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OBJECTIVE: To assess fetal and maternal outcomes in women with systemic sclerosis (SSc). METHODS: Prospectively collected data on 99 women with SSc from 25 Italian centers were analyzed retrospectively. Women with SSc were observed during 109 pregnancies (from 2000 to 2011), and outcomes were compared to those in the general obstetric population (total of 3,939 deliveries). The maternal age at conception was a mean ± SD 31.8 ± 5.3 years, and the median disease duration at conception was 60 months (range 2-193 months). RESULTS: SSc patients, compared to the general obstetric population, had a significantly increased frequency of preterm deliveries (25% versus 12%) and severe preterm deliveries (

Early treatment of inflammatory arthritis (IA) leads to reduced disease activity, reduced joint damage, decreased functional impairment and increased chance of remission. However, delay often occurs from referral to rheumatology appointment. This survey evaluated whether a preliminary triage carried out by healthcare workers without formal medical training could be effective in identifying patients with or without early IA.Patients were recruited during their first call to our centre, before their first visit. A simple questionnaire, including three questions and aimed at investigating the presence of sign and symptoms of IA was developed. The same survey was administered twice: the first time, during patient's first call to our centre (telephone survey), and the second time, during their first visit with the rheumatologist (Ambulatory visit survey). We compared the outcomes of the survey with the actual diagnosis made by the rheumatologist following standard medical examination.In total 484 patients were included in the study, and 34/484 (7.02%) were confirmed to have early IA. The telephone survey was able to detect the non-early IA patients in 99.5% of cases; the same result was reported for the ambulatory visit survey. The median time required to complete the questionnaire was 1 minute in both surveys.The adoption of a simple survey, also administered by non-medical personnel, may effectively contribute to the early detection of IA.

The numbers of specific intranuclear AgNOR silver precipitates (AgNORs) and their relation to the Inflammatory Bowel Disease-Dysplasia Morphology Study Group's classification were studied in 134 colonscopic biopsy specimens of ulcerative colitis (UC) with and without dysplastic findings from 73 patients with active and inactive disease. In addition, 40 cases of colonic adenocarcinomas and 22 normal colonic mucosae were also assessed for comparison with the one-step silver staining AgNOR technique. Statistical comparison of the mean AgNOR number revealed a highly significant inter-class difference (P < 0.001) between UC without dysplasia and UC with dysplasia as well as between active and inactive UC. On the contrary, the AgNORs count did not separate colonic adenocarcinomas from UC with dysplasia either high or low grade nor these three classes from the group of UC with indefinite dysplasia. The quantitative evaluation of epithelial changes occurring in UC by the AgNOR method may help to establish the clinical management of colitis patients, in addition to qualitative morphological criteria.

The amount and distribution of interphase argyrophilic nucleolar organizer regions (AgNORs) was studied in 51 gallbladder surgical specimens including 32 primary carcinomas, 10 adenomas and 9 cases of chronic cholecystitis with calculi. The mean nuclear AgNOR area (NORA) and the AgNOR distribution score (NORDS), i.e. the percentage of cells carrying nucleolar aggregates with more than 6 distinct silver dots, were evaluated in 200 epithelial nuclei per specimen by means of automated image analysis and direct counting respectively. Statistical analysis (variance analysis and Student-Neuman-Keuls' test) performed on the pooled mean AgNOR values showed a significant difference (p < 0.001) between carcinomas and non-carcinomatous lesions. Both NORA and NORDS highly discriminated carcinomas with histopathological grade 4 versus cases with grade 1, 2 or 3 (p < 0.001); a less statistically significative p value (< 0.05) was encountered when NORDS values of well differentiated grade 1 carcinomas and adenomas were compared. The NORA parameter permitted the discrimination of stage IV versus stage I carcinomas (p < 0.001), while carcinomas in stage IV and those in stage II were distinguished with a p < 0.05; the NORDS parameter allowed also to distinguish stage IV from both stage I or II tumours (p < 0.001). Our results indicate that the above-mentioned AgNOR parameters may be utilized as additional, more objective quantitative criteria in the clinical-pathological assessment of the outcome of gallbladder carcinomas.

The histologic differentiation between endometrial and endocervical adenocarcinomas is a common diagnostic problem. In the present study, the distribution of nucleolar organizer regions (NOR) is evaluated in the two groups of neoplasm, but it is concluded that NOR counts do not offer any histological discriminant between endometrial and endocervical carcinomas.

Samples of normal and dysplastic laryngeal mucosa and of laryngeal epidermoid carcinomas were submitted to the AgNOR silver staining technique. AgNORs were subdivided in large (LN) and small (SN) and counted separately along their sum (TN). Overlap of values is great between normal and mildly dysplastic mucosa and between moderate and severe dysplasia. Grouping together normal with mildly dysplastic mucosa, and moderate with severe dysplasia, their mean values show minimal overlap and the differences between them are highly significant. Plotting the mean values of these two groups and of carcinomas, the linear interpolations show a clearcut increase of values.

In the current study we investigated the relationship between ethnic prejudice and resilience and the perception of inclusion of immigrant students among primary and middle school teachers in two different countries (Italy and Spain). Participants were 315 teachers: 75 Catalan women, 25 Catalan men, 202 Italian women, and 13 Italian men. Participants completed the Classical and Modern Racial Prejudice Scale, the Resilience Process Questionnaire, and an ad hoc questionnaire evaluating teachers’ perceptions about immigrant students and their inclusive education process. The results showed two different models: The first one, referring to Italian teachers, suggested that the resilience component “return to homeostasis” helps teachers in the creation of positive perceptions and evaluations toward immigrant pupils and their inclusion process. The second model, referring to Catalan teachers, suggested that ethnic prejudice hinders the creation of positive attitudes and evaluations, but the resilience component “reintegration after loss” helps teachers in the creation of positive attitudes. Psychoeducational and practical implications are discussed.

The study focused on the transition from middle school to high school and aimed to verify the mediating role that perceived peer support may play in the relationship between family functioning in middle school and school satisfaction in high school. In middle school (Wave 1), participants were 208 adolescents (106 boys and 102 girls) aged 12–13 years (M = 12.56; SD = .61), attending the last classes of two middle public schools located in Italy. One year later (Wave 2), 155 adolescents (76 boys and 79 girls) participated again in the study when they attended the first classes of high school (M = 13.91; SD = .75). Participants completed the Italian Version of Family Assessment Device and the Social Support Questionnaire (short from) in Wave 1 and the Multidimensional Students’ Life Satisfaction Scale in Wave 2. Results showed that among family functioning dimensions, only affective involvement positively predicted perceived peer support and school satisfaction. The mediation models showed that perceived peer support in middle school mediated the relationship between affective involvement in middle school and school satisfaction in high school. Our results confirm the role of subjective perception of peer support in contributing to the prediction of school satisfaction beyond good parental affective involvement.

The paper presents the Patachitras (long strips of cloth painted, made by indian artists women Chitrakars) proposing them as a starting point to reflect about the many educational and training possibilities of narratives, through the painted images and singing. In the second part of the paper are created points of contact between the Patachitras and some narrative traditions related to different areas of the Italian territory and at different times of Italian history: the songs of Mondine, the Murales of Orgosolo, the Carretti of the Sicilian tradition. All these artistic expressions have the common feature of storytelling, not through the written word, but by other equally effective means of expression, with the aim that everyone can understand, even those who do not speak the majority language within the reach of the understanding of all

Come intendere semioticamente un elemento architettonico come la porta? In che modo essa diventa segno e con quali possibili significati? Ammesso naturalmente – e dovremo discuterne – che la nozione di segno oggi sia adeguata a spiegare quei processi di significazione che, a ben pensare, sono ciò che ci serve conoscere. Il nostro obiettivo non è sapere cosa significa l’architettura (o un dato elemento architettonico, porta o colonna che sia) ma come significa, in che modo cioè produce determinati effetti di senso che vanno dal piacere estetico all’utilizzo pratico, senza che tra i due possa essere fatta una distinzione di principio (non c’è una significazione estetica e una pratica, il processo è lo stesso), ma solo di pertinenza. È la funzione porta che ci interessa, non la porta, intesa come archetipo, né una qualche porta in particolare.

Un obiettivo importante della prospettiva inclusiva è limitare la dispersione scolastica degli adolescenti delle minoranze etniche nei gradi superiori dell’istruzione. Nella gran parte dei casi le scuole non possono contare su risorse finanziarie aggiuntive che potrebbero consentire, per esempio, la presenza di figure che facilitino la comunicazione (facilitatori), dunque è opportuno fare perno su due elementi che riguardano la professionalità docente: una maggiore responsabilizzazione di insegnanti e studenti e la collaborazione fra di loro. La corresponsabilità e il riconoscimento reciproco con le ultime normative appaiono modalità concrete, che si realizzano in procedure

Sono introdotte e commentate le relazioni finali dei gruppi di studio che si sono svolti durante la Summer School organizzata dalla Siped a Enna nel luglio del 2015. I diversi contributi sono collocati all’interno del dibattito scientifico in corso per ognuno dei temi affrontati nei lavori svolti durante la manifestazione sulle tendenze della ricerca pedagogica in Italia. The final reports of the study groups that worked during the Summer School organized by SIPED in Enna in July 2015 are here introduced and discussed. The various contributions are placed within the current scientific debate for each one of the themes dealing with during the demonstration on pedagogical research trends in Italy.

Quali sono i circuiti dialogici della “condivisione” in un ambiente di ricerca? C’è una prospettiva “solidaristica” concreta nelle pratiche collaborative? Come si trasformano comunità di ricerca che si muovono prevalentemente in ambienti digitali? La ricerca può “rigenerare” legami sociali? Ed ancora. Quale il ruolo dei dottori di ricerca verso il trasferimento dei prodotti di ricerca nella comunità sociale? Quali dimensioni etiche e deontologiche? Come intendere la praticabilità di un’etica della conoscenza nei tempi della connettività? L’originalità del prodotto di ricerca si misura con il livello di condivisione e di crescita collettiva della comunità o con la dimensione individuale? In che misura il prodotto scientifico può tradursi in valore sociale?

In questo articolo sono presentati i lavori svolti dal lavori del gruppo Siped “Pedagogia delle relazioni educative familiari”. Un punto di avvio che accomuna tutte le indagini è la constatazione che la famiglia, negli ultimi decenni, ha attraversato profonde trasformazioni morfogenetiche, relazionali e valoriali, tanto da far parlare non più di famiglia al singolare ma di un “arcipelago di famiglie” che comprende situazioni piuttosto eterogenee. Si tratta di una rinnovata concezione della famiglia per mezzo della quale reinterpretare le figure genitoriali e le funzioni educative da esse svolte. Dal resoconto emerge che il gruppo di lavoro si è proposto di incentivare la riflessione scientifica sulle relazioni educative familiari, al fine di mettere in luce l’imprescindibile contributo offerto dalla famiglia alla formazione delle nuove generazioni e alla costruzione di una società democratica. This article presents the work of the group SIPED “Pedagogy of family educational relationships”. A starting point that unites all the research work is that the family, in recent decades, has gone through a deep morphogenetic transformations, relationships and values, so, as to speak, the family is no longer conceived as a singular one but as an “archipelago of families” which includes situations rather heterogeneous. It is a renewed conception of the family by which reinterpret the parental figures and educational functions they perform. From the report it appears that the working group has proposed to stimulate scientific reflection on family educational relationships, in order to highlight the indispensable contribution of the family to the formation of new generations and in building a democratic society.

“Il ruolo dell’insegnante tra metodo e qualità dell’esperienza scolastica” intitola un percorso di ricerca-formazione realizzato tra aprile e ottobre 2011 con gli insegnanti delle scuole dell’infanzia, primarie e secondarie di primo grado del Comune di Cinisello Balsamo (MI). L’obiettivo della ricerca ha riguardato la possibilità di ricostruire, a partire da situazioni scolastiche concrete, in cosa consistesse il “modo di fare scuola” agito quotidianamente da ogni insegnante; come esso incidesse sulla qualità dell’esperienza che allievi e insegnanti vissuta a scuola e quindi come, a partire dalla pratica, si potesse ridefinire ciò che qualifica la professionalità dell’insegnante oggi, rispetto a situazioni cosiddette “di disagio”. Dal punto di vista pedagogico, la ricerca presuppone la specificità dell’esperienza educativa, sottolineandone da un lato la complessità intrinseca, dall’altro la problematicità delle connessioni con l’educazione informale. Inserita nell’ambito delle ricerche pedagogiche empiriche di tipo qualitativo, idiografico e intensivo, la ricerca ha sviluppato un percorso strutturato in gruppo. Riferendosi all’approccio di Clinica della Formazione, è stata animata dalla preoccupazione di consentire ai partecipanti di pervenire a una propria consapevolezza didattico-metodologica e di individuare i propri riferimenti deontologici a partire da una riflessione sull’esperienza agita. Tra i risultati, è stata evidenziata la presenza di una pratica didattico-educativa esperta e in divenire, che, se riesce a fronteggiare situazioni difficili, tuttavia non viene legittimata come “modalità di fare scuola” nel confronto con modelli di insegnamento tradizionali, a cui, pur riconoscendo l’anacronismo rispetto alla situazione attuale, insegnanti e dispositivi scolastici sembrano comunque riferirsi. Lavorare su tale legittimazione potrebbe consentire a insegnanti e scuola di costruire esperienze significative certo dal punto di vista pedagogico e didattico, ma anche dal punto di vista esistenziale, ovvero dell’impatto dell’esperienza scolastica sul “modo di essere-nel-mondo” degli allievi (ma anche degli insegnanti).

Il contributo presenta la ricerca "Il ruolo dell'insegnante tra qualità e metodo dell'esperienza scolastica", realizzata nel 2011 dal Centro Studi Riccardo Massa con gli insegnanti di scuola dell'infanzia, primaria e secondaria di primo grado del Comune di Cinisello Balsamo (MI). Dopo aver esplicitato i presupposti epistemologici e metodologici, le domande e le finalità della ricerca, il contributo ne mostra i risultati. In particolare, approfondisce le rappresentazioni del metodo di insegnamento in relazione alla predisposizione e ai vissuti dell'esperienza scolastica e dei bisogni formativi e di sostegno professionale degli insegnanti.

Background: Antenatal and postnatal treatment with dexamethasone (DEX) may negatively affect the neuropsychological development in children. Maternal anti-Ro/Sjogren’s syndrome A (SSA) antibodies may also be associated with learning disabilities in offspring. Objective: To assess neuropsychological development in babies exposed to very high dosages of DEX in utero, whose mothers were anti-Ro/SSA positive. Methods: 13 children with congenital complete heart block (CHB) (11 exposed and 2 not exposed to DEX) and 3 healthy siblings, all of anti-Ro/SSA-positive women, were evaluated. 11 preschool-aged children (5 boys) were assessed using Griffiths Mental Development Scales. 5 school-aged children (2 boys) were examined using Wechsler Intelligence Scale for Children—Revised to check IQ and reading tests to explore the existence of learning disabilities or dyslexia. None of the children had had major neonatal complications, although those with CHB had to be paced at different intervals from birth. Results: The children had been exposed in utero to a mean total dose of 186.6 mg DEX. IQ levels were always normal (mean IQ 105.1, standard deviation (SD) 9.5). Only one child had a learning disability, of borderline clinical significance, but this child had never been exposed to DEX. Conclusion: No negative effects were found on the neuropsychological development in this cohort of children, even if they had been exposed to maternal anti-Ro/SSA antibodies and to very high dosages of DEX (much higher than those used to improve fetal lung maturity). These findings might be of interest in view of the large number of infants exposed in the past to repeated antenatal courses of steroids.

Il ruolo storicamente importante dell'Italia nel commercio internazionale del caffè vede nel sistema portuale nazionale le sue infrastrutture principali di movimentazione. Di particolare rilevanza l'istituzione nel porto di Trieste del deposito rotativo di caffè brasiliano.