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Insomnia symptoms are common during peripartum and are considered a critical risk factor for postpartum psychopathology. Sleep is particularly vulnerable during pregnancy and postnatal period and its alterations are associated with risks for mental health. Nonetheless, often insomnia disorder during pregnancy doesn't receive appropriate clinical attention, with consequent lack of proper treatment offer. Evaluation and treatment of insomnia during the prenatal period should be a priority in the clinical practice and should consider the whole family context. Cognitive-behavioral treatment is recognized as first line intervention for insomnia disorder from international guidelines. Many authors highlighted that during pregnancy and during the first months of child's life psychotherapy seems to be more adequate and more favorably accepted from patients than pharmacological treatment. This is also linked with possible negative consequences associated to the assumption of drugs, both for the fetus and the newborn. The aim of this paper is to examine in depth, through a narrative review, the importance of a correct evaluation of the insomnia disorder during the prenatal period and the characteristics of cognitive-behavioral therapy.. [ABSTRACT FROM AUTHOR]

The paper wants to explore, using the case of the PRIN, what criteria are most influential in the evaluation of proposals submitted for funding, in particular what is the relevance of the criteria related to the scientific quality of the proposal in itself (originality, methodological rigor etc.) than the quality of the proposing team, or alternative criteria of evaluation such as the impact expected of the research or the geographical location of the proposers. It is assumed that there is a difference between the quality criteria that scientists belonging to a scientific community say they use when they work as evaluators in the process of peer review, and the perception that scientists themselves have of the importance of scientific quality when they are objects of a process of evaluation. This difference is based on the existence of mechanisms distorting the peer review that: a) derive from the internal organizational characteristics of the scientific field; b) tend to become deeper when rules circumscribe the open debate of the reviewers and selection committees, and introduce the use of technical constraints (eg. methods and rating scales and decisions based on average scores) favouring the emergence of factors other than the scientific quality. [ABSTRACT FROM AUTHOR]

The paper describes a research work about evaluation of the acted and desired quality of professional activity within the school for foreigners of the multiethnic cultural center "La Tenda" in Milan. Competences useful for the professional development are the fulcrum of this evaluative research that has tried, not only to describe what implements the studied quality, but also to highlight the premises and consequences. In addition to the skills necessary for the professional mission, we therefore refer to the pre-requisites for carrying out the task: personal (eg: education), material (eg structural endowment) and intangible (eg: the ethical principles of the school). We refer to the facilitating elements and the consequent result that can be achieved by the work that the school teachers carry out (learning Italian and integrating with the new culture). [ABSTRACT FROM AUTHOR]

The aim of this paper is to propose a reflection on specific learnings, arising from a cyclic evaluation of the same intervention. The proposed topic is the study of Placement of Vocational Training in Piedmont Region (IT), held from 2011 to 2014. Through a diachronic reading of the four annual reports of the Placement, are presented three dimensions of analysis: financial dynamics, employment outcomes and net impacts. This contribute aims to discuss learnings in terms of method and policy, starting by the main results emerging from the analysis of the three dimensions listed above. [ABSTRACT FROM AUTHOR]