Exploring the effects of Covid-19 pandemic on European project’s design and management : the analysis of the University of Bologna and the KU Leuven’s experiences = Esplorare gli effetti della pandemia da Covid-19 sulla progettazione e sulla gestione dei progetti europei : l’analisi delle esperienze dell’Università di Bologna e della Katholieke Universiteit Leuven

The Covid-19 pandemic has forced higher education systems in most parts of the world to quickly adapt to face the emergency. While a certain amount of research has focused on analysing the influence of the pandemic on teaching and learning practices or on international mobility, less interest has been dedicated to the design and implementation of EU funding Programmes (i.e. Erasmus Plus). Through a qualitative exploratory research, the paper aims to analyse how the pandemic has affected the processes of Erasmus Plus programs (KA2 Strategic Partnerships), providing critical mass through the experiences of UNIBO and KUL, recognised excellences in this domain. The research was carried out through preliminary interviews and focus groups and involved 17 key observers and projects members. The conceptual framework that emerged suggests that different levels of adaptation based on Project Cycle Management phases (design vs implementation) and pandemic conditions (before vs during) to cope with collaboration and dissemination seemed required

Rebuilding “we ourselves” after the pandemic: Intergenerational dialogue as a protective factor against loneliness and social isolation in older adults

The compulsory measures implemented by governments to control the COVID-19 pandemic affected the global population’s physical, psychological, and behavioural health. In particular, the pandemic further exacerbated social isolation and loneliness among older adults, and the interaction between ageism and the pandemic heightened the sense of loneliness and social disconnection among older adults, necessitating work to increase social cohesion. This paper aims to explore the impact of the pandemic on older people, focusing on the social dimension and intergenerational education as protective factors capable of mitigating the negative effects of the pandemic on social isolation in the elderly and thus preventing its consequences. Finally, several perspectives for rebuilding a democratic community alliance are reflected upon. The revision of community dynamics from an intergenerational perspective can give renewed value to the interweaving of biographies and social projects in an inclusive and participatory way

La padronanza nella DAD, l’efficacia negli apprendimenti e l’inclusione di tutti. Il punto di vista degli insegnanti nell’indagine SIRD in Emilia-Romagna

The article presents a research carried out on 93 university students of a master degree in education on This paper is a focus of the SIRD National Survey on Distance Learning (DL) on the reality of teachers in Emilia-Romagna. A total of 3.423 in-service teachers in the region (or 6% of total teachers in the region) participated in the survey, out of 16.133 teachers participating nationally. Teachers responded to an online questionnaire during the first 2020 lockdown in Italy. This observational research aims to explore teachers' perceived differences in levels of DL’s criticality and resources, and levels of evaluation of effectiveness for learning and inclusion. These insights were conducted by considering different conditions of mastery in DL (lack of training, training, lack of experience, experience, mastery). It went on to explore the models that best predict perceptions of effectiveness for learning and inclusion among the five mastery conditions in DL. Descriptive analyses and multiple stepwise regression analyses were performed. The results show that the teachers' DL mastery condition corresponds, with significant differences from the other conditions, to lower levels of criticality and a more positive perception of potential resources. In addition, it emerges the central role of the perception of adequate assessment to ensure effectiveness for learning and inclusion of all students. It seems useful to imagine future training courses for teachers who know how to combine theoretical preparation with practical experience in supervised DL, possibly linked to moments of assessment for learning or as learning.Il presente contributo è un focus dell’Indagine nazionale SIRD sulla DAD sulla realtà dei docenti emiliano-romagnoli. All’indagine hanno partecipato 3.423 insegnanti in servizio della Regione (pari al 6% degli insegnanti totali della regione), su 16.133 docenti partecipanti a livello nazionale. I docenti hanno risposto a un questionario on line durante il primo lockdown del 2020 in Italia. Questa ricerca osservativa intende esplorare le differenze percepite dai docenti nei livelli di criticità e risorse, e nei livelli di valutazione dell'efficacia per l'apprendimento e inclusione. Tali approfondimenti sono stati svolti considerando le diverse condizioni di padronanza nella DAD (mancanza di formazione, formazione, mancanza di esperienza, esperienza, competenza). Si è proseguito esplorando i modelli che meglio predicono la percezione dell'efficacia per l'apprendimento e d'inclusione tra le cinque condizioni di padronanza nella DAD. Sono state svolte analisi descrittive e analisi di regressione multiple con metodo stepwise. Gli esiti restituiscono come la condizione di competenza nella DAD dei docenti corrisponda, con differenze significative rispetto alle altre condizioni, a minori livelli di criticità e una percezione maggiormente positiva di potenziali risorse. Inoltre, emerge il ruolo centrale della percezione di un’adeguata valutazione per garantire efficacia per l’apprendimento e inclusione di tutti gli studenti. Appare utile immaginare per il futuro percorsi formativi per docenti che sappiano coniugare preparazione teorica con esperienza pratica nella DAD supervisionata, possibilmente legata a momenti di valutazione formativa o formante

Azimuthal anisotropy of charged jet production in root s(NN)=2.76 TeV Pb-Pb collisions

We present measurements of the azimuthal dependence of charged jet production in central and semi-central root s(NN) = 2.76 TeV Pb-Pb collisions with respect to the second harmonic event plane, quantified as nu(ch)(2) (jet). Jet finding is performed employing the anti-k(T) algorithm with a resolution parameter R = 0.2 using charged tracks from the ALICE tracking system. The contribution of the azimuthal anisotropy of the underlying event is taken into account event-by-event. The remaining (statistical) region-to-region fluctuations are removed on an ensemble basis by unfolding the jet spectra for different event plane orientations independently. Significant non-zero nu(ch)(2) (jet) is observed in semi-central collisions (30-50% centrality) for 20 <p(T)(ch) (jet) <90 GeV/c. The azimuthal dependence of the charged jet production is similar to the dependence observed for jets comprising both charged and neutral fragments, and compatible with measurements of the nu(2) of single charged particles at high p(T). Good agreement between the data and predictions from JEWEL, an event generator simulating parton shower evolution in the presence of a dense QCD medium, is found in semi-central collisions. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).Peer reviewe

Forward-central two-particle correlations in p-Pb collisions at root s(NN)=5.02 TeV

Two-particle angular correlations between trigger particles in the forward pseudorapidity range (2.5 2GeV/c. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B. V.Peer reviewe

Event-shape engineering for inclusive spectra and elliptic flow in Pb-Pb collisions at root(NN)-N-S=2.76 TeV

Peer reviewe

Pseudorapidity and transverse-momentum distributions of charged particles in proton-proton collisions at root s=13 TeV

The pseudorapidity (eta) and transverse-momentum (p(T)) distributions of charged particles produced in proton-proton collisions are measured at the centre-of-mass energy root s = 13 TeV. The pseudorapidity distribution in vertical bar eta vertical bar <1.8 is reported for inelastic events and for events with at least one charged particle in vertical bar eta vertical bar <1. The pseudorapidity density of charged particles produced in the pseudorapidity region vertical bar eta vertical bar <0.5 is 5.31 +/- 0.18 and 6.46 +/- 0.19 for the two event classes, respectively. The transverse-momentum distribution of charged particles is measured in the range 0.15 <p(T) <20 GeV/c and vertical bar eta vertical bar <0.8 for events with at least one charged particle in vertical bar eta vertical bar <1. The evolution of the transverse momentum spectra of charged particles is also investigated as a function of event multiplicity. The results are compared with calculations from PYTHIA and EPOS Monte Carlo generators. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).Peer reviewe