The study found that most translators employ the conventional equivalency method. The translator determines the most suitable and acceptable meaning for the target language.

Received: 7 January 2022 / Accepted: 8 March 2022 / Published: 5 May 2022
Transformation in Traditional Beliefs of Coastal Residents in Vietnam During the Current Urbanization Context: Case Study from Da Nang City
Authors: Hien Le Thi Thu , Mai An Tran Thi 
Published: May 2022

The article studies the transformation in belief of coastal residents in Vietnam under the impacts of the urbanization evidenced from Da Nang city between 2013 and 2020. This paper is conducted based on a combination of the approach of cultural anthropology, sociology and interdisciplinary through analyzing the content of scientific publications related to the topic. The paper focuses on the change in beliefs of the current coastal residents in Vietnam through data from Da Nang city and pointed out the factors affecting the beliefs change in the urbanization context for 2003 to now. The result contributes to regulatory agencies to refer to and direct their rational development policy. It can also be used for academic purposes in universities, researchers, lecturers of culture and human science as well as learners.

Received: 31 January 2022 / Accepted: 8 April 2022 / Published: 5 May 2022
Structure and Agency Influencing Community Health Care Workers During the COVID-19 Pandemic in Northern Philippines: A Phenomenological Analysis
Authors: Asuncion Jay Emmanuel L. , Luis Lara Melissa G. , Capili Julius T. , Luyun Jennifer L. , Canapi Jake B. , Rimban Erwin L. 
Published: May 2022

Community Health Care Workers (CHWs) play a crucial role in the pandemic response, especially in developing countries like the Philippines. However, there is a lacuna of interdisciplinary studies exploring their first-hand experiences. This study framed in Giddens' structuration aimed to describe the lived experiences of CHWs along with the role of structure and agency to the challenges, motivations, and coping strategies of CHWs in crafting grassroots policies for the enhancement of healthcare delivery in Cagayan, Northern Philippines. Employing the phenomenological method, forty-six (46) study participants were purposively selected. Their narratives were elicited through Focus Group Discussion (FGD) using a semi-structured interview guide, and their responses were transcribed verbatim. Results revealed that the CHWs experienced many challenges: unpreparedness, a new concept of space, personal and social consequences of COVID-19, particularly fear and discrimination, and limited human and material resources. However, they remain motivated to serve their community. Thus, CHWs are potent actors in the COVID-19 response of Cagayan, Northern Philippines.

Received: 8 December 2021 / Accepted: 02 March 2022 / Published: 5 May 2022