Research question and aim Clinical Ethics Committees (CECs) aim to support healthcare professionals (HPs) and healthcare organizations to deal with the ethical issues of clinical practice. In 2020, a CEC was established in an Oncology Research Hospital in the North of Italy. This paper describes the development process and the activities performed 20 months from the CEC’s implementation, to increase knowledge about CEC’s implementation strategy. Research design We collected quantitative data related to number and characteristics of CEC activities carried out (...) from October 2020 to June 2022 using the CEC internal database. Data were reported descriptively and compared with data from the literature to provide a complete overview of the CEC’s development and implementation process. Participants and research context The study has been conducted at the local health authority (LHA) of Reggio Emilia. It is a report of the activities provided by the CEC, where no HPs or patients were involved. Ethical Considerations The report is part of a larger study named EVAluating a Clinical Ethics Committee implementation process (EvaCEC), which has been approved by the Local Ethics Committee (AUSLRE Protocollo n° 2022/0026554 of 24/02/2022). EvaCEC is also the first author's PhD project. Findings In total, the CEC performed 7 ethics consultations (EC), published three policies related to particular ethical questions of clinical and organizational practice, provided one educational online course on ethics consultation targeting employed HPs, and promoted a specific dissemination process among the different departments of the LHA. According to our results, the CEC widely fulfilled the standard threefold set of clinical ethics support services tasks (namely, ethics consultation, ethics education, and policy development), but further investigations are needed to evaluate the CEC’s impact on clinical practice. Conclusion Our findings may increase knowledge regarding the composition, role, and tasks of a CEC in an Italian setting, informing future strategies and efforts to regulate these institutions officially. (shrink)

In this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within current environmental precarities. We show how we stirred up trouble in and outside our university classroom and provoked our students to (...) “make kin” with children, each other, other animals, and the more-than-human, but also to stay with the trouble, that is, to learn to be truly present in colonized spaces. (shrink)

L'A. si occupa delle questioni teologiche di Wylton, conservate in tre mss.: Vat. Borgh. lat. 36; Tortosa, Archivo Capitular, 88; New Haven, CT, Yale Univ. Libr., Beinecke General 470. Lo studio verte sul contenuto di Beinecke 470 e Tortosa 88. Il primo contiene una serie di questioni teologiche e di fisica di Wylton, finora non notate. L'A. si sofferma sulle questioni teologiche, che in parte derivano da un prologo al Commento alle Sentenze, sulla questione relativa al problema della relazione , (...) sulla questione relativa al tempo . Quanto al ms. di Tortosa, l'A. esamina quattro questioni non attribuite, dimostrandone la paternità wyltoniana. Rispetto all'ultima delle questioni, sulla conoscenza scientifica di Dio, l'A. si sofferma sul prologo alle Sentenze di Prospero da Reggio Emilia dove la questione di Wylton è utilizzata per riferire l'opinione di Enrico di Harclay . In appendice sono elencati gli incipit delle questioni esaminate. (shrink)

BackgroundHeavy media use has been linked to sleep problems in children, which may also extend to the infancy period. While international parent-advisory agencies, such as the American Academy of Pediatrics, advise no screen time before 18 months, parents often do not follow this recommendation. Research on Italian infants’ early access to media is sparse, and only very few studies have investigated links with sleeping habits.MethodTo address this gap, we examined concurrent associations between parent-reported surveys of child technology use and sleeping (...) patterns. The Italian version of the 60 item Comprehensive Assessment of Family Media Exposure Survey, developed as part of a larger international study,, the Brief Screening Questionnaire for Infant Sleep Problems Sadeh, 2004) were completed online by 264 Italian parents of 8- to 36-month-olds and a subset completed the Parenting Stress Index Abidin, 1995) between April 2017 and April 2018.ResultsMore devices located in the child’s room and the more time spent watching TV or using an iPad were associated with less hours of sleep at night. Furthermore, more time spent watching TV or using a smartphone, as well as the number of devices in the room was associated with going to sleep later at night. Instrumental media use was associated with less sleep.ConclusionLike other countries, Italian infants have high levels of exposure to media, and differences in media patterns were associated with sleep patterns. Cultural factors influence both instrumental reasons for media use and sleep practices. Further research should explore how media use may serve to regulate emotion as a function of both contextual factors and individual differences. (shrink)

Loris Malaguzzi (1920 - 1994) was the pioneer of the Reggio Emilia approach to teaching young children. An ever-increasing number of teachers and educationalists from all over the world now come to study the Reggio pre-school's unique methods, and this is largely due to Malaguzzi's devotion, work and commitment over 45 years, and the small group of teachers and educators he trained and with whom he developed his methods. The principles that underpin the Reggio Emilia (...) approach are fundamental to the way in which Early Childhood Education is being shaped around the world today. The work of Loris Malaguzzi was rooted in a strong sociocultural framework, meaning it was a considered response to what was needed for particular communities and their needs. Sandra Smidt here considers the life of this remarkable man, and through a pedagogical perspective explores his approach on topics including: - Relationships; - Observation; - Creativity; - Questioning; - Justice; - Equality; - Politics. Accessible and informative, this introductory yet in-depth look at Malaguzzi's life and work will be of huge benefit to anyone working with young children in an educational capacity, including parents, and will be essential reading for students on early childhood education courses. (shrink)

The article aims to demonstrate to what extent the work Art as Experience by the American philosopher and pedagogist John Dewey, a proponent of pedagogical activism, may have contributed to Loris Malaguzzi’s thought and the Reggio Emilia Approach. Starting from the idea of an aesthetic experience as a privileged means of knowledge, the comparison between the two authors continues through reflections on the relationship between art-community and art-ethics. The dialogue between these important educational approaches is proposed in order (...) to highlight their relevance and the role they could play in today’s schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being. The dialogue between these two important educational approaches is proposed in order to highlight their relevance and the role they could play in today's schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being. (shrink)

We believe with the publication of our Lexicon Spinozanum, that we are meeting a need in Spinoza historiography which has been pointed out by scholars, but has never before been satisfied. In the intro duction of his Spinozas philosophische Terminologie (Leipzig, 1913), G. T. Richter promised "a Spinozistic Lexicon in which the meaning of each term is set out on an historical basis in alphabetical order". In 1924, in the Report, i.e., Nachbericht, of his four volume edition of the complete (...) works of Spinoza (Heidelberg), C. Gebhardt promised a complementary volume comprising, among other things, a general index. However, neither the one nor the other were ever published. The hope of seeing this gap quickly filled has been reiterated recently by Di Vona: "The compilation of a Spinozistic index is a task of the history of philosophy, the execution of which would gratify all scholars". (Di V on a, Studi suIt' ontologia di Spinoza, Florence, 1960). We do not know how closely our Lexicon Spinozanum corresponds to what Richter and Gebhardt projected. We believe, however, that there are common requirements at the basis of works of this sort. In our procedure and in the delimitation of our scope, we have set for ourselves two main criteria: that of clarity and that of completeness. We hope we hav:e not deviated from them too much. (shrink)

Loris Malaguzzi was one of the most important figures in 20th century early childhood education, achieving world-wide recognition for his educational ideas and his role in the creation of municipal schools for young children in the Italian city of Reggio Emilia, the most successful example ever of progressive, democratic and public education. Despite Malaguzzi’s reputation, very little of what he wrote or said about early childhood education has been available in English. This book helps fill the gap, presenting (...) for the first time in English, writings and speeches spanning 1945 to 1993, selected by a group of his colleagues from an archive established in Reggio Emilia. They range from short poems, letters and newspaper articles to extended pieces about Malaguzzi’s early life, the origins of the municipal schools and his ideas about children, pedagogy and schools. This material is organised into five chronological chapters, starting at the end of World War Two and ending just before his death, with introductions to each chapter providing background, including the historical context, the main events in Malaguzzi’s life and the rationale for the selection of documents. The book provides a unique insight into the background, thinking and work of Malaguzzi, revealing, in his own words, how his thinking developed, how he moved between theory and practice, how he border-crossed many disciplines and subjects, and how he combined many roles ranging from administrator and campaigner to researcher and pedagogue. Academics, students and practitioners alike will find this landmark publication provides rich insights into his life and work. (shrink)

Numerose sono le figure – narrative, simboliche, storiche – nelle pagine di Borges, tratte dalla tradizione di una Germania intesa, alla maniera di Tacito, come l’antico nord del mondo. La passione per la germanistica percorre tutta l’opera di Borges per farsi, nell’ultima parte della sua vita, scoperta del mito e ripensamento della poesia, capace di conferire alla sua immagine della letteratura un colore perdutamente romantico.

Le note marginali latine nelle versioni olandesi di opere di Descrates di J. H. Glazemaker, di G. Crapulli.--Sul concetto spinoziano di mens, di E. Giancotti Boscherini.