La falsificazione epigrafica. Questioni di metodo e casi di studio

This paper aims to reconsider the manuscript by Jacopo Valvasone (1499-1570), formerly owned by the Earl of Leicester (now British Library, Additional MS 49369), which Theodor Mommsen borrowed and inspected in 1876, just before the publication of the second part of CIL V. In the letter that he wrote to thank the Vicar and Librarian of Halkham Hall, Mommsen declared that Valvasone joined \u201cthe the long list of forgers\u201d. The analysis of forgeries in Valvasone\u2019s manuscript could show whether Mommsen was right in his opinion

Co-creating, co-producing and connecting: Museum practice today.

This is the peer reviewed version of the following article: Barnes, P., & McPherson, G. (2019). Co‐Creating, Co‐producing and Connecting: Museum Practice Today. Curator: The Museum Journal, 62(2), 257-267., which has been published in final form at https://doi.org/10.1111/cura.12309. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingWe argue in this paper that museums have become hybrid spaces, where consumers look and challenge what they see; they form part of what they see; with some aspects of exhibitions now co‐created and co‐produced by the consumer (Kershaw et al. 2018; Solis 2012). This paper draws on an example from a group that we worked with using performance as a tool to engage a ‘hard to reach’ or ‘socially excluded’ groups. We conclude that by allowing audiences to co‐create and co‐produce exhibitions and performance; this can turn the museum rhetoric of community engagement into practice and create a space that is truly inclusive for the communities it serves. We demonstrate how the possibility of seeing museums as hybrid spaces, which can adapt, can be used for education and entertainment, and how that has in turn led to the transformation of people's lives in a previously socially excluded community

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD4201706221

Science Centers and Public Participation: Methods, Strategies, and Barriers.

Science centers and museums are currently experimenting to strengthen the participation of the public in two-way conversations between the public and the institution. Eventually, these activities will lead to a stronger role of the public in the decision-making process of the museum. We analyzed the current situation faced by science museums in Europe in light of the recent discourse on public engagement with science and identified the main barriers and obstacles that prevent actual decision making of the public within the institutions. Finally, we discuss suggestions for solutions. © The Author(s) 2012

Public Participation and Scientific Citizenship in the Science Museum in London: Visitors’ Perceptions of the Museum as a Broker

Science museums in Europe play an emerging and important role as brokers between the public and policy-making institutions and are becoming platforms that enable scientific citizenship. To do so, museums rely on the participation of their visitors. However, little is known about the relation between visitors’ interest to participate, their engagement with science, and their perceptions of the museum as a platform of scientific citizenship. This study analyzes visitors’ interest in 3 levels of participation: Sharing opinions and feedback (the museum as “forum”); co-developing programs and activities; and participating in the governance of the museum. Quantitative analysis of the data from a survey conducted among 364 adult visitors to the Science Museum in London reveals that interest in the forum function of the museum does not depend on visitors’ prior engagement with science, but rather on how the museum enables the scientific citizenship of its visitors. However, for interest in co-development the reverse was found—previous engagement and frequent visits are more important than scientific citizenship. The forum function of the museum and its perceived role in public policy further determine visitors’ interest in museum governance

Museums as brokers of participation: how visitors view the emerging role of European science centres and museums in policy

Science centres and museums in Europe traditionally offer opportunities for public participation, such as dialogues, debates and workshops. In recent years, starting with the support of grants from the European Commission, the purpose of these initiatives is increasingly more connected with the policy making processes where science centres play a role as brokers between the public and other stakeholders. This article begins an investigation on how these two levels of participation – the participation of museums in policy, and the participation of visitors in museums – are related in seven European science centres and museums. The results suggest that science centres and museums are regarded by their visitors as potential platforms to facilitate public participation in policy, especially in countries where the general infrastructure for public participation in science is weak

Need for public participation in the governance of science centers

Science centers and museums are developing new strategies to increase inclusiveness, to engage the public more actively and to respond to the need to present contemporary science and research as part of their public programs. In order to do so, they need to increase the level of public participation not only to inform the development of specific exhibitions and programs, but also to share authority in their interpretive and decision-making process. However, existing models of governance do not allow for a formal role of the public in the decision making process. We review current practices in Europe and argue that a new model of governance for science centers is needed where public participation and consultation activities are integral components alongside the board, director and staff