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L’oggetto della ricerca è il fenomeno dell’improvvisazione pedagogica degli insegnanti di scuola. La dottoranda si è occupata di argomentare nella prima parte del lavoro di tesi le implicazioni filosofiche dell’assunzione dell’improvvisazione come tema pedagogico nella scuola, rispetto in particolare all’incontrollabilità dei processi formativi e alle tensioni neoliberiste presenti nel sistema scolastico. A seguito dell’individuazione delle differenti articolazioni teoriche presenti sul tema in letteratura, propone un disegno di ricerca empirico che risponde alla lacuna di ricerche sul campo sul tema. La ricerca ha coinvolto quattro scuole statali lombarde, dalla primaria alla secondaria. Lo studio presenta due fasi principali. Il primo ha previsto l’osservazione sul campo in presenza con ausilio della registrazione audiovisiva di 8 insegnanti, successivamente intervistati sulle loro rappresentazioni e sulla loro esperienza di improvvisazione in classe, con il supporto della videoregistrazione (video-cued interviews). Nel secondo, tre gruppi di insegnanti sono stati coinvolti in uno scenario di ricerca-formazione in cui all’esperienza diretta del laboratorio teatrale sono seguite conversazioni orientate a identificare le connessioni, se presenti, improvvisazione teatrale e improvvisazione pedagogica. Il primo segmento di lavoro ha previsto, dopo le osservazioni sul campo e prima delle interviste, una pre-analisi parziale delle note sul campo e dei video per individuare i frammenti più significativi da discutere in sede di intervista con i partecipanti alla ricerca. Al termine della raccolta dati, con il supporto del software NVivo, le note sul campo, le videoregistrazioni e le verbalizzazioni di interviste e discussioni di gruppo sono state oggetto di analisi tematica. Questo processo è andato a costituire una codificazione tematica del fenomeno dell’improvvisazione pedagogica. La frequentazione di conferenze nazionali e internazionali e l’attività formativa d, The object of this research is the phenomenon of pedagogical improvisation of school teachers. The author describes, in the first part of this thesis, the philosophical implication of assuming improvisation as a pedagogical theme in the school system, in particular referring to the uncontrollability of educational processes and the neoliberal tensions that are present in the teaching-learning process in schools. After discussing the various theories about improvisation retrieved in the literature review, the author proposes a research design that aims to fill the gap in literature constituted by the absence of contribution of empirical research about this object. The research involved 4 Italian schools in Lombardy, from primary to secondary grades. The studies articulates in two phases. In the first one, participant and video recorded observations in classroom focusing on the teacher were performed, involving 8 teachers of various disciplines and grades. After the observations took place, video-cued interviews with the teachers were performed in order to grasp their representations and experience of improvisation in teaching in the classroom. In the second phase, three groups of teachers were involved in a research/training scenario in which after experiencing games of improvised theatre were followed by discussions oriented to highlight the connections, if present, between theatrical improvisation and pedagogical improvisation. The first phase involved, after the observations and before the interviews, a pre-analysis of video recordings and field notes to find out the more significant events to discuss during the interviews. After finishing the data gathering, with the support of NVivo software, a thematical analysis has been performed. This process produced a collection of thematical codes about the phenomenon of pedagogical improvisation. While following courses and conferences, the author reflected critically upon the result of the thematical analysis and wanted

There are scarce data on the efficacy of ertapenem in the treatment of bacteremia due to extended-spectrum-beta-lactamase (ESBL)-producing Enterobacterales (ESBL-E) in kidney transplant (KT) recipients. We evaluated the association between treatment with ertapenem or meropenem and clinical cure in KT recipients with nonsevere bacteremic urinary tract infections (B-UTI) caused by ESBL-E. We performed a registered, retrospective, international (29 centers in 14 countries) cohort study (INCREMENT-SOT, NCT02852902). The association between targeted therapy with ertapenem versus meropenem and clinical cure at day 14 (the principal outcome) was studied by logistic regression. Propensity score matching and desirability of outcome ranking (DOOR) analyses were also performed. A total of 201 patients were included; only 1 patient (treated with meropenem) in the cohort died. Clinical cure at day 14 was reached in 45/100 (45%) and 51/101 (50.5%) of patients treated with ertapenem and meropenem, respectively (adjusted OR 1.29; 95% CI 0.51 to 3.22; P = 0.76); the propensity score-matched cohort included 55 pairs (adjusted OR for clinical cure at day 14, 1.18; 95% CI 0.43 to 3.29; P = 0.74). In this cohort, the proportion of cases treated with ertapenem with better DOOR than with meropenem was 49.7% (95% CI, 40.4 to 59.1%) when hospital stay was considered. It ranged from 59 to 67% in different scenarios of a modified (weights-based) DOOR sensitivity analysis when potential ecological advantage or cost was considered in addition to outcome. In conclusion, targeted therapy with ertapenem appears as effective as meropenem to treat nonsevere B-UTI due to ESBL-E in KT recipients and may have some advantages.

The development of an applied ethics theory to social education in the Span-ish context is one of the challenges of social pedagogy. From this premise, the purpose of the study is to analyse some theoretical foundations taken from relevant authors in order to develop the basis of an ethical dimension applicable to socio-educational practices. The Capabilities Approach Theory proposed by Amartya Sen and Martha Nussbaum is analysed throughout this work. Three original works of Sen and Nussbaum and reviews from ethics and education fields of other authors that address the Capabilities Approach were analysed through an inductive coding process using Atlas.ti software. The main results highlight some key elements and helped us to establish some socio-educational principles based on integral development, agency, participation, diversity, and freedom as some basic central axis that assure an ethical socio-educational relationship in compliance with human dignity, Uno de los retos que se presenta hoy en la pedagogía social es el desarrollo de una teoría sobre ética aplicada a la educación social. Desde esta premisa, el objetivo de este artículo es analizar algunos fundamentos teóricos, tomados de autores relevantes, que ayuden a fundamentar una dimensión ética que sea aplicable a las prácticas socioeducativas. En este trabajo se analizan algunas de las obras de Amartya Sen y Martha Nussbaum, con relación al enfoque de las capacidades. El proceso de análisis consiste en una revisión de tres obras originales y una revisión sistemática de otros autores que han abordado su teoría en el campo de la ética y la educación. El análisis se ha realizado a través de un proceso de codificación inductivo realizado con el software Atlas.ti. Los resultados apuntan elementos de interés para establecer principios socioeducativos basados en el desarrollo integral, la agen-cia, la participación, la diversidad y la libertad como ejes básicos para asegurar una relación socioeducativa ética acorde con la dignidad humana.

There are scarce data on the efficacy of ertapenem in the treatment of bacteremia due to extended-spectrum-beta-lactamase (ESBL)-producing Enterobacterales (ESBL-E) in kidney transplant (KT) recipients. We evaluated the association between treatment with ertapenem or meropenem and clinical cure in KT recipients with nonsevere bacteremic urinary tract infections (B-UTI) caused by ESBL-E. We performed a registered, retrospective, international (29 centers in 14 countries) cohort study (INCREMENT-SOT, NCT02852902). The association between targeted therapy with ertapenem versus meropenem and clinical cure at day 14 (the principal outcome) was studied by logistic regression. Propensity score matching and desirability of outcome ranking (DOOR) analyses were also performed. A total of 201 patients were included; only 1 patient (treated with meropenem) in the cohort died. Clinical cure at day 14 was reached in 45/100 (45%) and 51/101 (50.5%) of patients treated with ertapenem and meropenem, respectively (adjusted OR 1.29; 95% CI 0.51 to 3.22; P = 0.76); the propensity score-matched cohort included 55 pairs (adjusted OR for clinical cure at day 14, 1.18; 95% CI 0.43 to 3.29; P = 0.74). In this cohort, the proportion of cases treated with ertapenem with better DOOR than with meropenem was 49.7% (95% CI, 40.4 to 59.1%) when hospital stay was considered. It ranged from 59 to 67% in different scenarios of a modified (weights-based) DOOR sensitivity analysis when potential ecological advantage or cost was considered in addition to outcome. In conclusion, targeted therapy with ertapenem appears as effective as meropenem to treat nonsevere B-UTI due to ESBL-E in KT recipients and may have some advantages.

Alginate/Fe hydrogels were fabricated on hyaluronic acid (HA) and poly(allylamine hydrochloride) (PAH) multilayers to yield photoresponsive nanometer-scale hydrogels. Light irradiation of the resulting hydrogels induced the photoreduction of >hard> Fe to >soft> Fe cations, leading to changes in the mechanical properties of the hydrogels related to their cross-linking behavior. The buildup and the phototriggered response of the supported alginate hydrogels were followed in situ with a quartz crystal microbalance (QCM) using an open cell allowing light irradiation from an LED source on top of the hydrogel. The results were correlated to the release profiles of folic acid, employed herein as a drug model, obtained from light-irradiated supported iron alginate hydrogels.